Career Goals Research Articles

Informative Utility Value Intervention: Assignments Designed to Promote Students’ Personal Connections With Chemistry Topics Based on Their Career Goals

Informative Utility Value Intervention: Assignments Designed to Promote Students’ Personal Connections With Chemistry Topics Based on Their Career Goals

A Study on Work-life Balance Initiatives and Training Programs Towards Employee Productivity and Career Development

This study explores the impact of work-life balance initiatives and training programs on employee productivity and career development, particularly in the IT sector. It highlights the importance of flexible work arrangements, wellness programs, and continuous learning opportunities in enhancing employee engagement, reducing stress, and fostering career growth. The research is based on data collected from 104 IT employees and uses statistical methods such as correlation, regression analysis, chi-square, and ANOVA to assess the relationship between these initiatives and key outcomes like productivity, well-being, and retention. The findings suggest that while flexible work options and training programs moderately support career advancement, challenges such as time management and insufficient resources still exist. The study recommends better aligning training programs with employee career goals, offering improved time management workshops, and allocating adequate resources to create a work environment that balances personal well-being with professional growth.

Bioscience Students in Physics Courses with Higher Test Anxiety Have Lower Grades on High-Stakes Assessments and Women Report More Test Anxiety than Men

Test anxiety is beginning to be recognized as a significant factor affecting student performance in science, technology, engineering, and mathematics (STEM) courses, potentially contributing to gender inequity within these fields. Additionally, the management of test anxiety can improve self-efficacy, which is a construct that has been well studied in the physics context. In this study, we investigated the relationship between self-efficacy, test anxiety, and gender differences in performance in a two-semester-long introductory physics course sequence for bioscience students in which women outnumber men. Using validated survey data and grade information from students in a two-semester introductory physics course sequence, we compared the predictive power of self-efficacy and test anxiety on female and male students’ performance on both low- and high-stakes assessments. We found that there were gender differences disadvantaging women in self-efficacy and test anxiety in both Physics 1 and Physics 2, as well as gender differences in high-stakes outcomes in Physics 1. There were no gender differences in low-stakes assessment scores. We also found that self-efficacy and test anxiety predicted high-stakes (but not low-stakes) assessment outcomes in both Physics 1 and Physics 2. Comparison of these findings with prior studies involving physical science and engineering students shows that although women outnumber men in physics courses for bioscience students and the career goals of bioscience students are very different from the earlier researched group, most of the negative trends hold even for this new population. Thus, these findings, in a new context involving bioscience students in physics courses, are very important because they reinforce the systemic nature of women being affected more adversely by anxiety in high-stakes assessments, which is a threat to creating equitable and inclusive learning environments. An important implication is that course instructors should carefully consider how high-stakes and low-stakes assessments are used to determine grades and how to create an overall equitable, inclusive, and low-anxiety learning environment.

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.

Creating a plan

For anyone who has recently entered the workforce or is in their final year of study, keeping up with professional development once working may seem daunting. Meg Barclay, education consultant and trainer, shares tips for plotting your own development and career goals in the first five years of work.

RÉSUMÉ AND PORTFOLIO DESIGN IN DESIGNER PORTFOLIO COURSE RÉSUMÉ EVALUATIONS

A résumé is a way for the designer to express his or her skills and experience. A creative résumé highlights the designer's unique talents and personal style. When recruiters evaluate candidates based on their résumés, a creative résumé stands out and can strike a favorable first impression. This is an opportunity to highlight the designer's creativity and design skills. Harmonious color palettes, layouts and graphic elements demonstrate the designer's communication skills. It is essential for designers to design their résumé in an informative, easy-to-read and eye-catching way, as this document is not only a job application form but also a design product. This article aims to discuss why a designer's résumé should be creative and analyzes the résumés created by students in the Portfolio Design course conducted by the researcher. In addition, the importance of the Portfolio Design course, a course in which design students learn to use their résumés to identify their career goals and highlight their experiences and skills, is emphasized.

Bridging the Telehealth Digital Divide With Collegiate Navigators: Mixed Methods Evaluation Study of a Service-Learning Health Disparities Course.

Limited digital literacy is a barrier for vulnerable patients accessing health care. The Stanford Technology Access Resource Team (START), a service-learning course created to bridge the telehealth digital divide, trained undergraduate and graduate students to provide hands-on patient support to improve access to electronic medical records (EMRs) and video visits while learning about social determinants of health. START students reached out to 1185 patients (n=711, 60% from primary care clinics of a large academic medical center and n=474, 40% from a federally qualified health center). Registries consisted of patients without an EMR account (at primary care clinics) or patients with a scheduled telehealth visit (at a federally qualified health center). Patient outcomes were evaluated by successful EMR enrollments and video visit setups. Student outcomes were assessed by reflections coded for thematic content. Over 6 academic quarters, 57 students reached out to 1185 registry patients. Of the 229 patients contacted, 141 desired technical support. START students successfully established EMR accounts and set up video visits for 78.7% (111/141) of patients. After program completion, we reached out to 13.5% (19/141) of patients to collect perspectives on program utility. The majority (18/19, 94.7%) reported that START students were helpful, and 73.7% (14/19) reported that they had successfully connected with their health care provider in a digital visit. Inability to establish access included a lack of Wi-Fi or device access, the absence of an interpreter, and a disability that precluded the use of video visits. Qualitative analysis of student reflections showed an impact on future career goals and improved awareness of health disparities of technology access. Of the patients who desired telehealth access, START improved access for 78.7% (111/141) of patients. Students found that START broadened their understanding of health disparities and social determinants of health and influenced their future career goals.

Prevalence and factors associated with anxiety disorder in undergraduate students of Peshawar, kpk, Pakistan: a cross-sectional study

Background: Anxiety is a widespread mental health concern that impacts a significant portion of the general population. Functional impairment and negative effects on quality of life are associated with it. Objectives: To assess the prevalence of anxiety among undergraduate students in Peshawar and determine the factors associated with it. Methodology: A cross-sectional study design was employed and 400 undergraduate students were included in the study from Peshawar, Pakistan. Data was gathered from various institutions located in Peshawar including The University of Peshawar (UOP), the Department of gender studies, the Department of Peace and Conflict Studies, and the Department of pharmacy from The University of Peshawar (UOP), Kabir Medical College, Sardar Begum Dental College (SBDC), Jinnah College for Women (GCW). The Hamilton Anxiety Rating Scale (HAM-A) was employed to analyze the prevalence of anxiety among students. SPSS version 26 was employed to analyze the data. Chi-square was used to find the association between different factors and anxiety. A p-value of less than 0.05 was considered significant. Results: The mean age of the participants was 20.04±2.26 years. A total of 138 participants (34.5%) were male, while 262 participants (65.5%) were female. The overall prevalence of anxiety among undergraduate students of Peshawar came out to be 50.5%. Anxiety was strongly linked to dissatisfaction with family relationships (p-value = 0.00), dissatisfaction with career goals (p-value = 0.03), and the use of illicit drugs (p-value = 0.02). Additionally, physical discomfort (p-value = 0.00), low self-confidence (p-value = 0.00), and experiencing mental trauma in the past year (p-value = 0.00) were significantly associated with increased anxiety. Furthermore, anxiety was related to experiencing physical trauma (p-value = 0.04) and struggling with comfortable sleep (p-value = 0.00). Conclusion: This study demonstrates that anxiety is prevalent among undergraduate students in Peshawar. Developing targeted interventions to alleviate anxiety in this population may be facilitated by addressing these factors.

Aspired but not acquired educational aspirations: voices from pastoralist girls in Tanzania

ABSTRACT The paper explores pastoralist girls’ education aspirations and the factors that hinder girls to achieve such aspirations. Capability approach guided the theoretical discussion of the findings. Observations, Interviews and focus group discussions were the main methods of inquiry. Findings show that pastoralist girls aspire for primary education as a way of setting their future career goals and the status they desire. They aspire to become teachers, nurses and doctors; yet the attainment of such aspirations is hindered by community traditions, cultures and poverty. The study concludes that although pastoralist girls have desired aspirations, they have remained unattained. The study recommends for collective interventions and efforts among parents, the community and the government in educating girls. It also recommends for initiatives to improve community’s economic status to reduce barriers to educating girls. Policy consideration of what girls and the community consider valuable is important while considering their norms and beliefs.

A cluster approach to matching the competences of data specialists with skills in demand on the labour market

This paper addresses the challenge of aligning the competences of data specialists with skills in demand on the labour market in the rapidly evolving field of data science. Using an open dataset of 3,744 IT job postings, the study applies K-means clustering to identify key skill groupings for data specialist positions. The optimal number of clusters is determined using the elbow method, resulting in four distinct clusters: Data Analyst & Engineer, Data Platform Engineer, Data Science & Engineering Specialist, and Cloud Data Engineer. The research methodology employs unsupervised learning techniques, specifically K-means clustering, to analyze the distribution of skills across job postings. The clusters are visualized using t-distributed Stochastic Neighbor Embedding (t-SNE), providing insights into the relationships between different skill sets. The study reveals that job titles do not always unambiguously define the required skills, emphasizing the importance of focusing on specific skill sets rather than job titles alone. To bridge the gap between specific subject competences academic programs and industry requirements, the paper proposes a novel approach for comparing the proportion of skills in job clusters with the proportion of professional competencies in academic programs. This method is demonstrated using the Information Systems and Technologies Master's program at Kherson State University as a case study. The chi-square test is applied to confirm the statistical similarity between the skill structure of the Data Science & Engineering Specialist cluster and the competency structure of the academic program. The findings highlight the importance of continuous adaptation of profile of academic program to meet evolving industry needs. The proposed approach provides a data-driven framework for universities to align their programs with labor market demands, potentially improving graduate employability in the data science field. The study also underscores the need for personalized learning paths that can be tailored to individual career goals and skill gaps. Future research directions include the development of an artificial intelligence system to form individualized educational trajectories based on the skills required for specific job clusters. This could further enhance the alignment between education and industry needs, preparing students more effectively for the dynamic data science job market.

What Are the Challenges Ahead for Training the Present and Next-Generation Microscopists in the Life Sciences (a.k.a. Structural Cell Biologists)?

Abstract Becoming a life scientist microscopist involves earning a bachelor’s degree in biology, biomedicine, or a related education program, specializing in microscopy-related areas. Advanced degrees (B.A. Hons., M.A. Res., or Ph.D.) enhance hands-on proficiencies and lay the foundation to become a microscopist or structural cell biologist. Staying updated on technological advancements, networking, and attending relevant microscopy conferences and workshops are central to the success of becoming an established, competent microscopist. Building an academic career in microscopy includes showcasing skills and proficiency in a research field. This involves teaching, scholarly dissemination, and achieving success in awards and grants, which are crucial for entry-level positions in academia. Continuous professional development in specific microscopy interests through workshops, self-education, online resources, or attaining additional certificates or diplomas is essential for academic career advancement, as the science of microscopy is not characterized by a status quo but is evolving at unprecedented speed. Tailoring education and understanding job requirements for academia, research organizations, or industry are critical decisions to align skills with career goals. In this themed contribution, we highlight key considerations for aspiring or junior microscopists to contemplate when building a successful research career in biological microscopy.

Bridging the gap in early career teachers' STEM pedagogy: Exploring micro‐credentials as a possible creative solution

AbstractThis exploratory study sought to address the gap in strengthening science, technology, engineering, and mathematics (STEM) teacher preparation in elementary and secondary teacher education programs. Integrated STEM education is attracting increased attention and gaining momentum from educators, politicians, STEM industries, and the media across the nation. Many state and national organizations have called for a new workforce of problem solvers, innovators, and inventors who are self‐reliant and able to think logically, also suggesting that creating such capacity is one of the critical foundations that drive innovative capacity in the nation. A key to developing these skills is STEM competencies and career goals in every K‐12 student. To do this, teachers must be educated on how to connect STEM careers and integrate STEM content into their curriculum. Providing integrated STEM micro‐credentials for preservice and in‐service teachers can be a flexible solution for providing teachers a method to learn how to improve their content knowledge and pedagogy (Digital Promise, 2019). Participants were a combination of undergraduate preservice teachers and graduate early‐career teachers who were asked about their STEM preparation. The majority of the participants received very little to no integrated STEM preparation. As a possible solution for this, participants were asked about their preferred type of professional development (PD) and if participating in a micro‐credential course would be a possibility. Nearly all of the participants agreed that a self‐paced micro‐credential that blended online and in‐person instruction would be something they would do to learn how to integrate STEM more effectively into their pedagogy. Micro‐credentials could be a successful solution for educator PD.

Abstract B121: Enhancing opportunities for underrepresented minorities conducting cancer and cancer health disparities research nationwide: The Transformative Educational Advancement and Mentoring (TEAM) network

Abstract Background: The Transformative Educational Advancement and Mentoring (TEAM) network is a program funded by the Center to Reduce Cancer Health Disparities (CRCHD) of the National Cancer Institute (NCI). In support of the NCI’s goal to reduce cancer health disparities, the CRCHD drives workforce diversity efforts by supporting trainees from backgrounds underrepresented (UR) in cancer biomedical and behavioral sciences research. The two TEAM programs launched at minority-serving institutions (MSIs) in 2023: The Southwest TEAM (STEAM) network and San Diego State University’s (SDSU) Advancing Cancer Careers for ExceLlence (ACCEL). Each program has a unique model designed to best serve trainees in their respective regions, but both provide: 1) Diverse Training Champions (TCs), role models and navigators who act as the primary point of contact for scholars, provide direct services to trainees, ascertain member needs, develop programmatic offerings, and connect trainees to program components; 2) a mentorship program for pre and postdoctoral scholars and early stage investigators (ESIs); 3) targeted recruitment and professional development of UR scholars; and 4) tailored linkages to professional development and employment opportunities, and NCI/CRCHD funding priorities. This work summarizes the strategies planned across both programs to promote recruitment and retention of investigators from UR backgrounds and cultivate professional development opportunities for students and ESIs. Approach: The STEAM network includes the University of New Mexico, New Mexico State University, Northern Arizona University, and Burrell College of Osteopathic Medicine and leverages the unique programs and expertise of these MSIs to collectively train diverse cancer health disparities researchers with interests in serving Native American, Hispanic and rural communities in the Southwestern United States. The ACCEL Program supports excellence, inclusion and transformation of the cancer research science force, expanding and strengthening the pipeline of UR scholars pursuing cancer research. SDSU, a Carnegie Foundation high activity research institution is one of few institutions to be both a Title Ill/Title V eligible institution for diversity. ACCEL works in close collaboration with the University of California San Diego Moores Cancer Center. We will discuss opportunities and approaches employed by each program in support of scholars to increase the number of diverse scholars in these research pipelines and demonstrate the effectiveness of such coordinated efforts. Conclusion: Supporting TCs to focus on scholars within regional programs will prove to be an efficient and effective way to increase recruitment and retention of diverse investigators in NCI research and community programs. Using novel strategies like TCs, the programs will support the attainment of career goals and enhance and diversify workforce capacity across the cancer research and care continuum. Citation Format: Dolores D. Guest, Martha M. Grimes, Andrew L. Sussman, Elizabeth Y. Jimenez, Graciela Unguez, Ahmed Mohammed, Naomi Lee, Jani Ingram, Krystal Charley, Kristin Gosselink, Jill Nery, Avesta Basraki, Natalie Gude, Rebecca Lewison. Enhancing opportunities for underrepresented minorities conducting cancer and cancer health disparities research nationwide: The Transformative Educational Advancement and Mentoring (TEAM) network [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B121.

Career Management Planning and Strategy – An Albania Study

This comprehensive study investigates the significance of career planning and strategy in attaining career objectives. The research question is: Can improving career planning and strategy help achieve career goals? The survey was performed using a direct survey model and a questionnaire filled out by the respondents who work in different companies. The study sample consists of 250 employees in Tirana and Durres, the two largest cities in Albania. The data analysis will be focused on three different methods, ensuring a thorough examination of the research question. The first one involves factors that weigh each factor and reliability analysis using the Cronbach alpha coefficient, which should be above 0.7. The second method will be focused on multicollinearity analysis. Finally, after we conclude the methods above, we will be focused on testing the hypothesis through multiple regression. The findings revealed that career planning and strategy positively impact career goals. This study's implications are far-reaching. It can guide employees in planning and developing their careers, assist companies in managing and growing their employees' careers, and provide a valuable reference for researchers in this field of study, reassuring them about the validity and reliability of the findings.

Lived Experiences and Perceptions of Autistic Young Adults Participating in Employment Readiness Skills Training.

This study aimed to examine the experiences and perceptions of participants engaged in an employment readiness program, Employment Preparation And Skills Support (EPASS), which is a manualized group-based training program designed to improve employment readiness among autistic young adults. A qualitative descriptive design was utilized to generate thick descriptions through semi-structured interviews with 22 transition-age autistic individuals (Mage = 20; 6 females; 16 males). Thematic analysis was employed to understand the experiences and career outcomes of transition-age autistic individuals pre- and post-participation in the EPASS program. Five main themes were identified: (1) More Negative Than Positive Employment-related Experiences; (2) Insight about Training Needs despite Hesitation to Participate; (3) Improved Perception and Confidence of Employment readiness through Experiential Learning; (4) Emerging Career Goals and Plans in Future Application of Knowledge and Skills; and (5) Learning Preference for More Interactive and Practice Experience. Participants reported a better understanding of job preparation skills, work-related social skills and interview etiquette. They also reported that what they learned in EPASS helped them improve their skills and confidence in obtaining and maintaining employment. Overall, participants expressed satisfaction with participating in EPASS and anticipated potential long-term impacts on their employability. This study sheds light on the training needs for transition-age autistic individuals and informs future employment readiness program development. Future studies should focus on collaborating with stakeholders to address training gaps and support needs that foster improved employment outcomes for this population.

THE INFLUENCES OF PERSONALITY AND INNOVATIVE CULTURE ON EMPLOYEES’ INNOVATIVE PERFORMANCE IN THE CHINESE MANUFACTURING INDUSTRY: THE MEDIATING EFFECT OF PSYCHOLOGICAL SAFETY

This study investigated employees’ innovative performance in a highly competitive and rapidly changing workplace. Specifically, employees’ innovative performance is correlated to the Big Five personality and innovative culture through the mediation effect of psychological safety in the Chinese manufacturing industry. Time-lagged data were collected from 285 employees and analysed on both SmartPLS and SPSS software. Resultantly, the innovative culture and the Big Five personality of extraversion, agreeableness, neuroticism, conscientiousness, and openness individually impacted employees’ innovative performance. Furthermore, psychological safety significantly mediated the relationships between agreeableness and innovative performance, between neuroticism and innovative performance, and between openness and innovative performance. Organisations should consider employees’ personalities when fostering workplace creativity and adjusting training and development. Recognising employees’ personality types may also assist employees in unique performance, fulfilling career goals, and uncovering growth potential.

Nigerian Graduates as Newcomers in the Workplace: Making Sense of Transitioning Into the Industry

ABSTRACT Nigeria’s higher education system is plagued with diverse structural challenges. However, little research has explored its impact on the achievement of career goals of graduates of this system, especially in the workplace. This study adopts sense-making and blame attribution theories to investigate the experiences of Nigeria’s graduates in their workplaces. After a qualitative analysis of narrative interviews, this study argues that (1) blame attribution forms an anchor to organize narratives of sense-making within an organization; (2) Nigerian graduates blame their education, workplace, and self for the challenges they encounter. Self-blame can potentially shed light on newcomers’ sense-making of their difficult transitioning experiences. The analysis identifies a tripartite problem where these three distinct, but interconnected entities are viewed as responsible for post-graduation challenges in the workplace. Thus, the results demonstrate the need to extend blame attribution theory from its current focus on either external or internal blame targets to understanding individuals within an organizational context potentially blaming both internal and external factors simultaneously for workplace challenges.

What Is a Biology Degree Without a Career Goal or a Strategy to Reach That Goal? An Analysis of Career Goals of Graduating Biology Majors

What Is a Biology Degree Without a Career Goal or a Strategy to Reach That Goal? An Analysis of Career Goals of Graduating Biology Majors

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.

Alternative Paths in the Field: School Library Students Reflect on an Academic Libraries Seminar

Students enrolled in American Library Association (ALA)–accredited graduate programs typically are on a specific track to work toward their individual career goals. While most degree programs require of all students a shared core curriculum, students also typically must take elective credits, which help narrow their focus toward their individual paths. Students interested in subfields within librarianship such as public, school, and academic librarianship will take courses that further specialize their knowledge in those areas. While a focused education in their chosen subfields is important, it also may be limiting in how students understand the profession more broadly. This study uses qualitative analysis to explore reflections from students on a school library track who completed an elective seminar about academic librarianship. Findings indicate that this coursework in a subfield outside of their own allowed them to reflect on their own roles and responsibilities as librarians, find common ground and collaboration possibilities, and envision expanded opportunities in their own career paths. Educators can take this information to support students’ exploration beyond prescribed career tracks, whether through offering and promoting electives across the curricula or through non-credit-bearing opportunities.