Career Success Research Articles

The Importance of Project Status for Career Success: A Network Perspective

Employees’ career trajectories in project-based organizations are closely associated with their project participation history. Yet, little is known about what features make a project stand out as a career booster for its participants and who obtains more career benefits than others from working on “hotshot” projects. In this study, we focus on a unique feature of projects—project status—and theorize about potential network-related sources from which it derives. Specifically, we develop arguments for how the pattern of a project’s social relations with other projects in the project network reflects the project’s status. Then, we deduce hypotheses regarding the impact of project status on employees’ career advancement and the moderating role of one’s hierarchical level in this relationship, drawing on the literature on status diffusion, endorsement, evaluative uncertainty, and attribution. Our empirical examinations entailed two studies. Study 1 provides evidence for the validity of using a network structural feature of a project to indicate its status using data from a high-tech company’s R&D projects. Study 2 tested our hypotheses by leveraging a sample of over 1,000 IT specialists in a multinational accounting firm tracked over five years. We found that employees assigned to higher-status projects received faster promotions. This career advantage was moderated by a person’s organizational hierarchical level in a complex way such that middle-level people obtained more rapid promotions when assigned to high-status projects than their bottom- or top-level counterparts.

Work-integrated learning in the humanities, arts and social sciences: where to from here?

ABSTRACT Amidst increasing pressures on Humanities, Arts, and Social Sciences (HASS) disciplines regarding graduate career readiness, this study examines HASS student participation in work-integrated learning (WIL) and its impacts on employability and short-term employment outcomes, using data from the Australian Graduate Outcomes Survey from 2020 to 2023. The research examined the extent of participation across WIL types (work-based, non-workplace and global) and its influence on graduates’ perceived employability and employment outcomes (full-time employment and perceived overqualification), while investigating demographic differences using descriptive analysis and logistic regression models. Results indicated rising WIL participation yet identified disparities by activity type and among student groups. Work-based WIL (e.g. internships) was the most effective type for enhancing employability and facilitating transitions into professional roles and work aligned to degree study. Non-workplace WIL (e.g. projects), while beneficial for skill development, showed limited impact on immediate employment outcomes and there was relatively low participation in global WIL (e.g. industry study tours) across all discipline groups. The study illuminates the need for more inclusive WIL programmes and flexible models to accommodate diverse student needs. Recommendations for HASS faculties include integrating career development learning, optimising industry engagement and providing targeted support for underrepresented groups. By aligning WIL experiences with emerging labour market opportunities, HASS faculties can prepare graduates for successful careers, addressing both individual aspirations and broader economic needs. Future research regarding WIL in HASS could focus on postgraduate participation and industry perspectives on scaling programmes to ensure initiatives effectively bridge the gap between academic learning and professional practice.

Application of the Sufficiency Economy Philosophy for Work and Integration of Life and Work Affecting the Career Success of Commercial Bank Employees in Northeastern Thailand

This research aimed to study the application of the sufficiency economy philosophy in the workplace and the integration of life and work, and how they affect the career success of commercial bank employees in northeastern Thailand. The population consisted of commercial bank employees. The sample included 383 commercial bank employees, selected using stratified random sampling based on the population proportion in each province of northeastern Thailand. A questionnaire was used as the research tool. Statistics for data analysis included percentage, mean, standard deviation, and multiple regression. The results indicated that the application of the sufficiency economy philosophy at work, particularly in the aspects of reasonableness, knowledge, and moderation, as well as the integration of life and work in terms of readiness to always work, significantly influenced the career success of commercial bank employees in northeastern Thailand. Additionally, the integration of life and work, specifically in the area of work-time flexibility, also had a notable impact on the career success of these employees.

No transfer of 3D-Multiple Object Tracking training on game performance in soccer: a follow-up study

The impact of domain-general cognitive ‘brain’ training on improving sports performance is highly debated. This study sought to follow-up on research that showcased the benefits of perceptual-cognitive 3D-Multiple Object Tracking (3D-MOT) training in enhancing the on-field performance of soccer players. Additionally, it explored the correlation between athletes’ cognitive performance and early career success.Sixty-two males from a professional soccer academy were randomly divided into a dual-task 3D-MOT training group (n=30) and a control group (n=32). Participants underwent a 3D-MOT test, a cognitive test of attention, and small-sided games at pre- and post-training. Pre-post-test performances were compared using ANCOVAs. A Chi-squared test evaluated the association between the training regimen and early career success. A Spearman test assessed the correlation between performance on the 3D-MOT, attention test, and early career success.The dual-task 3D-MOT trained group significantly improved its performance on 3D-MOT compared to the control group (p < 0.001). However, no significant pre-post-test differences were observed between the groups in the near-transfer cognitive test and on-field performance (ps > 0.05). There were no associations between the athletes’ early career success and the training regimen, and no associations between cognitive test performances and early career success (ps > 0.05).This follow-up study failed to replicate previous findings with dual-task 3D-MOT training unable to produce near or far transfer on soccer performance. In addition, cognitive performance was not related to early career success in this study. The value of cognitive screening and training in sport is discussed.

High altitude dilemmas: assessing academic air travel reduction measures by comparing reduction potential and willingness

Abstract Many researchers consider air travel crucial for a successful career and fly frequently to attend conferences, participate in meetings, teach classes, and conduct fieldwork, which creates significant greenhouse gas (GHG) emissions that often account for the largest share of a university’s emission total. Several universities have attempted to address this issue by implementing measures to reduce GHG emissions from academic air travel. Ideally, these measures are both effective in reducing emissions and acceptable to the academic staff willing to endorse them. We evaluated five air travel reduction measures and compared their GHG emission reduction potential to academics’ willingness to implement them. We calculated reduction potentials based on empirical flight data from the University of Zurich’s Department of Geography and conducted an online survey among the department’s academic staff to assess willingness. On average, academic staff were willing to implement all five measures. Measures restricting travel showed the highest reduction potential but the lowest willingness to adopt among academic staff. Conversely, measures involving the transition to alternative travel modes showed higher willingness but lower reduction potentials. Our results suggest that there is no straightforward answer for universities aiming to reduce their air travel emissions. In addition to implementing more acceptable low-impact measures, universities must explore examples of good practices and endeavor to remove obstacles to high-impact measure implementation.

LGBTQIA+ individuals face significant employment disparities due to discrimination, limited job opportunities, and lack of inclusive policies. To address this, we must create innovative solutions for equal access to employment, supportive workplaces, and career success

This paper explores the challenges faced by LGBT individuals in the workplace, including discrimination from colleagues, superiors, and company policies. Surveys reveal high rates of harassment and mistreatment, despite legal protections. Prestigious companies like Apple and Burger King are leading efforts in promoting LGBT inclusion. The paper advocates for open-minded leadership in creating inclusive, discrimination-free environments, crucial for fostering healthier work cultures. It also proposes innovative solutions for improving equal access to employment, supportive workplaces, and career success for the LGBTQIA+ community, with a focus on India.

The effect of parental and teacher autonomy support and core self-evaluations: a three-wave longitudinal study of middle students' career adaptability.

According to career construction theory, middle school students are in a critical phase of growth and exploration that requires self-reflection on their interests, values, and aspirations. Career adaptability is a key indicator of career development for middle school students and a crucial ability for achieving career success. Research indicates that many Chinese middle school students face significant hurdles in their career development, including a lack of motivation, limited self-awareness, and unclear career trajectories. To address these challenges, it is imperative to explore the factors influencing career adaptability, with a particular focus on the role of parental and teacher autonomy support within the framework of self-determination theory. This study aims to explore the correlation between parental autonomy support (PAS), teacher autonomy support (TAS), core self-evaluations (CSE), and career adaptability (CA) among middle school students. The longitudinal data for this study were collected from two middle schools in the Anhui province. Middle school students were recruited as research participants through a cluster sampling method. A total of 482 students were surveyed in three stages during a 1-year period, and a cross-lag model was employed to analyze the data. (1) From T1 to T2, T1PAS predicted T2CS, T1CSE predicted T2CA, and T1CA predicted T2TA; (2) from T2 to T3, T2PAS predicted T3CS, T2CSE predicted T3CA, and T2TAS predicted T3PAS; (3) TAS did not predict CSE and CA over time; (4) T2CSE mediated the relationship between T1PAS and T3CA. These findings suggest that autonomy support has a consistently positive influence on the career development of early adolescents. Valuing children's autonomy is beneficial for fostering positive self-evaluations and shaping their career trajectories. Autonomy support plays a pivotal role in enhancing middle school students' career adaptability and promoting career development by strengthening self-evaluations. Additionally, the effect of parental autonomy support is more stable than that of teacher autonomy support.

Unlocking career success: Exploring the role of career management as a moderator in career motivation's impact of private lecturers in Indonesia

Unlocking career success: Exploring the role of career management as a moderator in career motivation's impact of private lecturers in Indonesia

Design Project Classroom: Fostering Industry-Ready Industrial Designers through Academic-Industry Collaboration

As the demands of the job market continue to evolve, it becomes imperative for educational institutions to equip students with the necessary skills and competencies to thrive in their respective industries. This article explores the implementation of a design project classroom as an innovative approach to preparing students for the job market, specifically in industrial design. The research employs the method of participant observation combined with interviews to gain valuable insights from industry professionals and student participants. Collaboration with industries is integral to this research, where it enables students to engage directly with real-world design challenges and obtain expert guidance. By leveraging the expertise and resources of these partnerships, this project aims to bridge the gap between academic knowledge and industry expectations. The results of this study showcase several key elements that students need to master before graduating, identified through feedback from both students and mentoring companies. The findings underscore the significance of hands-on experience, interdisciplinary collaboration, and industry engagement in preparing students for successful careers as industrial designers. The positive feedback received from both students and industry partners affirms the effectiveness of this approach in grooming students and enhancing their readiness for the job market. This article contributes to the literature on design education, and the insights provided serve as a foundation for educators and institutions seeking to enhance their design programmes, ensuring that students are adequately equipped with the skills, knowledge, and practical experience to enter the job market.

ANALYSIS OF THE IMPORTANCE OF TRAINING AND CAREER DEVELOPMENT ON EMPLOYEE PERFORMANCE

This research aims to analyze the importance of training and career development on employee performance in the organization. Training and career development are two very important components in the human resource development (HR) strategy, which not only serves to increase employee knowledge and skills but also as a means of motivating them to achieve optimal performance. This study uses a literature study method to examine various previous research relevant to this topic. The research results show that effective training can make a significant contribution to improving employee performance, while structured career development can increase employee motivation and commitment, and reduce turnover. Furthermore, there is a significant relationship between training and career development, with good training often laying the foundation for successful career development, ultimately improving overall employee performance. This research provides important insights for companies in designing HR development strategies that are more effective and oriented towards improving employee performance. Keywords: training, career development, employee performance, human resources, literature study.

Subjective Career Success in The Modern Career: A Parallel Mediation of Perceived Internal and External Employability

Subjective Career Success in The Modern Career: A Parallel Mediation of Perceived Internal and External Employability

Obtaining a PhD in Portugal. Determinants of Success and Subsequent Career Paths

Background Over the past three decades, Portugal has invested significantly in doctoral training. However, there is a lack of up-to-date information on the success of scholarship holders in obtaining the degree or on their subsequent career paths. Methods This study analysed four cohorts of scholarship holders funded by the Foundation for Science and Technology between 1995 and 2012. The professional situation at different points in time after the Ph.D. (5, 10, 15 and 20 years) was studied. Results The success rate for obtaining the degree was 88%, which is comparable to other European countries for doctorates completed with funding over a period of 3-4 years. The average time to obtain the degree was 5.06 years. The time to degree was influenced by the scientific field, the nationality of the scholarship holder, and the location of the institution awarding the degree (in Portugal or abroad). The gender or age range of the scholarship recipients did not influence the time required for graduation. The analysis of the career and sector of activity of these graduates at different points in time after obtaining the Ph.D. revealed that approximately 60% percent of the graduates were engaged in R&amp;D activities at some point in their career paths, but this percentage diminished from the oldest to the most recent cohorts, suggesting difficulties in retaining recent graduates in academia and in the private sector. In 2020, 63% of the graduates were engaged in R&amp;D activities, and almost half were employed in higher education as teachers, researchers, or scholarship holders. Conclusions This study confirmed the challenges faced by doctoral graduates in integrating into non-academic job markets. On the other hand, it has demonstrated an efficient use of public funds, with high success rates and a time to degree that is within the average of other European countries.

Mentoring communication in higher education: a qualitative exploration

ABSTRACT Mentoring programs focus on providing effective mentoring to mentees for a successful career in academia. However, the effectiveness of mentoring relationships cannot be guaranteed despite the best intentions and efforts of the mentoring program management. Literature suggests that the effectiveness of mentoring relationships depends on multiple factors. The present study explores the factors that affect communication in mentoring between mentors (professors) and mentees (postdocs) in higher education. A qualitative study was conducted in universities offering mentoring programs for postdocs in Germany. Twenty-five in-depth semi-structured interviews were conducted with fifteen postdocs and ten professors in mentoring programs. Charmaz’s Constructive Grounded Theory was used to collect and analyse the data. The findings show a complex interaction of mentors’ and mentees’ intrapersonal factors, interpersonal factors, and external factors affecting communication in mentoring, hence affecting mentoring relationships. These findings may help improve the mentoring experience for mentors, mentees, and organizers of mentoring programs. The study recommends a longitudinal investigation of mentoring relationships to understand the long-term impact of factors affecting mentoring relations in higher education.

What makes a successful artist?

ABSTRACT This study seeks to identify which factors of an artist’s background and demographic characteristics (age, race, gender, education, location as a child, and family SES) correlate with successful career outcomes (quality of gallery representation, representation in museum exhibitions and collections). Using a sample of 930 artists, created by random sampling from a catalog of represented artists merged with public data on demographic, SES, and educational backgrounds, we conducted a multivariate analysis on differences in artist outcome. Findings suggest a substantial female penalty in gallery representation and museum exhibitions. While an education premium exists, measured by attending top-tier BFA/MFA programs, it does not affect all artists similarly – female artists do not receive gains in the same way that male artists do, while artists from lower SES backgrounds are less likely to attend such programs. We also find that previous cohorts of artists are more established in the modern art world.

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.

The multiple, unique perspectives of mechanical engineering undergraduates about their program of study and their persistence

ABSTRACT The purpose of this study was to uncover and describe the multiple, divergent student viewpoints about an undergraduate mechanical engineering program at a public university in the US Midwest and their persistence in that program. This study uses Q methodology which mixes qualitative and quantitative research aspects to reveal and describe the multiple, unique viewpoints about any topic. Four unique views emerged from the study: ‘Smart, successful, but unhappy with program,’ ‘Faculty, scholarships, and co-ops are key,’ ‘Excited about engineering but discouraged by curving and grades,’ and ‘Well prepared but there’s a belonging problem.’ Consensus across these views indicates a shared desire of these students to have a successful career as a reason to choose engineering as a degree program and to persist in that program. This study demonstrates the diversity of perspectives regarding an undergraduate engineering program and has implications for all engineering undergraduate programs, regardless of their geographic location.

Analysis on the Writing Errors of Grade 6 Students: Basis for Instructional Material Development

The ability of students to express themselves through writing is not just a reflection of their linguistic prowess but also a determinant of their academic and future career success. The purpose of this study is to conduct an analysis on the writing errors of Grade 6 students of Paciencia Elementary School, Loreto, Agusan Del Sur. The findings would be used as the basis for instructional material development and to recommend emphasizing teaching integration of the identified errors. The dominant errors were related to punctuation, capitalization, and incorrect verb forms, indicating a significant need for focused instruction in these areas to improve pupils' writing proficiency. In response to these findings, the study suggests developing targeted instructional materials that include structured lessons and practice exercises focusing on the most common errors. These resources should be integrated into the curriculum. Recommendations from the study emphasize the roles of various stakeholders in improving writing skills among pupils. Teachers should implement targeted instructional materials and attend professional development workshops. The school administration should support the integration of these materials and fund workshops while regularly assessing pupils' grammar skills. Pupils should engage actively in grammar lessons and seek feedback, and parents should encourage and support their children in practicing grammar skills at home. Policymakers and curriculum developers should incorporate the study's findings into national curriculum standards and allocate resources to support these initiatives. Future research should explore additional factors affecting grammar skills and the long-term impact of targeted instruction on overall academic performance.

A Study on the Cultivation Strategies of Critical Thinking Ability in Graduate Public English Teaching

In graduate education, critical thinking is of vital importance not only to students’ study and research but also to their future career success. Yet at present, this ability hasn’t been attached enough importance to graduate public English classes. Given this situation, this study, based on the practical teaching of “New Era Academic English for Graduate Students,” discusses in detail the strategies for cultivating students’ critical thinking ability in graduate public English teaching from the perspectives of teaching objectives, teaching contents and methods, course assessment and students’ evaluation, to improve students’ critical thinking ability to elevate their core competence in their research field or in their future work.

Nexus from Practical Kitchen to Work: CLIL

Content and Language Integrated Learning (CLIL) is an innovative educational approach integrating subject matter instruction with language learning objectives. Originating in Europe during the mid-1990s, CLIL has gained prominence for its dual-focused educational model, emphasizing content mastery and language proficiency. This paper explores the foundational principles of CLIL, encapsulated in the 4Cs framework: Content, Communication, Cognition, and Culture. It highlights the multifaceted benefits of CLIL, including enhanced language skills, improved cognitive abilities, heightened cultural awareness, and increased student engagement. A significant focus of this paper is the application of CLIL in vocational education especially in the gastronomy and the culinary arts programs. Given the globalized nature of today’s workforce, proficiency in English is crucial for vocational students across fields such as tourism and hospitality. By integrating English language instruction with vocational training, CLIL improves language skills and aligns educational outcomes with industry requirements, thereby enhancing employability. This paper demonstrates the effectiveness of CLIL in real-world settings, underscoring its potential to revolutionize vocational education. By preparing students with the dual competencies of vocational expertise and language proficiency, CLIL equips them for successful careers in an interconnected world.

The relationship between cognitive emotion regulation strategies and emotional manipulation among health colleges students: a cross-sectional correlational study.

Emotional intelligence is commonly associated with career success. Employees with higher emotional intelligence tend to reap greater benefits. However, emotional manipulation has been reported as a dark side of emotional intelligence, which refers to the self-perceived ability to control the emotions and actions of others for self-benefit. Healthcare professionals with high emotional intelligence often improve the overall patient experience. However, their ability to manipulate emotions can have a detrimental impact on the quality of treatment. This cross-sectional correlational study assessed cognitive emotion regulation strategies (CER) and emotional manipulation among students of health colleges. Two instruments were used to collect the data: 1) the emotional manipulation scale and 2) the cognitive emotion regulation questionnaire. A total of 362 students from health colleges responded to the questionnaire. The students had a moderate tendency to use emotional manipulation (25.09 ± 6.79 out of 50). The most frequently used CER strategies included adaptive strategies such as positive reappraisal with a mean score of 7.45 ± 2.15 out of 10 and maladaptive strategies such as rumination with a mean score of 7.33 ± 2.23 out of 10. The emotional manipulation score had a small but statistically significant negative correlation with two adaptive CER strategies: positive refocusing (r = -0.146, p = 0.005) and focus on planning (r = -0.144, p = 0.006). This study sheds light on the relationship between CER strategies and emotional manipulation, suggesting that poor use of adaptive strategies is associated with emotional manipulation. This finding highlights the importance of designing interventional programs that improve the ability of health colleges students to regulate their cognitive and emotional responses, thus improving their overall well-being and performance as future healthcare workers.