Scholars and practitioners endeavor to understand the factors influencing work engagement, thereby enabling employees to display high levels of discretionary behavior, enthusiasm, and absorption in their roles within an organization. This study attempts to fill this research gap by investigating the various effects of High-Performance Work Systems (HPWS) dimensions on work engagement and its dimensions. Using a sample of 237 employees from seven commercial banks in Jordan, the study employs a quantitative research approach, including regression analysis, to investigate the proposed relationships among constructs. The results reveal that the four dimensions of High-Performance Work Systems have various effects on work engagement. The findings indicate that communication and involvement, and career management affect vigor, while performance management and rewards, and training and development influence dedication and absorption. These findings will help managers effectively allocate their rare and valuable financial and human resources to deal with work engagement issues in commercial banks.

This study aims to determine the influence of optimism and career aspirations on career adaptability in new employees in Semarang City. Optimism in this study is understood as an individual's belief that positive things will happen in the future, so that individuals have hope and readiness to face challenges. Career aspirations refer to the goals, plans, and career directions that individuals want to achieve. Career adaptability is an individual's ability to adjust and respond to demands and changes in the work environment. The population in this study were new employees in various job sectors, with a sample of 116 respondents obtained through a purposive sampling technique. The measuring instruments used included the Optimism Scale, Career Aspiration Scale, and Career Adaptability Scale that had met the criteria for validity and reliability, and data analysis was carried out using multiple linear regression. The results of the study showed that optimism had a positive and significant effect on career adaptability with a regression coefficient of 1.531, t-value = 6.851, and p = 0.000 (p < 0.05). Career aspirations also had a positive and significant effect with a regression coefficient of 0.265, t-value = 3.731, and p = 0.000 (p < 0.05). The simultaneous test showed a calculated F value of 36.485 with p = 0.000 (p < 0.05) so that both variables together had a significant effect on career adaptability. This finding confirms that optimism and career aspirations provide an effective contribution to increasing career adaptability, with optimism being the most dominant variable.

Background Healthy psychology is a crucial factor in determining nurses’ ability to provide high-quality nursing care to patients. Therefore, it is essential to detect the risk of nurses’ psychological disturbance and provide early intervention. This study aimed to investigate the psychological status of nurses and develop a nomogram model to predict the incidence of psychological disturbance in Chinese nurses. Methods This study was part of the Chinese Nurse Cohort Study, and the data of 3,808 nurses were obtained from multiple tertiary hospitals in China. Data related to psychological disturbance were collected using the Symptom Checklist 90. Predictor selection was guided by the Job Demands-Resources model, encompassing 26 variables across three domains: living conditions, working situation and psychosocial indicators. Predictors were selected via stepwise regression, and a logistic regression model was developed to construct a predictive nomogram. Model performance was evaluated using the area under the receiver operating characteristic curve, decision curve analysis, bootstrap approach and 10-fold cross-validation. Results Independent protective indicators for nurses’ psychological disturbance included perceived social support, organizational career management, weekly leisure time, regular meals and published articles, while risk indicators included negative acts, working years, raising children, patients in day shift care and night shift work hours. All these variables were used to establish the nomogram. In the nomogram, the area under the ROC curves was 0.803 (95% CI : 0.786–0.819). The average AUC of bootstrap approach was 0.810 (95% CI : 0.785–0.817), and the average AUC of 10 fold cross-validation was 0.794 (ranging from 0.749 to 0.841), indicating that the model was stable. The DCA suggested good clinical application. Conclusion This study developed a prediction model to evaluate the risk of psychological disturbance among nurses for the first time. Nursing managers can use this visualized prediction model to predict the risk of nurses’ psychological disturbance, identify individualized risk factors, and implement preventive measures to reduce the occurrence of psychological disturbances among nurses.

Organizational culture is widely recognized as an important contextual factor shaping career development and long-term human resource sustainability. Although prior research has examined organizational culture, career development, and sustainable HRM, these constructs have often been studied separately and predominantly within Western contexts. This study addresses this gap by analyzing their interrelationships within a transitional economy. Grounded in sustainable human resource management and sustainable careers perspectives, the study examines how organizational culture typologies influence career development and HR sustainability. Career development is operationalized through organizational career growth and career competences. Survey data were collected from 542 employees across 23 IT and manufacturing companies in Serbia and analyzed using factor analysis and multiple regression. The findings show that organizational culture significantly shapes career growth opportunities and career competences and is also directly related to HR sustainability. Person-oriented cultures are associated with more favorable career development conditions and higher levels of HR sustainability, while power- and role-oriented cultures are linked to weaker outcomes. Career growth and career competences further emerge as key mechanisms supporting long-term workforce sustainability. This study contributes to the literature by integrating organizational culture, career development, and HR sustainability into a single analytical framework within a transitional economy context and provides practical insights for managers aiming to foster sustainable careers and long-term HR sustainability.

Quarter-life crisis is an emotional state commonly experienced by individuals in the emerging adulthood phase, namely the age range of 18–25 years, especially among final-year students. This condition is characterized by the emergence of anxiety, fear, confusion, and uncertainty regarding the future, particularly in achieving and determining career direction. The phenomenon of quarter-life crisis is generally felt when students are in the final stage of higher education and begin to face the realities of life after college, such as the demands of immediately entering the world of work and determining career choices that align with personal interests, abilities, and expectations. Uncertainty about job opportunities often triggers feelings of doubt and psychological stress. This study aims to determine the meaning of quarter-life crisis due to career confusion in final-year students, and explore their experiences in dealing with this condition. This study uses a qualitative approach with Edmund Husserl's phenomenology method to understand the subjective experiences of informants in depth. The Symbolic Interactionism theory of George Herbert Mead and Herbert Blumer is used as a theoretical basis in analyzing the meaning-making process carried out by students. The results show that final-year students have diverse experiences and meanings in dealing with quarter-life crisis due to career confusion. This meaning is formed through intrapersonal communication processes, such as self-reflection and inner dialogue, which influence how individuals interpret environmental demands and the uncertain future they face.

Purpose We aim to explore the changes in cultural identity that academics experience in the context of critical career events through the prism of career shocks and chance events theory. We acknowledge that Ukraine and Ukrainian people are the primary victims of the war and that their suffering is incomparable to other groups involved. However, it is also valuable to understand all affected populations who also oppose the war. This holds particular relevance given that academics and universities are key in shaping safe spaces during major conflicts. Design/methodology/approach By conducting 30 in-depth, semi-structured interviews with Russian academics abroad, this study employs a qualitative methodology to examine the effect of a war on academics' cultural identity and career development. Findings The findings indicate that the war has had a significant impact on changing cultural identity, whereby we identify four types of cultural identity changes. Practical implications The implications can be applied to all displaced academics affected by traumatic events. Implications for human resource management and organizational career management concern possible practices and techniques for managing changes in cultural identities during war. Originality/value We extend the concept of cultural identity in a war context and equip universities worldwide with practical tools to support displaced academics. We expand the theoretical understanding and application of the concept of cultural identity and cultural trauma in the context of war, contributing to the growing body of career literature on cultural trauma and academics' cultural identity.

Digital transformation and advances in artificial intelligence (AI) have fundamentally changed the demands of the workplace, creating a gap between graduate competencies and industry needs. This study aims to evaluate the effectiveness of AI Agent-based career adaptability psychoeducation as a community empowerment strategy to improve the work readiness of high school/vocational school and university graduates. The study design used a descriptive-interventional approach with 27 participants who participated in a four-week online training. Data were collected through a pre-post survey using the Career Adapt-Abilities Scale (CAAS) and qualitative observations during the training. The results of the Wilcoxon Signed-Rank test showed a significant increase in career adaptability scores (Z = –4.543, p < .001), with all participants experiencing increased career adaptability. Observations showed that participants became more confident, reflective, and proactive in designing their career directions after interacting with the AI ​​Agent. These findings indicate that psychoeducational interventions integrated with intelligent technology can strengthen the adaptive capacity and work readiness of the younger generation. Theoretically, this study expands the application of the career adaptability concept in the context of AI-based learning; In practice, the results provide a relevant community empowerment model for educational and employment institutions in the era of digital disruption.

Examining the field of protean career and unfolding future research directions through bibliometric and content analysis

Talent attraction and operational performance in UAE’s real estate sector: The mediating role of career management and learning development

This study aims to determine the effectiveness of career development in increasing employee retention. This study uses a descriptive qualitative approach. Data were collected through several techniques, including in-depth interviews, observation, and documentation. Data analysis techniques used data reduction, data presentation, and conclusion drawing. The results of this study indicate that career development programs are proven effective in increasing employee retention, particularly through improving competency, motivation, and clarity of career direction, thereby increasing their loyalty and commitment to the organization. Although this program is effective as a retention strategy, equitable access to training and consistency of implementation still need to be improved so that its benefits can be felt by all employees.

This article examines the role of digital infrastructures in reshaping academic career management within the Open Science framework, with a focus on Central and Eastern Europe. Through a comparative case study of national platforms in Poland, Croatia, Slovenia, and the Romanian pilot initiative OCER, the analysis highlights contrasting levels of interoperability, policy integration, and investment in research digitalization. OCER serves as a reference point to explore challenges and opportunities in aligning emerging platforms with European standards such as EOSC and CoARA. The findings suggest that strategic coordination between technological, institutional, and policy dimensions is essential to ensure transparency and innovation in academic career evaluation.

The outdoor recreation and tourism industry is thriving, with many states boasting a nature-based economy that relies on a skilled workforce in parks, tourism, and recreation management (PTRM). The US National Association of Colleges and Employers (NACE) has developed competencies linked to career success. However, there is limited research on how the NACE competencies align with preparing students for PTRM careers. To address this gap, we conducted an exploratory study through interviews with PTRM students and with PTRM professionals to better understand the importance and efficacy of these competencies. Results indicate that certain competencies (e.g., communication, teamwork) are particularly important for PTRM careers and specific high impact practices (e.g., capstone projects, internships) can contribute to these competencies in degree programs. The paper concludes with recommendations for how the NACE competencies can be integrated into courses and degrees to better align with the skills needed in PTRM careers.

Leadership development remains a central strategic focus for Malaysia’s Government-Linked Companies (GLCs), particularly as they confront challenges related to succession planning, workforce mobility, and organizational transformation. This conceptual study explores the relationship between talent management practices and leadership skills in Malaysian GLCs. Drawing upon prior literature and established theoretical perspectives, the paper examines how dimensions such as talent attraction, talent retention, learning and development, and career management contribute to leadership capability enhancement. The analysis suggests that merely implementing talent management initiatives may be insufficient to sustain leadership excellence without cohesive strategic alignment and strong institutional support. By proposing a conceptual framework that connects talent management practices with leadership development outcomes, this paper provides valuable implications for policymakers, human resource professionals, and organizational leaders.

BackgroundThe transition period is a critical phase that affects career maturity and the development of professional identity. Although previous studies have suggested that peer mentoring may serve as a supportive strategy, empirical evidence on its effectiveness remains limited. This study aims to examine the effects of structured peer mentor programs on nursing students’ career maturity and career decision-making self-efficacy.MethodsThis study adopted a quasi-experimental mixed-methods design. A total of 78 final-year undergraduate nursing students were recruited and randomly assigned to two groups. Group A completed a traditional internship before serving as peer counselors. Group B received peer guidance before undertaking an independent internship. Quantitative data were collected at three time points: pretest, posttest, and follow-up. The Career Maturity Inventory and the Career Decision-Making Self-Efficacy Scale were used to assess changes over time. Repeated measures ANOVA was conducted to evaluate the intervention effects. In addition, qualitative data were collected through semi-structured interviews and analyzed using thematic analysis to explore students’ subjective experiences.ResultsPeer mentor programs had positive effects on both career maturity and career decision-making self-efficacy at different stages. Group A showed a statistically significant increase in scores during the mentoring phase, indicating that guiding others contributed to role reflection and experience integration. Group B demonstrated a notable improvement in confidence and clearer career direction after receiving guidance. Interview findings revealed improvements in emotional support, professional identity, and sense of responsibility. Both peer counselors and peer trainees reported positive developmental experiences.ConclusionPeer mentor programs support both psychological and professional growth for nursing students during the transition period. Equal interaction and role transformation help students enhance their professional identity and competencies, whether through providing or receiving support. It is recommended to integrate structured peer support into nursing internship programs.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-025-08291-4.

Despite research on how Longitudinal Integrated Clerkships (LICs) influence career choice, few studies have examined how graduates' career paths shaped their LIC experiences, a key gap in guiding LIC development that meets diverse learner needs. This study examined perspectives on the LIC among graduates pursuing primary care (PC) versus non-PC, with career stage as a secondary aim. This sequential mixed-methods quality improvement study examined the LIC at the Warren Alpert Medical School of Brown University, which trains students in PC and population medicine. A survey evaluating the LIC was sent to all its graduates. Interested survey respondents participated in interviews exploring LIC factors that supported success, required improvement and shaped career direction. Survey data were analysed using descriptive statistics and nonparametric tests and interview data with theoretical thematic analysis. Among 87 survey respondents, 51% (n = 44/87) were pursuing PC and 46% were not (n = 40/87). PC respondents rated the LIC more positively than non-PC respondents. Differences by career stage were minimal. Interviews with both PC (n = 12) and non-PC (n = 14) LIC graduates identified similar themes. Continuity and autonomy supported success, whereas preceptorship variability, lack of programme standardisation and limited inpatient exposure required improvement. Many described the LIC as instrumental in clarifying career direction and broadening their physician identity. PC graduates reported more positive LIC perspectives in surveys, though interviews identified shared experiences across PC and non-PC paths. Perceptions varied little by career stage. Findings suggest practical strategies, including strengthening faculty development and operational infrastructure for developing and enhancing LICs.

This article examines the mechanisms and practices of career management within organizations, emphasizing its critical role in professional development, employee motivation, and organizational efficiency. It explores strategies for aligning individual potential, skills, and career goals with organizational requirements and growth plans, highlighting the importance of structured programs for training, mentoring, succession planning, and promotion. The authors discuss methods for evaluating employee competencies, planning career trajectories, and fostering interactive dialogue between managers and subordinates. Emphasis is placed on integrating material and non-material incentives, effective communication, and systematic monitoring to enhance performance and job satisfaction. The study demonstrates that a well-designed career management system strengthens human capital, reduces turnover, and aligns employee aspirations with organizational objectives, ultimately promoting sustainable enterprise development.

ABSTRACT Using regression analysis and Long Short‐Term Memory (LSTM) networks, this study created a predictive model to investigate the connection between college students' job preferences and self‐identity. The model addresses the intricacies of dynamic identity development and professional decision‐making processes by combining quantitative and temporal data trends to improve forecast accuracy. Regression methods assess linear correlations between specific demographic, educational, and psychological characteristics and job inclinations. By contrast, LSTM, a deep learning framework that excels in managing sequential data, records temporal fluctuations in self‐identity development. A dataset of college students was used to train the proposed model, which included factors such as academic achievement, extracurricular activities, career goals, and personal beliefs. The findings showed that the hybrid model could accurately predict career direction while identifying important determinants and nonlinear relationships. The results highlight how aspects of self‐identity, such as confidence and social connections, influence job paths. For educators and career counselors, this model provides insightful information that allows for tailored advice and focused interventions to help students match their professional aspirations with their self‐concept.

This subject has undergone many changes in line with the development of the times. Therefore, this study aims to explore the latest developments by conducting a systematic literature review and bibliometric analysis of talent management based on existing empirical research. The methodology employed in this study is a systematic literature review, utilizing the term “talent management” in article titles, abstracts, and keywords from the Scopus database, yielding 13,582 publications from 2008 to 2025. The collected data will undergo bibliometric analysis using VOSviewer. Research on talent management in 2025 still largely employs classical dimensions such as attraction, recruitment, development, retention, and career management. The conceptual model of talent management has been developed in studies by incorporating digital transformation, AI capability, inclusiveness, shared leadership, organizational culture, and employee value proposition. This study utilizes the Scopus database for talent management articles. Future investigations may enhance generalizability by integrating additional databases such as the Web of Science. The implications relate to organizations’ sustainable management and development in strategies to improve the quality of human resources. This study offers analytical insights to professionals and the broader community regarding sustainable applications in work readiness for the general public.

This study aims to analyze the lifelong learning needs of adult learners by linking the Kano Model, Timko's Customer Satisfaction Coefficient, and the Potential Customer Satisfaction Improvement Index (PCSI Index). It focuses on 'Education for Enhancing Adult Career Development Competencies', one of the seven lifelong education domains defined in Article 2 of the Lifelong Education Act of Korea. The study classified the participation factors of adult learners into five categories—Must-be, One-dimensional, Attractive, Indifferent, and Reverse—and examined the relative influence of each attribute on learning satisfaction. The analysis revealed that career development competency enhancement and vocational skill improvement education were the most significant factors in increasing adult learners' satisfaction. In particular, Attractive factors, such as personalized career counseling, career management, and portfolio-based learning, were confirmed as factors that increase satisfaction when provided. Conversely, Must-be factors, including instructors' expertise, learning accessibility, and educational facilities, were found to increase dissatisfaction when deficient. These findings suggest that lifelong education institutions should institutionalize minimum standards for Must-be factors while strategically strengthening Attractive factors centered on career development competencies. Furthermore, this study holds significance in that it presents a quality management framework for future Education for Enhancing Adult Career Development Competencies by multidimensionally diagnosing the quality of adult learners' lifelong learning experience through an integrated Kano-Timko-PCSI analytical framework.

Purpose Given the challenges many PhD students face entering the job market, an online, optional, self-paced Career Readiness Course, underpinned by the cognitive information processing (CIP) model, was developed to help postgraduate students better understand themselves and potential career pathways. This study aims to explore the first author’s experiences with this course, examining its impact on her awareness of personal skill sets and knowledge of career options. Design/methodology/approach Using an autoethnographic approach, the authors gathered reflections of engaging in this course, as well as pre- and post-course survey data to analyse any impact on career decision-making and self-efficacy. Pre- and post-course survey data were compared, and thematic analysis of qualitative data were guided by CIP. Findings Career decision-making self-efficacy was enhanced for the first author through the course. Moreover, the course enhanced her self-knowledge, especially personal values and strengths. It increased career insight by showing diverse pathways both within and outside academia. It helped clarify career direction through structured guidance and emphasised the importance of being proactive in career planning to navigate the academic and professional landscape. Practical implications Providing structured and reflective career development courses can benefit doctoral students. Consideration should be given to embedding such courses in programmes, whilst maintaining a flexible approach. Touchpoints and peer discussion forums may enhance engagement and accountability. Originality/value This study offers a first-person PhD student perspective on a career development course to improve self-awareness, decision-making and goal-setting skills. It validates the use of the CIP model and highlights the value of lived experiences in understanding career cognition.