Future Career Research Articles

Development of A Career Understanding Application for Elementary School Students Based on Augmented Reality

This research aims to develop an augmented reality-based career understanding of media for elementary school students. The research and development procedure consists of 7 steps out of 10 main steps, namely: (1) potential and problems, (2) data collection, (3) product design, (4) design validation, (5) product/design revision, (6) products trial, (7) product revisions. Data were collected using a questionnaire consisting of (1) an expert validation questionnaire (guidance and counseling media expert, career guidance and counseling expert, Indonesian language expert), and (2) a small group trial questionnaire (elementary school teachers). Data analysis uses qualitative analysis to analyze data from expert validation and small group trials distributed through the instrument. The research results show that the research product in the form of augmented reality-based career understanding media containing content from 17 professional fields is suitable for use to improve elementary school students' career understanding, considering that this product has been validated through expert validation and small group trials. The implications of the results of this study emphasize the importance of career understanding in elementary schools, to shape children's future aspirations based on augmented reality (AR) as an interactive media for career guidance services in schools, thereby increasing students' interest in various job professions that change career guidance service methods to be more modern as well as developing students' technological competencies in facing the digital era as part of Generation Z and Alpha. Practically, guidance and counseling teachers can improve students' understanding of various professions through AR technology that facilitates understanding of the duties and responsibilities of job professions, schools can also integrate this application into a technology-based curriculum, encourage project-based learning, and inspire students' creativity and innovation in exploring and designing future careers.

English in Mathematics : Trends, Benefits, and Challenges in Southeast Asia Countries

This study aims to identify the application of English in mathematics teaching in Southeast Asia countries, focusing on trends across countries, methods, benefits, and challenges. This study employed a systematic literature review (SLR) method adapted from the PRISMA model, resulting in 17 relevant articles obtained from 141 articles in the Scopus and Web of Science databases. The data analysis technique of this research applied thematic analysis to review, identify, and analyze the data. The findings revealed that emerging research focused on learning policies and media, improving pedagogical practices, educational quality, and student learning outcomes. Malaysia is the country that has conducted the most research on this topic, with 11 articles, followed by the Philippines and Thailand, each with 2 articles. The majority of studies used qualitative methods and mixed methods. The benefits of using English in mathematics instruction included avoiding translation errors, supporting the implementation of global learning, enhancing soft skills and problem-solving abilities, supporting future career prospects, and improving the quality of learning with support from teachers and related parties. Some challenges faced include varying skills and readiness of teachers and students, the availability and utilization of resources, and the different impacts on students, especially those from diverse demographics. Additionally, cultural and linguistic gaps between English and students’ mother tongue, the rapid adoption of English policies in mathematics teaching, and necessary pedagogical adjustments also present challenges.

How spatial considerations figure into aspiration formation and agency

As young people near the end of compulsory schooling they are faced with decisions about what future education, training and employment they will pursue. This paper argues that imagined future education, training and career prospects can have largely under-recognised socio-spatial dimensions. This claim disrupts received notions around careers decision-making as distinctly rational, based on academic strengths, skills, or talents. This spatial argument follows from a theoretically-informed analysis of interviews conducted with 15 young people living in England. Sampling was opportunitistic and the design flexible to enable me to explore the use of different methods which could foreground reflections on space and place. Interviews employed visual methods (including photo voice) to prompt young people to talk about their conceptualisations of places and spaces as well as future education, training and career considerations. Focusing in particular on three participants’ reflections, I suggest that through a process of emplacement young people are constructing thirdspaces, a concept proposed by Soja. This process both supports aspiration formation and disrupts imposed structures or labels that might otherwise be deterministic of particular post-16 pathways and subjectivities. For three participants, I consider the ways their conceptions of spaces are implicit responses to cultural expectations, limitations and structures. These three participants are presented as developing what Yosso has called spatially-informed navigational and resistant capitals. Claims are made in the context of an analysis framed by an interpretation of agency in terms of the identity and implied subjectivities. The process by which a young person emplaces themselves in a possible future and the construction of imagined thirdspaces could be untapped cultural resources informing young people’s post-16 decisions and planning which could lead them to build future pathways they themselves value.

Does being involved in a research project enhance the postgraduate taught student experience: A qualitative research case study

BackgroundPostgraduate taught nursing students face many challenges, including lack of confidence in their own knowledge and skills which might create anxiety and impact on the development of research expertise. Therefore, to address and support the development and acquisition of student understanding it is important to explore and be cognizant of the student’s experience. This will facilitate enhancement of the curriculum, whilst improving future career aspirations and the provision of evidence-based care in practice. AimTo evaluate the participation of a postgraduate taught nursing student in a research project. DesignCase study methodology was used to explore the lived experience of participating in a research project. MethodsMixed qualitative methods were used which included a semi-structured interview and photo-elicitation whereby the participant provided a significant photograph for discussion during the semi-structured interview. ResultsAnalysis revealed 2 superordinate themes which focused on 1) The Impact of learning and 2) The Workplace Environment. ConclusionsThe participation in living research, as part of a collaborative team has the potential to nurture the confidence of the student in their own abilities to generate new knowledge which can inform the provision of care. The workplace needs to be invested in this journey with leadership valuing the contribution that participation in research can make to the delivery of care. Leaders of postgraduate taught programmes should consider ways which would benefit students to reflect participation in ongoing research.

Empowering Indonesian Vocational Students with Artificial Intelligence Awareness: Challenges and Career Opportunities

Artificial intelligence (AI) has emerged as one of the most transformative and influential technological advancements, significantly impacting sectors like healthcare, finance, and education in the rapidly evolving digital era. However, vocational high school students often have limited knowledge about AI, primarily due to the superficial coverage of AI in their curriculum and the lack of resources and trained educators. This study aimed to assess the effectiveness of an intervention designed to enhance AI awareness and understanding among vocational high school students. A comprehensive program was implemented, involving initial assessments, interactive face-to-face training sessions, and facilitated group discussions. Descriptive analysis using statistical methods was employed to compare pretest and posttest data, revealing significant improvements in students' knowledge and attitudes towards AI. For example, the average score for the question "I know what Artificial Intelligence is" increased from 1.77 to 2.93, while "I can name an example of an AI application" rose from 1.76 to 2.85. Additionally, students showed increased awareness of AI's impact on future careers and a greater interest in learning more about AI, with scores rising from 2.20 to 2.85 and 2.48 to 2.96, respectively. The intervention proved effective in significantly enhancing students' understanding and attitudes towards AI, highlighting the value of targeted educational programs. By addressing gaps in AI education and fostering a proactive learning environment, the approach equips students with the knowledge and skills necessary to thrive in an AI-driven job market. This comprehensive strategy not only prepares students for future career challenges but also empowers them to leverage AI technology for career advancement.

Experiences as a clinical teaching fellow: interviews with clinical teaching fellows in the West Midlands

BackgroundThe majority of junior doctors in the UK do not proceed directly into specialty training after completing mandatory foundation training but instead take a year out of training. A common post undertaken during a year out of training is a clinical teaching fellow (CTF) role which is used to provide undergraduate medical student teaching. There is only a small amount of literature available regarding CTF posts, and very little of this explores experiences or reasons for taking up such as post. An understanding of the reasons why doctors are choosing to work as CTFs and what their experiences are in post will contribute to how the role is further developed and utilised within the NHS. This study aimed to explore the experiences of CTFs employed in the West Midlands at NHS hospital Trusts.MethodsCTFs working in Trusts in the West Midlands region registered as students on the Education for Healthcare Professionals Post Graduate Certificate course at the University of Birmingham in August 2019 and 2020 who were enrolled in a longitudinal study were invited to take part in an individual interview asking about their experiences as CTFs.ResultsNine CTFs participated in an interview. Five main themes were identified which related to their experiences in post and plans for future careers. Participants reported choosing to undertake a CTF role due to wanting a break from clinical work and having previously enjoyed delivering teaching. Positive experiences in post included lifestyle related benefits and self-development opportunities. Challenges identified with the role included the impact of COVID-19 and volume of students.ConclusionThis is the first study to use interview methodology to explore experiences of CTFs, and has provided a valuable insight into the experiences of those in post in the West Midlands region. Understanding why doctors chose this job and what their experiences are could help to further develop and refine the role. To guarantee demands for teaching staff are met those employing CTFs should be aware of reasons why doctors apply for the post and ensure the post remains a desirable option.

Using Grounded Theory Analysis in Construction Management and Civil Engineering Education: Integrating Perspectives to Shape a Comprehensive View of Sustainability

ABSTRACT Sustainability education becomes a crucial approach to help next generation construction managers and civil engineers to address the need to reconcile between the rapid resource depletion and economic development in the built environment. As educators strive to prepare future professionals for the evolving demands of sustainability in the construction industry, a better understanding of the current landscape of sustainability education in higher education becomes necessary. This entails recognizing the diverse perceptions and interpretations held by construction management and civil engineering (CM/CE) faculty regarding the essential elements of sustainability, as they influence students’ understanding and are also carried forward into students’ future professional careers. The authors used a qualitative research approach to characterize the concept of sustainability in its rudimentary form. We collected individual faculty members’ definitions of sustainability by conducting semi-structured interviews. Subsequently, grounded theory analysis (GTA) was used to analyze interview transcripts, aiming to unveil patterns and trends that then form a theory-like conclusion. Through this inductive qualitative approach, the authors developed the CM/CE Sustainability Definition Framework (SDF), comprising durability, resource efficiency, meeting societal needs, and minimizing environmental impacts. This paper demonstrates how GTA can be used as an effective qualitative research methodology for CM/CE education research.

Student-Centered Active Learning Improves Performance in Solving Higher-Level Cognitive Questions in Health Sciences Education

Student-centered active learning (SCAL) shifts the focus from the teacher to the student. Implementing SCAL requires the development of new forms of assessment beyond memorization and comprehension. This paper aims to demonstrate the effectiveness of SCAL by analyzing student performance at different cognitive levels. In flipped classrooms, students completed tasks with varying cognitive demands. The tests measured knowledge (level 1), comprehension (level 2), application (level 3) and analysis (level 4). This approach to assessment assesses not only the acquisition of content, but also skills that are critical to a health science student’s future career. The results of expository learning were compared with student-centered collaborative learning in the Anatomy and Embryology I course over three academic years. Student opinions were collected through 326 anonymous Wooclap® (Version: 2019101500) surveys. No differences in performance were found for low-cognitive-level questions. However, SCAL significantly improved performance on higher-cognitive-level questions that required problem solving and application of knowledge. Despite the benefits of SCAL, it requires more effort from both teachers and students. The current assessment system at Universidad Complutense, which measures teaching quality primarily in terms of student satisfaction, tends to penalize efforts to innovate. Many students are attracted to passive learning techniques because they provide a clear and structured path to success. This approach, which focuses on memorizing information for exams, provides a sense of security. Teachers need to have a strong belief in the effectiveness of SCAL methods to persist in their implementation.

How important is studying languages for undergraduate students and why (not) study languages?

AbstractThis study examines the value undergraduate students (n = 4458) place on proficiency in languages other than English (LOTEs) in terms of their personal interests, major(s), and career plans. Combining quantitative and qualitative analyses of large‐scale survey data, the study further explores the reasons students outline for (not) enrolling in LOTE courses and what would motivate them to enroll in language courses in the future. Results indicate that students attached most value in relation to personal interests, followed by career plans and major. In addition, students' demographics and prior experience with language can also impact their future enrollment decisions. The results suggest that not only should institutions lead the way by emphasizing the importance of learning languages, but also that language programs need to listen to students' voices and help them establish clear links between their academic majors, their future career and study plans as well as their personal interests.

Undergraduate rheumatology teaching in the UK: a survey of current practice by teachers and students.

The last major UK survey of medical undergraduate rheumatology teaching was 25 years ago. This study aimed to describe current teaching practice, the perceptions of teachers and students and their engagement with Versus Arthritis teaching resources and future challenges and opportunities. Electronic surveys were distributed by e-mail and/or social media to relevant teachers and students identified within all 37 UK medical schools. A total of 34/37 (91%) teacher and 30/37 (81%) student surveys were returned. Compared with the last survey, the proportion of schools delivering rheumatology-identifiable teaching has fallen from 100% to 86% and the mean number of teaching days from 30 to 10. Rheumatology teaching is now more dispersed throughout the curriculum. Students preferred active learning methods such as simulation and expert patient teaching, while teachers preferred small-group teaching, online learning and lectures. The Versus Arthritis resources appeared underutilized by students but were considered useful. Most students thought rheumatology careers were not promoted within their medical school. A decrease in dedicated rheumatology teaching time was noted since the last survey 25 years ago. Greater promotion of rheumatology as a speciality and future career is required to maintain its professional identity and prevent marginalization.

Accounting Internship: Unlocking Skills and Perceived Value of Future Career

Accounting Internship: Unlocking Skills and Perceived Value of Future Career

Sharing midwifery philosophy through a positive learning environment prepares students for a future providing midwifery continuity of care: A mixed method study

BackgroundGlobal and national frameworks for midwifery education recognise and prioritise the provision of midwifery continuity of care. Previous studies report that learning is enhanced when students have professional experience placements within these models, however there remains wide variation in midwifery students’ access to placements within these models in Australia. AimTo evaluate Bachelor of Midwifery students’ experiences in midwifery continuity of care models within two local health districts in New South Wales, Australia. MethodA mixed methods design was used: qualitative data collected through interviews, and quantitative data collected via an online survey using the Midwifery Student Evaluation of Practice (MidSTEP) tool. Thematic analysis of qualitative data and descriptive analysis of quantitative data was undertaken. ResultsSixteen students responded, four students were interviewed, and 12 students completed the survey. The MidSTEP mean scores for all sub-scales rated above 3.0/4.0. Participants rated ‘work across the full scope of midwifery practice’ and five out of eight subscales of Philosophy of Midwifery Practice at 100 %. ‘Experiences prepare me to be a change agent for maternity service reform’ rated the lowest (67 %). Three qualitative themes emerged: care versus carer model; learning experience; and future career as a caseload midwife. ConclusionA mixed method approach using a validated tool to measure student experiences, contributes to the evidence that students value professional experience placements within midwifery continuity of care models. Currently this is not an option for all midwifery students and as midwifery continuity of care models expand, these findings will inform further implementation of student professional experience placement within these models.

An Exploration of Accounting Student’s Perspective on Factors Influencing Audit Career Choice

This study aims to explore the factors influencing undergraduate accountancy students at Universiti Teknologi MARA Melaka branch to pursue careers in auditing. A structured questionnaire, distributed to participants via Google Forms, was employed to gather feedback from the students. The participants, categorized based on their academic levels, represent various stages of both theoretical and practical exposure to auditing subjects. The research team administered a questionnaire to evaluate accounting students' perceptions and intentions on the factors influencing careers in auditing. There is a strong positive correlation between job security and career intention followed by career development and a moderately significant positive correlation between job satisfaction and financial reward toward students’ intention to become auditors. A general lack of interest in the profession and concern about work-life balance contribute to the challenges of not pursuing a career in audit. Students perceived that real exposure to the auditing profession via academic visits, engaging experts through seminars, and interactive teaching methods could bridge the gap between academic learning and professional practice. Enhancing the alignment of educational offerings with industry requirements and students’ career aspirations with curriculum development, enhancing teaching methods, and partnerships between academia and industry will assist accounting students in developing a positive view of auditing careers and better preparedness for their future careers in this field.

Young Adult Cancer Patients (AYA): Preferences for Outpatient Psychosocial Care and Gender-Specific Differences - Results from the AYA-LE study

To investigate the importance of individual topics in outpatient care services and the preferences for their design from the perspective of young adults with cancer (AYA="adolescents and young adults") in Germany. A total of 514 AYAs aged 18-39 years were surveyed twice over a 12-month period (t1=immediately after acute treatment, t2=12 months post-treatment) regarding the importance and satisfaction with topics such as anxiety, the impact of the illness on partnerships/family and social environment, future perspectives, personal coping strategies, sexuality, and desire for children/fertility, as well as the types of care services. The subjective importance and satisfaction with the care topics and services were analyzed using variance and moderator analyses. The most important topics for care services were future career prospects (M=3.22, SD=1.56), social impact (M=3.19, SD=1.54), and personal coping strategies (M=3.52, SD=1.46). The greatest dissatisfaction was noted in the areas of sexuality (M=2.01, SD=1.59) and desire for children/fertility (M=2.08, SD=1.72). At time t2, relaxation techniques (M=3.46, SD=1.36) and psychological counseling (M=3.43, SD=1.46) were the most desired care services. Female AYAs rated psychological counseling (F[1.199)=9.21, p=0.003), social counseling (F[1.221]=6.60, p=0.011), creative therapy options (F[1.219]=21.74, p<0.001), support groups (F[1.215]=4.29, p=0.040), patient education (F[1.210]=6.96, p=0.009), and relaxation techniques (F[1.194]=23.68, p<0.001) significantly more important than male AYAs. The study highlighted several areas of dissatisfaction with the current outpatient care services for AYAs. The results demonstrate the need to incorporate cross-sex and gender-specific care preferences of AYAs to improve outpatient psychosocial care. A specific set of AYA-care services should be designed and implemented to address the aforementioned psychosocial topics, which include sexuality and the desire for children/fertility. It is also crucial for outpatient practice to raise awareness among the involved professional groups. Further research is required to gain a deeper understanding of sex differences.

Exploring the Challenges on Career Planning Education of Higher Vocational College Students in the New Era

With the development of social economy and the diversification of career choices, the importance of college students' career planning has become increasingly prominent. In the college stage, the career planning education for college students is helpful to improve their cognition of the future career, clarify their career goals, and provide strong support for their future employment. This paper used qualitative methods to find out the factors influencing the effectiveness level of career planning education and the challenges faced by universities in implementing the teaching of career planning for college students. Through the research, it is found that the contemporary college students 'career planning guidance system is effective, targeted and feasible, and obtains a new way and new method of career planning for higher vocational college students' career planning education. It provides a reference for the career planning education of higher vocational college students in the new era. By trying to build the career education system for college students in higher vocational colleges in the new era, the career education is closer to the characteristics and reality of the education object, so as to make the career education more scientific and effective.

Complex thinking and adopting artificial intelligence tools: a study of university students

In the next 5 years, artificial intelligence (AI) tools are expected to become commonplace in people’s lives, especially in their work processes. Therefore, educational institutions feel intrinsically responsible for ensuring that their students acquire and develop competences associated with the appropriate use of this technology in their educational programs. However, what are the perceptions of students regarding the inclusion of artificial intelligence tools in their educational process and future careers, and what competencies can influence a greater adoption of this technology in the classroom? The objective of this article presents the results of an exploratory study in a sample population of students from a technological university in Mexico, in which their perception and openness toward the training and use of artificial intelligence tools for their professions was examined. Their perception of the development of complex thinking and its sub-competencies was evaluated, recognizing that complex thinking is a valuable cognitive skill to face changes in uncertain environments. The methodology of the study consisted of a multivariate descriptive statistical analysis using R software. The results determined a positive correlation between students’ perceived improvement in the achievement of complex thinking competence and their perception of the use of AI tools. In conclusion, participants perceived the use of these tools as a feature of their profession, although they questioned whether this knowledge is included in their professional training. This article presents several findings that offer ample opportunities for future research.

Career Guide Expert System for Nigerian Secondary Schools Based on Howard Gardner Categorisation of Intelligence

Career Guide Expert System for Nigerian secondary schools is an applied research targeted at developing a web-based career guidance system for students transitioning from the Universal Basic Education (UBE) Scheme to Senior secondary school (SSS). The transitioning process requires students to choose among groups of subjects (Science, Art, or Commercial) to study in SSS which ideally requires the services of counsellors. However, there is a shortage of counsellors in schools. This research will significantly address the problem of shortage of professional counsellors and inefficient associated manual career guidance, which can negatively affect the career trajectory of students. Three parameters (Howard Gardner Intelligence Categorization, Academic performance and student aspirations) were used in determining which of the three alternatives (Science, Art, and Commercial) suits a student the best. The inference engine of the Expert System was implemented using a weighted sum multiple decision criteria model to determine which alternative suits a student the most based on the data generated from the quiz attempted by a student. The system was validated by a professional counsellor who subjected the system to a test with twenty samples of student data and certified that the system was accurate. Thus, if this system is incorporated into the Nigerian educational system, it will revolutionize the career guidance process, leading to better performance of students and future career satisfaction.

Radiation therapists' perceptions of participating in Professional Supervision - a pilot study.

Professional Supervision (PS) is a common approach used to reduce the fallout from stress and burnout. It involves monthly face-to-face meetings between a supervisor and supervisee to address well-being and professional goals. This pilot study examines 12 radiation therapists (RTs) perceptions of participating in PS. Conducted in the Christchurch Radiation Oncology Centre, this mixed-methods pilot study introduced PS in March 2022. In August 2023, 12 RTs completed a QUALTRICS online questionnaire consisting of 33 questions, including the Supervisor Working Alliance Inventory (SWAI). The SWAI assessed the alliance of supervision from a supervisee's perspective and comprised of 19 questions on a 7-point Likert scale and nine yes/no statements with optional comments. Five demographic questions were also included. All 12 RTs completed the questionnaire, with quantitative results indicating a positive alliance between supervisors and supervisees. RTs found PS to be a safe and comfortable space for reflective practice and support. Thematic analysis of qualitative data from additional comments revealed PS enabled RTs to reflect on career achievements, appreciate highlights of being an RT and consider future career paths within the profession. Radiation therapists responded positively to PS, suggesting its potential in managing workplace stressors, promoting career advancement and providing dedicated time for reflection, support and guidance. RTs endorsed the efficacy of PS in enhancing their practice and advocated for its widespread adoption among RTs.

Protean career orientation: relationship to turnover intentions and moderating roles of current organizational career growth and future organizational career growth

PurposeThis paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.Design/methodology/approachThis briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.FindingsResearchers from China found that the relationship of “protean career orientation” (PCO) to turnover intentions was negative when current organizational career growth (OCG) was high, and it was positive when OCG was low. They also established that future career growth prospects weakened the link between PCO and turnover intentions.Originality/valueThe briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Advancing doctoral student professional development through a strengths-based cohort program

Purpose Strengths-based professional development has been associated with positive outcomes in academia and in the organizational workplace. Students pursuing their doctoral degrees in the biomedical sciences in the US are often on graduate assistantships, where they experience an academic component to their training integrated with an employee-like existence. The individual who serves as their academic and research advisor is often their supervisor, who pays their stipend. The traditional training structure poses unique challenges and may be accompanied by stress, burnout and imposter phenomenon. The purpose of this study is to utilize a strengths-based approach to equip students with essential personal and professional skills that build self-awareness and self-confidence further preparing them for their future in the scientific workforce. Design/methodology/approach The authors developed and implemented a novel strengths-based professional development cohort program for doctoral students in the biomedical sciences at a research-intensive (R1) institution. The program was designed to create a supportive and inclusive space for participants (n = 18) to explore their identity as a student and scientists and to develop and leverage their talents for more effective and strategic use. Program outcomes were evaluated through a mixed methods case study design using a post-program Likert-based survey (n = 10 participants) and participant interviews (n = 13). Explanatory sequential design was used in the interpretation of the findings. Findings The results show that the program had a positive impact on students’ perceptions of themselves as scientists, as well as on their self-efficacy, self-confidence and interpersonal interactions in the research setting. Practical implications This strengths-based professional development program demonstrates immense potential as a model to equip students with self-awareness and a new foundation of essential skills needed to supplement their technical and scientific training for their future careers in the team-based workplace. Originality/value This study demonstrates how professional development programming can complement scientific training by equipping students with self-awareness and other lifelong skills to navigate feelings of imposter phenomenon and interpersonal relationships in the team-based workplace.