Involvement In Professional Activities Research Articles

Вовлечённость курсантов в профессию в период обучения – основной резерв повышения эффективности деятельности современной полиции

Introduction. The relevance of the research topic is due to the fact that professionally oriented training as a factor in the adaptation of cadets of educational institutions of the Ministry of Internal Affairs of Russia to their future professional activities as a specialist in the departments of internal affairs bodies is the most essential basis for professional reliability of a future specialist and significantly affects the effectiveness of his performance.
 One of the important aspects of specialists training is the early involvement of cadets in the profession.
 This circumstance determined the purpose of the present work – to study the dynamics of cadets’ involvement in professional activities, motivation for training. In accordance with the intended goal, the following objectives have been set – identifying problems in the organization of training, enhancing cadets’ cognitive activity, and individualizing training process.
 Methods. The study applied the following methods: theoretical (modeling, analysis and synthesis); empirical (observation, comparison, testing); mathematical (statistical).
 Results. The ultimate goal of all pedagogical approaches is not cadets’ involvement in itself, but the effectiveness of training and the application of the results of mastering new knowledge in real professional activities. The organization of this process requires a modern educator to be able to use various operating systems, electronic libraries and programs, as well as interactive network communication technologies in his activities.

THE RELATIONSHIP OF MEANING-LIFE ORIENTATIONS AND EDUCATIONAL AND PROFESSIONAL MOTIVATION OF RESIDENTS WITH DIFFERENT LEVELS OF PROFESSIONAL EXPERIENCE

Background. In the modern educational conditions of Russian reality, the pedagogical community of medical universities at the stage of postgraduate education pays great attention to the readiness of doctors for professional activities, which determines the conduct of research involving the study of the relationship between meaning-life orientations and educational and professional motivation of residents with different levels of professional experience. In the 2021-2022 academic year, a study illustrating the stated problems was conducted at the St. Petersburg State Pediatric Medical University at the Faculty of Clinical Psychology.
 Purpose. To study the relationship between meaningful life orientations and educational and professional motivation of residents with different levels of professional experience.
 Materials and methods. The present study involved 65 residents of 2 years of training in various clinical specialties, their average age is 25.5 years. The entire sample of study participants was divided into two subgroups according to the parameter of involvement in professional activities. This parameter was considered necessary for studying the relationship between meaning-life orientation and educational and professional motivation of residents.
 Of the total number of respondents, 69% combined residency training with work in their specialty, 31% mastered the specialty at the stage of postgraduate education. Permission was obtained from the Ethics Committee of the St. Petersburg State Pediatric Medical University to organize the study. Respondents agreed to participate in the study. To evaluate the results, descriptive statistical methods, a comparative analysis using the U-Mann-Whitney criterion for explanatory variables and the Wilcoxon T-test for dependent variables, a correlation analysis of the relationships of indicators using the Spearman criterion, calculated using the STATISTICA 12.0 application package, were used.
 Outcomes. The study allowed to form an idea of the relationship between meaning-life orientations and educational and professional motivation of residents with different levels of professional experience.
 Conclusions. The results of the study will serve as the basis for rethinking the approaches to the organization of the educational process of students at the stage of residency, the search for ways of education and training that ensured the development of their educational and professional motivation and affect the formation of a system of meaning-life orientations.

ROLE OF INVOLVEMENT WITH PROFESSIONAL OCCUPATION OF LIFE-SENSE ORIENTATIONS OF TODAY'S STUDENTS OF PEDAGOGICAL INSTITUTIONS

The article discusses students' personal growth and preparedness for their future professional occupation during their learning in a pedagogical university. The authors address the effects of involvement in professional occupation during their university study on the life-meaning areas. The following methods were used to conduct this study: questionnaire surveys; "Who am I?", a reflective self-assessment test developed by V.S. Mukhina; the life-sense orientation test developed by D.A. Leontiev; the Value Survey by Milton Rokeach; Occupational Motivation Methodology by C. Zamfir updated by A. Rean, and the statistical methods of empirical data processing: Pearson's x2 criterion and cluster analysis. The research covered the students of the pedagogical institute, with 100 students in the 1st through 4th year. The empirical research identified five subject clusters distinguished by their involvement in professional activities and life-sense orientations. The research allows us to view professional involvement during students' higher education periods as a factor of their professional motivation in the context of digital education.

ROLE OF INVOLVEMENT WITH PROFESSIONAL OCCUPATION OF LIFE-SENSE ORIENTATIONS OF TODAY'S STUDENTS OF PEDAGOGICAL INSTITUTIONS

The article discusses students' personal growth and preparedness for their future professional occupation during their learning in a pedagogical university. The authors address the effects of involvement in professional occupation during their university study on the life-meaning areas. The following methods were used to conduct this study: questionnaire surveys; "Who am I?", a reflective self-assessment test developed by V.S. Mukhina; the life-sense orientation test developed by D.A. Leontiev; the Value Survey by Milton Rokeach; Occupational Motivation Methodology by C. Zamfir updated by A. Rean, and the statistical methods of empirical data processing: Pearson's x2 criterion and cluster analysis. The research covered the students of the pedagogical institute, with 100 students in the 1st through 4th year. The empirical research identified five subject clusters distinguished by their involvement in professional activities and life-sense orientations. The research allows us to view professional involvement during students' higher education periods as a factor of their professional motivation in the context of digital education.

Dynamics of subjective power status

The article presents the results of the analysis of the features of self-identification of Russian citizens in the power space of the post-Soviet society. The empirical base of the study is formed by the data of the Russian Longitudinal Monitoring Survey (RLMS-HSE) by HSE University (1994–2020). The study revealed a positive, but very moderate and not always consistent dynamics of Russian citizens' assessments of their position in the power space. However, despite the fact that Russians have become more optimistic about their ability to influence current events, many of them still feel that they are not active subjects, but rather passive and helpless objects in the system of power relations. There has been established a significant negative, but not strong, correlation between self-assessment of power status and age, as well as a more significant positive correlation between subjective power status and the level of education and professional status closely related to it.
 Self-assessment of power status is enhanced by individuals´ belonging to professional groups, whose representatives are more associated with prestigious, highly skilled and highly paid work. A positive correlation has been established between a person's self-determination in the power space and the level of his involvement in professional activities, especially in those with leadership and management functions. A positive correlation is clearly recorded between self-assessment of power status and assessment of the level of respect by others, but the strongest is the relationship between assessments of one's position on the power scales and material well-being. Possession of power expands the resource base of an individual and increases his chances of success in realising life goals. A positive perception of one's professional qualities and achievements, participation in various forms of social and political life significantly increases self-assessment of power status. The most significant factors acting in the opposite direction include the cessation of full communication with other people.

Study of institutional and professional loyalty features in future engineers

Introduction. Increasing professional loyalty attracts to the organization not only specialists that are qualified, but also committed employees that are involved, interested, motivated for long-term relations with the organization, those of high moral convictions that contribute to the adequate moral decisions in complicated professional backgrounds. The purpose of the study is to study the institutional loyalty, involvement in professional activities, as well as ideas about the organization of engineering students working in the profession and studying in the master’s program. Materials and methods. The study involved 196 students of the University of Architecture and Civil Engineering in St. Petersburg (98 females and 98 males) studying under the “Construction” Master’s program and working in the construction industry. The average age of the research subjects was 23 years, the average work experience in the current organization was 1 year 3 months. Methods: Utrecht Engagement Scale by A. Bakker, W. Shaufeli; WACMQ method (Workplace affective commitment multidimensional questionnaire) by Morin A. J. S. to measure the level of affective commitment to the workplace; test of unfinished sentences “For me, the organization is…”. Methods of mathematical statistics: Pearson correlation analysis, cluster analysis (Ward’s method), Student’s t-test for independent samples. Results. The results of the study allow to identify new facts of institutional loyalty of young specialists working in the construction industry and not having extensive professional experience. It has been determined that the degree of “involvement” in professional activities among the respondents, like energy, commitment, absorption in activities is not fully expressed. The respondents tend to have a pragmatic attitude towards their organizations. First of all, they see the organization as a platform for career growth and professional experience. At the same time, the employees demonstrate an ambivalent emotional attitude towards the organization: both positive and negative. Young people will be committed to their organization if it provides them with the opportunity to fully pursue what they love and promote their careers (r= 0.25, р ≤ 0.01). The older the employee, the more diligently he or she solves the problems of the organization, the more client-oriented and loyal to the profession he or she becomes (r= 0.15, р ≤ 0.01). The employee’s negative emotions in relation to his or her work reduce his or her professional loyalty and commitment to the organization in which he or she works (r= – 0.14, р ≤ 0.05). Conclusion. The employees’ institutional loyalty is the organization’s competitive advantage. However, the institutional loyalty of an employee may fail to be formed if it is not fed as early as at the stage of training at an educational institution when forming professional commitment.

Features of the organizational commitment of working students of a technical university

Introduction. The relevance of the problem stated in the article is due to the fact that in today's dynamically developing socio-economic conditions, one of the competitive advantages of organizations is the presence of committed employees. Often, young people who are still studying at a university and have not received a profession can be employees. In this regard, the need to consider various aspects of the organizational commitment of working students is actualized, since there are not enough studies on this issue. The purpose of the empirical study was to study the commitment to the organization in which students of the architectural and civil engineering university work. Materials and methods. The study involved 127 people studying at the St. Petersburg University of Architecture and Civil Engineering at the university and working in various organizations. Of these, 59 people are full-time students, 68 people are students of the correspondence department, the average age was 21.6, the average length of service in the current job was 2 years. The study of the content of the personal meaning of the organization was carried out using a modified version of the technique of J. Sacks «Unfinished sentences». To determine the degree of actual commitment, a projective test-drawing "I am in the organization" was used. To measure the level of involvement in professional activities, the Utrecht scale of involvement by A. Bakker, W. Shaufeli was used. The level of affective commitment to the workplace was determined using the WACMQ (Workplace affective commitment multidimensional questionnaire) methodology Morin A. J. S. Results. The average level of indicators of involvement in professional activities was revealed: energy (M=21.2; SD=7), devotion (M=17.1; SD=7.1), absorption in activities (M=21.8; SD=7, one). Working students are more committed to a career (M=28.0; SD=7.1), and then to clients (M=25.1; SD=7.3). Reliably significant differences were found between full-time and part-time students: full-time students are more committed to colleagues, clients and careers (p ≤ 0.05–0.001). For students, the personal meaning of the organization is to receive positive emotions, in creativity, a pragmatic attitude towards the organization, is characterized by a career orientation, is ambivalent. 66% of students showed a high level of actual commitment, 21% of students show a low level, 13% show an average level of commitment to their organization. Correlation analysis revealed links between indicators of commitment to the organization: a pragmatic attitude towards the organization and the presence of career prospects increase the commitment of an employee to the organization (r=0.24; p≤0.01). With an increase in work experience, the commitment to the profession (r=0.20; p ≤ 0.05), the organization (r=0.22; p ≤ 0.05) increases and immersion in activities increases (r=0.27; p ≤ 0 .01). With increasing age, immersion in activities increases (r=0.27; p≤0.01) and commitment to the client decreases (r=-0.18; p≤0.05). Factor analysis showed the presence of signs of organizational commitment inherent in working students: devotion (0.76), actual commitment (0.79), energy (0.69). Conclusion. The results can be applied in organizations when developing measures aimed at forming, maintaining, increasing the organizational commitment of employees, when planning organizational changes, to attract young professionals to the organization, etc.

PEDAGOGICAL PREREQUISITES FOR TRAINING THE PRE-SERVICE TEACHERS OF HANDICRAFTS AND TECHNOLOGY TO BE READY TO SELF-DEVELOP THEIR PROFESSIONAL CAREER

The article substantiates the importance of training pre-service teachers of handicrafts and technology to be ready to develop their professional career as a prerequisite for students to determine their individual professional preferences at the stage of higher education, master the tools of finding the niche in their professional life, adaptation in the workplace, further professional and career development, etc. The study reveals the scientists' approaches to the analysis of the specifics of training future teachers of handicrafts and technology, which allowed to specify the check-list of pedagogical prerequisites for the development of their professional careers, taking into account the specifics of their future professional activities. Using the method of expert evaluations, a survey was administered to the research and teaching staff of the National Pedagogical University named after MP Drahomanov, who work for the Department of Theory and Methods of Technological Education, Drawing and Computer Graphics of the Faculty of Engineering and Pedagogy (11 people), whose the purpose was to provide an expert evaluation of the list of optimal pedagogical prerequisites for readiness of the preservice teachers of handicrafts and technology for the career development. A number of pedagogical prerequisites for the training of future teachers of handicrafts and technology to be ready for the development of professional careers were categorised in blocks such as follows: organizational and methodological (availability of appropriate bodies interested in effective planning of students’ future professional careers; purposeful training of students on their career self-development; involvement in professional activities at the stage of study in an educational institution); motivational and goal-setting (fostering motivation for professional and personal self-development; formation of the adequate system of value and career orientations); contextual (introduction of career-professional context in the content of training; acquaintance with requirements of the market environment concerning realization of professional activity and conditions of career development).

Formal and non-formal education in enhancing the well-being and security of older adults

The study of the needs of the elderly and the possibilities to activate their life position and improve their well-being and social security was carried out using the methods of a questionnaire, expert survey, interviewing, and testing. The results were tested in a socio-pedagogical experiment. The conclusions derived as a result of the study show that the potential of the elderly is used to a lesser extent than required by the elderly themselves and society as a whole. At the same time, the level of education directly affects the quality of life, the level of well-being of older people, and the degree of their involvement in professional activities and social activity. Overall, there is a direct correlation between the level of education of older people and their adaptation in modern society, as well as between senior citizens’ level of education and satisfaction with life.

ПСИХОЛОГИЧЕСКОЕ БЛАГОПОЛУЧИЕ ЛЮДЕЙ ПОЖИЛОГО ВОЗРАСТА

The results of a comparative empirical study of the psychological well-being of people of elderly age are presented in the article. We tried to test the hypothesis that the psychological well-being of people in elderly age is determined by a number of social factors (involvement in professional activities and the presence of close interpersonal relationships). We tried to determine which components cause a high level of psychological well-being in the elderly age. In the result of the study we found that working respondents have more autonomy than non-working respondents. They have a high degree of responsibility and high self-esteem. They are satisfied with the quality of their lives. The connection between marital status as a factor of close interpersonal relationships and levels of psychological well-being of a people in elderly age was not found. It was found that average and high levels of psychological well-being of people of elderly age are determined by such components as a high subjectness of personality, selfworth, meaningfulness of life, presence of life goals, life satisfaction, satisfaction with the results of life, ability to life management, interest in life, positive self-esteem, positive mood, consistency in achieving goals and consistency between the set and achieved goals.

Pharmacy Phamilies as a Component of a Co-Curricular Program for Doctor of Pharmacy Students.

Pharmacy student professional growth depends heavily on co-curricular involvement, in addition to classroom learning. Co-curricular programming can be supported by an innovative structure using self-directed learning and a unique mentorship process. A novel faculty and peer mentorship structure, called Pharmacy Phamilies, is integrated into a credited Lifelong Learning course that spans the 4 years of our PharmD program. This course is comprised of student-chosen activities to meet requirements in six domains, as well as reflections and other assignments. Recent changes include a new Pharmacy Phamily group reflection process and the use of co-curricular logs to document student activities. Based on a student survey, the majority of respondents were satisfied with their level of engagement with their Pharmacy Phamily (72%) and with their advisor (76%). The majority also reported that the Pharmacy Phamily program is meeting its goals of establishing a sense of community at the college (76%) and enhancing students' professional development (72%). A total of 86% of students preferred the Pharmacy Phamily group reflection over the former six individual reflections and 93% of students agreed the co-curricular log was a useful tool to document involvement in professional activities. Pharmacy Phamilies and peer-reviewed, group reflection can provide an inclusive structure of support and social connection for students at the college of pharmacy.

Траектории старения женщин в современной России

Ирина Андреевна Григорьева – доктор социологических наук, профессор, кафедра теории и практики социальной работы, факультет социологии, Санкт-Петербургский государственный университет; Центр технологий электронного правительства, Университет ИТМО. Адрес: 191124, Санкт-Петербург, ул. Смольного, д. 1/3, 9-й под. E-mail: soc28@yandex.ru
 Ирина Леонидовна Сизова – доктор социологических наук, профессор, кафедра прикладной и отраслевой социологии, факультет социологии, Санкт-Петербургский государственный университет. Центр технологий электронного правительства, Университет ИТМО. Адрес: 191124, Санкт-Петербург, ул. Смольного, д. 1/3, 9-й под. E-mail: sizovai@mail.ru
 Цитирование: Григорьева И.А., Сизова И.Л. (2018) Траектории старения женщин в современной России // Мир России. Т. 27. № 2. С. 109–135. DOI: 10.17323/1811-038X-2018-27-2-109-135
 В центре внимания авторов статьи находятся траектории старения женщин в современной России, которые трансформируются в условиях увеличивающейся продолжительности жизни, сокращающихся ресурсов на обеспечение старости и возрастающей неопределенности будущего. На материалах современных зарубежных и российских социологических исследований анализируются концепт старения и представления о положении пожилых людей в мире. Авторы приходят к выводу, что необходимо переосмысление места старшего поколения в обществе, акцентирование потенциала нынешних и будущих пожилых. Эта переоценка представляет вызов как для социологической науки, так и для социальной безопасности общества. Исключение эйджизма, т.е. возрастной дискриминации на институциональном уровне и в общественном дискурсе, предполагает кардинальную смену парадигмы старения и вовлечения пожилых во все стороны социальной жизни, помощь им в выстраивании жизненных стратегий в условиях множественности выборов.
 Вторая часть статьи посвящена дискуссиям о современном феномене феминизации старости, которые детализируют картину происходящих изменений в стратификационных моделях и неравенствах, формируют отдельные «миры» старости. Особенно негативная ситуация складывается в России, где быстро растет доля пожилых женщин, а их социальная изоляция поддерживается на нескольких уровнях: в системе занятости, в частно-семейной сфере, в самоорганизации и в субъективном восприятии собственной жизни.
 Теоретические посылы данной статьи послужили толчком для прикладного изучения основных особенностей старения российских женщин после 50. На базе данных трех волн Российского мониторинга экономического положения и здоровья НИУ ВШЭ (2009, 2011, 2015 гг.) изучались проблемы занятости, самоидентификация, формы активности и потребности в организации жизни российских женщин. Активным во второй половине жизни российских женщин является возраст от 50 до 60 лет, затем следует заметный спад. Структура и виды жизненных занятий российских женщин вне трудовой деятельности в целом похожи и являются традиционными. Их интенсивность и разнообразие варьируются в зависимости от нескольких взаимосвязанных компонентов: возраста женщин, вовлеченности в профессиональную деятельность, семейного положения, материального обеспечения и состояния здоровья.

A Peer Mentoring Group for Junior Clinician Educators

To study the effect of a peer mentoring group (PMG). Six junior clinician educator faculty and one senior faculty at the University of Washington Medical Center's Department of Psychiatry formed a PMG in 2006. The PMG had 30 meetings during 2006-2010. Group format, goals, and meeting agendas were determined solely by participants. Feedback about positive and negative outcomes of participation in the PMG was determined by open-ended response to three sets of questions; qualitative analysis was performed by an outside research consultant. Program evaluation revealed benefits and undesirable or unintended outcomes. Reported benefits were increased workplace satisfaction; improved social connection; increased professional productivity and personal growth/development through accountability, collaboration, mutual learning, support, and information sharing; synergy, collaboration, and diversity of thought; increased involvement in professional activities; opportunity for peer discussions in a safe environment; and increased accountability and motivation. Undesirable or unintentional outcomes were exclusivity, lack of hierarchy, scheduling of meetings, absence of an intentional curriculum, diverse and competing interests, personal-professional enmeshment, and occasional loss of focus due to overemphasis on personal matters. Every member of the PMG was retained, and scholarly productivity increased, as did collaboration with other group members. Participants in this PMG experienced qualitative benefits and perceived advantages in career advancement and scholarly productivity. Negative consequences did not deter participation in the PMG or outweigh benefits. The self-sufficient and low-cost structure makes it particularly portable.

The older psychiatrist and retirement.

To determine the clinical practices, retirement plans and post-retirement professional activities of older psychiatrists, comparing retirees with working psychiatrists. Postal survey. All Fellows of the Royal Australian and New Zealand College of Psychiatrists aged 55 years and over, resident in Australia or New Zealand. Of 468 eligible subjects, 281 (60%) participated. Location and type of psychiatric practice; hours of work; retirement plans; anticipated and actual retirement criteria; anticipated and actual post-retirement professional activities; self-rated health. Working psychiatrists comprised 79% of the sample, being significantly younger (mean 63.8 years) than retirees (mean 72.3 years, p < 0.001). Over 62% of respondents worked principally in general psychiatry. Working psychiatrists were mainly in private practice (61%) and retirees had been in public psychiatry (53%, p < 0.001). Working psychiatrists worked about 41 hours/week, 98 (49%) having reduced their hours in the previous 5 years. Retirement plans had been commenced by 124 (61%). Fatigue (27%) and memory impairment (10%) were reported as age-related changes adversely affecting work capacity, raising concerns of competence. Working psychiatrists more often anticipated deteriorating health (p < 0.001) and family/personal reasons (p < 0.01) as retirement criteria and anticipated involvement in a significantly higher number of post-retirement professional activities than retirees reported (p < 0.001). Retirees rated themselves in significantly poorer health than working psychiatrists (p < 0.001), even when age was partialed out (p < 0.001). Most older psychiatrists gradually retire by reducing work hours and developing new interests. The majority of retirees retain involvement in professional activities, but substantially less than anticipated by those still working.

Educational Level and Professional Activities of Occupational Therapists: A Case Study

Alumni of the three educational tracks of the University of Southern California were surveyed to examine the influence of level and type of educational preparation on professional activities. The entry-level and postprofessional master's groups scored higher than the baccalaureate group in 6 of 10 activity categories investigated—education, leadership, administration and supervision, oral presentations, publications, and research. The entry-level master's group differed from the postprofessional master's group only in education, leadership, and professional recognition. The results confirm that programmatic differences between basic and advanced professional education yield different outcomes in terms of involvement in professional activities. They also suggest that some activity categories are more amenable to educational influences than others. Limitations of the study include use of a self-report instrument, reliance on a dichotomous scale involving only activity participation and non-participation, and consideration of the influence of education on professional activities in isolation from other factors known to influence involvement.

Drug information pharmacists at health-care facilities, universities, and pharmaceutical companies

A national survey was conducted to provide a profile of drug information pharmacists. Questionnaires were mailed to 436 drug information pharmacists whose names were obtained from directors of drug information centers (DICs) at health-care facilities, universities, and pharmaceutical companies. The net response rate was 64% (278 usable replies). Most respondents were 30 to 39 years of age and had practiced in drug information for four years or less. There were equal numbers of male and female respondents. More than half had a doctor of pharmacy (Pharm.D.) degree, and about half had completed a postgraduate residency or fellowship. Respondents with a Pharm.D. degree or postgraduate training reported a more favorable professional outcome, including position, income, and job satisfaction. Respondents reported a high level of professional involvement, including faculty appointment, publishing, and professional membership. Common reasons cited for choosing a career in drug information were an opportunity to continually learn, job satisfaction, and regular work hours. More than 70% of respondents were either very satisfied or extremely satisfied with their current job position. The most frequently reported income range was $40,000-44,999; distribution of income differed significantly among geographic regions. Drug information pharmacists report a high level of job satisfaction and involvement in professional activities; they often have completed advanced pharmacy education or postgraduate training.

Androgyny in a male-dominated field: The relationship of sex-typed traits to performance and satisfaction in engineering

The relationship of sex-typed traits to performance and to satisfaction in engineering was investigated using a sample of men and women engineers with five years or less of professional work experience. Both men and women engineers high in instrumentality (androgynous and masculine) reported greater levels of supervisory and technical responsibility, salary, involvement in professional activities, and satisfaction than those low in instrumentality (feminine and undifferentiated). Expressiveness was not significantly related to any of the measures of performance or satisfaction. Although a few sex differences were found, the magnitude of the effects were generally smaller than those for instrumentality. Engineers' self-ratings of various abilities were also positively related to instrumentality. Only a small percentage of variance in the performance and satisfaction measures was accounted for by sex and sex-typed traits.

Comparisons of Women and Men in the Engineerng Work Force

The results of the 1981 National Engineering Career Development Survey were used to examine differences in the employment characteristics, job values, job satisfaction, and professional activities of men and women engineers. Men and women engineers were generally similar in terms of the types of positions they held; however, significantly more men than women reported management as their principal function. Men and women reported comparable levels of technical responsibility increasing with experience. Supervisory responsibility also increased with experience, and was comparable for men and women with less than 10 years of experience. However, among men and women with more than 10 years of experience, larger percentages of men than women reported high levels of supervisory responsibility. Reports of median salaries demonstrated a similar pattern, with men reporting higher salaries than women after 8-10 years of experience. Men were somewhat more satisfied with their work, their career progress, and the intrinsic aspects of their jobs than were women. Men and women reported similar involvement in professional activities, although men were more likely to apply for patents and to purchase and read new books on engineering and science. Many of the observed differences between men and women were smaller or nonsignificant when the responses of engineers with five years of experience or less were examined, suggesting that opportunities for women in engineering may be improving.

Characteristics of Speech Pathologists' Careers Five Years after Graduation: Continuity, Contentment and Commitment

The fourth survey in an eight year longitudinal study of speech pathologists' career development elicited a 79% response rate. Of these 27 therapists, 89% were employed professionally (83% full-time, 17% part-time) and 11% were temporarily unemployed. Job satisfaction and work values were similar to those expressed previously. Overload remained the most stressful aspect of work and pay the greatest source of dissatisfaction. Further tertiary study was being undertaken by 18.5% and was planned by 33%. Involvement in professional activities, particularly workshops, lectures and conferences, was high. Promotion had been achieved by 22% since graduation and 33% regarded themselves as specialists. The only alteration in professional attitudes was a stronger perception that professional change was occurring. Almost half the therapists were now married. Of the 14% with children most were working part-time. There was little evidence of role conflict and satisfaction was expressed with all areas of life. A signifi...