Career Paths Research Articles

Development and Validation of the Career Authenticity Scale (CAS).

The self is crucial in career development, and authenticity emerges when individuals live in accordance with their true selves. This true self includes a deep awareness of one's abilities, cognitive, physical, and emotional traits, and unbiased answers to "Who am I?". Given its importance in career development, originality can significantly impact one's professional journey. This study brings a new structure to the field of career counseling with the term career authenticity. Career authenticity is a condition that emerges when individuals manage external influences and make their career choices in accordance with their true selves, thus achieving a work life that contributes to the meaning and purpose of their lives. The Career Authenticity Scale (CAS) was developed and validated in two samples of university students. In Study 1 (n = 402), the CAS was developed, and a structure consisting of 12 items and three dimensions was obtained as a result of exploratory factor analysis. Calculations also included the internal reliability coefficients of the CAS. In Study 2 (n = 322), the structure confirming the factors obtained in the first study was confirmed. Analyses also included convergent and discriminant validity, criterion-related validity, measurement invariance across gender, and item discrimination power of the CAS. The results show that the CAS meets the conditions for convergent and discriminant validity. A positive relationship was detected between the CAS and vocational outcome expectations and career proactive behaviors. The CAS was found to provide measurement invariance at configural, metric, scalar and strict invariance levels according to gender. In conclusion, the CAS was proven to be a valid and reliable measurement tool.

Tracing the trajectory of vocational education research on career adaptability: a bibliometric study

Reports on the evaluation of the most relevant themes on career adaptability through bibliometric analysis using the keyword “career adaptability” as its input aims to get a comprehensive view of current issues and trends in career adaptability research. The VOSviewer software in collaboration with Microsoft Excel and Open Refine was adopted as tool to visualize the network of authors, countries of origins and keywords in publication data mined on June 19 2022. The analysis found a total of 728 scientific publication from 1981 to 2022. The results show that in the last 15 years the number of career adaptability publications has grown very significantly. The United States is a major country contributing of publications. Author analysis presents Nota L as the most prolific author, while Savickas L is a prominent author while Guan Y is the writer with the best writing network with 8 other writers on career adaptability. Academic Press Inc. dominates the publication with 22.94% of it is production. Keyword analysis shows that career adaptability studies in the last two decades have focused on the theme of career planning through the establishment of a career guidance framework that aims to create prosperity.

What Is the Recipe for Success in Science?

This article narrates the life journey of a woman in science, drawing parallels between her grandmother’s improvisational apple pie making and her own path to success. Unlike a recipe, her career was shaped by unique, personal ingredients: a fervent love for learning from her parents; the importance of financial independence instilled by her mother; and a supportive network that facilitated both her family and career decisions. Through anecdotes, she emphasizes key life lessons: success is personal and varied; plans can change; guilt over work-life balance is self-imposed; and one should not be confined by traditional career paths. Her story highlights the importance of resilience, adaptability, and the pursuit of meaningful causes over conventional career milestones. Her transformative work in rare disease research underscores her commitment to leveraging her career for the greater good, embodying a blend of scientific curiosity and business acumen. The article concludes with a call to embrace learning, face failures, and build a trustworthy support network.

Reexamining Knowledge Management Education in Higher Institutions of Learning in Africa: A South African Perspective

Abstract: For twenty-first-century higher education institutions to stay relevant in a rapidly evolving techno-economic environment, knowledge management (KM) education is crucial in their curriculum. KM education expands the theoretical underpinnings of the discipline, producing skilled and competent professionals to implement KM in organizations and businesses. Researchers have reported the lack of an educational career path for KM professionals and have advocated for the need to build a professional qualification that can serve to establish KM, with agreed and accepted entry requirements. KM at educational institutions is still emerging as an interdisciplinary research and teaching discipline, notwithstanding the fact that the concept emerged as an academic discipline in the 1990s. Although KM has been established at private- and public-sector organizations in Africa, it is yet to be integrated as a discipline at most of these institutions. Drawing from five different perspectives of KM, a guideline for KM education is presented comprising an integrated KM curriculum that includes every KM discipline. The article advocates for KM education at higher education institutions from an African perspective. Since the discipline is still maturing, KM researchers have advocated for an annual survey of KM education to track progress toward a mature academic discipline.

Implications Of The Implementation Of Clinical Authority On Improving The Quality Of Nursing Services

Literature studies indicate that implementing clinical authority can enhance the quality of nursing care. However, many hospitals still have not fully applied clinical authority aligned with nurses' career paths. This research explores the impact of clinical authority on nurses' performance, both directly and indirectly, through situational leadership in Hospital X. Using a mixed-method approach with a parallel concurrent triangulation model, the study collected quantitative data via questionnaires from 300 nurses using total sampling. Descriptive crosstab analysis revealed no significant differences in perceptions of clinical authority, performance, and situational leadership based on individual characteristics. Structural Equation Modeling showed that clinical authority positively and significantly affects nurse performance. Qualitative data were gathered through focus group discussions with 13 nurses and semi-structured interviews with senior nursing managers. Thematic analysis identified six key themes: positive impacts on performance, the role of situational leadership styles, strategies to optimize nursing services, encountered obstacles, competitive challenges, and motivation to enhance care. The qualitative findings indicated that clinical authority fosters nurses' responsibility, adherence to standards, mutual trust, teamwork, and improved communication and caring attitudes. The corroboration of quantitative and qualitative analyses demonstrated alignment, confirming that clinical authority significantly influences nurse performance. To improve nursing care quality, hospitals are encouraged to implement structured career paths for nurses, ensuring that clinical authority is supported at every level

Professors’ Academic Advising Experience in Faculty-only Model

The purpose of this study is to explore in depth what experiences professors have while providing academic advising at universities. For this purpose, five professors with academic advising experience at K University in Chungcheong Province were selected as research participants and interviews were conducted. The collected data were analyzed using the constant comparison method. The results are as follow. First, professors covered five areas in academic advising: adaptation to college life, academics, career path, psychology-emotion, and others. Second, the positive experiences in academic advising recognized by professors were divided into two areas: direct effects and indirect effects. Third, four areas were identified regarding the difficulties experienced by professors while carrying out academic advising: lack of administrative support, psychological burden, difficulties due to student characteristics, and limitations arising from the role of advisor (dual relationship). Fourth, the support plan for academic advising recognized by professors were organized into two areas: close support for academic advising and separation of professors academic advising, and professional counseling. Based on these results, a support plan for professors' academic advising and implications for higher education were discussed.

The Effect of Grit on the Career Decision-Making Self-Efficacy and Beauty Continuous Intention of Beauty Specialized High School Students: Mediating Effect of Major Satisfaction

This study aimed to explore how grit impacts academic major satisfaction, career decision-making self-efficacy and the intention to pursue a career in cosmetology among students from beauty-specialized vocational high schools. To achieve this, a structured questionnaire survey was conducted with 374 students from beauty-specialized vocational high schools in Jeollabuk-do over approximately a month, from November to December 2023. All 374 responses were used for the final analysis, and the results found the following: Grit had a statistically significant positive impact on academic major satisfaction, career decision-making self-efficacy and the intention to pursue a career in cosmetology. As grit increases, it is believed that career decision-making self-efficacy, which forms the foundation for proactive actions in preparing for the future and deciding on a career path, also improves. Based on these results, if one of the core objectives of beauty-specialized vocational high schools is to cultivate professional beauty experts, fostering students’ grit is expected to play a significant role in achieving these goals.

The Effect of Professional Development on Employee Performance Moderated by Career Level at PT. Samsung Elektronik Indonesia North Sumatra Region 02 Medan

This study aims to determine the effect of professional development on employee performance moderated by career paths at PT Samsung Elektronik Indonesia North Sumatra 02 Medan. This type of research is associative research using quantitative methods. The sample in this study was 120 respondents who were measured by purposive sampling method. The data obtained were analyzed using statistical formulas, namely by using moderated regression analysis (MRA) analysis whose processing was carried out with the Smart PLS version 3.0 program. The results of this study indicate that professional development has a positive and significant effect on employee performance as evidenced by the tcount value of 10.284> t table 1.98 with a significance of 0.00 <0.05. Career level is significantly able to moderate the effect of professional development on employee performance as evidenced by the significance value of 0.00 <0.05.

신입생의 대학 적응을 위한 교육프로그램 프레임워크 개발: A 대학교 재학생을 대상으로

Objectives This study aims to understand the current state of freshman programs at domestic and international universities. It investigates student satisfaction with existing freshman education programs and examines the challenges freshmen face in adapting to university life. The ultimate goal is to analyze these findings to develop a framework for educational programs that facilitate freshmen's adaptation to university. Methods To achieve this, we reviewed prior research on freshman programs and conducted various literature re-views and actual surveys on freshman education programs at domestic and international universities. Based on these, we developed survey questions to assess perceptions of freshman education. Subsequently, we ad-ministered the survey to students at “A” University and analyzed the responses. Based on the findings of this study, we developed a framework for educational programs aimed at facilitating freshmen's adaptation to uni-versity life. Results Freshman programs at domestic and international universities can be broadly categorized into pre-college programs, freshman orientations, and freshman seminars. When surveying satisfaction with freshman education programs, students expressed high satisfaction with education that allowed them to explore their majors or career paths and desired practical information about university life. The support freshmen needed to adapt to university fell into four main categories: interpersonal relationships, academic skills, major-specific learning, and personal development. Based on these findings, this study developed a framework for educational programs to facilitate freshmen's adaptation to university life. Conclusions The educational program framework for freshmen's university adaptation developed in this study can be utilized to create systematic educational programs that help students adapt well to university life.

어떤 학생이 학생설계융합전공을 이수하는가? - 군집분석을 활용한 기이수 집단 분석

The purpose of this study is to propose solutions aimed at activating student-designed convergence majors and improving completion rates at A University. For this, cluster analysis, an unsupervised machine learning technique, is used and determine whether the groups derived through clustering analysis effectively distinguish between students who applied to complete the student-designed convergence major and those who did not. The findings are summarized as follows: The analysis of group differences identified two central factors that distinguished the groups: 'When did you start thinking about your career?' and 'Are you confident about your major?' From these findings, the characteristics of students suited for completing the student-designed convergence major can be summarized as follows: First, the student-designed convergence major should be expected to synergize with the primary major and encourage completion among students who have established a clear career direction. Second, even if students are not confident about their major, those with a high degree of decision-making regarding their career path and a clear direction can be encouraged to complete a student-designed convergence major.

베이비부머의 사회적자본과 삶의 질의 관계에서 평생학습참여도의 매개효과

Objectives The purpose of this study was to establish counseling intervention strategies that can increase social capital and lifelong education participation of baby boomers in career education and career counseling sites, and to provide various basic data to improve quality of life. Methods For this purpose, 112 responses were received and analyzed through an online survey from October 8 to 15, 2023, targeting baby boomers (born between 1955 and 1963) living in the Daegu and Gyeongbuk regions. For the collected data, reliability analysis, descriptive statistics, correlation analysis, and regression analysis were conducted for each variable using the SPSS 23.0 statistical program, and the Sobel Test was conducted to analyze statistical significance. Results First, baby boomers social capital was found to have a significant positive effect on quality of life. Second, baby boomers social capital was found to have a positive effect on lifelong education participation. Third, baby boomers lifelong education participation was found to have a positive effect on quality of life. Fourth, lifelong edu-cation participation was found to mediate the relationship between baby boomers social capital and quality of life. Conclusions The results of this study show that in order to improve the quality of life of baby boomers, it is neces-sary to recognize the need for social capital and lifelong education and to develop and implement education and counseling programs that can provide systematic help.

Differences in Career Decision Making Self Efficacy (CDMSE) Between Men and Women in Generation Z

The current phenomenon shows that teenagers often need more confidence in making career decisions. This study aimed to identify differences in the level of Career Decision Making Self-Efficacy (CDMSE) between male and female students in Senior High School (SMA). The type of research used was quantitative and used a comparative method. The population of this study was 640 students in grades XI and XII in high school. The sample of this study was 200 students taken using a random sampling technique. The method used in collecting data was a questionnaire. The instrument used was the CDMSES-SF scale developed by N.E. Betz. The data analysis technique used in this study was non-parametric analysis with the Mann-Whitney test. The results obtained from the data analysis showed significant differences in the level of CDMSE between male and female students. Male students have higher CDMSE than female students. For male students, special attention is needed on the planning and goal selection aspects, while for female students, it is on the planning aspect. These results suggest that male and female students need different approaches to career guidance, especially in planning and goal selection.

Co-Creation through scholarship. The Queen Mary Academy learner interns' programme

Since 2021, the Queen Mary Academy (QMA) at Queen Mary University of London has been running its Learner Interns Programme (LIP). The aim of the LIP is to support educators to undertake student-voice scholarship projects in collaboration with our diverse learner population by annually hiring interns to work on projects. In 2023-24, over 140 applications were received. The poster will discuss how learning and development, for both staff and students, occurs via instigation of such research projects, valuing learner expertise and agency. Student engagement is an element of the Queen Mary Academic Careers Framework which supports academic career paths, and engagement with the LIP has the potential for educators to develop evidence for this. Examples showed how educators deepen their approach to reflection and identified opportunities to leverage research avenues with students as active partners, contributing to their scholarly profiles. As a complimentary point, examples of how interns develop critical thinking and communication skills within academic contexts were shared, covering how interns’ exposure to research helps prepare them for professional roles. The origin and evolution of the LIP was outlined, alongside approaches to intern recruitment, onboarding, co-responsibility training, and community building, that subsequently provide opportunities for the professional development of support colleagues who are involved. Delegates took away ideas around valuing students as partners within structured internships, with direct quotes from educators and support colleagues describing the impact this initiative has had on their professional development. This approach was displayed as an effective example of educational learning development, underpinned by student involvement, for which others may wish to copy its approach or explore potential future collaborations with Queen Mary.

CEO Locality and Employment Stickiness

AbstractWe explore whether CEOs’ hometown identity involves labour adjustment decisions. We document that local CEOs, with their hometown ties, reduce employment to a lesser degree following sales downturns than nonlocal CEOs. This finding suggests that local CEOs’ strong local attachments motivate them to prioritise employee interests and build good reputations, which create private benefits or reserve future career paths in their hometowns. Our findings are more pronounced in areas where local connections are highly valued, thus supporting our argument. We further find that the retention efforts of local CEOs are related to low future performance. We extend the cost stickiness literature by documenting that CEOs’ place attachment influences resource adjustment decisions, particularly regarding labour, which eventually influences subsequent performance.

Examining the Effect of Resource Constraints on Teaching and Learning of Grade 12 Mathematics in Gauteng Community Learning Centres

The study focused on the effects of resource constraints on the teaching and learning of Grade 12 Mathematics in Gauteng Community Learning Centres (CLCs) in South Africa. It highlighted the historical and socio-economic context of apartheid and its enduring effects on educational inequalities. The lack of resources in CLCs, including substandard facilities, scarcity of teaching materials, and under-resourced teachers, was identified as a persistent issue. Grade 12 Mathematics is a vital subject for higher education and career paths, and proposed solutions include using deliverology and implementation science to mitigate these challenges.The methodology involved a multiple-case study design, with semi-structured interviews conducted with Grade 12 Mathematics teachers in CLCs in the Gauteng North region. Thematic analysis was used to analyze the qualitative data gathered from the interviews. The findings highlighted a severe lack of resources in CLCs, reliance on out-dated and borrowed materials, and a heavy burden on teachers to supply resources. Challenges included limited access to basic materials, financial and logistical strains on teachers, and a negative impact on teaching quality. Furthermore, the implications of these findings suggest that addressing resource constraints through these frameworks could significantly enhance the quality of Mathematics education in CLCs. The study recommends a strategic approach using deliverology and implementation science, focusing on structured goal setting, capacity building, stakeholder engagement, continuous improvement, policy advocacy, and technology integration to improve Grade 12 Mathematics delivery. These recommendations are aimed at mitigating the adverse effects of resource constraints and improving the teaching and learning of Grade 12 Mathematics in CLCs.

A framework for training graduate students and campus communities in inclusive teaching.

While graduate student teaching assistants (TAs) contribute significantly to university education, many graduate programs across diverse disciplines offer limited formal pedagogical training. In turn, many researchers informally develop teaching and mentoring skills as they advance to faculty positions or related careers. This can perpetuate a lag in the implementation of inclusive educational environments despite the clear benefits demonstrated by recent pedagogical research. For instance, the integration of inclusive teaching strategies like universal design for learning, growth mindset feedback, and the use of relatable role models in curricula may help increase the persistence, success, and self-efficacy of traditionally underrepresented groups in the sciences. Additionally, research indicates that training graduate TAs in evidence-based practices may have benefits beyond teaching efficacy, such as greater confidence in research preparedness and science communication-skills applicable to any scientific field or career path. Here, we developed and implemented an inclusive teaching series for a marine science department that included: (i) campus-wide pedagogical journal article discussions and knowledge-sharing, (ii) expert-led interactive workshops on evidence-based teaching strategies, and (iii) a graduate TA professional development module on inclusive lesson planning with opportunities to teach and receive feedback. Based on our experiences, we share a framework and resources to facilitate a broader adoption of formalized TA training in inclusive teaching practices within graduate programs across a variety of fields.

Implementasi Program Bimbingan Karir dalam Kurikulum Merdeka Belajar di SMKN 3 Madiun

Aditya Yudha Wicaksono: "Implementation of the Career Guidance Program in the Independent Learning Curriculum at SMKN 3 Madiun". Thesis. Jakarta: Guidance and Counseling Study Program, Faculty of Teacher Training and Education, University of PGRI Madiun, 2024. This study aims to find out the first, to find out the level of student career planning when the career guidance program is in the independent learning curriculum, the second is whether there is a difference after being given a career guidance program in the independent learning curriculum. This research is a descriptive qualitative research. The subjects of this study included school principals, deputy principals for curriculum, vice principals for student affairs, counseling teachers and students at SMKN 3 Madiun. Data collection methods used are observation, interviews, and documentation. From the results of this study it can be seen First; The implementation of the counseling program at SMKN 3 Madiun is quite good. Judging from the implementation of information services where the teacher always provides information about the world of work and the industrial world, the counseling teacher always provides counseling services to their students through class hours determined by the classical service method, the counseling teacher is also ready to provide individual counseling services when there are students who experience problems. . Second; The implementation of the Merdeka Curriculum at SMKN 3 Madiun was carried out well. Judging from the curriculum program that has been implemented and compiled by several teachers, it is sufficient to facilitate the implementation of learning for teachers and streamline learning or material provided to students. Supporting factors for the implementation of student career planning are categorized as quite good, schools always support the implementation of student career planning by carrying out several activities such as EduFair or JobFair to determine student career plans whether they want to continue on to higher education or the world of work.

Assessing the Role of Social Studies Curricula in Enhancing Tourism Awareness among High School Students: A Student Perspective

Tourism awareness plays a pivotal role in promoting cultural understanding and supporting economic growth, especially in regions with rich heritage and tourism potential. This study aims to evaluate the effectiveness of social studies curricula in fostering tourism awareness among high school students in the Irbid region of northern Jordan. The research addresses the problem of limited integration of tourism-related topics within the existing curricula, which tend to prioritize general knowledge over specialized subjects such as sustainable tourism and cultural diversity. A total of 979 students were randomly selected to participate in the study, and data were gathered using a structured survey designed to assess how well the curricula promote tourism awareness. The research employed a quantitative approach to examine relationships between tourism awareness and variables such as gender, residence, and academic achievement. The results showed significant gaps in the curricula, with minimal focus on hands-on learning experiences like field trips or interactive projects, leading to generally low levels of tourism awareness among students. Furthermore, the lack of career guidance related to tourism hinders students from exploring potential tourism-related career paths. There were no significant differences in tourism awareness based on gender, residence, or academic performance. The study concludes by recommending a comprehensive revision of the social studies curricula to include more specialized tourism concepts, practical learning opportunities, and career exploration activities. Such changes would enhance students’ understanding of the tourism industry and its importance, preparing them for future roles in this sector.

Career Guidance and Employment Issues for Neurodivergent Individuals: A Scoping Review and Stakeholder Consultation

ABSTRACTGrowing recognition of neurodivergence amongst individuals poses challenges for career counselors and human resource practitioners when advising, guiding, and supporting the careers of this diverse group. Despite the potential for neurodivergent individuals to contribute to organizations, career guidance for these individuals is a relatively new area. We conducted a multidisciplinary project comprising a scoping review and stakeholder consultation to generate evidence‐based recommendations for identifying and supporting career paths that lead to positive employment outcomes for neurodivergent individuals. The scoping review included 78 articles on career guidance and associated employment issues (e.g., facilitators and barriers to employment) for neurodivergent individuals, while stakeholders, including neurodivergent individuals, counselors, and others, provided insights into their employment experiences. Our scoping review yielded nine themes: career guidance practice, predictors of employment, employment interventions, different forms of employment, work barriers and facilitators, strengths and challenges, person‐job fit, occupation and industry fit, and employment outcomes. The stakeholder consultations complemented the scholarly themes. Results were interpreted using the Stone and Colella theoretical model of factors influencing the treatment of people with disabilities. The model was extended across educational and work contexts, and to include the nature of occupations and industries. Building on this project and our overarching theoretical model, we map a future research agenda for the study of careers amongst neurodivergent individuals. Specifically, we highlight persistent methodological limitations of the literature before turning to theoretical implications across career stages. We conclude with practical implications for career counselors and human resource practitioners. Ultimately, our review calls for researchers and practitioners to help promote sustainable, high‐quality, and fulfilling careers for neurodivergent individuals.

Exploring student engagement and sense of belonging at small institutions post COVID‐19 pandemic

AbstractThis article explores the dynamics of student engagement in small institutions, emphasizing their unique community‐centered approach. Particularly in the post‐pandemic era, where personalized support systems have become crucial, small institutions are reevaluating their strategies to enhance student empowerment and connection. Key aspects examined include tailored academic advising, mental health services, and career guidance, all pivotal in fostering holistic student development. The article explores critical factors influencing engagement, such as institutional support, campus culture, and the integration of technological advancements, highlighting how these elements contribute to a vibrant learning environment in small institutions.