Future Career Paths Research Articles

SECONDARY SCHOOL ADOLESCENTS’ KNOWLEDGE OF CORRUPT PRACTICES IN NIGERIA: SOME IMPLICATIONS FOR COUNSELLING AND VALUE REORIENTATION

Teamwork activities are becoming significant in higher education system. Especially professors, lecturers apply teamwork activities such as group assignments, group presentations group discussion, seminars to help students comprehend lectures easily and reveal students’ leadership skills such as project planning, reflection, problem solving, team building, decision making, goal setting, time management, project management resource allocation, effective communication networking, conflict resolution, diversity awareness, and selfconfidence. Universities, colleges prepare students to the business life after the graduation, In order to preparing student to their future career path, leadership skills play significant role. The more student leadership skills develop, the more students will adapt to real world situations. Teamwork activities help to improve students’ leadership skills. Students that participate group activities to collaborate their teammate’s purpose of complete the course, assignments, presentations will be having self-confident, effective communication, decision making, problem solving, conflict resolution skills so on. Students whose student leadership skills improved might have chance to be successful at their future occupations while they work as a part of team, collaborations in organizations. The purpose of this study is to provide a better comprehension of the concept of student leadership skills, teamwork activities at universities and colleges, link between teamwork activities and student leadership skills. We have done this by clarifying student leadership skills within the teamwork activities context identifying the idea of relationship based on project planning, reflection, problem solving, team building, decision making, goal setting, time management, project management resource allocation, effective communication networking, conflict resolution, diversity awareness, and self-confidence skills based on past studies in the literature.

A Systematic Career Advising Model and Strategies for Medical Students

One of the important roles of medical schools is to support medical students in deciding upon their future career path or choosing their specialty. The purpose of this study is to suggest a career advising model and strategies for medical students through a systematic approach. This study consists of three parts. The first part introduces some main career theories: super’s career development theory, career decision-making theory, social cognitive career theory, and ecosystem theory. The second part proposes a systematic career advising model using the results acquired from previous studies and theories. This model considers a medical school as a social system that consists of two domains (internal and external). This social system is considered as a complex where various factors interact with each other: students’ individual characteristics, institutional policies and culture, curriculum and learning experience, students’ perceived specialty characteristics, and aspects of the external environment such as healthcare systems. The third part suggests some career advising strategies based on a systematic approach that medical schools can apply. These research results can be used for designing career advising courses for medical students, integrating various career advising programs and resources of medical schools, and evaluating the outcomes of career advising programs at an institutional level.

Effects Of Online Tutoring On Test Scores, Confidence, and Future Career Paths During The Pandemic

Since the outbreak of COVID-19 in 2020, online learning has rapidly begun to replace in-person learning and demand for online tutoring has grown. The switch to remote learning has also exacerbated learning inequality, as shown by students’ test scores. The paper examines the efficacy of ManhattanACE’s mathematics online tutoring model to provide a template for creating a valuable online tutoring experience.
 To understand the main aspects of online learning and its effects on students’ learning outcomes, an electronic survey was created and sent to the students. The survey contained both Yes/No questions and scaled 1-5 questions. Analysis of the survey responses shows that through a combination of factors such as passionate tutors and a responsive learning environment that feels like a community, online learning can boost both students’ grades in math class and the effectiveness of virtual learning, while fostering students’ confidence in their skills and future career choices. These three outcomes can, in turn, work to minimize educational and resource inequality.

452 A National Survey of UK Foundation Trainee's Perceptions of Surgical Skills in the Foundation Training Programme

Abstract Aim Attention to surgical skills development of UK foundation trainees within the UK foundation training programme appears to be neglected. This study aimed to ascertain junior doctors’ perceptions of surgical skills within the foundation training programme, irrespective of their future career intentions. Method An online survey generated using SurveyMonkey was distributed to all 18 UK foundation training schools. This survey assessed foundation trainees’ surgical skills experience in medical school, current career intentions, confidence at basic surgical skills and perceptions of the level of surgical skills training within the foundation programme. Results A total of 245 responses were collected. Career intentions amongst foundation trainee respondents was evenly distributed with 39.6% aiming for a career in surgery, 41.6% opting for a non-surgical career and 18.8% of participants were undecided on their future career path. Trainees felt that they did not have adequate exposure to surgical skills (4.5, Likert scale 1–10) and did not have adequate exposure to specialty specific skills within the foundation training programme (3.3, Likert scale 1–10). On average, 75% of participants believed further exposure to surgical skills training would be beneficial to their professional development. Furthermore, 67% believed that surgical skills should be incorporated in the core competencies for the foundation training programme. Conclusions Our study shows that foundation trainees feel that there is a lack of adequate exposure to surgical skills within the foundation programme. Foundation trainees feel change is required to help improve competency in basic surgical skills and as an extension increase interest in a surgical career.

Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students

While various studies have focused on the significance of computational thinking (CT) for the future career paths of individuals in science, technology, engineering, and mathematics (STEM), few studies have focused on computational thinking for non-STEM college students. This study explores the relationship between computational thinking and learning satisfaction for non-STEM-major college students. A conceptual model is proposed to examine the structural relationships among computational thinking, self-efficacy, self-exploration, enjoyment and learning satisfaction in an AppInventor-based liberal education course. Collecting data from 190 undergraduate students from Taiwan and analyzing the data by using partial least squares (PLS) methods, the research framework confirms the six proposed hypotheses. These results show that both computational thinking and enjoyment play significant roles in both self-exploration and digital self-efficacy. Moreover, digital self-efficacy and self-exploration also have a significant positive influence on learning satisfaction. These findings have implications for influencing the learning outcomes of non-STEM-major college students, computational thinking course instructors, and computational thinking relevant policies.

Cultural Production, Creativity, and Networks

Sociologists and organizational scholars interested in the social aspects of creative industries have paid increasing attention to the structural conditions that facilitate the generation and production of creative work, particularly in the cultural markets. Drawing upon but extending seminal ideas from Coleman (1988) and Granovetter (1973), literature has bred substantial development in the field both in theory (Perry-Smith and Shalley, 2003; Schilling, 2005) and empirics (Burt, 2004; Uzzi and Spiro, 2005; Perry-Smith, 2006; Cattani and Ferriani, 2008). These studies investigate structural and relational antecedents for creativity in an effort to explore which configuration of actors’ social networks is likely to foster the emergence of novel outcomes. One consistent finding across various studies in the field is that social networks serve as an interface through which individuals may tap novelty for the creative production of culture. Our aim in this symposium is to introduce the most up-to-date research that cuts across social networks and creativity. Concretely, we intend to address a long-lasting but still ongoing debate such as how and why individual actors’ structural position in the social field shapes not only their ability to generate creative work but also whether this work conforms to or departs from a field’s established norms and standards—thus affecting its reception by relevant social audiences. Social networks could be the main driver in the persistent inequalities in who gets to create and present their work in cultural markets. The nature of creators’ networks based on their past activity can enable or constrain their future career path. This symposium will bring together scholars drawing on research in organizational behavior, strategic management, and organizational theory to make progress on this overarching topic area. Exploration and Exploitation in Cultural Tastes from a Core/Periphery Perspective Presenter: Khwan Kim; INSEAD Presenter: Noah Askin; INSEAD Presenter: Martin Gargiulo; INSEAD Differentiation & Social Structure: A Machine Vision Approach to Dynamics of Creativity Presenter: Mitali Banerjee; HEC Paris Presenter: Daniel Kaplan; Adelphi U. Presenter: Shreeansh Agrawal; The Brattle Group Old Wine in New Bottles? How Awards Affect the Originality of Broadway Shows Presenter: Xuege (Cathy) Lu; Cornell U./U. of Minnesota Presenter: Heeyon Kim; Cornell U. How Social Movements Influence Hiring via Networks: Evidence from the Film Industry Presenter: Daphné Baldassari; U. of Toronto

Effects of early clinical and basic laboratory exposure program on premedical students: a questionnaire survey.

BackgroundBecause premed students do not take courses related to medicine during their first 2 years, they cannot establish their identity as students at medical schools, making it difficult for them to set goals as future doctors. We conducted an early clinical and basic laboratory exposure program for premed students and studied the effects of the program and student satisfaction levels. MethodsWe performed an early clinical and basic laboratory exposure program for premed students for 2 days and evaluated the effects of the program and student satisfaction with it. The program consisted of two types: type 1, where two to four students formed a group, which was assigned to a particular department to participate and make observations during ward rounds, outpatient clinics, examinations, procedures, and surgeries (in the case of basic laboratory work, the students partook in experimental observations); and type 2, where one student followed a medical school professor to observe the professor’s day. After the program ended, an online survey was conducted to investigate the effects on students, their thoughts, and satisfaction levels.ResultsIn total, 114 students (91.2%) responded to the survey. Approximately 94% of them were satisfied with the program. They found that the program would be useful for deciding on future career paths, gaining knowledge about a department of interest, studying for a medical program after premedical studies, and befriending residents and professors in certain departments. ConclusionEarly clinical and basic laboratory exposure programs are recommended for premedical students.

Certifying Incarcerated Persons as Peer Support Specialists: A Qualitative Exploration of A Prison-Based Program

ABSTRACT In this innovative program, incarcerated persons are credentialed as peer support specialists and – while still incarcerated – assist other incarcerated persons who have substance use disorders. To elucidate program impacts, we interviewed 23 agency staff, 13 incarcerated peer support specialists and/or persons supported, and 3 peer support specialists who returned to communities. Qualitative content analysis identified program benefits including the transformative power of training and a future career path for peer support specialists, as well as sobriety and support for incarcerated persons. Challenges included boundary issues for peer support specialists and lack of buy-in from front-line agency staff.

Narrative Review on Psychosocial Challenges and Identity Issues Associated with Severe Mental Illness in Adolescents

The onset of severe mental illness (SMI) typically manifests during adolescence. Given that it is a particularly sensitive stage for adolescents from an identity development perspective, receiving a SMI diagnosis at this time may have long-term impacts on their identity, as well as presenting a number of psychosocial challenges. Most importantly, it is at this stage in life that adolescents are at a critical juncture in terms of making future plan and career paths, increasing social interaction, completing higher school education. This review will argue that, since SMI is more likely to occur during adolescence and this can have additional psychosocial challenges which may cause several issues on one’s identity, and this effect may be carried forward across lifespan. It seeks to establish the positive and negative impacts of severe mental illness on adolescents’ psychosocial development. It is essential to comprehensively understand this impact as this has implication for recovery and for health professionals selecting suitable treatment interventions.

Math Anxiety – A Literature Review on Confounding Factors

Math anxiety presents adverse psychological effects, inducing feelings of dread, panic, helplessness, and mental disorganization. Researchers hypothesize that feelings of anxiety are highly influential on a student's working memory during mathematical computations, coupled. with over-reliance on high-stakes diagnostic math exams which strengthen negative mindsets, ultimately presenting math as a high-risk subject. Researchers question why and how an individual develops math anxiety, though an agreed-upon answer has yet to be accepted. This purpose of this paper is to investigate global literature through themes commonly associated to a person’s math anxiety. The paper includes one’ innate predisposition to mathematical problem solving, the effects of one’s previous math performance, as well as environmental impacts such as education systems, familial relationships, and resources, as well as society-held viewpoints and clichés a student faces while approaching math. The paper concludes with tactics for a student’s success in alleviating math anxiety and draws conclusions on future work needed academia, which centers around data driven research on social stereotypes, the impacts of support in learning environments, and the impacts of math-anxiety in future education and career paths.

Immigrant entrepreneurs’ influence on the career paths of their children

There is a gap in the research describing how the entrepreneurial spirit of parents who have successfully immigrated can be imprinted onto their children and influence their career paths. The objective of this study is to bridge these two points and examine how these entrepreneurs have guided the career paths of their first-generation children, from the child’s perception. This study aims to benefit society by documenting how first-generation Canadians perceive their parents to have contributed to their future career paths. A survey will be administered to 15 undergraduate students that are born in Canada with at least one parent born outside of Canada that owns and operates a business. The survey assesses each participant on externally validated surveys of entrepreneurial personality aspects (risk aversion, conscientiousness, and openness to experience) to normalize participants on a scale of entrepreneurial orientation. Participants will then be interviewed about their career aspirations, their parent(s’) career(s), expectations from their parent(s), and their parent(s’) encouragement or discouragement of following the same parental career. The principal goal is to develop a theory of entrepreneurial transfer from parent to child that will involve (i) the effect their parents’ journey had on their choices and opinions towards entrepreneurship, (ii) the extent of the child’s desire or lack thereof to follow the career path most approved by their immigrant parents, and (iii) their underlying reasons for the acceptance or rejection of their parents’ desires for their careers.

Use of Cognitive Enhancers by Portuguese Medical Students: Do Academic Challenges Matter?

Nonmedical use of prescription drugs and other substances for cognitive enhancement in the academic environment has been documented in several studies. However, the prevalence among Portuguese university students is unknown. We aimed to assess the prevalence and academic contexts of the use of cognitive enhancers of a sample of Portuguese medical students. An online questionnaire about the use of cognitive enhancers was completed by 1156 participants, who were either medical students (group 1) or newly qualified physicians applying for the Portuguese medical licensing exam (group 2). Coffee was the most frequently used substance for cognitive enhancement purposes in both groups, whereas nonmedical use of prescription drugs for cognitive enhancement was lower in undergraduate students (5%) and higher in licensing exam applicants (14%). Methylphenidate (35%) and modafinil (10%) were the most consumed prescription substances and they were mainly used to enhance attention (83%) and memory (44%). Use of prescription drugs for cognitive enhancement was mainly associated with studying for medical school exams and the medical licensing exam. Most prescription drugs for cognitive enhancement were obtained through medical prescription (54%). These results show a low consumption of prescription drugs for cognitive enhancement by Portuguese medical students. Licensing exam applicants show a higher consumption of almost every substance included in this study, which might be explained by the crucial role of the exam in defining their future career path and desire by students to improve the cognitive skills that determine exam success. Studying drugtaking behaviors in medical students and young doctors is relevant for public health and medical education, since they will soon be in charge of drugs prescription. Therefore, ethical and medical concerns raised by off label consumption of prescription drugs for cognitive enhancement purposes must be openly addressed.

584 Where Are They Now? - A Single-Center Survey of Burn Surgery Fellow Graduates

IntroductionBurn surgery encompasses different surgical disciplines such as general surgery, trauma, surgical critical care and plastic surgery. Those who apply to burn fellowship also have various interests. This study’s purpose was to discern the various career paths of burn fellowship graduates. It also investigated the frequency of specific chosen specialties and workplace settings. The results of the study could be used to modify current clinical burn fellowship curriculum.MethodsA survey was created using an internet tool and emailed to graduates of the clinical burn fellowship program from an American Burn Association verified burn center. The survey was sent to graduates of the last 10 years (2010-2020). The questions inquired about surgical field of work, board certification, additional training experience, work setting, and time since fellowship graduation. The participants’ responses were recorded anonymously to account for biases. The quantitative data was then collected for each question, and the data was calculated into percentages.ResultsOf the possible 17 fellows who graduated in the past ten years, 11 responded to our survey (64.7%). The most common surgical field pursued after the fellowship was plastic surgery with 5 graduates (45.5%). The following three fields all had 2 graduates each: burn surgery (burn/trauma), general surgery and wound care (18.2%). Almost all of the participants had completed additional training: 6 in plastic surgery (54.5%), and 4 in surgical critical care (36.4%). The work settings were primarily academic institutions (45.5%), followed by office-based practices (35.4%), ambulatory surgery centers (9.1%), and community hospitals (9.1%). Of the participants, 4 are board-certified in their chosen field, and 5 are board-eligible. Only 3 graduates are affiliated with a burn center.ConclusionsThe results of the study indicate the interests and career choices of previous burn fellows. This information can be used to modify burn fellowship curriculums to the needs and future career paths of the fellows. Traditional clinical burn fellowship programs emphasize burn critical care and acute burn surgery. Since some of the graduates are interested in plastic surgery, burn reconstruction could be added to the current curriculum. Plastic surgery faculty members could also serve as mentors to the fellows.

Medical student residency preferences and motivational factors: a longitudinal, single-institution perspective

BackgroundA high proportion of medical school graduates pursue specialties different from those declared at matriculation. While these choices influence the career paths, satisfaction, and potential regret students will experience, they also impact the supply and demand ratio of the shorthanded physician workforce across many specialties. In this study, we investigate how the choice of medical specialty and the factors motivating those choices change between the beginning and end of medical school training.MethodsA questionnaire was administered annually from 2017 to 2020 to a cohort of medical students at the University of Connecticut to determine longitudinal preferences regarding residency choice, motivational factors influencing residency choice, future career path, and demographic information.ResultsThe questionnaire respondent totals were as follows: n = 76 (Year 1), n = 54 (Year 2), n = 31 (Year 3), and n = 65 (Year 4). Amongst newly matriculated students, 25.0% were interested in primary care, which increased ~ 1.4-fold to 35.4% in the final year of medical school. In contrast, 38.2% of matriculated students expressed interest in surgical specialties, which decreased ~ 2.5-fold to 15.4% in the final year. Specialty choices in the final year that exhibited the largest absolute change from matriculation were orthopedic surgery (− 9.9%), family medicine (+ 8.1%), radiology (+ 7.9%), general surgery (− 7.2%), and anesthesiology (+ 6.2%). Newly matriculated students interested in primary care demonstrated no differences in their ranking of motivational factors compared to students interested in surgery, but many of these factors significantly deviated between the two career paths in the final year. Specifically, students interested in surgical specialties were more motivated by the rewards of salary and prestige compared to primary care students, who more highly ranked match confidence and family/location factors.ConclusionsWe identified how residency choices change from the beginning to the end of medical school, how certain motivational factors change with time, how these results diverge between primary care and surgery specialty choice, and propose a new theory based on risk-reward balance regarding residency choice. Our study promotes awareness of student preferences and may help guide school curricula in developing more student-tailored training approaches. This could foster positive long-term changes regarding career satisfaction and the physician workforce.

Challenges in the Career Decision Process for Teenagers from Disadvantaged Areas

The main scope of the paper is identifying some categories of challenges in career decision process for teenagers from disadvantaged areas. The study purposes are as follows: 1. identifying the decisive factors influencing the career decision and their power in students’ choices; 2. establishing the information resources considered by the students as being useful in choosing their future career; 3. raising students’ awareness of the connection between their school training / career decision and the pandemic context; 4. the impact of training sources and resources on the career decision acknowledged by the students; 5. identifying the students’ position towards their future personal /professional development. The research was conducted by applying an online questionnaire to a group of 11th and 12th Grade students from economically disadvantaged backgrounds. The study results will outline how high school students in the target group shape their perception on choosing their future career (including the influence of the elements specific to the pandemic context ) and what resources they use in determining their future career path. The collected data will be considered the basis for the improvement both of future counselling actions with young people from the same category of beneficiaries and of the methodological tools serving these purposes.

Euro-BioImaging – Interdisciplinary research infrastructure bringing together communities and imaging facilities to support excellent research

Euro-BioImaging – Interdisciplinary research infrastructure bringing together communities and imaging facilities to support excellent research

The impact of career planning and development on improving employee performance in the General Authority for Applied Education and Training in the State of Kuwait: أثر التخطيط والتطوير للمسار الوظيفي في تحسين أداء موظفي الهيئة العامة للتعليم التطبيقي والتدريب في دولة الكويت

This study aims to know the impact of planning and career development on the performance of employees of the Public Authority for Applied Education and Training in the State of Kuwait, and to highlight the extent of the impact of the concept of planning and development in order to understand the career path and its importance among employees. The descriptive analytical approach was applied, the researcher designed a questionnaire to collect the required data and work and it was analyzed through the use of the SPSS statistical analysis program, and the questionnaires were distributed to a sample The randomized study, which numbered (50) male and female employees, (46) copies were recovered, i.e. (92%) of the total sample. One of the most important findings of this study was that the level of work performance as evaluated by employees is low with a correlation between career planning and work performance, and the level of career planning is low according to the evaluation of employees of the Public Authority for Applied Education and Training, and there are no significant differences Statistical significance in the axes of career planning and work performance according to age, experience or training courses. The study concluded with a set of recommendations, including: * To pay attention and work to improve the job vacancy system in force in the Public Authority for Applied Education and Training in the State of Kuwait. * Urging employees to know the importance of applying career planning systems and raising awareness of their importance and the benefits that can be achieved for all, with the need to pay attention to motivational systems and methods. * The need to provide an adequate database for current and future career paths. * Encouragement to conduct more scientific research to reach the best methods to achieve an increase in the job performance of employees

STEM TRAINING – A FORMULA OF SUCCESS

The information revolution, creation of the computers, the Internet and especially information and communication technologies have radically changed the opportunities and learning environment. The new educational paradigm and "Teaching learners to discover knowledge to solve problems". The problems in science and life are most often interdisciplinary, and schooling is conducted discipline by discipline. The article proposes a transition from subject-centric organization of the learning process (vertical organization, subject, after subject) to interdisciplinary organization (horizontal organization, problem-oriented). STEM training is proposed as the basis for this change. The origin of this training and the stages it goes through are considered. An analysis of its goals and advantages has been made. The difficulties of its implementation are also pointed out. Soft skills achieved through STEM training include problem solving, critical thinking, creativity, curiosity, decision making, leadership, entrepreneurship, acceptance of failures and more. Regardless of the future career path chosen by these children, these skill sets have a long way to go to prepare them to be innovative. However, with the right curriculum, STEM subjects also provide children with opportunities to develop basic traits, including empathy, perseverance and cooperation. STEM adds quality to the educational program. An overview of STEM training in New Zealand, Australia, England, the United States, India, Finland, South Korea and France.The types of laboratories for building STEM environment in the educational institutions of Bulgaria are also considered.

The attitude to learning chemistry instrument (ALChI): linking sex, achievement, and attitudes

Attitudes towards learning chemistry have been little studied in secondary school students, especially regarding dimensions related to problem solving, the molecular atomic perspective of chemistry, and real-world connection of chemistry. In the present study, we first aimed to design and assess the psychometric properties of the attitude to learning Chemistry instrument (ALChI). A second aim of the study was to assess sex differences and the relation between achievement and attitudes. Participants were 503 secondary school students, from a central southern region of Chile, who answered a 23-item version of the ALChI. The results of the exploratory factor analysis (EFA) revealed that an 18-item scale was most appropriate grouped into four factors: real world connection (RWC), perceived difficulty in problem-solving (PDPS), confidence in problem solving (CPS), and atomic molecular perspective of chemistry (AMPCh). Confirmatory factor analysis (CFA) confirmed the four-factor structure of the model, with optimal fit indexes. Sex factorial invariance was also obtained for configural, metric, and scalar models, demonstrating that ALChI was invariant for sex. Reliability analysis showed moderate to good indices, which suggests good internal consistency of ALChI. On a descriptive level, the highest mean was for the CPS subscale, which entails that students showed a favourable disposition towards their ability to succeed in solving chemistry problems. A structural equation multiple indicators multiple causes (MIMIC) model was conducted to compare factor latent means for sex and assess the relationship between achievement and attitude latent variables. These analyses revealed that achievement was positively associated with all four latent factors. However, no difference by sex was observed across all four factor means. These findings are partially in line with the results from previous studies in more developed countries where attitudes towards chemistry have been consistently linked to academic performance and male students tend to have more positive attitudes than their female counterpart. Our findings are of relevance for researchers, school teachers, and secondary school students since attitudes towards learning chemistry play an important role in choosing a future career path.

Functions of a professional brand-building foresight technology in modelling the competitiveness of university graduates in the labour market

Introduction. The emergence of social, political and economic processes in the modern world leads to the development of innovative educational technologies, among which the researchers’ attention is drawn to a professional brand-building foresight technology. The professional brand-building foresight technology is a system of principles, methods and techniques for expert analysis of current achievements of students, young professionals and anyone who seeks self-improvement. Moreover, this training technology includes the development of programmes to optimise the professional and personal self-development of an individual in terms of his/her possible career growth.The aim of the current research was to justify the professional brand-building foresight technology developed by the authors, and to check the effectiveness of its application in the formation of brand-building and foresight competencies in a future specialist in the educational process of higher education.Methodology and research methods. The theoretical and methodological strategy in the study is a competency-based approach, which contributes to the formation of brand-building and foresight competencies. The conceptual provisions of the foresight approach, implemented in a complex of brand-forming tools of a single foresight trajectory in order to model and design a professional brand in relation to the strategic goals of a future specialist, became a practice-oriented research tactic. The authors used the following general scientific and specific scientific methods: questionnaire survey based on random systematic (mechanical) sampling, in-depth interview, expert survey, document analysis, self-assessment of readiness for personal brand-building.Results. The authors presented the professional brand-building foresight technology, the essence of which lies in the design of a professional brand and future career path. Its structure includes four programmes: self-marketing, personal branding, brand-building case and a road map to success. As a result of training, brand-building and foresight competencies are developed. The approbation experiment demonstrated that without special brand-building and foresight training of students, these competencies are formed spontaneously. Based on the results of the conducted surveys, the authors analysed the level of formation of brand-building and foresight competencies and the interest in the technology of personal brand-building as a factor of career self-development. A survey of university graduates revealed the dependence of employment on special teaching methods and the professional brand-building foresight technology. The interviews held with Russian and Latvian teachers determined the effectiveness of this technology. The study of the employers’ opinions showed the reasons that hinder the successful employment of young specialists. In addition, the authors revealed a lack of knowledge and a non-systematic limited nature of teaching these competencies in universities.Scientific novelty lies in the replenishment of interdisciplinary (at the intersection of pedagogy, brand building, forecasting, professional studies) scientific knowledge about foresight methodology. The emphasis is on the innovativeness of the professional brand-building foresight technology, which contributes to the competitiveness of university graduates and increases their chances of professional success.Practical significance. The results of the research can be useful for developing ideas about brand-building and foresight competencies development, personal brand-building, professional brand-building foresighting. The research materials can be employed by students and teachers of higher education institutions, heads of educational systems in the organisation of the educational process, as well as by various specialists and practitioners.