Career Experiences Research Articles

Social Media as a Lens into Careers During a Changing World of Work

People share and encounter a range of posts on social media that depict different career experiences, such as one's successes or failures. In a continually shifting world of work, observing others' job experiences can be useful for navigating one's own career journey. The present study applies the possible selves theory to understand how viewing people's career experiences on social media might affect viewers' career-related expectations, hopes, and fears. From semi-structured interviews with 19 social media users with different career experiences, this study found that social media posts may facilitate functions of possible selves by 1) increasing people's awareness of new and diverse career paths and 2) motivating people in planning and preparing for a desired possible self. Across these functions, we found that videos were particularly beneficial for uncovering and learning about life in a career and that observing others' career experiences online often evoked social comparison. Through an affordances lens, findings also indicate that social media affordances of visibility and persistence were particularly relevant in developing and assessing career-related possible selves and sometimes strategically managed through leveraging platform algorithms. This paper brings forth empirical contributions to the possible selves theory in the digital age and highlights the significance of social media mechanisms for possible selves. This paper also provides design implications for social media platforms and recommendations for potential career counseling and mentoring strategies that may be useful for individuals navigating and exploring career possibilities.

MENTORING INSTRUCTIONAL DESIGNERS IN HIGHER EDUCATION: A NEEDS ASSESSMENT

This study benchmarked the mentoring needs of instructional design (ID) professionals working within a broad range of institution types across higher education. Data from 65 participants was collected using a needs assessment survey. ID respondents categorized 27 discrete mentoring needs into high, medium, and low priorities. Statistical analyses revealed communication skills as the highest mentoring need, while scholarly research and publication was the lowest. Years of career experience, team format, and team size were factors that distinguished the mentoring needs of IDs. The mentoring needs of IDs with between 3–7 years of experience significantly differed from their novice and senior colleagues as they strived to advance their careers. Implications for mentors, mentees, and institutions are discussed.

Living one’s calling independently: the role of online labor platforms for different dynamics of calling enactment

PurposeThis study investigates the diverse career experiences of gig workers by looking at a sample of gig workers that are living a calling through online labor platforms (OLPs). Drawing from the systems informed positive psychology (SIPP) framework we examine the experiences and dynamics through which individuals can enact their calling through OLPs.Design/methodology/approachWe conducted 34 semi-structured interviews with gig workers who are able to live their calling through OLPs. The interviews were analyzed by using a grounded theory approach.FindingsOur findings reveal that gig workers sense of living a calling is rooted in the experience of being and feeling independent. Furthermore, we identify three dynamics of calling enactment through OLPs which are: (1) engaging in personal development, (2) constructing social fit and (3) stabilizing finances.Originality/valueWhile many studies document the precarious nature of the gig economy, our paper offers rich insight into positive career experiences of gig workers. Through taking a systemic view on individuals’ ability to live a calling, we illustrate how individuals interact with different features of OLPs to enact their calling. Finally, we suggest that besides direct dynamics of calling enactment there are also indirect dynamics of calling enactment that play an important role in individuals’ ability to live a calling in the gig economy.

Differences in Pediatricians' Income by Sex Over Time.

Previous Pediatrician Life and Career Experience Study (PLACES) 2016 data revealed that female pediatricians reported earning ∼94% of what male pediatricians reported, after adjusting for factors that might impact income. Has this disparity persisted? Data from PLACES, a national longitudinal study, was used to examine pediatrician-reported income from 2017 to 2022. A regression analysis estimated the adjusted differences in female and male pediatricians' annual income for each survey year. Models included sex and other key personal and practice characteristics for which female and male pediatricians' careers might differ. A mixed effects regression for longitudinal analysis examined income across years for female and male pediatricians and if time-variant characteristics are associated with increased or decreased income. PLACES participation ranged from 83.6% in 2017% to 75.5% in 2022 (analytic n = 1251 in 2017 and 1077 in 2022). The unadjusted mean annual income in 2022 was $237 168, $220 374 for female pediatricians and $284 286 for male pediatricians. Adjusting for key characteristics, female pediatrician income was ∼93% of male pediatrician income, a gap of ∼$ 11 000 annually. Income increased across years (coefficient = 0.03, P < .001). The year-sex interaction was not significant, indicating that the female-male disparity did not change over time. Three time-variant characteristics associated with increased income over time included increased portion of continuous full-time work, work hours, and time in administrative work. A national longitudinal study revealed that female pediatricians reported earning ∼93% of what their male colleagues reported, with a consistent gap from 2017 to 2022.

Protean Careers: Case Studies of South African Women Working in Music

This qualitative research investigates the career experiences of 14 female musicians in the city of Gqeberha in the Eastern Cape province of South Africa. Findings accord with research conducted in other countries, and like their international counterparts, these musicians find themselves in a complex and precarious industry. They develop their identity or brand, build networks, and pursue lifelong learning while working in non-music fields to sustain their employability. The findings also indicate that a music qualification is not a prerequisite for employment except in the field of music education, and that such formal qualifications are associated with greater job security in this field. These findings offer new insights and a nuanced understanding of how a specific group of music creatives navigate protean careers.

From assimilation to alienation: exploring the career trajectories of women of color leaders and the coping strategies used

PurposeThis qualitative study explores the career trajectories of women of color (WOC) leaders through the “From Assimilation to Alienation” framework, building upon Thomas et al.’s (2013) “Pet to Threat” work and incorporating intersectionality and the Stereotype Content Model. By examining 71 WOC leaders across various industries and racial groups (Black, East Asian, Latina and South Asian), this study aims to uncover the challenges, coping strategies they employ and the nuanced variations in their career experiences. The findings seek to inform organizational practices and DEI interventions in workplaces and leadership positions by considering the complex interplay of race, gender and stereotypes in corporate environments.Design/methodology/approachThis qualitative study employs an interpretivist paradigm, featuring semi-structured interviews with 71 WOC leaders (18 Black, 18 East Asian, 17 Latina and 18 South Asian) from various industries, including Fortune 10 to 500 companies. Participants were purposively sampled based on leadership roles and racial backgrounds. Virtual interviews lasted approximately 60 min each. Data were analyzed using thematic analysis, focusing on predefined themes from the “From Assimilation to Alienation” framework while allowing for new themes to emerge. This approach enabled the exploration of participants' experiences, challenges and coping strategies within their corporate environments.FindingsThe findings reveal that WOC leaders experience a trajectory “From Assimilation to Alienation,” with nuanced variations across racial groups. Initially, they face tokenism, overlooked competencies and patronization. As they challenge the status quo, they encounter alienation, professional legitimacy challenges and insufficient recognition. Black women leaders face the most adverse experiences, followed by South Asian, Latina and East Asian leaders. Isolation emerges as a persistent theme across racial groups and career tenures. WOC leaders employ coping strategies such as demonstrating high work proficiency, relying on merit, utilizing diplomacy and setting boundaries when facing adversity.Research limitations/implicationsThis study’s limitations include a focus on specific racial groups (Black, East Asian, Latina and South Asian), excluding white women and other diverse groups. It also does not explore intersectionalities such as religion, sexual orientation and age. However, the “From Assimilation to Alienation” framework developed in this study provides a foundation for future research to examine how multiple intersectionalities impact work and leadership experiences across a broader range of diverse groups.Practical implicationsThe findings of this study provide valuable insights into the unique challenges faced by WOC leaders, highlighting the need for organizations to develop targeted interventions that address the “From Assimilation to Alienation” trajectory. Leadership training programs should incorporate modules that raise awareness about the experiences of WOC leaders and provide tools to assess and mitigate the adverse effects of tokenism, isolation and professional legitimacy challenges. These modules should also emphasize the importance of recognizing and rewarding the contributions of WOC leaders. By fostering a deeper understanding of the experiences of this group and providing practical strategies for support and inclusion, organizations can create a more equitable and inclusive leadership landscape that harnesses the full potential of diverse talent.Originality/valueThis study extends the Pet to Threat theory (Thomas et al., 2013) by exploring the “From Assimilation to Alienation” experiences of women of color leaders in corporate environments, integrating intersectionality and the Stereotype Content Model. Examining leaders from four racial groups (Black, East Asian, Latina and South Asian) provides a nuanced understanding of their challenges and coping strategies. The findings offer insights for organizations promoting DEI in leadership, highlighting the need for targeted interventions. This research contributes to the limited literature on career trajectories of this underrepresented group and lays the foundation for future studies on intersectionality of race, gender and leadership in the workplace.

Leadership in Technical Fields Through a Gender Lens

Although women have fought for labor rights for many years, they continue to be underrepresented at almost all levels of decision-making. The present study aims to provide insights into female leadership in technical fields both in the EU and in Russia. The article examines the principal leadership aspects of women’s status and career experiences. To identify the ingredients of successful leadership, the Multifactor Leadership Questionnaire and interviews were administrated to a sample of 200 mining students and 40 senior executives. The research data were processed by means of correlative, regressive, and autocorrelation analyses. To track the consistency of the identified leadership factors, female heads of enterprise divisions and university departments shared their views on career progress. The Mann–Whitney U test was employed to analyze the leadership factors. Studies indicate that the more senior the position is, the fewer women there are in leadership roles. Women’s progress in technical careers is hindered both by their own uncertainty and judgments made by others about their abilities. To rectify this situation, practices for encouraging young women to pursue technical careers are recommended along with approaches for maintaining them within the career structure. The research findings also indicate a positive emerging global trend towards increased gender diversity in technical fields.

Enabling and constraining ‘vulnerability ready’ teachers in mentee–mentor relations

ABSTRACT Becoming a teacher is complex and relies on productive relations forged in practicum contexts that support expressions of uncertainty. Supportive mentor–mentee practices are integral to enabling relationships that can nurture expressions of vulnerability in workplace learning. However, workplace conditions are affected by the sociocultural arrangements that shape how relationships are enabled and constrained, affecting how preservice teachers (PST) perceive and respond to expressions of vulnerability. The added requirement of a teacher performance assessment to endorse PSTs to the profession adds another layer of complexity to expressions of uncertainty. When performative demands are framed within social conditions, educators can feel powerless to act agentically in response to these demands and be less likely to express their vulnerabilities. Drawing on the theory of practice architectures and adopting a comparative case study methodology, two cases of learning teaching in open-plan learning classrooms are examined. Expressions of vulnerability are grounded in the stories of PSTs’ practicum relations they build with mentors to legitimise their readiness for classrooms. Conditions that enabled dialogue, interactions and collaboration support an openness to expressions of vulnerability in early career experiences, shaping resilience as vulnerability-ready agency as teachers. However, findings also highlight constraining elements of practicum learning that limit PSTs’ transformation and may be supported by a thinking-feeling praxis.

How Motivations Inform the Experiences of French and American Child Welfare Employees in a Fractured Foster Care System

Both the French and American child welfare systems struggle with employee turnover. To address this issue, more research is needed on child welfare employees’ motivations to start and continue working in the child welfare system, as well as the factors that cause them to leave the field. This qualitative study examined the following research question: What are the differences and/or similarities between child welfare employee motivations in France and the United States? The research design analyzed twelve American child welfare employee interviews through thematic and open qualitative coding methods and twelve French videos about child welfare employees’ career motivations and experiences, through a content analysis. The findings for this study are that French and American child welfare employees express similar motivations for beginning and continuing to work in the child welfare system, such as building relationships with children and families. However, their inhibitors to motivation vary, based on the cultural and structural contexts of their respective child welfare systems. Understanding child welfare employees’ motivations in both countries will offer human resource policy implications to guide employers in retaining and supporting high-quality employees.

Mid-career outcomes of doctoral graduates from German universities explained through triadic thought

ABSTRACT This article critically examines the early career experiences and mid-career outcomes of domestic and international doctoral graduates from public German universities in the social sciences and humanities over two decades. We develop triadic thought as a spatial theory to conceptualise professional careers as situated coproductions in the complex interplay of career considerations, career praxis, and career environments. Drawing on qualitative interviews and the analysis of mid-career outcomes, our theoretically informed findings identify three formative influences on career decisions: first, the discursive normalisation of an academic career; second, the practical normalisation of shifting career goals; and third, the material normalisation of a public sector habitus. To mitigate the reinforcement of a congested academic labour market and striking tensions between individual career challenges and systemic benefits of temporary jobs for institutional and national productivity, we encourage a Bologna-style reform to create compatible academic career structures within Europe.

BARRIERS OF PROFESSIONAL IDENTITY FORMATION: THE JUSTIFICATION FOR INCREASED TEACHER ATTRITION RATE

This study delves into the barriers to forming teacher identity in Kazakhstan after a year of study and development. Early career teacher attrition is often seen as a problem related to personal or contextual factors. This research examined attrition as a process involving both individual and contextual elements. Based on semi-structured interviews with 38 school English teachers about their first professional career path, experiences, and expectations, the thematic analysis revealed 15 themes, which were then categorized into four main themes: higher salary expectations, status, lack of pre-teaching training, and bureaucracy. This article offers practical recommendations, including the development of programs for preserving cultural heritage and professional development, to contribute to the successful formation of teacher identity. Overall, this study discusses critical aspects of modern education in Kazakhstan, outlines the main conclusions, and explores prospects for improving the education system and supporting the development of professional identity among teachers, considering the peculiarities of national culture.

Differential and resonant solidarities: A materialist approach to the early career experience

Navigating academia as early career academics (ECAs) is increasingly challenging, with many facing structural inequities, the rise of precarious work, and the increased marketisation of higher education in the United Kingdom and beyond. The purpose of this article is to provide a platform for learnings and insights gleaned from our experiences as five ECAs who worked together to lead the ‘early career network’ for a learned association between 2021 and 2023. In the article, we explore some of the challenges, opportunities, and call for actions that come out of our own encounters with the neoliberal higher education landscape as both students and workers in the social sciences. We propose a dual conceptualisation of solidarity as both resonant and differential, and mobilise this theoretical contribution to reflect on themes of community, materiality, care, knowledge, and labour as key strands which shape the interface between ECAs and complex higher education ecologies. Theoretically and practically, we aim to facilitate solidarity in early career communities, mobilising ‘ECA’ as more than a purely temporal category. Finally, we make recommendations to colleagues across the discipline for forging and nourishing collaborative, healthy, and inclusive environments in which ECAs can thrive.

A narrative inquiry into EFL tutors’ career trajectories through social cognitive career theory

Despite the prevalence of English private tutoring (EPT) in EFL contexts, scant literature has focused on its tutors’ career experiences. This narrative study, underpinned by social cognitive career theory (SCCT), inquiries into the career trajectories of three EFL tutors in Mainland China. Data were mainly collected through three rounds of narrative interviews. Tutors’ photos representing significant career moments supplemented the interview data. Based on their narratives, these participants experienced ‘zigzag’ career trajectories that featured frequent turnovers, lengthy work gaps, and identity shifts from institutional tutors to start-up owners. Informed by SCCT, this study unveils that tutors’ career trajectories were shaped by their self-efficacy beliefs associated with personal attributes and prior experiences. Tutors’ trajectories were also shaped by their outcome expectations from material and social perspectives, and contextual influences, including personal opportunities and barriers, institutional management, and socio-political factors like the ongoing ‘Double Reduction’ policy. These findings are discussed in order to inform other tutors to visualize and organize their career development within the context of policy constraints and, furthermore, offer implications for tutorial institutions to retain tutors for instructional consistency. This inquiry also demonstrates the potential to apply the SCCT model to understanding teachers’ career development in the ‘shadow education’ context.

The effect of corporate executives’ academic experience on firm financialization — Evidence from listed manufacturing firms in China

This paper studies the impact of corporate executives’ early academic experience on corporate financialization using the data from 2010 to 2019 of A-share listed manufacturing firms on the Shanghai and Shenzhen stock exchanges. The results show that the personal characteristics developed in early academic career experience significantly inhibit their decision-making on corporate financialization. This inhibitory effect is more obvious among the non-state-owned firms and those firms in the regions with a high level of marketization. Meanwhile, this inhibitory effect enhances with the implementation of equity incentive policies for corporate executives, but not with the employee stock ownership plan (ESOPs). The results reveal the value of early academic career experiences of executives in corporate governance.

CEO Cross-Sector Work Experience and Public–Private Partnership Formation of Private Firms in China

Abstract As the need for collaboration across multiple organizations to deal with complex social issues such as poverty, crime, and public health grows, Public–Private Partnership (PPP) is of increasing importance. However, little is known about when and why private firms engage in such partnerships. Drawing on upper-echelon theory and the information-processing perspective, we highlight the importance of institutional knowledge and information embedded in CEO cross-sector work experience. We argue that such tacit knowledge and information enables CEOs to better identify the potential risks associated with PPPs. Consequently, CEOs with cross-sector work experience tend to be more cautious in participating in such partnerships, especially in developing economies like China, where private actors face greater information incompleteness concerning post-collaboration hazards due to the government's selective disclosure. Moreover, we develop a multi-moderator framework in which regional marketization and political connection alter the main effect by serving as supplementary information channels for private actors. A panel dataset of Chinese private listed firms from 2013 to 2021 provides strong support for our hypotheses. This study contributes to our understanding of the micro-foundation of PPP formation and draws attention to CEOs’ prior career experiences in different organizational forms.

Beyond the bedside: A scoping review of the experiences of non-practising health care professionals in Health Professions Education.

The shortage of educators within Health Professions Education (HPE) threatens the optimal training of the future health care workforce. Furthermore, without recruitment of diverse and skilled faculty, targets to expand the workforce will not be possible. Non-practising health care professionals offer extensive knowledge and qualifications within health care, without the competing clinical commitments of their clinical academic colleagues, and therefore are ideally positioned to support education and training initiatives. However, the limited available evidence suggests that these individuals face significant challenges transitioning from clinical to academic roles. The purpose of this scoping review is to address the research question 'What is known about the career experiences of non-practicing healthcare professionals (defined as individuals with clinical backgrounds who no longer engage in direct patient care) across various professions and internationally, within the field of health professions education?'. To do so, we aim to map the global experiences of non-practising health care professionals from different specialties and disciplines transitioning to HPE, with a view to both current support strategies that aim to recruit and retain these individuals and fuel future research in this area. Following Arksey and O'Malley's scoping review guidelines, a research question was formulated focussing on exploring the career experiences of non-practising health care professionals now working in HPE. Searching seven literature databases and grey literature identified 51 articles for analysis. Both quantitative and qualitative methods were utilised to chart and thematically analyse data to identify key themes. There has been a rise in publications on this topic, with most studies originating from the United States and focusing on nursing. Transition to academia is marked by significant challenges, including identity shifts, renumeration and professional progression tensions, licencing issues and financial concerns. Support systems are crucial to navigating new roles alongside personal/professional development but often lacking. This scoping review highlights challenges and opportunities for non-practising health care professionals in HPE. Additional support for making the transition to education, including structured onboarding processes and long-term mentoring relationships, would be beneficial. Recognising the liminal space these professionals occupy might also facilitate more effective integration into academic roles, contributing to a more dynamic and inclusive HPE environment. Future research should explore these experiences from broader professional and geographical perspectives and employ an intersectional approach to fully understand and support this growing demographic in our field.

Others matter when mothers return: An investigation of relational movement and its role in post-maternity leave reentry transitions

Post-maternity leave reentry, the period when mothers return to work following a maternity leave, is a profound transition in a woman's life that often sets the foundation for her work and career progression. While scholars have looked at the intraindividual aspects of this transition, the experience of reentry extends beyond the returning mother. This transition occurs in a dynamic relational and organizational system that impacts a returning mother's adjustment to work. In this study, we bring relational dynamics to the forefront of this transition as we examine how and why returning mothers' work-based relationships shift during reentry and the implications this has for returning mothers' readjustment. Drawing on qualitative data from academic mothers' retrospective accounts of their reentry transitions, our findings reveal that returning mothers experience relational movement, defined as perceived shifts in one's relational experiences. Our findings provide evidence of how relational movement plays a role in facilitating returning mothers' well-being as they readjust to work. Our theorizing of how and why relational movement occurs during reentry transitions brings to focus the complex, changing nature of women's relationships with colleagues during this time, as well as implications for women's broader workplace and career experiences.

Influential factors affecting nursing performance amid COVID-19: A cross-sectional study on nurse preparedness for infectious diseases

BackgroundThe emergence of infectious diseases such as SARS, MERS, and COVID-19 underscores the need for effective nursing preparedness. ObjectivesThis cross-sectional study sought to pinpoint the factors that impact nursing performance during the COVID-19 pandemic, focusing on nurses' self-efficacy, work environment, knowledge, and attitudes. DesignThe study utilized a cross-sectional design. Settings & participantsBetween December 13, 2021, and January 21, 2022, an online and offline survey was conducted with 314 nurses who provided in-person care in tertiary and general hospitals throughout South Korea. MethodsUsing t-tests and ANOVA, the research compared nursing performance based on various demographic and work-related characteristics like age, gender, education, marital status, and other working conditions. A research model was formulated via structural equation modeling, positioning nursing performance as the dependent variable. The independent variables included career experience (indirect effect), work environment (indirect effect), COVID-19 knowledge (indirect effect), attitude toward COVID-19 (direct effect), and self-efficacy (direct effect). Data analysis was carried out using SPSS 26 and AMOS 28. ResultsThe study demonstrated that self-efficacy and attitude toward COVID-19 significantly influence nursing performance, as reflected by robust critical ratios (CR) for self-efficacy (CR = 11.291, p < 0.001) and attitude (CR = 5.133, p < 0.001). They account for 43 % (R2 = 0.43) of the variability of nursing performance. Self-efficacy was positively predicted by clinical experience (CR = 3.160, p = 0.002) and work environment (CR = 4.328, p < 0.001), while attitude was similarly influenced (CR = 3.557 and 2.926, respectively). However, clinical experience and work environment only explained 8 % (R2 = 0.08) of self-efficacy and 16 % (R2 = 0.16) of attitude. Knowledge about COVID-19 exhibited a statistically insignificant influence in the dynamics. ConclusionsThis study, conducted among Korean nurses during the COVID-19 pandemic, reveals that self-efficacy and attitudes towards COVID-19 are key predictors of nursing performance, overshadowing knowledge's influence. These findings suggest the critical role of psychological factors in healthcare delivery during crises and underscore the need for enhanced focus on developing self-efficacy and positive attitudes in nursing education and professional development. Additionally, demographic and professional variables, including age, clinical experience, educational level, and marital status affect nursing performance.

Challenges and opportunities for early career researchers: using the theory of practice architectures to unpack enabling and constraining conditions

ABSTRACT Globally, there are growing examinations of what it means to be ‘early career’ in contemporary academia. Across international contexts, the experiences of early career researchers appear to be similar. This paper explores the similarities and differences of the Australian early career experience, through the lens of pathways to the academy and career stage. We use the autoethnographic reflections of two early career researchers, one following the ‘traditional’ pipeline to the academy and the other as a ‘second career’ academic. We use the theory of practice architectures to frame the study and to generate and analyse our reflections: we identify the enabling and constraining conditions and how these differ depending on previous life and professional experiences. The autoethnographic reflections illuminate how practices are shaped by the organisational arrangements within the site of the institution. This study makes a theoretical contribution by using the theory of practice architectures to illuminate early career researcher experiences. By using a practice theory, our analysis and insight provide guidance for institutional policy, professional learning, and development strategies for early career researchers.

The career and mental health experiences of Black women in STEM

AbstractBlack women are underrepresented in science, technology, engineering, and mathematics (STEM) industries and are presented with unique career and mental health experiences as a result. This study used social cognitive career theory and thematic analysis to explore the career and mental health experiences of (N = 11) Black women in STEM. The findings include four themes: (1) the influence of a STEM career on mental health; (2) the STEM career journey; (3) self‐efficacy and self‐motivation to succeed; and (4) hopes for Black girls and women in STEM. Implications for counselors who work with Black women in STEM are discussed.