Integrating Career Development Research Articles

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

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

Navigating Career Progression in Public Service: An Integration of Kerry B. Bernes' Synergistic Model

The career development of State Civil Apparatus (ASN) has an integral role in improving the quality of public services. This article wants to explore ASN career development by integrating career development models in public services. The career development model used is the Synergy Model issued by Kerry B. Bernes, which looks at existing phenomena and their suitability for answering problems that refer to the individual dimension, organizational dimension, and alignment dimension for ASN career development. To strengthen the argument for using the synergy career development model, the author uses a case study supported by a document study. The results showed that the synergy between individuals, organizations and the way they are aligned is the main key to ASN career development in public service delivery.

Informational interviews help undergraduate students at the mid-point of non-vocational STEM degrees confirm their career aspirations

Higher education institutions are expected to produce career-ready graduates who are equipped for the challenges of the 21st century. Employability experts argue that this can be achieved by integrating career development learning (CDL) into the curriculum. The informational interview helps students learn more about a career by interviewing a professional working in a field of interest, and helps students to make decisions regarding their career plans. The aims of the study were to determine students’: 1) preferred career paths and career identity at the midpoint of their non-vocational degree; 2) experiences and perceptions of an informational interview module. An informational interview module was embedded into a second-year human biosciences subject taken by students in undergraduate non-specialist health-related STEM degrees. Students indicated their preferred career, learned about informational interviews, and conducted an interview with a professional working in the field they wished to enter. After the interview, students completed reflection activities, responding to open-ended and Likert-scale questions. 91 student reflections were analysed to determine students’ career identity, and their experiences and perceptions of the module. Descriptive statistical analysis was conducted on Likert-scale answers and inductive thematic analysis was conducted on open-ended answers. Students’ career preferences were wide-ranging, with allied health the most popular. Career identity was reasonably well established in this cohort. The student experience was overall positive, and students’ thought the module was useful in supporting their career planning and career development. In conclusion, an informational interview assignment is an effective career development tool for human biosciences students.

Integrating career development into an undergraduate IT curriculum at an Australian University.

Career development is a multifaceted, life-stage-dependant and discipline-specific process that is difference for every decision maker. During their time at university, students are building upon their career choice through discipline-specific activities yet many still find the transition into the workforce problematic, particularly for those in the discipline of IT. With the varied nature of the labour market in Australia, it is more important than ever before for universities to assist students in their career development through various opportunities for career education. With this in mind, this research asked: What career development model, and curriculum recommendations, can support IT students to be better prepared for life after university to achieve their graduate outcomes? To answer this, this research will present how career education has been implemented in undergraduate IT education at Deakin University in Australia. In addition, this paper demonstrates how a career development model together with appropriate curriculum resources can assist in addressing students’ career needs, specifically for the IT context. The model will help educators’ better support students to build their career interest and navigate the changing labour market.

Integrating career development learning into the curriculum: Collaboration with the careers service for employability

Career development learning has a demonstrable positive impact on the graduate employability of higher education learners. This is particularly the case if it is integrated into the curriculum rather than experienced as an add-on or included in finite curriculum elements. However, integration of career development learning into curriculum is a significant and challenging undertaking in course design, and also in facilitation of learning experiences. Academics manage crowded curricula in their disciplinary areas, and many also have external course accreditation requirements to deal with that may not include career development elements. In many institutions there is mixed understanding of what career development learning entails, no clear top-level strategic support, and unprecedented numbers of enrolled students across digital and on-campus provision. This article explores challenges and opportunities in integrating career development learning into curriculum in higher education, and identifies effective strategies for doing so at institutional, school, and program levels. It draws upon case studies comprising more than 30 interviews across nine universities in Australia and internationally, exploring how cross-disciplinary collaboration between career development practitioners, learning and curriculum designers, and academic units can be effective in enacting curricular career development learning at scale. The article suggests strategies for institutional leaders, academics, and careers practitioners in higher education insitutions at different stages in the curricular career development learning journey.

A Balanced Approach to Building STEM College and Career Readiness in High School: Combining STEM Intervention and Enrichment Programs

Often STEM schools and STEM enrichment programs attract primarily high achieving students or those with strong motivation or interest. However, to ensure that more students pursue interest in STEM, steps must be taken to provide access for all students. For a balanced and integrated career development focus, schools must provide learning opportunities that are appropriate for all students. This paper outlines two approaches to the creation of a comprehensive STEM College and Career development pathway in high schools.

Integrating Career Development Into The Accounting Curriculum

This paper describes a series of integrated career development activities offered in several required courses which are designed to help accounting majors gain a competitive edge in the job market. Supported by a partnership between the School of Business and the Academic and Career Planning Office, the Career Tool Kit program consists of classroom presentations followed by hands-on applied experiences in which students become proficient in preparing resumes, writing cover letters, interviewing, and using all available resources to find a position that best matches their skills, interests, and values. Unique features of the Career Tool Kit are the placement of program elements within required courses (to ensure that all students participate) and the scheduling of these elements over a three-year period (to allow time for students to prepare an intentional job search strategy).

Highly skilled migrant women: a career development framework

PurposeThis paper aims to explore and interpret the pre‐migration and post‐migration career development and success of highly skilled professional migrant women with special reference to The Netherlands.Design/methodology/approachAn exploratory approach rooted in a phenomenological perspective was followed. Two in‐depth Interactive Qualitative Analysis (IQA) focus group sessions were held with a total of 21 self‐initiated expatriate (SIE) women.FindingsAn integrated career development framework proposed in this study indicates that individual drivers such as identity, social support and life phase play a role in women's pre‐migration and post‐migration career success or exits. Identity embeddedness, host country culture, openness to foreigners and existing prejudices and stereotypes against women seems magnified for women from outside the host country.Research implications/limitationsThe research results may lack generalisability, therefore more research is encouraged to further test the proposed framework.Practical implicationsOrganisations should re‐think existing systems for retaining highly skilled women migrants. Specific personnel management requirements and practical recommendations are provided for HR policy development with regard to migrant women.Originality/valueAn integrative approach and framework for understanding the career development decisions of professional and highly skilled migrant women who are also self‐initiated (SIE) is proposed. Insight is provided into the personal adjustment and professional developmental experiences of a group of women often overlooked by the research community.

Career Coaching Across the Curriculum: Enhancing the Career Competencies of the 21st Century Learner

This article examines the effectiveness of a pilot project offered by members of the Faculty of Education at the University of Lethbridge entitled, ―Career Coaching Across the Curriculum: Integrating Career Development into Classroom Instruction‖. It explores whether this pilot project effectively prepares pre-service teachers to integrate career education into curriculum. It also explores whether this pilot project contributes to the attainment of important career development competencies for students in the Kindergarten-Grade 12 educational system.

Integrating Career Development Techniques Into The Business School Curriculum: Tools For Better Preparing Our Graduates For Successful Careers

With shortening semesters, longer textbooks, and new information and business techniques being published, business school faculty face a constant pressure to find the time to teach all the hard skills our disciplines require. At the same time, our graduates need certain career development skills to succeed. This paper proposes an inventory of career development techniques, the Career Development Inventory (CDI), that business school faculty could incorporate into their classes to help students develop, evaluate, and achieve their career goals. These exercises have time requirements that range from 10 minutes of class time to projects completed by the students outside of class, thus offering business school faculty a wide range of options.

Career Coaching Across the Curriculum: Enhancing the Career Competencies of the 21st Century Learner

This article examines the effectiveness of a pilot project offered by members of the Faculty of Education at the University of Lethbridge entitled, ―Career Coaching Across the Curriculum: Integrating Career Development into Classroom Instruction‖. It explores whether this pilot project effectively prepares pre-service teachers to integrate career education into curriculum. It also explores whether this pilot project contributes to the attainment of important career development competencies for students in the Kindergarten-Grade 12 educational system.

A Longitudinal Career Development Curriculum

OPEN ACCESSSeptember 4, 2009A Longitudinal Career Development Curriculum Anita Pokorny, MEd Anita Pokorny, MEd Northeast Ohio Medical University Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.5109 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstract Introduction: Integrating career development and advising content into undergraduate medical education curricula is a goal of many medical schools. In 2005–2006, the Northeastern Ohio Universities College of Medicine (NEOUCOM) realized this goal by incorporating its career development and advising program into the formal curriculum as a central component of a 4-year longitudinal course. One of five course themes, professional identity development (PID) focuses on medical student career development, lifelong learning skills, personal wellness, and self-care. Methods: To advance and plot their PID, students participate in didactic and small-group sessions related to four phases of career development: self-assessment, career exploration, decision making, and implementation. Students work with clinical faculty advisors individually and in small groups to self-reflect and set short- and long-term goals. The success of this program depends on volunteer clinical faculty who are willing to devote time to working with a small group of students over their entire 4 years of undergraduate medical education. A mix of didactic and small-group work followed by an opportunity for reflection is most effective. Students benefit from concrete, hands-on activities. A highly structured format that includes a detailed set of expectations is also beneficial to both students and advisors. Results: The PID curriculum was first introduced to the class of 2009 in their M1 year. Short-term results indicate that the curriculum has been successful in increasing student use of the AAMC Careers in Medicine (CiM) website. For example, by December of their M1 year, 68.6% of the NEOUCOM class of 2012 had registered with CiM, as compared to 34.2% of class of 2012 M1 students nationally. Because these students are just now in their M4 year and in the midst of residency interviews, it is difficult to assess the long-term effectiveness of the curriculum. In addition, since this initial implementation, the curriculum has undergone multiple changes based on formal and informal feedback from students and advisors. Discussion: The PID component of the curriculum constitutes a unique collaboration between the offices of student affairs and medical education. It has yielded increased student use of CiM tools and activities and promoted clinical faculty involvement in students' career development. Educational Objectives By the end of this curriculum, students will be able to: Articulate the personal meaning of a life-career as a physician.Convey the importance of balancing multiple life roles.Answer the questions “Who am I, and what do I want to do in my life-career as a physician?”Consolidate a professional vocational identity characterized by possessing a clear and stable picture of their interests, goals, and talents relative to career choices and decision making.Identify their primary career path. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: M1 Fall.pdf M1 PID Syllabus.pdf M1 Spring.pdf M2 Fall.pdf M2 Spring.pdf M3 Intersession I Syllabus.pdf M3 Intersession II Syllabus.pdf Reflection Summer Experience.pdf To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2009 Pokorny. This is an open-access publication distributed under the terms of the Creative Commons Attribution-Share Alike license.KeywordsSelf CareLearning CommunitiesCareer PlanningVocational Guidance Disclosures None to report. Funding/Support None to report. Loading ...

Integrating Career Education in a Primary School

Career education concepts have been integrated into the curriculum at a primary school in Brisbane. Essential elements of relevant syllabus documents were identified and used as the basis of planned career education strategies. The existing curriculum was examined in the light of career competencies. All career-related learning that had already formed part of the education experience of the students was identified and grouped under the three main areas of competencies of the Australian Blueprint for Career Development. A three-year program of annual career days has been implemented, with a strong curriculum basis to enhance the children's understanding as they learn about different careers. By integrating career development competencies into the school curriculum, teachers, parents and students have embraced career education.