Career Development Services Research Articles

Involving Students, Parents and Community in Career Development Services in Secondary Schools

ABSTRACT Working with groups of parents in career development services in secondary schools is rare practice and little researched. This article focuses on the pedagogy applied in one such intervention, “Parents Turn,” supporting family learning and community learning. The secondary analysis of qualitative data collected from parents has been used to evaluate the pedagogy on which the intervention was based. It shows that group work is feasible in a school-based intervention and reflects on some issues to enhance such parent-involved career development services in secondary schools.

Putting Theory Into Practice: A Conceptual Framework for Career Group Counseling in School Settings

ABSTRACT Given the known benefits of group counseling for school-aged individuals, career group counseling has arguably been an under-utilized modality for providing career development services in school settings. This article synthesizes concepts from Social Cognitive Career Theory, constructivism, and group process to provide a conceptual framework for this work. An illustrative example provides a detailed description of a career counseling group for practitioners in schools to reference in their own approach to career group counseling. Practical and theoretical considerations and implications for this work are discussed.

"It's Not Just About a Paycheck": Perspectives on Employment Preparation of Students With Intellectual Disability in Federally Funded Higher Education Programs.

Students with intellectual disability (ID) are increasingly attending postsecondary education institutions and acquiring work experiences while completing their studies. One of the main motivations for students with ID to seek higher education is to broaden and increase their chance for finding fulfilling, paid employment in their communities. Findings from a qualitative study on staff perspectives regarding career development and employment supports and services provided to students attending Transition and Postsecondary Education Programs for Students With Intellectual Disability (TPSID) model demonstration programs in the United States are presented. Results reflect consensus across program staff regarding the goals and expectations for employment of TPSID students. Programs vary considerably in their institutional context, their partnership with other entities, and the structure of employment services, as well as the emphasis placed on paid versus unpaid employment. Some of the key strategies shared by staff regarding successful student employment practices involved outreach and engagement, visibility on campus, improving access to career services, and cultivating partnerships. As higher education continues to expand its offerings to students with ID, postsecondary education programs need to continue to emphasize and honor the importance of paid employment, and continue to seek the best methods to achieve this outcome for students with ID.

The Effect of Increasing Student Involvement with Career Development Services: The Integration of Faculty Members & Fostering Student/Faculty Relationships

The primary goal of this research is to recognize and disseminate the possible components of what makes students more involved with career development services on campus. We examined 25 scholarly articles as part of our initial research to identify possible relationships, which lead us to one major question to answer: “how can we increase the student usage of the MacEwan University Career Development and Experiential learning office by integrating faculty members of various departments?” Some of the largest problems that we found when speaking with the Career Development services and professors is that both students and faculty are either unaware of what they are, and what services they provide.
 Our qualitative research with faculty members has indicated that they do not know of the availability of career development services on campus, and they do not communicate with the office very frequently. This research allowed us to formulate a well-rounded quantitative survey to be administered to other faculty members that reflects on possible solutions to create more student involvement, and by extension – more student success. Our sample data included 28 responses of our possible 361 survey questionnaires sent. We did not have the greatest response rate; therefore, our findings are not fully generalizable. However, the responses that we did receive are very important and informative to the career development services of MacEwan University, which helps aid in conclusions and recommendations for student involvement.

Student Engagement in MacEwan Career Development and Experiential Learning Services

The goal of this research in working with MacEwan’s Career Development and Experiential Learning (CDEL) has been to distinguish the target market so that CDEL can efficiently and effectively promote their services. Having multiple differing variables amongst MacEwan students, our team has analyzed which demographics will respond enthusiastically to marketing efforts. 
 CDEL should develop their marketing strategies around students of all years of study equally. Creating ‘year of study workshops’ may provide long-term interest for students. It is recommended that CDEL run their online advertisements through Instagram, LinkedIn, Blackboard, and Email primarily, as those are the most used and preferred means of gaining information. Creating relationships with students by their preferred means of communication will provide CDEL with the best response and engagement with the services.

Career and professional development services for pharmacy students

IntroductionAs the number of pharmacy programs and graduates continue to rise, pharmacy students are being faced with new challenges in seeking post-graduate positions. A Career Connections program was established as part of the student affairs office to develop, implement, and evaluate career and professional development at the University of Michigan College of Pharmacy. The objective of this paper was to evaluate student perceptions and value of career and professional development services in preparing students for competitive job and residency markets. MethodsAn electronic survey was administered to second-, third-, and fourth-professional year students and 2017 graduates to evaluate all facets of career and professional development services offered by the college of pharmacy. ResultsThe majority of students (76.8%) were satisfied with their access to career development services. Of all the services and events evaluated, students were most satisfied with the internship panel, fourth-year residency seminars, and third-year professional development elective course. Additional services recommended by students included more networking opportunities with alumni, continued exposure to different careers in pharmacy, and more emphasis on the job searching process. ConclusionsCareer development services were generally perceived favorably. The college has implemented several changes based on feedback from students, including splitting students into career-based tracks in the professional development elective and adding additional job-searching seminars. Future initiatives will include increasing outreach to college alumni. Career and professional development services at pharmacy programs should be continuously evaluated in a rapidly changing post-graduate landscape.

Providing Career Development Services to Veterans: Perceived Need, Acceptability, and Demand

Providing career development services, through career counseling and assessment, is part of vocational rehabilitation programming. However, there is no applied evidence that such career development services are feasible or accepted among individuals with psychiatric disorders. We examined feasibility (acceptability, demand, and perceived need) of the Vocational Evaluation Center (VEC), one veterans affairs (VA) hospital’s method of career development services for veterans with psychiatric disorders. Demographics, referral source, and service utilization were analyzed among 90 veterans referred to the VEC. Qualitative analysis identified patterns to veterans’ reasons for seeking VEC services. Veterans referred to the VEC were predominately unemployed and disabled. Veterans tolerated the intervention well, with 16.7% dropping out. Reported needs for VEC services included (a) vocational uncertainty, (b) functional considerations in vocational planning, and (c) finding purpose. Veterans with psychiatric disorders want career development services. The VEC model appears feasible, well-tolerated, and aligned with consumers’ needs.

PENGARUH IKLIM ORGANISASI DAN PENGEMBANGAN KARIR TERHADAP KEPUASAN KERJA SERTA DAMPAKNYA PADA KUALITAS PELAYANAN

This research is motivated by the low job satisfaction of employees which has an impact on service quality, aims to read and analyze: 1) organizational climate, career development, job satisfaction, and service quality in Cigasong District; 2) The magnitude of the influence of organizational climate on job satisfaction; 3) The magnitude of the influence of career development on job satisfaction; 4) The magnitude of the influence of organizational climate and career development on job satisfaction; and 5) The amount of influence of work on service quality. The research method used with survey techniques. Data collection using a questionnaire with a sample of 50 people who were determined by random sampling techniques. Data processing uses path analysis with the help of a SPSS computer program. The results of descriptive research are conducive organizational climate, transparent career development, satisfied employees, and good enough service quality; In terms of organizational climate and career development affect job satisfaction both partially and collectively, and job satisfaction affects the quality of service. Conclusion, both partially and jointly organizational climate and career development have an effect on job satisfaction and job satisfaction has an impact on service quality

Prioritising career guidance and development services in post-apartheid South Africa

Career guidance and development services must be viewed as a priority, especially given Africa’s history of colonisation and deprivation where people of colour were viewed essentially as manual labour. With decolonisation efforts and improved opportunities, the impact of poorly informed career decisions is a concern. This can be quite serious both individually and nationally, and attempts must be made to address this problem. Young people and their families affected by ill-conceived or absent career planning suffer economically and psychologically. Considering the global and local economic trends, job markets and youth unemployment, career guidance services must take cognisance of the transformed workspace to include the informal employment sector. Most importantly, career guidance services must be made available to all, and not just a select few.

Supporting the career development of gifted students: New role and function for school psychologists

AbstractThe American ethos that you can be whatever you want to be has not always been a helpful adage for gifted students. Gifted students require career counseling to understand the world of work, and to identify their interests and values in addition to their already‐identified talents. Academic planning and career development for gifted students is an important and complex process that requires thoughtful consideration. School psychologists have the skills and abilities to provide valuable career development services to gifted students. The authors explore the unique challenges and career development needs of gifted students and provide suggestions for interventions.

Program Evaluation of Career Development Services in Five Turkish Schools: A Preliminary Study

School counselors in Turkey, like in many other countries, are tasked with providing career development services within the broader school curriculum. Yet, both globally as well as in Turkey, the unemployment rate among youth continues to rise. In addition, Turkey is home to thousands of Syrian refugees largely concentrated in four cities, creating another layer of challenge for school counselors as career development providers. Effective programs are essential more than ever before, yet very few rigorous efforts at evaluating such programs are in place. In Turkey there are some recent policies governing both career practices and their evaluation, which represents a promising beginning for evaluating these programs locally and nationally. This preliminary qualitative study aims to provide such an example of program evaluation by measuring six key components as identified by the Career Builders Toolkit, an empirically based tool designed to develop and evaluate career and workforce development programs. Five school counseling programs in the city of Gaziantep, Turkey (which is among the cities with a very high Syrian refugee populations), were purposefully selected. Their program materials were content analyzed and, encoded around the Career Builders Toolkit six key components, were rated as being Sufficient, Existing, or Absent, thus providing information about the growth areas still needed in these school-based career development curricula. Among the largest growth areas identified were trainer curriculum and evaluation. Implications for policy, research, and practice are provided based on a Tripartite Model of Program Evaluation.

Construction of career development services according to industry 4.0: needs, priorities and requirements

Construction of career development services according to industry 4.0: needs, priorities and requirements

Psychometric Evaluation of the Chinese Version of the Parent Career Behavior Checklist in a Sample of Non-engaged Youth and Their Parents

Understanding the parental influences on the career development of non-engaged youth (NEY) has been an underdeveloped research area. Furthermore, psychometrically valid and reliable tools for assessing how parents of NEY support their children in dealing with career issues remain largely unavailable in academia. This research aimed to validate a quantitative measure for such assessments. Specifically, the psychometric properties of the Chinese version of the Parent Career Behavior Checklist (C-PCBC) in a sample of NEY and their parents were examined. Through a community-based project providing career counseling and development services for NEY in different districts of Hong Kong, 142 parent–child dyads completed parallel versions of C-PCBC and other related questionnaires. A multi-group confirmatory factor analyses examining NEY and their parents was conducted. The results demonstrated an acceptable model fit and confirmed a 22-item twofold factor structure, namely parental psychosocial support and parental career-related actions. Moreover, the construct validity of the C-PCBC was supported by significant correlations with parenting and youth development measures. Substantial perceptual differences between NEY and their parents on the degree of parental psychosocial support and parental career-related actions were also found. The present research indicates that the C-PCBC possesses acceptable psychometric properties. However, the results indicate that NEY and their parents have different perceptions of parental involvement, suggesting a lack of parent–child communication and mismatches in expectations. The findings here have implications for how parental support and parent–child relationships should be addressed when providing career counseling and development programs for NEY.

Role of College Libraries in Organizingcapacity Building Programmes and Career Development Services for Library Users: A Case Study of Select Colleges of West Tripura District

For the changing trend of the modern libraries the users demand has been increasing in a rapid manner and therefore the involvement of the libraries and their librarians also have been increasing. Various new technologies have been evolved for the libraries of today's world which have been changing the nature of the traditional methods. College libraries are also an important part for a college and we observed that the mode of procurement, storage, processing and particularly the delivery of services of the college libraries have also been changing with the modern trends. The College libraries are now organizing various capacity building programmes like seminar, conferences, workshops, training programmes, users orientation programmes and many other activities using modern techniques which have been developing the career of the students for their future endeavors. The present study is based on the college libraries of West Tripura District. For the present study, Survey Method as well as a case study approach has been adopted. The data has been collected by designing a questionnaire. The questionnaire has been supplemented by the Interview of the College Librarians for their view and ascertaining of facts submitted through questionnaire. The study has been conducted during April 2018 to May 2018. Purposive Sampling Technique has been adopted for selection of sample for the study. The study examines the present pictures of the college libraries and their role in providing capacity building and career development programmes and services to their library users for using the library effectively and empowering them to use the resources for their studies and choose the right career for their future higher study and employment.

Career Narratives of African American Female College Students: Insights for College Counselors

The authors collected narrative data from 11 African American female college students at a predominantly White institution using the Career Construction Interview (Savickas & Hartung, ), the Future Career Autobiography (Rehfuss, ), and a qualitative career experiences questionnaire. Using the constant comparison method (Strauss & Corbin, ), the authors uncovered 4 overarching themes based on the unique experiences of participants. The authors present insights for college counselors providing career development services.

ROLE OF CAREER DEVELOPMENT SERVICES IN DEVELOPING STUDENTS LIFELONG LEARNING SELF-EFFICACY: VOCATIONAL AND ADULT EDUCATION LECTURERS’ PERCEPTIONS

The purpose of this research was to assess the role of career development services in developing student’s lifelong learning self-efficacy as perceived by vocational and adult education lecturers. A survey design was employed for the research. A sample of 99 vocational and adult education lecturers from universities and colleges of education in Edo State participated in the research. A structured questionnaire, validated by two experts was used for the collection of data. The Cronbach alpha was used to determine the reliability of instrument, which yielded a coefficient value of .78. Thirty items questionnaire was administered to the respondents by the researchers, with the help of two trained research assistants. The data were analysed using mean, standard deviations and t-test statistics. The findings of the research showed that career development services have a role to play in developing student’s lifelong learning self-efficacy. It showed that there was no significant difference between the mean ratings of vocational and adult education lecturers on the role of career development services in developing student’s lifelong learning self-efficacy. These findings showed that vocational and adult education lecturers have the same perception on the role of career development services in developing student’s lifelong learning self-efficacy. It was therefore recommended, among others, that government through curriculum designers should integrate career development services into vocational and adult education programmes. This would help to instil confidence and positive attitude on students and working adults so that they can continuously learn new skills that would stimulate them for lifelong learning activities. Keywords: career development services, lifelong learning, work environment, student’s self-efficacy.

The Life Design Group: A Case Study Vignette in Group Career Construction Counseling

Providing cost efficient, yet effective, student services, including career services, is a critical component in higher education. Career services must include the perspectives of the 21st-century work place. We advocate for the delivery of career development services in a group format using a narrative approach to career counseling with college students. Using career construction theory, we provide a framework for the Life Design Group and illustrate its use through a case vignette.

The Role of Community Colleges in Strengthening Access to Employment for Individuals With Disabilities

AbstractCommunity colleges have a mission to provide access to postsecondary education. As such, they enroll nearly half of all U.S. undergraduates, with 12% of enrollees indicating that they are students with disabilities (American Association of Community Colleges, 2015). This article describes Onondaga Pathways to Careers (OPC), a pilot project which will research, develop, test, and evaluate innovative systems models for providing inclusive integrated education and career development services to youth and young adults with disabilities, including those with significant disabilities. OPC will implement a model program to improve transition planning for youth and young adults with disabilities through secondary education, into and through supportive community college pathways, and ultimately into skilled employment for which they have trained and which will offer living wages, benefits, and opportunities for advancement. OPC fully embraces what the Americans With Disabilities Act declared in 1990: that “the Nation's proper goals regarding individuals with disabilities are to assure equality of opportunity, full participation, independent living, and economic self-sufficiency….” This article will provide an overview of OPC while also discussing the importance of interagency collaborations to improve outcomes for youth and young adults with disabilities.

Using participatory action research to study the implementation of Career Development Benchmarks at a New Zealand university

Benchmarks for career development services at tertiary institutions have been developed by Careers New Zealand. The benchmarks are intended to provide standards derived from international best practices to guide career development services. A new career development service was initiated at a large New Zealand university just after the benchmarks were published. This provided an opportunity to develop the new career service by implementing the benchmarks. In this article, we employ a participatory action research approach to study the process. Outcomes of a participatory action research cycle are reported and recommendations for using benchmarks are provided.

Financial Planning Strategies of High School Seniors: Removing Barriers to Career Success

This study explored the postsecondary financial planning of graduating 12th graders as a barrier to educational and career decision making and success. Seniors planning on pursuing postsecondary education (N = 744) from 16 high schools completed an online survey measuring their plans for financing their postsecondary education. They also provided information regarding their academic achievement, motivation, certainty, and postsecondary goals and plans. Students clustered into 4 distinct financial planning strategy groups. These financial planning clusters were evident across a diverse sample of high schools. Almost half of all graduating 12th graders had limited financial planning strategies. Groupings and strategies employed by students were significantly related to career development theory and research. The critical role for career development services in promoting student success is discussed.