Career Theory Research Articles

Perceived employability among master’s students in Hong Kong

PurposeMany master’s students enrol in coursework-based programmes to improve their professional knowledge and skills for the job market. Most studies of employability in higher education focus on undergraduates rather than master’s students, although the number of master’s students worldwide has increased significantly in recent years. This study explores the factors involved in the perceived employability (PE) of master’s students in Hong Kong.Design/methodology/approachThe authors first proposed a conceptual model of PE based on the social cognitive career theory. Using survey data from 786 master’s students in Hong Kong, the authors applied descriptive statistics and an ordinary least squares (OLS) regression to address the following research questions: How do master’s students gauge their PE? How do person, learning and environment variables influence the PE of master’s students?FindingsThe authors found that PE is influenced by students' approaches to learning and their institutional career support.Originality/valueFew studies examined whether students' learning experiences during the master’s programmes influence their employability. This study highlights the importance of learning experiences and career support in coursework-based master’s programmes for enhancing graduate employability.

Experiences of cancer survivors returning to work decision-making: a meta-synthesis of qualitative studies.

Return to work for cancer survivors (CSs) may be challenging, and there is a research gap in integrating the relevant experiences of the return-to-work decision-making process for CSs. Our aim was to synthesize existing qualitative research that integrates the dynamic experiences of CSs in the return-to-work decision-making process and highlights the factors influencing the return-to-work decisions of CSs. We retrieved qualitative studies on a relevant theme published in the PubMed, EBSCO, Scopus, Web of Science, Cochrane Library, and CINAHL databases since construction to December 2023. Literature screening, quality evaluation, and data analysis followed the PRISMA, Joanna Briggs Institute Critical Appraisal Tool (2016), and thematic analysis methods to ensure study reliability. The study was registered on PROSPERO (registration number: CRD42023429623). Ten articles were included, and six key outcomes were identified based on Social Cognitive Career Theory (SCCT) integration: points of concern for individuals, sense of self-efficacy, outcome expectations, work perception and belonging, medical advice and guidance, and effects of the external reactions. The decision-making process for CSs to return to work is affected by various personal and external factors. Effectively addressing personal appearance, financial, and emotional issues can enhance self-efficacy of CSs. Improving external perceptions of cancer patients and enhancing social support in the workplace and medical settings can help CSs make informed decisions regarding their return to work. The decision of CSs to return to work is a result of integrating personal, job, and medical care considerations. These findings contribute to the development of future interventions for CSs' return-to-work decisions that target an array of potential factors.

Occupational choice, satisfaction and success of PhD graduates in East Asia and the West: A systematic review

AbstractThe globally expanding doctoral education and the diminishing availability of academic job opportunities have prompted an increasing proportion of PhD graduates to seek employment beyond academia, drawing a growing scholarly interest. However, the existing literature on doctoral career pathways tends to be fragmented and dispersed, given the idiosyncratic individual and educational characteristics of doctorates grappling with the complex structural factors. To depict a comprehensive picture of the diversifying employment trajectories of doctorates across various geographical, disciplinary and sectoral contexts, this study conducts a systematic review, scouring 831 pertinent journal articles from the Web of Science. Following a set of inclusion criteria, 31 papers were ultimately selected to identify the key factors shaping employment trajectories of PhD graduates at structural (national supply and demand), institutional (employers' perceptions) and individual (doctorates' characteristics) levels. Drawing on the boundaryless and value‐based career theories, the authors develop a four‐dimension analytical framework, within which the findings of the 31 papers in East Asian and Western contexts are analysed. Overall, stakeholders in Western systems generally recognise the trend of PhD graduates securing non‐academic employment, whereas East Asian nations appear less receptive to this agenda. Meanwhile, due to their strong emphasis on research skills utilisation and employment stability, PhD graduates in certain economies find it challenging to pursue satisfying and successful careers, warranting increased attention. Building on the findings, we propose a four‐quadrat model in an effort to provide a tool for evaluating the capacity to absorb doctoral workforces of specific systems by categorising the doctoral professions. Highlighting shared patterns observed across various higher education systems and distinct trends prevalent in specific economies, this paper addresses key topics in doctoral education and doctorate employment literature such as labour market conditions, employment outcomes, job satisfaction, skills (mis)matches and sustainable careers.

Social cognitive career theory and higher education students’ entrepreneurial intention: The role of perceived educational support and perceived entrepreneurial opportunity

PURPOSE: This study aims to integrate insights from the Socio-Cognitive Career Theory (SCCT) and entrepreneurship literature to develop a research framework of how perceived entrepreneurial opportunities (PEO) and perceived educational support (PES) shape the progression of entrepreneurial self-efficacy (ESE) and entrepreneurial career interests (ECI). Additionally, this study investigates whether ECI mediates the effects of PEO and PES on entrepreneurial intention (EI) and how PEO and PES moderate the effects of ESE and ECI on EI. METHODOLOGY: A sample of 888 university students was recruited from Vietnam. Cronbach’s alpha and confirmatory factor analyses were adopted to test the reliability and validity of the scales. Structural equation modeling (SEM) is then used to test formulated hypotheses. FINDINGS: The current study demonstrates that ESE and ECI directly trigger EI. Although PES and PEO did not directly impact EI, their influence on EI was mediated through ESE and ECI. In addition, PEO was found to act as a positive catalyst for the transformation of ESE and ECI into EI. The greater the entrepreneurial opportunities students perceive, the more likely they are to convert ESE and ECI into intentions to become entrepreneurs. IMPLICATIONS: This study makes a significant contribution by emphasizing the relevance of the SCCT framework in understanding entrepreneurship and brings to the forefront the role of PES and PEO in shaping the progression of ESE, ECI and, ultimately, EI. In addition, the findings of this study provide practical implications for nascent entrepreneurs, entrepreneurship educators, and policymakers. ORIGINALITY AND VALUE: This study is one of the first to investigate the role of PEO and PES in the development of Vietnamese students’ SES, ECI and, ultimately, their intention to engage in entrepreneurship.

"It let me merge my love of teaching with research": A qualitative investigation of the career pathways of biology education researchers.

Discipline-based education research-a field of research that investigates teaching and learning within STEM disciplines-has emerged over the last few decades to improve the quality of STEM education worldwide. Simple qualitative questions concerning the career backgrounds and motivations of the individuals who conduct this research have yet to be explored. Here, we surveyed and interviewed discipline-based education researchers about their career trajectories and motivations to pursue this field of research. We focused specifically on recruiting biology education research faculty members at colleges and universities. We used the Social Influence Model and Social Cognitive Career Theory to develop and analyze survey and semi-structured interview questions. Findings revealed participant career paths all began with disciplinary undergraduate and graduate-level biology education. We noticed participants began conducting biology education research due to their values and personal interests, while additionally being swayed by contextual factors. Specifically, participants valued biology education research because it allowed them to make a difference in the world and provided them with a community open to change and collaboration. Biology education research allowed them to explore their interests in teaching and evidence-based approaches to education. These values and interests were impacted by contextual factors, including discoveries of opportunities, positive (or negative) experiences with mentorship, exposure to evidence-based teaching literature, considerations of salary and job security, and experiences with gender-based discrimination. Our results underscore the importance of harnessing individual values and interests-especially those centered on evidence-based teaching practices and making a difference in the world-while fostering a positive and supportive academic environment. This research reveals pathways toward discipline-based education research careers. Additionally, this research can inform the development of graduate programs and funding opportunities.

Factors shaping the choice in chemistry: insights from undergraduate students within a societal context

There is a decline in recent years in the number of students studying chemistry in higher education. Many studies have been conducted on elementary and high school students' choice with fewer focusing on the factors that influence undergraduate students to choose to major in chemistry. Research also indicates that belonging to a minority group influences the choice of pursuing science. Despite a higher percentage of Israeli Arab students studying chemistry in high school compared to Israeli Jewish students, the percentage of those who continue to study chemistry in higher education is small. They also lack sufficient representation in academia and industry. Analyzing the similarities and differences in the perceptions of Israeli Jewish and Arab students may shed light on the societal aspect and its role in shaping chemistry participation. This led us to ask the following questions concerning undergraduate chemistry students: (1) What are the factors that influence undergraduate chemistry students to choose a chemistry career? (2) What are the differences between Jewish and Arab undergraduate chemistry students in choosing chemistry career, if any? (3) How do the factors that influence chemistry career choice correlate, if at all? Guided by the social cognitive career theory (SCCT), we used quantitative and qualitative methods to identify and analyze factors and categories. These factors and categories were related to personal and environmental themes and influenced third-year chemistry undergraduate students to choose a chemistry career. 117 third-year undergraduate chemistry students took part in this research. The findings indicate that there are six major factors in choosing a career in chemistry by undergraduate students, which are divided into two themes, a personal theme, and an environmental theme. Our study shows that ‘self-efficacy – scientific/chemistry learning’ is secondary to students’ desire to complete an academic degree. The influence of their friends and family and extrinsic motivation related to rewards/status/prestige are more influential as well. When exploring differences between Israeli Jewish and Israeli Arab societies, our findings revealed variations in the factors influencing career choices. Our findings have practical implications for educational institutions aiming to foster a diverse and inclusive learning environment in chemistry education.

Admissions, Organization, Culture, and Policy: Understanding the Postsecondary Structures that Shape Women’s Entry into Computing Bachelor’s Programs

Despite the growing popularity of computing bachelor’s programs, women remain vastly underrepresented in these fields. Using Social Cognitive Career Theory and intersectionality as guiding theories, this qualitative study explores how postsecondary institutions shape women’s experiences choosing and entering computing bachelor’s programs. Twenty-eight of 40 participants entered their institutions with plans to study computing, while 12 developed a new (or renewed) interest in computing as postsecondary students. Findings outline four postsecondary structures that shaped women’s entry into computing majors, including university-level admissions and participant perceptions of financial and cultural accessibility; academic college-level organization and admissions processes; institutional computing cultures, namely introductory course experiences and social environments; and major declaration policies. Findings also show how these structures differentially shaped participant experiences based on intersecting social identities. Overall, findings illustrate the precarious relationship between computing interest development, major intent, and major enrollment for undergraduate women in computing.

The impact of high-performance human resource practices on subjective career success: The mediating role of psychological capital and organizational commitment

Utilizing insights from positive psychology, social exchange theory, and social cognitive career theory, this study aims to investigate the mediating role of psychological capital and organizational commitment in the relationship between high-performance human resource (HR) practices and subjective career success. Data were collected from a sample of 429 private sector employees working on European Union projects in Turkey. Hypotheses were tested using regression, correlation, and mediation analyses, as well as Sobel test statistics. Results indicate that high-performance HR practices, organizational commitment, and psychological capital positively influence subjective career success. Additionally, there is evidence that, unlike organizational commitment, psychological capital mediates the relationship between high-performance HR practices and subjective career success. Our study underscores the need for organizations to foster and develop psychological capital among their employees to maximize the effectiveness of HR practices in promoting subjective career success.

Digital entrepreneurial education and digital entrepreneurial intention: A moderated mediation model

The current study aims to investigate the influence of digital entrepreneurship education, the role of self-efficacy in digital entrepreneurship, and how digital technology anxiety can affect these relationships. The study employs the Social Cognitive Career Theory as its conceptual framework. Using a sample of 1665 students, this study utilized the SPSS PROCESS macro to analyze the research model. The findings revealed that digital entrepreneurial education and self-efficacy significantly influence an individual's intention to engage in digital entrepreneurship. Additionally, the analysis indicated that digital entrepreneurial self-efficacy partially mediates the connection between digital entrepreneurial education and intention. Notably, digital technology anxiety was a negative moderator in this indirect effect. This study is the first to explore the impact of digital entrepreneurial education on individuals' inclination towards digital entrepreneurship, with a particular focus on the moderating role of digital technology anxiety in this relationship. The findings of this investigation make a significant contribution to advancing scholarly discourse on digital entrepreneurial intentions. Recognizing the pioneering nature of this research underscores the importance of ongoing exploration and refinement of the factors that shape entrepreneurial aspirations in the digital landscape.

Modelling female nurses’ career sustainability towards career competency development and teamwork using self-efficacy as a mediator

The current state of the healthcare sector in developing countries such as Nigeria has resulted in a significant number of highly skilled health workers migrating overseas for a more fulfilling career. Stakeholders are concerned about this development, emphasizing its impact on healthcare service delivery. While some studies point to role conflict and a lack of family support as the primary causes of female nurses' unsustainable careers, others claim that individual, contextual, and institutional factors can all impact career sustainability. Various factors influence an individual's career sustainability, such as their career skills, ability to work in a team, and confidence in performing tasks successfully. This study aimed to investigate the relationships between these variables and their impact on the sustainability of careers among female nurses. The study is grounded on the Social Cognition Career Theory as its theoretical foundation. This quantitative study analyzed a sample of 292 female nurses from a tertiary hospital in southwest Nigeria using IBM SPSS 28 and Smart PLS. The data was obtained from a questionnaire and analyzed through measurement and structural models. The study found that the professional development of career competence had a significant and positive causal relationship with the career sustainability of female nurses. However, teamwork had a negative effect on the career sustainability of the female nurses surveyed. Furthermore, the mediation analysis revealed that self-efficacy played a positive mediating role in the relationship between teamwork, competence development, and career sustainability. Study findings provide insight into how stakeholders in Nigeria's healthcare system might improve career sustainability by boosting professional career competence, increasing team effectiveness, and encouraging career self-confidence among nurses. To maintain a stable career, this study recommends that nurses focus on enhancing skills, working effectively in a team, and building self-confidence.

AN ANALYSIS OF FACTORS INFLUENCING INTRA-MAJOR SPECIALIZATION CHOICE AMONG SECOND-YEAR WOMEN ENGINEERING STUDENTS

Background: While extensive research has analyzed how engineering students select majors, less is known about how students choose to specialize within their majors (i.e., intra-major specialization), which may have implications for student career decisions and outcomes. Further, understanding intramajor specialization may be particularly important for shedding light on the chronic underrepresentation of women in engineering. Purpose: This study sought to understand factors that influence women students' decisions to specialize within their engineering disciplines early in their undergraduate careers. Design/Method: A comparative case study design included three engineering majors with varying program requirements and representation of women. Semi-structured interviews were conducted with 39 participants-30 second-year women students and nine faculty/staff. Thematic analysis, informed by social cognitive career theory, was used to identify factors that influence specialization decisions. Results: The analysis identified four main factors influencing intra-major specialization decisions: (1) interests shaped by curricular and extracurricular activities, (2) program structural choice constraints, (3) perceived fit with post-graduation career plans, and (4) peer influence. Conclusions: In light of the potential impact of intra-major specialization decisions on student career decisions, the factors related to specialization choice identified here should be considered by educators and advisors in developing engineering curricula and program structure. Moreover, future research should explore whether these factors change over time and how they impact career decisions.

How do environment and innovativeness affect digital entrepreneurial intention through education? An explanation from the social cognitive career theory

The digital entrepreneurial intention has become a psychological phenomenon of interest as the digitalization process is taking place firmly under the advancement of science and technology. Therefore, explaining the mechanism for creating digital entrepreneurial intention is necessary to help build a force of potential entrepreneurs suitable for the new business model. This study applies social cognitive career theory to explore the influence of education on the relationship between subjective perception (self-efficacy, outcome expectation) and digital entrepreneurial intention. This study also expands this theory through innovativeness and entrepreneurship education to explore the formation of students' digital entrepreneurial intention. Data collected from 960 Vietnamese students were analyzed using partial least squares structural equation modeling. The findings reveal that with the impact of universities through educational programs, environmental effects are standardized, and the ability to convert subjective perceptions to digital entrepreneurial intention is also improved. So, this study addresses the limitation of social cognitive career theory when adding intrinsic motivation to individual change and development.

Using a Career Research Project in the Introductory Communication Course to Develop Agency, Self-Efficacy, Self-Determination, and Adaptability in Career Exploration

Helping students make connections between the disciplinary study of communication and the development of student agency in career exploration can be an important part of the mission of the introductory course in communication. This study incorporates social cognitive career theory to examine the effects of a semester-long communication career awareness research project as an intervention in an introductory communication course at a large public university in the Midwest. Survey data from 83 undergraduate students were analyzed to measure perceptions of self-efficacy, perceived competence, autonomy support, and adaptability for career exploration. The results of paired samples t-tests found significant gains on all four dependent variables. These findings indicate the potential for such a project in introductory courses to promote career exploration agency

The Role of Work-life Balance to the Youth’s Organizational Commitment after Covid-19: Evidence from Vietnam

This study is to examine and identify the balance between work and personal life, which is one of the most major contributors to the tendency of Generation Z and Y to change jobs in the post COVID-19. By combining both the Social Cognitive Career Theory Model (SCCT) and The Social Exchange Theory Model (SET), which was used by Siew et al. (2021) and Hassan et al. (2020), the authors made certain adjustments to create a research model that is appropriate for the context and objectives of this study. Data analysis was based on 320 questionnaires that were collected from employees of generation Y and Z from the age of 18-41 and met the requirements of the research. The variables' consistency and validity were evaluated using SPSS 23, and a regression model was employed to test the hypotheses. The study indicated that Work-life balance is negatively related with organizational commitment. Moreover, Organizational commitment has a clear correlation with Job-hopping behavior of young people. The results showed that the correlation between independent and dependent variables, namely Work-Life balance, Self-efficacy and Emotional Intelligence, are very clear. In the context of the labor market in the post pandemic, Work-life Balance plays a crucial role in affecting the extent of organizational commitment of young workers. Human resources managers, human resources policy manners and organizations need to take this into consideration while implementing the strategies to retain the workers and mitigate the turnover risks.

What Next? An Exploration of Entrepreneurs' Post-Failure Career Behavior

Business failure may be a challenging experience for many entrepreneurs, yet entrepreneurs continue to engage in venture creation and development. The present study integrates Social Cognitive Career Theory (SCCT) with recent theoretical and empirical insights on habitual entrepreneurship to explain and predict how past performance shapes entrepreneurs’ subsequent career-related cognitions and behavior. Leveraging a novel cross-national dataset of 2,093 experienced entrepreneurs in Latin America, this study found that compared to experienced entrepreneurs without prior failure, failed entrepreneurs are more likely to start new businesses. The study also found, counter to expectations, that the likelihood of entering paid employment decreases, rather than increases, after a venture failure. The study concludes by considering the implications of these findings and suggesting avenues for future research.

Post pandemic career planning strategy for generation Z based on cultural and religion values

This study investigates career planning strategies for Generation Z in the post-COVID-19 pandemic era, emphasizing career theories and cultural and religious values. Through content analysis, the research reviews 8 articles on career planning grounded in cultural and religious values, alongside 10 articles on career theories and work values. The findings indicate that the career planning process encompasses self-understanding, understanding of career opportunities, planning, and career decision-making, which should integrate values such as faith, hard work, honesty, cooperation, and resilience. These values are represented in cultural heritage, including proverbs, poems, games, models, songs, rhymes, and advice. These insights significantly contribute to the study and practice of career planning in both formal and non-formal education settings.

Why employees engage in proactive career behavior: examining the role of family motivation

PurposeThis study established and examined a moderated mediation model connecting family motivation with proactive career behavior (PCB). Drawing on social cognitive career theory model of career self-management and person-environment fit theory, the authors posit that the influence of family motivation on PCB is mediated by career goal setting (CGS) and moderated by career support climate (CSC).Design/methodology/approachUsing multilevel modeling techniques, data were collected from 98 leaders and 416 employees at two-time points.FindingsResults show that family motivation has a positive direct and indirect effect on PCB through CGS. Additionally, CSC strengthens the positive effect of family motivation on PCB through CGS.Practical implicationsFor employees, proactive career management and the establishment of clear career goals are vital for fulfilling family responsibilities. Simultaneously, for managers and organizations, creating a supportive work environment is crucial to encourage employees in career management.Originality/valueWhile existing research highlights the detrimental effect of fulfilling family caregiving responsibilities on employees' career development, the comprehension of this relationship remains limited. Taking a family motivation perspective, this study explores the mechanisms through which family motivation stimulates employees to engage in PCB, with a specific focus on the moderating influence of CSC. The findings offer fresh insights into the role of family motivation in career development, contributing significantly to the broader literature on the intersection of family and careers.

More to life than promotion: Self‐initiated and self‐resigned career plateaus

AbstractBeing on a career plateau is widely regarded as an undesirable career experience characterised by a lack of individual proactivity, ability, or opportunity for promotion. In this paper, we present an alternative view arguing that some employees may choose to plateau their careers and deliberately forego opportunities for hierarchical progression. Drawing on in‐depth interviews with 75 law enforcement officers in the US and Australia, we explore why they declined a promotion opportunity or elected not to apply for promotion. Drawing on social cognitive career theory, we develop a provisional taxonomy characterised by individual proactivity: self‐initiated and self‐resigned career plateaus. Specifically, we report how the decision to remain on either of these career plateaus is informed by either the low valence accorded to a promoted position or, paradoxically, the reduced self‐efficacy in navigating what is viewed as a flawed promotion system.

A good university or a good city?: Double considerations in the employment decisions of STEM doctoral graduates in China

AbstractThis study explores how doctoral graduates weigh considerations of employment sectors and cities in their career decision‐making processes. Guided by Social Cognitive Career Theory and a Four‐quadrant Model, researchers analysed interviews from 40 STEM doctoral graduates in China. Findings demonstrate that self‐efficacy, outcome expectations and goal‐setting were factors in participants' interests and selections of academic careers. Three types of doctoral graduates were identified: (1) highfliers, (2) academic loyalists and (3) city pickers. While participants prioritize employment sectors and cities differently, cities played a significant role in their career choices which intersected with gender and class factors. Female doctoral graduates were more inclined to follow their partners, while those from socioeconomically disadvantaged backgrounds tended to prioritize cost of living factors at the expense of pursuing opportunities in top‐tier cities. Implications suggest that factors undergirding doctoral graduates' career choices rely on the interaction between geographical locations and employment sector opportunities.

Graduate students’ perceptions of the career construction interview

ABSTRACT Counsellor Education programmes provide opportunities for students to engage in approaches grounded in theory and research, utilise appropriate interventions, and conceptualise career concerns using both objective and subjective methods. This phenomenological study examined 25 students’ perceptions of learning and conducting the Career Construction Interview. Analysis of the 25 interviews revealed four major themes: (a) Skills and Knowledge, (b) Client Experience, (c) Perspectives on Theory, and (d) Counsellor Views of Intervention. Findings of this study have the potential to inform counsellor education pedagogy regarding career counselling training and career theory development.