University Career Research Articles

An Study on Curriculum Operation Strategies for the Introduction of University Career Developing Credit Systems

This study was conducted to develop and institutionalize a university career education program called the ‘Career Developing Credit System.’ To achieve this, the research engaged in discussions with members of the academic community at University C, resulting in the derivation of an initial career education curriculum model. To validate the feasibility of this derived career education curriculum roadmap and its organization and operation strategies, two rounds of surveys were conducted with five educational experts. The findings are as follows: Firstly, this study established four core objectives, namely ‘career assessment,’ ‘career planning,’ ‘employment competency development,’ and ‘preparation for social integration.’ It presented a career education curriculum roadmap that combines general and major coursework, student-designed and executed career activities for credit recognition, and co-curricular programs to support these objectives. Secondly, the study provided concrete operational strategies for implementing and running the proposed career education curriculum roadmap. The results of this research aim to offer practical guidance to universities considering the Career Developing Credit System, as well as to provide foundational data and insights for career education research to promote the spread of university career education programs.

From Brunfels to Bauhin – The first 100 years of „botany” in the German-speaking area

This article examines how Caspar Bauhin (1560–1624) became famous as a scientific author and University teacher in Basel focusing on the evolution of scientific practices such as botanizing and herbarizing in the German-speaking world. In the early 16th century German-speaking publishers were the first to sell well-illustrated books that would be of great help to readers in identifying plants. After 1550, Swiss and German physicians such as Felix Platter, Leonhard Rauwolf, Kaspar Ratzenberger and Johann and his brother Caspar Bauhin began collecting plants for their herbaria, some of which are among the oldest still preserved today. The Rauwolf herbarium, with its most „scientific” design, shows how plant identification was done in practice. Rauwolf also was the first to leave behind a comprehensive report of his fieldwork in Syria, Lebanon and Iraq, written in German. In Basel, Caspar Bauhin was to become a particularly influential academic teacher in the German-speaking world and beyond when he took over the newly established chair for Botany and Anatomy in 1589. He trained a total of nearly 800 students during his University career. Moreover, Bauhin’s extensive correspondence comprises over 2500 letters and provides insights into the lively discussions among the fellow botanists with whom Bauhin corresponded.

Development and assessment of an applied STEM camp in fashion and entrepreneurship to advance social mobility of high school students

ABSTRACT This study proposes and advocates for applied STEM (science, technology, engineering, and mathematics) education to solve a low interest and retention in STEM college majors among high school students, especially those from underserved backgrounds. Applied STEM emphasises the practical application of STEM concepts and principles to familiar subjects such as fashion and entrepreneurship to increase students’ interest and their intention to pursue college careers in STEM fields. The results demonstrate the effectiveness of an experiential Applied STEM Camp developed in this study and attended by 120 high school students. A series of paired sample t-tests show that participants’ knowledge, interest, and intentions to enrol in a STEM-related college major have increased after the camp. Analysis of participants’ reflections on the camp experiences further supports the statistical results. The research findings are important for recruiting high school students to pursue applied STEM college careers.

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.

Examination of Career Awareness of University Students Studying in the Field of Sport Sciences

The objective of this study is to determine if gender, age, class, athletic status, field of study (which is anticipated to be directed after graduation), and family monthly income influence university students' career awareness in the field of sports sciences. The research sample was drawn from students enrolled in the 2022-2023 academic year. The study's data collection tools were a personal information form and the "Athlete Student Career Awareness Inventory" adapted into Turkish by Gürbüz et al. (2022). Descriptive statistics (Number, Percentage, Average, Standard deviation), Athlete Student Career Awareness Inventory with normal distribution, independent t-test for pairwise comparisons (gender), and multiple comparisons (age, class, sporting status, study area) One-Way Anova test were utilized in the analysis of the research data. The Athlete Student Career Awareness Inventory, according to the findings, differs by gender in the dimension of career development barriers and sportive facilitators, by age in the dimension of athlete identity and sportive facilitators, and by class in the dimension of career development barriers, athlete identity, and sportive facilitators. It has been revealed that it differs in the dimension of athlete identity and sportive facilitators according to the factors of doing sports and work area, and it differs in the dimension of career development barriers according to the variable of family monthly revenue. Based on the study's findings, there was no significant difference in the dimension of career development self-efficacy among university students studying in the field of sports sciences. There were substantial disparities in the dimensions of athlete identity, sporting facilitators, and professional development hurdles based on gender, age, class, doing sports, working location, and family income status. As a consequence of the research, it is believed that university students studying in the field of sports sciences would get crucial awareness when deciding on a career path and that it will be a helpful study in the field of sports sciences.

Examining the level of perceived achievement of complex thinking competency in health sciences students and its relevance to the graduate profile

This article presents the findings of a study conducted on health sciences students in their last semester of training regarding their perceived achievement of the complex thinking competency and its sub-competencies. The objective was to gain insight into how these students perceive the cognitive competencies and skills acquired during their university career as relevant to meet the challenges of their future professions. This study contrasts the perception of achievement of complex thinking competence by gender of the participants, as well as compared to students from other disciplines, with the intention of identifying significant differences. This competency's selection lies in its relevance to decision-making when facing problems, which is fundamental for any contemporary professional. This study relied on a representative convenience sample of graduating candidates from a university in western Mexico. Methodologically, the researchers used descriptive analyses and a validated instrument. The results indicated that the sample students' perceived achievement was very high and balanced, i.e., no significant differences existed by gender or the perception of their sub-competencies. This study revealed a significant difference compared to other disciplinary areas; the medical and health sciences graduate candidates' perceived achievement of competency development was higher.

Influences of Preventive Voice Training on the Vocal, Mental Health, and Voice-Related Self-Concept of University Teachers and Academic Advisers: A Pilot Study

The aim of the study was to investigate whether the vocal self-concept and potential vocal and related mental health problems of university teachers and academic advisers can be improved by participating in preventive voice training. University teachers and academic advisers show an increased susceptibility to occupational risk factors related to their voice and an increased prevalence of developing a voice disorder in the course of their employment. An experimental, prospective, longitudinal study was conducted to examine whether voice training (1) improves physiological vocal function, vocal performance, vocal self-concept, and mental health of university teachers and academic advisers; (2) reduces unfavorable influencing factors at the university workplace; and (3) fewer voice problems are reported from the perspective of university teachers and academic advisers. This study showed that voice training has positive influences on the voice (function and quality), voice self-concept, and well-being of university staff. Workplace prevention programs can help to reduce the high prevalence of voice disorders among university teachers and advisers and counteract the risk factors. They should therefore be firmly integrated into continuing education/university health management and everyday life to cope with certain work-related vocal stresses and to maintain psychological and vocal well-being throughout the university career. Gender and age-related aspects should be considered.

대학생의 취업불안이 진로발달에 미치는 종단적 영향력 탐색

Objectives The purposes of this study were to investigate the patterns of change over time of job anxiety and career development in university students, and to analyze the longitudinal influence relationship between them where gender, work experience, and career guidance and counseling experience were set as conditional variables.
 Methods For the purposes of this study, the Latent Growth Modeling was analyzed using data based on the 12th (2018), 13th (2019), and 14th (2020) waves of the Youth Panel.
 Results The main results of this study were as follows. First, career anxiety tended to increase linearly over time and career development tended to decrease linearly over time. Second, the initial value of career anxiety had a negative and significant effect on initial value of career development. Third, it was found that only work experience among the condition variables had a negative and significant effect on the initial value of job anxiety.
 Conclusions Discussions were presented based on the results of this study, which is expected to be used as basic data to establish policy measures to solve problems related to university students' job and career in the future.

Exploring Generation Z’s expectations at future work: the impact of digital technology on job searching

PurposeThe purpose of this study is to explore the perspectives of Generation Z college students regarding the job selection process, as well as the impact of digital technology on their career choices and job search endeavors.Design/methodology/approachUsing the grounded theory methodology, the study used in-depth interviews with 15 participants to investigate the research inquiries.FindingsThe study identified six emerging themes related to the career aspirations of Generation Z students. The authors generated a job selection process model of Generation Z based on participants’ accounts of their recent job search experience. The model portrays the decision-making process performed by Generation Z job seekers while determining their career path.Research limitations/implicationsTo enhance comprehension of the job selection process among Generation Z individuals, future studies should incorporate a broader range of participants encompassing diverse cultural, social and economic backgrounds. Scholars have the potential to examine the relationships between Generation Z job seekers’ job selection, job performance and job satisfaction through a quantitative approach.Practical implicationsThe six themes pertaining to optimal jobs for Generation Z can assist HR professionals in enhancing their understanding of the emerging pool of young and talented individuals. The utilization of the four-stage job selection process model may serve as a valuable tool for college career service professionals in the enhancement of tailored training programs.Originality/valueThis empirical study examines Generation Z job seekers’ attitudes toward their future profession, their perceptions of ideal occupations and the influence of technology on their search, preparation and selection processes for future careers.

Failing at the basics: disabled university students’ views on enhancing classroom inclusion

ABSTRACT Since the beginning of higher education, universities have remained largely closed off spaces for disabled students. This paper examines how, and why, it has largely been in the last fifty years that these students have slowly been able to enter universities as the sector has made incremental improvements to enable the entry of students from different disability backgrounds. The paper aims to assess the positive steps universities have taken towards more inclusive practices for disabled students, while also using data sourced from a survey of disabled students studying in the Global North to consider what actions might increase equitable practices in university classrooms. Disabled students highlight that for all of the advances and support they receive, so often it is the fundamental elements of classroom inclusion that are still being overlooked, and subsequently, are creating barriers in even the earliest steps into their university careers.

Transitioning from Special Education to Post-Secondary Education: Challenges and Opportunities

Disabled students are at a pivotal point in their education as they move from special education to higher education. At this juncture, students face a special set of circumstances that can have a profound effect on their educational, social, and professional futures. the complex nature of making the leap from special education to higher education, illuminating the challenges faced and the possible routes to overcoming them. Aims to provide a complete overview of the complexities surrounding this transition and provides insights for promoting a more inclusive and equitable educational landscape for children with disabilities by drawing on current research, policy concerns, and practical initiatives. overcoming obstacles and making the most of opportunities, we can give these students a fighting chance for a successful college career.

The use of major-related knowledge by early career college graduates

ABSTRACT This paper develops a distance score that measures the extent to which college graduates work in jobs requiring knowledge that is related to their college major. For a given individual, this distance score is estimated by taking the Euclidean distance between the knowledge requirements of an individual’s occupation, and the knowledge requirements of the perfectly matching occupations that their major trains individuals for. Using this measure, it is documented that non-perfectly matched graduates of majors with high perfect match rates tend to use major-related knowledge in their jobs to a greater extent than non-perfectly matched graduates of majors with low perfect match rates. This indicates that cross-major differences in perfect match rates tend to understate cross-major differences in major-related knowledge use. Furthermore, average hourly earnings are found to be continuously decreasing in the value of the distance score. This earnings penalty persists when controlling for an individual’s demographic characteristics, as well as their college major.

Listening to the Voice Within Effectiveness of a Spirituality-Oriented College Career Planning Course

This action research anchors on the integration of spiritual cultivation related activities into career planning courses in college. Based on Krumholtz’s Planned Happenstance Career Theory approach and applying the concepts of psychology, this study examines the curriculum of this spirituality-oriented college course in career planning. It is hoped that students establish the good habit of “listening” by leveraging chance events in life to create surprises in life and career development. The action research is centered in the 18-week program and based on single-group post-test experiment design. The teaching effectiveness is evaluated with two questionnaires, “Measurement of Satisfaction with Curriculum and Teaching and Feedback Form” issued to students and “teaching assessment” issued throughout the campus. The results indicate that students think positively of the curriculum. The mean of the level of satisfaction with integration of spirituality-related activities into teaching is 4.74 and the standard deviation is 0.44. The mean of the level of satisfaction with overall teaching and planning is 4.81 and the standard deviation is 0.40. Furthermore, the mean of the level of satisfaction with teaching of this curriculum is 4.78 and the standard deviation is 0.42 according to the questionnaire survey on teaching (based on a 5-point scale). Effectiveness is evidenced with the high means shown in the questionnaire on learning satisfaction and the assessment of teaching. This curriculum model achieved a high level of satisfaction among students. The qualitative analysis of open feedback finds that this curriculum model helps to enhance learning satisfaction. Self-concept reinforced by listening to the voice within and learning enhances the ability to think positively and deal with pressure. The pondering of meanings of life, life philosophy and goals in life during the course helps one’s career development. Finally, the findings of this action research suggest that it is feasible to promote the teaching model of spirituality-oriented career planning courses for college students in higher education. Hopefully the resulting ripple effect can advocate and drive long-term vision of spirituality-oriented career planning courses for college students in higher education.

The Decision to Study Abroad at Hungarian University

Globalisation is driving the internationalisation of higher education, promoting open access to universities, enhancing educational programs with an international focus, and stronger presence in the international higher education market. Thus, globalisation stimulates the internationalisation of universities. For universities to attract international students successfully, it is necessary to understand general issues regarding the decision-making process. The study aims to analyse the benefits of studying abroad at a Hungarian university among international students. To fulfil the aim of this study, a questionnaire was administered to 100 international students, aged 18 to 38. The study results showed that international students had been looking for benefits while studying abroad, such as personal development, cultural experience, career prospects, and the possibility of travelling. Some benefits were also related to social and economic factors such as access to unique courses and knowledge, positive country image, safety situation, and affordable living costs in Hungary. The decision to study at a Hungarian university was made according to such benefits, including a desired program of study, comfortable facilities, flexible schedule, admission criteria, opportunity to improve English language skills, good reputation of the university, European degree, supportive environment, related costs, and future career prospects. At the same time, different age groups of international students considered the importance of benefits differently. Also, different groups of international students based on perceived social family status paid attention to different benefits. The findings of this study can be used for the promotion of Hungarian universities internationally to attract more international students with benefits that they look for when studying abroad.

Behavioural risk factors and psychophysical well-being among University students in Pavia Colleges

Abstract Pavia, Italy, is one of the oldest university city campuses in Europe and the venue for 16 Colleges, hosting around 2,500 Italian and international students (10% of the whole student population). Colleges represent a distinctive identity of the city and quite a unicum in the Italian academic system. Since leaving their parents’ homes and starting University has an impact on young adults’ health behaviours, potentially impairing their future life pathways, we investigated students’ health status and well-being through a rigorous assessment of lifestyles and behavioural risk factors. A cross-sectional online survey was designed and administered to students living in Pavia's Colleges. The questionnaire was structured into five sections, aimed at collecting information on university careers, lifestyles and behavioural risk factors, psychological well-being, and experience in residences during the COVID-19 pandemic. Where available, validated structured scales were used to gather specific study's endpoints (i.e., IPAQ, Audit-C, Medi-Lite, GHQ-12, BHS and 3-item loneliness scale). Of the 1199 students enrolled between March and August 2022, 814 subjects participated in the study. Regarding the most common behavioural risk factors, smokers were 25.2% of our sample, while at-risk alcohol consumption and regular cannabis use stood at 42.9% and 4.0%, respectively. Around 17% of the students gambled 1-2 times/week, and 4.5% did not take measures to prevent sexually transmitted infections. In terms of psycho-physical well-being, the level of physical activity was inadequate in 11.7% of the subjects, and the results of the mental health tests showed a risk for loneliness (3-item loneliness score≥6) in 36.9% and for hopelessness (BHS≥6) in 17.7%. Our findings may provide useful information to tailor the most appropriate health promotion and health education interventions so as to design a culture for well-being across the whole lifespan. Key messages • Our study offers a comprehensive overview of the student population residing in colleges, providing representative data. • Promoting healthy behavioral risk factors early in life, with a life course perspective, is crucial to enhancing individuals’ chances for a healthy life.

대학생의 휴학 횟수 및 기간, 목표달성 수준에 따른 대학생활 적응과 진로결정 자기효능감의 차이 연구

Objectives The purpose of this study is to verify the difference between university life adaptation and career deci-sion self-efficacy according to the number and period of leave of absence and the level of goal achievement of university students.
 Methods The subjects of this study were 140 university students who had taken a leave of absence from S University in the capital area. Using SPSS 25.0, the tendency (M, SD) and normality (skewness, kurtosis) of study variables were analyzed, and reliability was presented as Cronbach's alpha. The difference verification according to the number and period of leave of absence and the level of goal achievement was examined by ANOVA analysis (Scheffé post-test).
 Results The main findings are as follows. First, there was no statistically significant difference in university life adaptation and sub-area (academic adaptation, social adaptation, personal and emotional adaptation) depending on the number and period of leave of absence, while there was a statistically significant difference between uni-versity life adaptation and sub-area, social adaptation according to the level of goal achievement. As a result of Scheffé post-test, there was statistically significant group difference between university life adaptation and the sub-area, social adaptation in the level of goal achievement during the leave of absence. Second, while there was no statistically significant difference between career decision self-efficacy and the whole sub-area (self-evalua-tion, information collection, goal setting, career plan, and problem-solving) depending on the number and the pe-riod of leave of absence, there was statistically significant difference between career decision self-efficacy and the sub-areas, self-evaluation, information collection, goal setting, career plan, and problem-solving depending on the level of goal achievement. As a result of Scheffé's post-test, there was statistically significant group differ-ence between career decision self-efficacy and the sub-areas, self-evaluation, information collection, goal set-ting, career plan, and problem-solving depending on the level of goal achievement.
 Conclusions The results of this study are meaningful in that it provided an opportunity to reconsider the meaning of leave of absence system in university in terms of student development. Therefore, I would like to present a sys-tem and a way to prevent the university dropout.

Antisocial Personality Traits Link Family of Origin Violence and Emotional Partner Abuse in College Students

Intimate partner violence (IPV), which can include physical and psychological harm toward an intimate partner, is a significant problem on college campuses with 20%–50% of college students reporting victimization during their college careers. The intergenerational transmission of violence theory suggests that Family of Origin Violence (FOV; e.g.,witnessingIPV between parental figures andexperiencingchildhood physical abuse) increases the likelihood of perpetrating IPV as an adult. FOV is also associated with an increased risk of developing antisocial personality traits, a correlate of IPV perpetration. We examined whether antisocial personality traits explained the relationship between FOV (i.e., experiencing and witnessing) and four different types of emotional partner abuse (i.e., restrictive engulfment, denigration, hostile withdrawal, and dominance/intimidation) while controlling for sex, alcohol, and drug use/problems. Experiencing FOV positively associated with restrictive engulfment emotional partner abuse (B= .04, 95% CI [.01, .08]), hostile withdrawal emotional partner abuse (B= .07, 95% CI [.03, .13]), and dominance/intimidation emotional partner abuse (B= .04, 95% CI [.01, .09]) through antisocial personality traits. These findings have implications for the long-term consequences of FOV.

Careers, Identities and Professionalization. a Study on Doctors about Their Social Representations Related to the Labor Market Today and its Foreseeable Future

Abstract This study is in line with the analyses of university and working career in their interaction in relation with conditioning factors. It comprises two central issues: the issue of identity bound to the issue of professionalization within the domain of training and employment. Nowadays, professionalization of the individuals, inside a troubled occupational world, demands the implementation of mechanisms favoring the development of both the individuals and the institution in which they work. All this has an impact at the local, regional and even national levels. Three levels of analysis interplay from a sui generis perspective: macro-meso-micro-macro (Aparicio, 2005; 2007a; 2007b, 2013a, 2014, 2015 b, d – See the Three- Dimensional Spiral of Sense Theory). The aim was to be aware of the doctors’ representations regarding the value of such degree under the present “degree devaluation”, and its impact on the professional future as well as on the core issues of the labor market which need urgent measures with a view to a belter interaction between the two systems. The methodology used was quanti-qualitative (semi-structured questionnaires, interviews, and hierarchical evocations). The population consisted of doctors (2005-2012) from the National University of Cuyo, in Argentina. The results helped us understand the nucleus of such representations and the peripheral aspects by career and institution, thus revealing professional and disciplinary identities. The professional identities show the situated needs in terms of professionalization within the different contexts and, particularly, within the labor market.

Employers’ Expectations of University Graduates as They Transition into the Workplace

Abstract Research on work readiness indicates employers are increasingly pointing out that soft skills are as important as discipline specific knowledge and technical skills when hiring recent university graduates. However, many university students think excellent grades are the main reason they get the jobs. The disconnect between what employers expect and what students imagine is significant to the extent that many recent university graduates are unable to be employed in the jobs they want, and many employers have challenges dealing with recent university graduates who are not work ready. In 2018, a soft skills pilot study was conducted with internship supervisors who work with the Human Development and Family Studies Program at the University of Hawaii at Manoa. An online survey was sent to 65 internship supervisors, and three focus group sessions were conducted as a follow-up of the survey. In 2019, Phase 2 of this study polled 76 employers who participated in a university career fair on what soft skills they expect university graduates to have at the time of hiring. This paper reports on findings to two questions: 1) What employers think of undergraduate university students who have completed an internship with them, and 2) What soft skills employers expect of recent university graduates who are transitioning into the workplace. Findings indicate that in addition to soft skills, employers also regard personal attributes and qualities as equally important at the time of hire.

인제대학교 진로교육과정 개편 현황과 전망

The purpose of this study is to improve the performance of career and employment support in university and to suggest the right direction of career education in university through the reorganization of career curriculum focused on career course. The results of the analysis on the operation status of major university career course and the recognition and demand of students for the reorganization of career curriculum are as follows: First, the operation status of major university career course was classified into three types. Second, students' positive perception and relatively high demand for the operation of career and employment course as essential courses were confirmed. Third, in terms of students' recognition and demand for learning support for career course, the top category was formed by the learning methods of the lecture-focused course, the experience-focused course, and the interaction-focused course. The results of this study were used as basic data for the reorganization of career curriculum at Inje University and the development of career and employment courses.