Diverse Career Research Articles

The Myth of the Liberal Arts vs. National Universities Divide: A Marketing Strategy

This manuscript critically examines the commonly held distinction between liberal arts colleges and national universities, arguing that the divide is largely a product of marketing rather than substantive educational differences. Drawing on data from leading higher education research organizations, it highlights how both institution types share similar goals in fostering critical thinking, offering interdisciplinary programs, and preparing students for diverse career paths. Through an analysis of academic structures, faculty-student interactions, and post-graduation outcomes, the manuscript underscores that the unique characteristics attributed to each institution type are often overstated for promotional purposes. The findings suggest that the decision between these institutions should be guided more by individual preferences than by assumed educational superiority.

Bridging the Gap: Enhancing Career Readiness for Agricultural Graduates in India

Agricultural Educational institutions are striving to enhance their methodologies to equip graduates with skills that meet diverse industry demands. While graduates are trained in foundational agricultural science, there is a growing recognition that securing suitable employment requires competencies beyond technical expertise. The study identifies notable gaps in these skill sets among graduates, indicating that while educational programs assess technical abilities rigorously, there is room for improvement in developing broader employability skills. The research involved final-year undergraduate students, alumni, and employers from Tamil Nadu Agricultural University (TNAU). A 67-item questionnaire was administered to students, alumni and employers. The 67 items were grouped into 16 skill categories and percentage analysis was carried out for better understanding. The analysis revealed that a significant portion of students (67.12%) are female, reflecting a positive trend in gender participation in agricultural education. However, the preference for government jobs among 85% of students raises concerns about their willingness to explore opportunities in the private sector, which may limit their career options. The study’s findings also reveal discrepancies in perceptions of essential employability skills among students, alumni, and employers. Students and alumni rated "Listening" as the most critical skill, while employers prioritized "Problem Solving and Analytic" skills. Furthermore, the study advocates for robust career guidance programs that encourage students to consider diverse career paths, including the private sector. Additionally, addressing gender disparities in the workforce is crucial to ensure equitable opportunities for all graduates.

Social Media as a Lens into Careers During a Changing World of Work

People share and encounter a range of posts on social media that depict different career experiences, such as one's successes or failures. In a continually shifting world of work, observing others' job experiences can be useful for navigating one's own career journey. The present study applies the possible selves theory to understand how viewing people's career experiences on social media might affect viewers' career-related expectations, hopes, and fears. From semi-structured interviews with 19 social media users with different career experiences, this study found that social media posts may facilitate functions of possible selves by 1) increasing people's awareness of new and diverse career paths and 2) motivating people in planning and preparing for a desired possible self. Across these functions, we found that videos were particularly beneficial for uncovering and learning about life in a career and that observing others' career experiences online often evoked social comparison. Through an affordances lens, findings also indicate that social media affordances of visibility and persistence were particularly relevant in developing and assessing career-related possible selves and sometimes strategically managed through leveraging platform algorithms. This paper brings forth empirical contributions to the possible selves theory in the digital age and highlights the significance of social media mechanisms for possible selves. This paper also provides design implications for social media platforms and recommendations for potential career counseling and mentoring strategies that may be useful for individuals navigating and exploring career possibilities.

Living one’s calling independently: the role of online labor platforms for different dynamics of calling enactment

PurposeThis study investigates the diverse career experiences of gig workers by looking at a sample of gig workers that are living a calling through online labor platforms (OLPs). Drawing from the systems informed positive psychology (SIPP) framework we examine the experiences and dynamics through which individuals can enact their calling through OLPs.Design/methodology/approachWe conducted 34 semi-structured interviews with gig workers who are able to live their calling through OLPs. The interviews were analyzed by using a grounded theory approach.FindingsOur findings reveal that gig workers sense of living a calling is rooted in the experience of being and feeling independent. Furthermore, we identify three dynamics of calling enactment through OLPs which are: (1) engaging in personal development, (2) constructing social fit and (3) stabilizing finances.Originality/valueWhile many studies document the precarious nature of the gig economy, our paper offers rich insight into positive career experiences of gig workers. Through taking a systemic view on individuals’ ability to live a calling, we illustrate how individuals interact with different features of OLPs to enact their calling. Finally, we suggest that besides direct dynamics of calling enactment there are also indirect dynamics of calling enactment that play an important role in individuals’ ability to live a calling in the gig economy.

Exploring Bilingualism: Cognitive Benefits and Cultural Challenges

Bilingualism is a multifaceted phenomenon with profound implications for cognitive functioning and cultural identity. Research has consistently shown that being bilingual enhances cognitive abilities, such as improved executive function, greater cognitive flexibility, and superior problem-solving skills. These cognitive advantages stem from the constant mental exercise of managing two linguistic systems, which enhances brain plasticity and can even provide protective effects against cognitive decline in aging. However, the benefits of bilingualism are accompanied by cultural and identity challenges. Bilingual individuals often navigate complex social dynamics, including cultural duality, identity conflicts, and experiences of language stigmatization or marginalization. This article explores these cognitive benefits and cultural challenges, analyzing how bilingualism influences an individual's worldview and opens up diverse career opportunities. It also discusses the broader societal implications, highlighting the importance of creating supportive environments for bilingual and multilingual communities.

Preparing Students for Diverse Careers in the Poultry Industry

Preparing Students for Diverse Careers in the Poultry Industry

Collaborative Advising

This article describes a novel approach of integrating writing center professionals into online EdD dissertation committees to enhance student success and writing proficiency. Departing from the traditional “master-apprentice” model of doctoral studies, the study explores the rationale behind restructuring dissertation committees to better align with evolving programmatic outcomes and the diverse career trajectories of doctoral students. Drawing on existing scholarship and theoretical foundations, it clarifies the ambiguity surrounding the roles of committee members beyond the dissertation advisor and advocates for a coalition of experts approach to dissertation committees. We describe the establishment and functions of a Research and Writing Development Center (RWDC), highlighting its role in supporting students throughout the dissertation process. Emphasizing close collaboration between faculty advisors and RWDC professionals, the article shares the successful relationship forged to provide comprehensive feedback and guidance to scholarly practitioners writing dissertations of practice. Programmatic overviews and outcomes underscore the efficacy of this collaborative advising model in enhancing student completion rates and addressing the evolving landscape of EdD programs. This study offers valuable insight into reimagining dissertation committees to foster the holistic development of scholarly practitioners in EdD programs.

Tackling inequalities in preconception health and care: barriers, facilitators and recommendations for action from the 2023 UK preconception EMCR network conference.

Reducing inequalities in preconception health and care is critical to improving the health and life chances of current and future generations. A hybrid workshop was held at the 2023 UK Preconception Early and Mid-Career Researchers (EMCR) Network conference to co-develop recommendations on ways to address inequalities in preconception health and care. The workshop engaged multi-disciplinary professionals across diverse career stages and people with lived experience (total n = 69). Interactive discussions explored barriers to achieving optimal preconception health, driving influences of inequalities and recommendations. The Socio-Ecological Model framed the identified themes, with recommendations structured at interpersonal (e.g. community engagement), institutional (e.g. integration of preconception care within existing services) and environmental/societal levels (e.g. education in schools). The co-developed recommendations provide a framework for addressing inequalities in preconception health, emphasising the importance of a whole-systems approach. Further research and evidence-based interventions are now needed to advance the advocacy and implementation of our recommendations.

Trainee growth vs. fixed mindset in clinical learning environments: enhancing, hindering and goldilocks factors

BackgroundDoctors in training (trainees) have higher rates of burnout, anxiety and depression than other professionals. An important psychological tool to combat this crisis is promotion of a growth mindset, which increases resilience and improves mental health outcomes. How growth mindset might be promoted within the clinical learning environment is underexplored. This study aimed to explore the factors promoting a growth mindset versus fixed mindset in trainees from the perspective of the trainees.MethodsThis constructivist study employed a novel method of encouraging trainees’ reflections on mindset adoption in the clinical learning environment. Trainees played Mindset, a tabletop simulation board game that included challenges encountered within training. This was followed by a facilitated debriefing, focusing on factors that promoted growth or fixed mindset adoption in the clinical learning environment. Debriefing transcripts were analysed using template analysis.ResultsThree groups of oncology trainees and one group of medical education fellows participated (16 participants in total). Factors promoting growth mindset adoption included passion, collaboration, diverse career and role modelling. Factors promoting fixed mindset adoption included burnout and competition. Some factors, such as grit, previous success experience and singular training location promoted a fixed mindset when too much or too little were present, and promoted a growth mindset when they were in balance (the Goldilocks principle).ConclusionsThe importance of balance versus excess of certain factors, and the ubiquitous competitive culture in medicine promoting a fixed mindset, were compelling reflections. This study may aid invested parties to reflect on what factors they can upregulate and down regulate to optimise trainees’ adoption of a growth mindset.

Biochemical researchers building careers across sectors

Building a career across sectors is rewarding and impactful, but barriers harm the ability of researchers to pursue new avenues. New evidence and policy recommendations from the National Centre for Universities and Business shine a light on opportunities to unlock diverse careers in biochemistry.

“I think they only study seawater”: Oceanography classroom career panel as a tool to promote geoscience career awareness

The utilization of a professional geoscience career panel as a curricular classroom activity can be essential for promoting career awareness. By interacting with professionals, students can be exposed to diverse geoscientific careers, helping them understand various professional paths and the real-world applications of their studies. Using social constructivism and critical reflection theories of learning, we designed and implemented a two-day career panel attended by ten ocean scientists in an undergraduate oceanography course for majors and non-majors. We used a qualitative, quasi-experimental design involving pre-and-post reflection data collected from the treatment group (n = 22) and control group (n = 19), and five post-treatment interviews to evaluate the effectiveness of the career panel on students’ ocean science career awareness. While the pre-reflections revealed that students in both the treatment and control groups had low awareness and knowledge about ocean science careers and practice, students in the treatment group showed improved awareness about ocean science careers and disciplines, processes of ocean science work, and the social and cultural impact of ocean science work after attending the career panel. Students in the treatment group also showed increased interest in ocean science and geosciences in general. Results indicate classroom career panel that include personal narratives, discussions, and students’ critical reflections can be effective tools to promote career awareness and interest in the geosciences. We provide implications for geoscience education such as supplementing classroom career panel with hands-on activities (e.g., job simulations), advanced organizers (e.g., worksite visits), and experiential learning opportunities (e.g., internships) as instructional tools to promote students’ career awareness.

Career Paths, Practice Location, and Scholarly Contributions of American Society of Ophthalmic Plastic and Reconstructive Surgery Fellowship Graduates, 2000–2021

Purpose: To characterize American Society of Ophthalmic Plastic and Reconstructive Surgery (ASOPRS) fellowship graduates’ career paths and contributions to society missions, including trends across gender, time, and geography. Methods: In this retrospective cohort study, ASOPRS fellowship graduates from 2000 to 2021 were stratified by demographics, time, and geography. Main outcomes were career paths and contributions to ASOPRS missions of advancing education, research, and quality of clinical practice. Results: Among 474 ASOPRS graduates, women increased from 19% (2000–2005) to 47% (2016–2021). Women contributed equally to men in most ASOPRS missions but were underrepresented as fellowship directors (p = 0.03). Over time, graduates after 2005 had higher publication rates (adjusted p < 0.001). Geographically, Northeast fellows (adjusted p = 0.034) and Midwest employment (adjusted p = 0.003) correlated with academic careers, while West employment conferred community careers (adjusted p < 0.001). Geographic retention near fellowship directly correlated with academic careers (adjusted p = 0.006), educational roles (adjusted p < 0.001), and publications (adjusted p = 0.006). Forty-one percent practiced in the 5 most saturated states, with fewer in the Midwest. The attrition rate of United States ASOPRS fellows who left the national workforce was 2%. Conclusions: From 2000 to 2021, ASOPRS fellows entered diverse career paths with increasing gender parity, though women were underrepresented as fellowship directors. Career paths and contributions to the field varied geographically. Graduates frequently practice in saturated states, potentially exacerbating access disparities in underserved regions. These findings highlight opportunities to address geographic differences, promote workforce diversity, and align fellowships with society objectives.

Reflections on the Health System Impact Fellowship and the Future of Embedded Research; Comment on "Early Career Outcomes of Embedded Research Fellows: An Analysis of the Health System Impact Fellowship Program"

The Health System Impact (HSI) Fellowship program in Canada offers a transformative approach to health services and policy research (HSPR) training, preparing PhD graduates for diverse career pathways and leadership roles within learning health systems. This commentary builds on Kasaai et al.'s evaluation of the HSI Fellowship to discuss the diverse career paths of alumni and highlight the multifaceted benefits of the program. Further, we emphasize the need for future research and knowledge mobilization to better understand and evaluate embedded research roles. Developing a robust evaluation framework is essential to capture the unique impacts of embedded research, fostering a culture that prioritizes and integrates it, thereby driving the transformation towards learning health systems.

Career trajectories in retail and wholesale –turnover, retention, and labor status

ABSTRACT This study evaluates career trajectories in the retail and wholesale sectors, focusing on individual attributes and the underlying factors influencing diverse career outcomes. Employing quantitative (sequence analysis and logit estimations) and qualitative (interview study) methodologies, we examine the pre-pandemic era to systematically map prevalent career trajectories in retail and wholesale. We identify personal traits associated with each career outcome, examine the reasons behind these trajectories, and explore strategies businesses can implement to retain their workforce. Our findings indicate that retail and wholesale sector employees typically experience either a prolonged career or a transient one, where initial jobs serve as a springboard to other industries or higher education. In retail, the likelihood of industry switching is lower among males, older individuals, those without children, and individuals with less education. In wholesale, a similar trend is observed, albeit without notable gender disparities. A key factor for employee turnover is the absence of skills development opportunities.

STEM Career as a Pathway: Stability and Dynamics of Students’ STEM Occupational Intention After High School

ABSTRACT This study leverages data from a nationally representative longitudinal survey of high school students to explore the stability and shifts in their STEM occupational intentions from high school (2012) to three years post-graduation (2016). Adopting the metaphor of STEM career as a pathway, we classified individuals into four categories — STEM intenders, STEM leavers, STEM newcomers, and non-STEM intenders — based on their occupational intentions reported in 2012 and 2016. Through multinomial logistic regression, we analyzed the factors influencing the stability or dynamics in students’ STEM occupational intentions. Our findings illuminate the bidirectional dynamics in students’ STEM career intentions post-high school, highlighting the influential role of math and science identity in sustaining these intentions. Additionally, interest in STEM majors at the onset of postsecondary education and experiences in STEM-related work were significant predictors of the continuity and emergence of STEM occupational intentions. The study advocates for a shift from the traditional leaky pipeline metaphor to a more nuanced pathways perspective, encouraging researchers, educators, and policymakers in STEM fields to adapt their practices, programs, and policies to support a more inclusive and supportive framework for diverse STEM career pathways.

Career Intentions: An Analysis of Final-Year Hospitality Students’ Intentions in the Hotel Industry

The hotel industry, being one of the largest industries globally, offers many job opportunities and promising career prospects for students. Career intention reflects students’ readiness, preferences, and advancement within the industry based on their education, experiences, and perceptions. Final-year hospitality students have diverse career prospects in the hotel industry. However, many higher-educated students are losing interest in pursuing hotel-industry careers due to various factors. Hence, this study aims to assess the career intentions of final-year hospitality students in the hotel industry, considering factors, such as parental influence, promotion opportunities, nature of work, and personal interest. Using a quantitative research approach, data have been gathered from 70 final-semester hospitality students via questionnaires. The results show that parental influence and personal intention significantly impact the students’ career intentions in the hotel industry. It is recommended that future research should explore the impact of specific departments on career intentions, include both degree and diploma students, and promote collaborations between academia and the hotel industry to align curriculums with industry needs.

How Early Career Family Medicine Women Physicians Negotiate Their First Job After Residency.

Nested within a growing body of evidence of a gender pay gap in medicine are more alarming recent findings from family medicine: a gender pay gap of 16% can be detected at a very early career stage. This article explores qualitative evidence of women's experiences negotiating for their first job out of residency to ascertain women's engagement with and approach to the negotiation process. We recruited family physicians who graduated residency in 2019 and responded to the American Board of Family Medicine 2022 graduate survey. We developed a semistructured interview guide following a modified life history approach to uncover women's experiences through the transitory stages from residency to workforce. A qualitative researcher used Zoom to interview 19 geographically and racially diverse early career women physicians. Interviews were transcribed verbatim and analyzed using NVivo software following an Inductive Content Analysis approach. Three main themes emerged from the data. First, salary was found to be nonnegotiable, exemplified by participants' inability to change initial salary offers. Second, the role of peer support throughout residency and early career was crucial to uncovering and rectifying salary inequity. Third, a pay expectation gap was identified among women from minority and low-income households. To rectify the gender pay gap in medicine, a systems-level approach is required. This can be achieved through various levels of interventions: societally expanding the use of and removing the stigma around parental leave, recognizing the importance of contributions not currently valued by productivity-based payment models, examining assumptions about leadership; and institutionally moving away from fee-for-service systems, encouraging flexible schedules, increasing salary transparency, and improving advancement transparency.

Beyond the Blackboard: Unveiling the Diverse Career Landscape of Education Graduates

This tracer study aimed to investigate the demographic, academic, and employment profile of 202 Bachelor of Elementary Education (BEED) graduates of Northern Iloilo State University (NISU), Philippines from A.Y 2016-2019. This study employed a quantitative approach with data collected through a modified questionnaire modeled from the Philippines’ Commission on Higher Education (CHED) Graduate Tracer Study. The findings showed that most graduates passed the Licensure Examination for Teachers and worked full-time, however, were underemployed. Most graduates acquired their first job in less than a year, but not in the field of education. The respondents found learned skills in communication, knowledge and technical, leadership, human relations, and ICT useful in the workplace to a great extent. However, research and problem-solving skills were found to be useful to a moderate extent. Among the difficulties faced by BEED graduates in finding a job, the limited job vacancies in the teaching profession or the lack of positions or permanent items in public elementary schools was pointed out as a major problem. The university is recommended to establish a dedicated unit for conducting regular tracer studies, integrate it into the college's quality assurance system, and strengthen partnerships with local employment offices and the private sector to ensure job opportunities for graduates. The Teacher Education Department may review and enhance its curriculum to align with the current demands of the teaching profession in public and private schools, both for local and international employment.

An Ethnographic Exploration of Performance-Based Learning in Chinese University Music Education

This ethnographic study explores the impact of performance-based learning on music education at Langfang Teachers University in China. Through observations and interviews, the study examines how live demonstrations, student performances, and ensemble practices contribute to students' technical proficiency, musical interpretation, collaborative skills, and self-confidence. The findings reveal high levels of student engagement and appreciation for hands-on learning, with significant improvements in instrumental and vocal skills. However, challenges such as performance anxiety, resource limitations, time management issues, and varying levels of preparedness were also identified. Recommendations include implementing workshops for anxiety management, increasing funding for facilities, developing structured practice schedules, and introducing peer mentoring programs. The study underscores the importance of integrating traditional Chinese music with contemporary practices, ensuring a well-rounded and culturally enriched music education that prepares students for diverse careers in the global music industry.

An Investigation into Vocational Preferences among University Students: A Case Study of Lahore Pakistan

The preference for general academic degrees over technical education among youth in Pakistan is a trend that has been observed in recent years. This trend may be attributed to several factors, such as the perception that general academic degrees are more prestigious than technical education degrees, the belief that general academic degrees offer more diverse career opportunities and lack of awareness about the benefits of technical education. The preference for general academic degrees over technical education is not unique to Pakistan. This trend may be observed in many other countries as well. Therefore, the current study aimed to learn from student`s observations enrolled in general academic degrees to implement best practices in order to address this trend in Pakistan. A multifaceted approach was required to address the preference for general academic degrees over technical education among youth in Pakistan. This multifaceted approach focused on raising awareness, improving the quality of technical education programs, addressing the underlying factors, and learning from the experiences of other countries. Data was collected via a cross-sectional survey from the students of University of Management and Technology (UMT). The statistical results showed a significant association among low preference for technical education, preference for general university education, and preference for a white-collar job. Therefore, it was crucial to raise awareness regarding the benefits of technical education to address this trend. These benefits include development of practical skills, potential for higher earning, and alignment with the needs of labor market.