Career Resources Research Articles

College Amenities Application (CampusIn)

Abstract—In the digital age, enhancing student experience and academic success through efficient services is essential for modern educational institutions. The College Amenities application serves as a comprehensive, multifunctional platform that integrates various aspects of academics into one seamless system. It offers a range of services, including food ordering, where students can conveniently browse menus, place orders, and track deliveries; event showcasing, which keeps students informed about campus events, workshops, social activities and placement information, providing access to job opportunities, internships, and career resources. Additionally, the application features like secure document storage, enabling students to organize and retrieve academic materials such as notes, assignments, and research papers with ease. By combining these features, the application improves campus connectivity, enhances student engagement, and supports academic and professional growth, making it a valuable tool for fostering a more efficient and interactive campus experience. Keywords: Service Automation, Campus dining, Event Registration, Placement Automation, File Storage.

Career resources and securing quality work: graduate perspectives

ABSTRACT Empowering graduates to secure quality post-graduation employment is a key goal for higher education institutions and their students. University support in developing career resources may aid transition to work by enhancing social support and networks, fostering a strong sense of professional self, promoting career self-management, and instilling career confidence. Yet there lacks empirical understanding of these resources and the role they play, including how they interrelate, how they vary by personal characteristics, and how they are developed. This study examines how graduates fare in the labour market, characterises their career resources, and explores the relationship between career resources and graduate-level employment. These insights will contribute to theoretical understanding of building employability and inform effective employability programmes in higher education. The mixed-method approach encompasses an online survey of 324 bachelor graduates of Australian universities, followed by focus groups to further explore participants’ experiences. Employed graduates felt that their work did not align adequately with their degree-based knowledge and skills. Those with greater career confidence, social support, and career self-management experienced better outcomes, with these resources showing strong interconnections. Universities should consider a multi-faceted approach in developing employability, addressing multiple dimensions of career resources from the beginning of students’ degrees.

Lockdown Stories: A Qualitative Assessment and Comprehensive Taxonomy of Career Resources

Career resources are receiving increasing attention in the context of career development. This paper utilizes M. E. Ford’s (1992) ten components of effective functioning to provide a comprehensive typology of factors likely to act as career resources and test this proposition in a context of career shock with a narrative design. In the weeks following the first COVID-19 lockdown, 42 participants were asked to complete a questionnaire about their well-being, perceived employability, and emotional anticipation of their career future, as well as to write three stories about their experience with the lockdown. M. E. Ford’s categories were used to identify and code the resources and obstacles mentioned in the stories. Results show the relevance of such a taxonomy to classify both career resources and obstacles. Additionally, the type of story (general story, positive or negative story) in which career resources and obstacles were mentioned played a significant role in their association with the quantitative measures. Conceptual and practical implications are discussed.

Appreciating international scholarships’ potential impact in Palestine’s extreme context

The article presents original findings of career gains perceived by 32 Palestinian alumnae and alumni of 12 master’s scholarship programs. I draw on these original findings in responding to one key research question: How do scholarships work, or not, as a pathway of development in Palestine? I argue that scholarships evidently work well as such because of key mechanisms underlying their perceived career impact: Expanded access to career resources, experiential (global) learning, key skills cultivation, specialized knowledge advancement, and enhanced employers’ appreciation. However, I outline limits of this argument by reflecting on the difficulty of recreating the efficacy of these mechanisms and scaling up their perceived impact in Palestine’s currently extreme context. I finally extend a call for increased, serious reflection on ways to defy this difficulty.

Exploring University Students’ Career Resources Profiles to Cope with Career Insecurity and Promote Employability

Exploring University Students’ Career Resources Profiles to Cope with Career Insecurity and Promote Employability

Developing Career Resources Through Work-Based Learning: A Qualitative Study on Internship Experiences

Developing Career Resources Through Work-Based Learning: A Qualitative Study on Internship Experiences

Empowering Career Pathways for Asnaf Faqir (Poor People)

Every individual harbours a desire for a successful profession that aligns with their unique characteristics. Due to the diverse nature of human personalities, each person requires a distinct professional trajectory to discover a vocation that resonates with their individuality. The study focuses on identifying career pathways tailored for Asnaf Faqir individuals, who transition from being zakat receivers to zakat payers. Utilizing qualitative methods like the Delphi Technique through in-depth interviews, it explores factors facilitating successful professional transitions aligned with their unique characteristics. Thematic and Fuzzy Delphi analyses, along with input from career, spiritual, and local experts, validate seven career pathway indicators: career planning, information, decision-making, adaptability, support, spiritual alignment, and compromise. Twelve informants who successfully transitioned contributed to consensus-building through Focused Group Discussions. These indicators aim to empower Asnaf Faqir individuals towards socio-economic self-sufficiency, offering specialized paths to transform their roles in society. Future enhancements could leverage digital tools for online career counselling, virtual training, and mentoring, thereby broadening access to career resources crucial for their continued development and empowerment.

The need for structured career guidance in a resource-constrained South African school

Background: Career guidance and counselling in secondary schools are crucial for young adolescents as they embark on the initial stages of shaping their post-school studies and career goals. Initiating career guidance as early as Grade 9 is imperative to ensure alignment between chosen subjects and future career aspirations. The study was conducted with Grade 12 learners at a resource-constrained high school in Cape Town, Western Cape.Objectives: Utilising the Systems Theory Framework (STF), we sought to explore Grade 12 learners’ perceptions of the effectiveness of career guidance and counselling and its significance in shaping future career choices.Method: The study used a qualitative methodology. Semi-structured online interviews were used to gather the data, which were then analysed thematically. The study consisted of a sample size of 16 Grade 12 participants.Results: The findings indicated that learners found career guidance and counselling effective for deciding future occupations, with a preference for opportunities such as job shadowing and interactions with experts in the field of interest. However, limited access to vocational resources and a lack of structured classroom guidance led learners to conduct their own research.Conclusion: The study recommends that life orientation teachers actively engage with organisations and relevant stakeholders in providing career guidance and counselling to learners and ensure that pupils have sufficient access to career resources for effective career guidance.Contribution: These findings are a valuable resource for professionals and policymakers seeking to improve high school learners’ educational experiences, providing a framework for future scholars delving into the dynamic field of career counselling.

“What Keeps Me in School”: Oregon BIPOC Learners Voice Support That Makes Higher Education Possible

A growing number of college students are nontraditional learners (age 21–65) who are people of color. These students face unique challenges in a higher education system increasingly shaped by neoliberalism and the ongoing context of institutionalized racism. In Oregon, policymakers have established ambitious goals to address racial disparities in educational attainment. In this study, focus groups and interviews were conducted with 111 Black, Indigenous, and People of Color (BIPOC) adult learners in Oregon to better understand their perspectives and experiences in regard to educational and career pathways. Participants included currently enrolled students, adults who had enrolled and left, and adults who had never enrolled in post-secondary education. Thematic analysis focused on support that facilitates educational access and persistence for these learners. Consistent with the existing literature, our findings revealed that support fell into three broad categories: economic, social/cultural, and institutional support. Recommendations focus on utilizing targeted universalism as a strategy for supporting non-traditional students of color to access and complete college through the expansion of economic support for students, shoring up relevant academic and career resources, and building more meaningful partnerships between higher education and communities of color. Limitations and directions for future research are also discussed.

How Do Proactive Personality and Internal Locus of Control Play a Role in the Links Between Career Adaptability and Job Search Behaviors of Job Seekers? A Two-Moderator Approach

The present labor market's rapid expansion has pressured individuals to enhance their employability and achieve professional success. Therefore, individuals need to be able to adapt and flourish in the face of unforeseen employment challenges, known as career adaptability. While previous studies have established the benefits of career adaptability in the job search process, there is a lack of understanding regarding the influence of personality characteristics on the relationship between career resources and job search behavior. This study investigates the combined moderating effects of proactive personality and internal locus of control on the link between career adaptability and job search behavior, drawing on career construction theory and planned job search behavior theory. The study sample comprises 308 individuals actively seeking employment in Istanbul and Kocaeli. SPSS AMOS was used for confirmatory factor analysis, and PROCESS Macro was used to examine moderator effects. The findings demonstrated a positive relationship between career adaptability, proactive personality, internal locus of control, and job-seeking behavior. Moreover, as predicted, the combined effect of proactive personality and internal locus of control moderates the relationship between career adaptability and job search behavior, suggesting the relationship is more robust when both traits are high. These findings are essential for researchers in the field of career and job search as well as for practitioners such as career counselors or training and development specialists.

Social capital and career adaptability: the mediating role of psychological capital

PurposeThis study’s main objective is to determine the extent to which social capital and psychological capital can explain differences in career adaptability among higher education students.Design/methodology/approachThe study employed a quantitative approach, utilizing a survey research design. Data were gathered using an online questionnaire completed by 384 fourth-year undergraduate agricultural students in Iran. The inverse square root and multistage sampling methods were used to determine the sample size. The partial least squares-structural equation modelling (PLS-SEM) method examined the associations between latent variables.FindingsThe results suggest that social and psychological capital significantly influence the career adaptability of agricultural students, highlighting their significance in enhancing career adaptability. Moreover, psychological capital positively mediates the relationship between social capital and career adaptability.Practical implicationsAgricultural higher education institutions must focus on developing students' social and psychological capital to cultivate career adaptability in agricultural students. Agricultural higher education institutions, for example, should help students develop soft skills.Originality/valueThis study offers novel insights into the significance of individual resources, such as social and psychological capital, in enhancing the career adaptability of students. In addition, the key contribution of this study is the researchers' empirical evidence that multiple career resources are interconnected (social capital, career adaptability, and psychological capital).

Letter to the Editor Regarding “Systematic Review of Research, Mentorship, and Career Resources for Medical Students Pursuing Neurosurgical Training”

Letter to the Editor Regarding “Systematic Review of Research, Mentorship, and Career Resources for Medical Students Pursuing Neurosurgical Training”

In Reply to the Letter to the Editor Regarding “Systematic Review of Research, Mentorship, and Career Resources for Medical Students Pursuing Neurosurgical Training”

In Reply to the Letter to the Editor Regarding “Systematic Review of Research, Mentorship, and Career Resources for Medical Students Pursuing Neurosurgical Training”

Towards a self-regulation model of career competencies: A systematic review and future research agenda

Owing to the growing emphasis on self-managed career patterns, career competencies as essential personal career resources play a vital role in several work and career outcomes. Despite extensive research on career competencies in the last three decades, it lacks a consistent theorization and often relies on diverse theoretical perspectives. To synthesize our scholarly knowledge of career competencies, we conducted a systematic literature review of 80 peer-reviewed articles from 1985 to November 2022. In doing so, we understand how the construct of career competencies has been conceptualized and measured, review prominent theoretical perspectives adopted, and build a theoretical model based on a self-regulation perspective. This review helped us identify significant research limitations and locate promising research gaps. Building on these insights, we craft a future research agenda highlighting opportunities for conceptual, theoretical, and empirical advancement of career competencies research.

The Impact of Perceived Parental Expectations on Career Adaptability: The Moderating Role of Parental Career Support

Background: Career adaptability is regarded as the core index to measure the adequacy of youth’s “career readiness”, which refers to the psychological resources of individuals to cope with current or expected career tasks, career changes or career difficulties. Methods: In this study, 529 students (246 male students, 46.5%, 283 female students, 53.5%) in the first grade of a senior high school in Beijing were assessed by the perceived Parental Expectation Scale, the Parental Career Support Scale and the Career Adaptability Scale. Results: (1) Parents’ expectations, parents’ career support and career adaptability were significantly positively correlated, and the scores were all higher than the average. (2) Parents’ expectations and parents’ careers are significantly positive predictors of career adaptability; (3) The variable of parental career support plays a moderating role in the path of perceived parental expectations on career adaptability. Conclusions: In the middle school stage, parents’ provision of career resources has a good promotion effect on students’ career preparation and coping with career difficulties.

Pengembangan Career Adaptability Melalui Inovasi Sumber Daya Manusia

This article discusses the development of career adaptability through human resource innovation at MA Bahrul Ulum Besuk. This research uses a qualitative case study approach, the research subjects consist of the Principal and several Deputy Heads. Data collection techniques use interviews, documentation, observation. Data analysis techniques use data reduction, data presentation, and drawing conclusions. The focus of this research is that researchers want to describe Career Adaptability Development through Human Resource Innovation at MA Bahrul Ulum Besuk. This research data was obtained through interviews, observation and documentation. In the next stage, researchers checked the validity of the data by extending participation, diligent observation and triangulation. To get more accurate and accountable results, researchers conducted interviews with the Principal, Deputy Head of Student Affairs, Deputy Head of Curriculum and Teachers at MA Bahrul Ulum Besuk. The research results show that Career Adaptability Development through Human Resources innovation at MA Bahrul Ulum Besuk can be successfully carried out through human resource innovation by focusing on the dimensions of concern, control, curiosity and confidence. The implementation of a holistic career development program has proven its effectiveness in building self-confidence and readiness to face career changes. Regular monitoring of student skills and achievements provides a clear picture of the development of skills relevant to the world of work, enabling the identification of individual potential and the provision of constructive feedback. In addition, career resource centers are an important platform in providing the information, training and support needed to develop career adaptability. Overall, human resource innovation in the form of career programs, skills and achievement monitoring, and the role of career resource centers make a positive contribution in shaping individual career adaptability, creating a solid foundation for successful navigation in a dynamic world of work.

Career Planning: Its Implementation and Impact

Career planning initiatives among university and college students stand as pivotal mechanisms for equipping individuals with the essential skills and direction needed to navigate their professional journeys. This study explores the multifaceted landscape of career planning interventions, examining their transformative impacts and the persistent challenges hindering their comprehensive effectiveness. The research delves into the positive impacts, such as enhanced decision-making skills, increased career clarity, job satisfaction, academic performance improvement, and a culture of professional growth and adaptability. However, prevalent challenges, including limited resource accessibility, generic guidance, cultural barriers, practical experience deficits, and misalignment with academic curricula, impede the holistic efficacy of these programs. Recommendations are drawn from these identified challenges to foster a more inclusive and supportive career planning ecosystem. Proposals include enhancing resource accessibility through centralized career resource centers, providing tailored guidance and cultural sensitivity training, expanding practical experiences and networking opportunities, and seamlessly integrating career planning into academic curricula. The study underscores the importance of continuous evaluation and adaptation to ensure the responsiveness of career planning initiatives to evolving student needs.

Concurrent Triangulation Study on the Impact of Teacher’s Attunement and Academic Leniency to the Career Success of the Psychology Students

Aim: The researcher has decided to pursue a study to look at the possible impact of teachers’ attunement and academic leniency to the career success of their learners’ career success. At the present situation where people are placed in the same boat gliding in the crisis, it must be difficult to build relationships especially in a virtual classroom where teachers no longer meet with the students face-to-face. Possibility of getting to know each student and establishing rapport may turn out to be not only hard but nearly impossible. Methodology: This research design engages a single study which includes qualitative and quantitative data collection done at the same time. The rationale behind this study is to scrutinize the findings generated by each method through the evidence that came from both type of data collection (Andrew & Halcomb, 2009). It is characterized by two or more methods which is used to sanction, cross-check, or substantiate findings within a study. Results: Result shows that there is a significant difference in the Student Teacher Relationship Scale (STRS) score to the job affiliation which means that the setting of work has something to do with the closeness of former student to the teachers. Results revealed that among all the demographic profile of the respondents, there was no significant difference to the Career Resource Questionnaire (CRQ) Score. Conclusion: In terms of the impact of teachers’ attunement and academic leniency in the career success of the students, they have disclosed the following details. It appears that some students find confidence in their job because of the teacher who understood their needs when they were studying. Some of the respondents claimed that they lack the learned skills they should have learned during the time when they were studying because they did not take it seriously and they only pass out mercy. There are students who shows great respect, gratefulness, and admiration to the teachers who gave them a chance by passing them despite their poor performance. For others, the impact is on the fear of work criticism because they are not competent enough to do their work. There are respondents who just want to pay forward their professors by doing something good to others because they were shown great kindness. On the contrary, there are students who lack their self-esteem because they are not confident with their skills. And finally, there are those who show high appreciation of the subject after almost failing it because they now understand the value.

Critical Analysis of International Students’ Experiences in Using Career Services by Adopting Neo-Racism Theory

International students frequently encounter difficulties using university career services for their postgraduation career development. University career services provide very little customized and inclusive support for international students coming from different national and cultural backgrounds. By adopting neo-racism theory and drawing on findings in the literature and from my master’s thesis, I provide a critical discussion on how this lens can be applied in analyzing international students’ challenges in using career resources in the Canadian context. Pragmatically, the paper underscores the need for university career centres to adopt a culturally sensitive approach to support international students’ career development.

Motivational Career Resources and Subjective Career Success: A Test of Mediation and Moderation

Changes in the global economic environment in which careers unfold have made the development and use of various career-related resources essential for one’s career success. Drawing on the conservation of resources (COR) theory, this study unpacks the relationship between motivational career resources and subjective career success, by detailing a mediating role of job crafting and a moderating role of age. Hypotheses are tested using data gathered in two waves separated by a six-month interval. Results indicated that (a) motivational career resources were positively related to job crafting; (b) job crafting was positively related to subjective career success; (c) job crafting mediated the linkage between motivational career resources and subjective career success; and (d) age moderated the relationship between motivational career resources and job crafting. This study provides novel insights into the intervening mechanism (i.e., job crafting) that elucidates how motivational career resources relate to job crafting. Furthermore, the findings enrich the existing literature by introducing a substantive moderator (i.e., age) in the relationship between motivational career resources and job crafting.