Career Aspirations Research Articles

Risk perceptions of COVID-19, vocational identity, and employment aspirations of Chinese aviation students: a structural equation modeling approach

BackgroundThe COVID-19 pandemic has wreaked havoc on the aviation and education sectors in China. This study examined the relationships between risk perceptions of the pandemic, vocational identity, and employment aspirations of Chinese aviation students.MethodsThe study used a convenience sampling approach to collect data (n = 276 respondents) from August 2 to 8, 2022. An online survey was sent via WeChat and QQ to Chinese students majoring in aviation service management who were under lockdown at six Chinese schools.ResultsIn spite of the strong support for the stringent COVID policies and full awareness of infection risk and protective measures, respondents were worried about the current unstable situation and felt fear for its severity and long-lasting symptoms. The casual path from career commitment to employment aspiration was supported, but high risk perceptions of the pandemic failed to have any psychological effect on the two constructs of vocational identity and employment aspirations.ConclusionsThe findings not only demonstrate the power of career commitment on employment aspirations but also reveal that a relatively high self-assessment of career proficiency may not necessarily lead to a clear career aspiration, possibly due to poor risk communication and insufficient career planning guidance. Thus, Chinese aviation students should improve their career proficiency and commitment, broaden their career options and adaptability, and have a clear career plan, in order to be well prepared for the fierce job market that will face the next wave of the ongoing pandemic.

PSVI-4 Undergraduate Student Perceptions of an Experiential Learning Activity in a Livestock Feed Formulation Animal Science Course

Abstract Livestock Feed Formulation (LFF) is a lab-based component of a required undergraduate-level animal science course that emphasizes advanced scientific approaches associated with precision diet formulation to create cost-effective feeding strategies to optimize livestock animal productivity. LFF relies heavily on the ability of the student to integrate various methods of precision diet formulation and actively apply course concepts to a livestock feeding program. To aid the ability of the student to apply these course concepts, an experiential learning activity was developed, via a case study assignment (CS). The CS consists of a three-part project in which students: a) conduct hands-on forage laboratory analysis; b) determine nutritional requirements for their CS animals; and c) formulate multiple forage-based rations to meet nutritional requirements. Therefore, the objective of this study was to determine student perceptions towards the CS and evaluate student capability to perform hands-on forage laboratory analysis. Students (n = 159; response rate = 98%) enrolled in LFF completed a post-completion survey instrument that consisted of demographic and 5-point Likert-scale questions to gauge student perceptions of the CS. Student performance of forage laboratory analysis was compared with a commercial-lab performed analysis (Cumberland Valley Analytical Services, Waynesboro, PA). Student capability of lab analysis was analyzed using JMP Bivariate method and student survey responses were compiled using Qualtrics. To give some demographic information relative to the population of students enrolled in LFF, 80% of the students were female while 20% were male. When asked about their long-term career aspirations, 24% of students reported going to work in production agriculture (farmer/rancher, business owner, extension agent, sales and marketing). A majority of students (58%) reported having previous experience in the agricultural industry, with 28% reporting 2 or more years of previous experience with beef cattle. Student-performed lab assay of dry matter and neutral detergent fiber showed high correlation with commercial lab assay (R2 = 0.88 and 0.81, respectively). Most students agreed or strongly agreed that they had a positive experience with the CS (49% and 33%, respectively) and felt it positively contributed to course knowledge (44% and 40%, respectively). Additionally, a majority of students reported that the CS increased their course interest and motivation to further their knowledge in LFF. Participants also indicated they saw value in the learning experience, and it required more than just listening. The real-world application of the case study was notably the item that students reported to like most about the activity. However, when asked what students most disliked about the case study, they noted too many assignments and challenges associated with teamwork. This study demonstrated that students had an overall positive experience and association with the case study, which shows the advantage of implementing an experiential learning activity towards improving student comprehension of feed formulation techniques.

Emotions careers: The interplay between careers and emotions in professional organisations

AbstractDespite recognising the importance of emotions for careers, researchers rarely explore how career‐related practices invoke emotions and the implications for professionals’ career aspirations and behaviours. Drawing on 50 interviews with lawyers on the partner track and human resource (HR) professionals, we develop the concept of an emotions career. The emotions career consists of four stages, each characterised by different primary emotions and socio‐emotional dynamics. We find that career practices and social interactions elicit emotions that regulate professionals’ career aspirations and trajectories. Thus, professionals become emotionally invested in their careers, which in turn contributes to the maintenance of existing career systems. To better support professionals, we suggest that HR practitioners develop greater awareness of the emotional dynamics associated with careers and engage in career conversations, while organisational leaders should, collectively, consider ways to challenge negative perceptions of alternative career paths, generating more diverse thinking about careers.

Potential, aktualitet eller utsatthet?

Potentiality, actuality or exposure? The significance of recognition in career guidance counselling for newly arrived migrants. This article analyses the significance of recognition in career guidance counselling for newly arrived migrant youth. In line with the sociology of Herbert Blumer, the concept of recognition is employed as a sensitizing concept. In the article, several different aspects of recognition are highlighted, as recognition of prior learning, competencies, and experiences; educational and vocational aspirations; norms and values; the prospect of individual development, and the recognition of harsh and therefore noteworthy conditions for living. The study is based on an analysis of qualitative data from semi-structured interviews with fourteen career guidance counsellors that meet newly arrived migrants in the course of their daily work. The analysis draws attention to the fact that opportunities for development, as well as the recognition of particularly difficult and thus noteworthy life circumstances, are usually acknowledged without more extensive objections, but that the recognition of previously established knowledge, skills and experiences, study and career aspirations as well as norms and values can, according to the interviewees, lead to goal conflicts in study and career counselling work (although the relevance of a recognition approach is generally emphasised).

Karriereaspirationen und Kompetenzniveaus im pädagogischen Wissen: Zum Zusammenhang zwischen motivationalen Merkmalen und Erwerb professionellen Wissens von (angehenden) Lehrkräften

ZusammenfassungWährend die einzelnen Komponenten professioneller Kompetenz von Lehrer*innen – affektiv-motivationale Merkmale und professionelles Wissen – bereits Gegenstand mehrerer Forschungsarbeiten waren, wurde das Verhältnis zwischen ihnen bislang noch nicht intensiv untersucht. Im Anschluss daran werden in dem Beitrag Zusammenhänge zwischen Karriereaspirationen als Teil beruflicher Motivation von (angehenden) Lehrer*innen und dem Erwerb pädagogischen Wissens in den Fokus gerückt. Verwendet wird eine Stichprobe von 321 angehenden sowie bereits berufstätigen Lehrkräften aus Deutschland und Österreich, deren pädagogisches Wissen über drei Messzeitpunkte im Turnus von zwei Jahren mit dem TEDS‑M Testinstrument erfasst wurde. Die Ergebnisse zeigen, dass Karriereaspirationen mit Bezug zu professioneller Entwicklung und Weiterbildung einen positiven Zusammenhang zum Wissensaufbau aufweisen. Dies trifft auf Führungsaspirationen und den anvisierten Verbleib im Lehrer*innenberuf nicht zu. Ferner verdeutlichen Analysen auf Basis eines Kompetenzniveaumodells, dass Karriereaspirationen besonders stark in Zusammenhang mit der Erreichung des höchsten Kompetenzniveaus, das als wichtige Grundlage für die professionelle Entwicklung von Lehrer*innen angesehen werden kann, stehen.

Thriving amidst adversity: Flourishing and grit in Ukrainian college students with strong life purpose before and after the onset of the Russian war in Ukraine

This multi-study examined the role of life purpose in the well-being of Ukrainian university students before (Study 1) and during the Russian war in Ukraine (Study 2) during the 2021-22 academic year using a cross-sectional design. University students from a city highly affected by the war, a region which borders Russia, completed measures of sense of purpose in life (awakening to purpose, awareness to purpose, altruistic purpose), specific purpose orientations (others-growth, self-growth, career-focused), flourishing, and grit (consistency of interests, perseverance of effort). Structural equation modeling was used to test four alternative path models. In Study 1 (N = 159), flourishing was positively predicted by all measures of purpose, except for awareness of purpose, which was a negative but weak predictor. Similar to flourishing, both dimensions of grit were positively predicted by career-focused purpose orientation above and beyond the overall sense of life purpose. Additionally, perseverance of effort was predicted positively by awakening to purpose. Consistent with Study 1, in Study 2 (N = 107), flourishing and perseverance of effort were positively predicted by career-focused purpose orientation above and beyond the overall sense of life purpose. Additionally, flourishing was positively predicted by awakening to purpose and others-growth purpose orientation. Overall, students with a strong life purpose reported high sense of flourishing and grit. Findings also highlighted the salient role of career-focused purpose orientation in students' well-being. It is thereby important to support students in exploring and connecting life's purpose with their career aspirations.

Students' Perceptions and Attitudes Towards the Importance of Soft Skills Development in Learning and Career Development

This study aims to understand students' perceptions and attitudes in Vietnam about the importance of developing soft skills in their academic and professional life. Through in-depth interviews with 15 students from 9 universities in Hanoi. The research results show that university students in Vietnam generally understand and appreciate the importance of soft skills for personal development, career advancement and meeting society's expectations. Students recognize the competitive advantage that soft skills bring to the job market and express motivation to develop these skills, including career aspirations and personal development goals. However, the study also identifies various barriers and challenges that prevent them from acquiring and applying soft skills. Based on the results of the study, a number of recommendations are made to support the holistic development of students, equipping them with the necessary soft skills for academic and career success.

Empowering Candidates with Experience Sharing and Advanced Resume Screening - A Comprehensive Survey

Abstract: In the dynamic realm of higher education and career advancement, our college community now has access to a transformative portal. Here, students can delve into a vast repository of real-world interview experiences shared by peers, alumni, and industry professionals. These firsthand accounts offer a unique opportunity for current students to gain an inside perspective on interview processes, company cultures, and expectations across various organizations. Furthermore, our portal boasts a cutting-edge resume analysis feature. Students can upload their resumes, and a sophisticated algorithm scrutinizes their qualifications, skills, and experiences. Utilizing this analysis, the system generates tailored recommendations for companies and positions that closely align with each student’s unique profile, academic background, and career aspirations. This streamlines the job search process, broadens students’ horizons, and empowers them to explore career opportunities they might not have considered otherwise. Our aim is to facilitate professional growth, ensuring that our students seamlessly transition into the workforce. By fostering the sharing of interview experiences and delivering personalized company suggestions, our platform equips students to make informed career decisions, enhance their job application strategies, and embark on successful career paths.

Migration and Integration of Foreign Priests. Aspirations, Religiosity, and Tensions in the Narratives of Foreign Priests in Italy

This paper aims to understand the individual factors sustaining the migratory flow of Catholic priests to Italy. Priests’ migration cannot be seen as the mere result of lack of vocations and shortage of priests in the host country since their agency, belief, aspirations, and motivations affect their religious identity and, consequently, their integration and participation in the host country. Drawing on qualitative research, this paper collects the voices and the narratives of selected international priests living in Italy. Priests’ interviews led to broad-range questions about the nature of migration decisions and their integration into the host society and churches that originate from differences in religiosity, vocations, and missions. That resulted in a typology of 4 types of migrant priests: careerist priests, highly educated and integrated into the host country, driven by career and salary aspiration, and showing a highly politicized vision of religion; servant priests, with a strong missionary impulse to serve the Church as a universal institution transcending abstract and real boarders; evangelist priests who feel the moral obligation to evangelize secularized countries to bring them back to the origins of Catholicism; rebel priests who feel second-class priests, discriminated both within and outside the Church, in a country where they were forced to move, for this reason questioning their sense of clear vocational directions.

Psychological Burden - Pandemic and its Aftermath

On March 11th 2020, the World Health Organization officially declared the outbreak of Coronavirus (COVID-19) caused by SARS-CoV-2 virus. Interestingly, Covid -19 affected not only the physical health but also the mental health of people especially, that of the vulnerable student community across the globe. A stable mental state is vital for students to attain tutorial success to fulfill their career aspirations and pursue their profession. The pandemic led to decreasing motivation, concentration, attention span & all social interactions creating an imbalance in student mindset. Anger, aggression, frustration & annoyance were also observed. The continuing pandemic situation calling for social isolation; lockdowns and new methodology of learning thru’ online classes further compounded the problem thereby taking a toll on the mental health of students with visible dysfunctional behavioral patterns during the pandemic and its aftermath. As predicted by experts the psychological burden of Covid-19 is likely to persist for several years and needs detail investigation. This study delves into the common mental health conditions experienced by Management students of Bengaluru.

Exploring undergraduate students’ perceptions of food animal production and their sense of belonging in an introductory animal science course

New animal science undergraduates are further removed from agriculture than ever before, many coming from non-agricultural backgrounds lacking experience with food animals. In addition to beginning a degree program in which they have little experience, undergraduates face unique challenges during their transition to college, which could impact retention and success in their chosen major. The focal course, Food Animal Science: ANEQ 101, is an introductory animal science course composed primarily of first year animal science students. This course utilized experiential learning by implementing laboratories with dairy calves providing hands-on experience. Pre- and post-surveys were developed to assess students’ perceptions of food animal production, welfare, and sense of belonging in the Animal Science major at the beginning and end of this course that was characterized by hands-on opportunities; quantitative and qualitative analyses were performed on 114 paired survey responses. Respondents were mostly female (79%, n = 91), white (80.7%, n = 92), and from non-agricultural backgrounds (83.3%, n = 95). Despite only half (51.8%, n = 59) of respondents indicating that they had experience with food animals, most respondents indicated that they agreed being comfortable with food animal production (96.5%, n = 110) and working with food animals (95.6%; n = 109); agreement with these statements was similar in the post-survey (P > 0.05). More students agreed with the statement “In the United States, food animals are raised with an acceptable level of animal welfare” (P = 0.016) in the post-survey as compared with the pre-survey. In the pre- and post-survey, questions related to belonging garnered positive responses, consequently, there was no evidence that students’ sense of belonging in the major was altered during the course. Two free-response questions asked respondents to comment on their sense of belonging in the major. Thematic analysis of these answers identified themes related to belonging, including Learning and Curriculum, Career Goals and Aspirations, Passion for Working with Animals, Self-Assurance, and Community and Classroom Environment. The majority of students had positive views about production and their sense of belonging within the major highlighting the value of integrating experiential learning opportunities for students studying animal science.

Self-Esteem And Career Aspirations as Correlates of Academic Achievement of Learners with Hearing Impairment in Special Secondary Schools in North Eastern Nigeria

Academic achievement is an important parameter used to measure learners’ outcome in schools. However, studies have shown that the education of learners with disabilities have constantly been neglected by the government of Nigeria. This has led to a downward trend in the academic achievement of learners, especially those with disabilities. This study examines the self-esteem and career aspirations as correlates of academic achievement of learners with hearing impairment in special secondary schools in north eastern Nigeria. Correlation research design was adopted. The target population is 1,402 learners with hearing impairment in special senior secondary schools. Multistage sampling technique was used to select 351 Senior Secondary Two (SS II) learners across the five special schools in North Eastern Nigeria. The instruments for data collection are Learners' Self-esteem Rosenberg Scale (LSRS), Learners’ Career Aspiration Questionnaire (LCAQ), and “An English Language Pro forma (ELP)”. Data gathered were analyzed using Pearson product moment correlation and multiple linear regression. The study found a strong relationship between self-esteem and academic achievement of learners with hearing impairment in English language. There was a moderate but positive relationship between career aspiration and academic achievement of learners with hearing impairment in English language. Both self-esteem and career aspiration jointly have direct positive impact on students’ academic achievement. The study concludes that both self-esteem and career aspiration can independently or collectively push students into better academic performance. The study recommends among others that teachers should work toward boosting self-esteem and career aspiration of their students through constructive teaching approach. Keywords: Self-Esteem, Career Aspirations, Academic Achievement, Learners with Hearing Impairment, Special Schools

Introduction: Everyday Verbal and Cultural Practices of the Russian Speakers Abroad

Abstract The Russian-speaking space plays an important role for diasporans: starting a business, founding a company, seeking legal advice, or high-quality medical treatment is always more convenient when participants understand the nuances of communication in a common language. It facilitates the understanding of highly specialized fields such as legislation and medicine. In business, it makes presumptions and expectations transparent, and common values allow the quality scale to be defined and shared. The sphere of activities conducted in the diaspora in Russian depends on the contingent of immigrants: their education, career aspirations, and interests. Integration in a new society is closely linked to the level of language proficiency in the local language/s and also in English as the lingua franca of science, commerce, and entertainment. Yet, Russian often competes with the other languages and serves as a unifying factor for communities with a background in the former Soviet Union. In the present special issue, the authors combine sociolinguistics and linguistic anthropology while analyzing the everyday verbal and cultural practices of Russian speakers abroad. Observations of communication in immigrant groups reveal the cultural potential of the speakers as reflected in their discourse. They demonstrate a variety of lifestyles and practices, but have a strong sense of cultural identity.

The Role of Culture in Student’ Career Aspirations: A Preliminary Study

Background: A person's future job expectations are a type of career aspiration that students should have. A good career plan will lead to the satisfaction of life's requirements. The values are transmitted by parents as well as the cultural context of playing a role in one's career aspirations. Study aims: The purpose of this study is to study a systematic review of the influencing factors and the impact of career aspirations on students with collectivism and individualism cultural backgrounds to identify the gaps that occur in the two cultures. Method: The PRISMA strategy is used as an approach in a systematic review. Selection of articles using inclusion criteria; (1) research articles in the last 10 years (2013-2023); (2) articles in English; (3) available in full text; and (4) using quantitative and qualitative methods. Article search using SpringerLink, Scopus, ScienceDirect, EBSCHO, JSTOR, Proquest , and Google Scholar databases. The keywords used are Aspirations and Careers, with a combination of Teenagers and Students. Conclusion: The basic review found that there were differences in the career aspirations of students with cultural backgrounds. The role of the family in determining student careers is stronger in collectivism culture than individualism. Personal interests are considered as the main thing in career aspirations in adolescents with a cultural background of individualism.

Between Restriction and Liberation: Women’s Career Aspirations in Terms of Culture Perspectives in Asia

Women in Asia still experiencing difficulties in flourishing their career aspirations optimally due to strong cultural perspectives. This systematic literature review aims to explore the factors that influence Asian women’s career aspirations in various cultural settings. PRISMA 2018 was used in this study. Through Scopus, ScienceDirect, Springer, and Ebsco Host databases, we found eight articles that met the inclusion criteria after passing the article selection. This study resulted women’s career aspirations in Asia are influenced by internal enabler factors (including self-efficacy, career orientation, abilities and knowledge, need for usefulness, desire for family cohesion, and marriage prospects expectation), external enabler factors (including education, social support, contextual support, and cultural support), internal barrier factors (including fear of marriage prospects, beliefs on choice restrictions, and awareness of domestic roles), and external barrier factors (including social pressure, gender stereotype, peer conformity, financial hardship, and career consequences). Future research to examine women’s career aspirations in the wider cultural setting of various countries in Asia is needed.

“The Belief to Aspire”: The Association Between Afrocentric Values in the Educational and Career Aspirations of Young Black Males

“The Belief to Aspire”: The Association Between Afrocentric Values in the Educational and Career Aspirations of Young Black Males

Development, implementation and evaluation of a process for allocating final placements to nursing students.

This paper reports on the implementation and evaluation of a process developed over two years, intended to aid student nurses to enhance job application writing skills and curriculum vitae development, and to provide an opportunity for students to have a choice in their final practice placement. The study aimed to explore students’ perceptions on the strengths and limitations, explore the perceived impact on application form and CV writing, and gain suggested improvements to the process to increase student experience. A cross-sectional design using online questionnaires (year one and two) and a focus group (year one) gathered quantitative and qualitative data from a volunteer sample of final year adult and mental health student nurses. The majority of participants were happy with the process and with their placement allocation. Three main themes were reported in both years; Choice, Process, and Employability skills/Readiness for employment, with the addition of a fourth in the second year; Fairness. The process allows students to develop skills in applying for jobs which they feel is beneficial for their future. Choice enables students to tailor their final experience to their career aspirations and skill development, ultimately smoothing the transition into their future positions.

Future Self

This project explored dignity as a design principle for a service supporting formerly incarcerated students by helping them achieve their higher education goals and career ambitions. We highlight autonomy as the foundation of dignity and explore how autonomy and dignity are intertwined in the context of education. We conducted interviews with formerly incarcerated students and their educators to develop the “Future Self” service strategy. This service inspires the students to stay motivated by assisting them to design their future identities and connect with mentors who can serve as role models, and through income share agreement (ISA) financial plans to provide upfront funding, and ways of giving back to the community by empowering them to become mentors themselves.

Influences on Career Development for Gifted Adolescent Girls in Selective Academic Programs in Australia

Despite adolescent girls’ superior school achievement and high career aspirations, fewer women than men achieve career eminence. Understanding early influences on the development of gifted girls’ career-related values and aspirations may help to explain this discrepancy in career outcomes. This article reports findings from a qualitative, cross-sectional study of influences on career development for 18 girls in eighth, 10th, and 12th grades in selective entry high school programs in three Australian schools. Data from two rounds of interviews were analyzed thematically in relation to the career development theories of Gottfredson and Savickas. Findings highlighted the interrelated influence on career values, goals, and choices of (a) perceived personal traits, strengths, and interests, and (b) relationships and experiences grounded in home, school, and community contexts. Key findings are discussed for research and educational practice related to supporting career development in gifted girls.

Intrinsic factors influencing students’ career aspirations in public secondary schools in Ndhiwa Sub-county in Homa Bay County, Kenya

The purpose of the study is to establish intrinsic factors that influence students’ career aspirations in secondary schools. The study was conducted in six public schools in Ndhiwa Sub County among 211 students and 14 teachers. A mixed approach and convergent parallel mixed design were adopted. Purposive non-probability sampling techniques were used to sample teachers, while simple random probability sampling techniques were used to sample form three students. Data was collected using an interview questionnaire and focused group discussion, and the reliability and validity of instruments for the collection of data were tested during the pilot study and correlated at r= 0.976. The quantitative data was analysed using descriptive statistics in SPSS. 20.0, while the qualitative data was analysed using thematic analysis. Regression analysis was also used to further establish the extent to which revealed intrinsic factors are related to students’ career aspirations. The results showed that intrinsic factors that greatly influence students’ career aspirations are students’ interests, personality, knowledge, ability and beliefs. The study recommended that students should pay more attention to all the intrinsic factors in order to develop informed, relevant, and suitable career aspirations and choices.