Learning Career Research Articles

Game-based career learning support for youth: effects of playing the Youth@Work game on career adaptability

ABSTRACTChoosing a career is one of the most important decisions that youth has to take but many young people find this a hard issue to engage with. Current career counselling practice does not appear very compelling or motivating to young people. Professional games could provide a more engaging and motivating way of acquiring professional awareness and competence for career decision making and learning. We present the design and effects of playing a game that aims to increase career awareness and adaptabilities in youth (13–19 years). In a Randomized Controlled Trial, 93 high school students from Iceland and Romania were asked to carry out career-oriented activities, with half playing an interactive game and the other half performing a paper-and-pencil version of the same activities. The students were compared on career adaptability, career learning and career awareness scores before and after these interventions. Main results show that engaging players in these career-oriented activities has short term effects on outcome scores for career adaptabilities and for perceptions of career learning competences. Students who played the game report significantly faster growth on career adaptabilities that deal with “concern”, “control” and “confidence”. It can therefore be concluded that introducing game-based learning in career decision support for youth is a promising endeavour.

The development of strong career learning environments: the project ‘Career Orientation and Guidance’ in Dutch vocational education

Schools are increasingly acknowledging their responsibility to guide students in their career development. However, the guidance that is provided in the Netherlands, as well as in other Western countries, focuses for the most part on helping students towards their academic achievement, and not on helping them to develop competencies to manage their own career. In order to promote this type of career guidance, 37 secondary vocational schools in the Netherlands participated in a project that offered a training programme, aiming to teach teachers how to conduct career dialogues with students. The programme offers expert guidance to integrate a dialogical approach to career guidance and a more enquiry- and practice-based curriculum in the school’s vision and policy. In this article, the results of semi-structured interviews with 50 teachers who participated in the project are presented. These interviews were conducted right after the start of the project, to study how teachers perceive the initial situation regarding career development in their schools, as well as their perception of the initiated plans and ambitions for development, both in their own learning environment and the learning environment of their students.

The development of the Teachers’ Attitudes toward Career Learning Index (TACLI)

Teachers play an important role supporting young people to form their career identities and to make successful transitions into further learning and work. In England, there has been limited research that has looked specifically at the role of teachers and none of which has tried to establish a measure of teacher attitude toward careers work. This article details the development of the Teachers’ Attitudes toward Career Learning Index, which was created to measure attitudes and engagement in career learning on teachers in England. The instrument went through a survey design process which included content validity and construct validity components. The process identified five underlying factors in teachers’ attitude and engagement in careers work: (1) career learning and support practices, (2) school career strategy attitudes, (3) subject career learning attitudes, (4) career support attitudes, and (5) school career strategy practices. This process helped refined initial theoretical constructs regarding teachers’ roles in careers learning.

Learning Styles, Motivation, and Career Choice: Insights for International Business Students From Linguistic Inquiry

ABSTRACTPurpose: The purpose of this study is to develop a model of motives and career choice based on learning styles in order to apply the model in teaching business. Although the relationship between learning and McClelland’s (1961) three motives (achievement, affiliation, and power) as confirmed that motives are “learned,” little research has examined if learning styles are the key factor to classify motivation into three different implicit motives and whether those motives affect students’ career choice.Design: The article first examines the Kolb’s (Kolb, 1984, 1999; Kolb & Kolb, 2005) learning styles including active experimentation (AE), reflective observation (RO), abstract conceptualization (AC), and concrete experience (CE). It then measures the learning styles and Holland’s (1985) six career types including realistic, investigative, artistic, conventional, enterprising, and social by the three McClelland (1985) motives including achievement, power, and affiliation using Linguistic Inquiry and Word Count (LIWC) 2015 software (Pennebaker, Booth, Boyd, & Francis, 2015). Finally, the article compared the factors of learning styles and career types against each other based on the three motives in order to discuss the teaching strategies for students in their career choice.Methodology: The study has used LIWC 2015 (Pennebaker et al., 2015) software to find the scores of achievement, power, and affiliation motives in the four Kolb’s learning styles (Kolb, 1984, 1999; Kolb & Kolb, 2005), and the six career interests (Holland, 1985). Correlation analysis was conducted among the motive values to find the relations among the learning styles, motives, and career choice.Findings: (a) The two learning styles of AC and AE stimulate the need for achievement; (b) the learning style of RO stimulates the need for power; (c) the learning style of CE stimulates the need for affiliation; (d) people with a high achievement motive would be fit in artistic, investigative, and realistic careers; (e) people with a high power motive would be fit in conventional and enterprising careers; (f) people with a high affiliation motive would be fit in a social career.Originality of the research: Efficient teaching techniques applied based on the study findings indicate that (a) teaching high achievement students will use more challenge techniques such as assignments and projects for thinking and doing training, (b) teaching high power students will use more control techniques such as discussions and presentations for observation training, and (c) teaching high affiliation students will use more socially oriented techniques such as writing tasks for emotion training.

Career-training mentorship intervention via the Dreyfus model: Implication for career behaviors and practical skills acquisition in vocational electronic technology

One of the employability skills lacking among fresh graduates is the practical skill needed for school-to-work transition. This has resulted to career thwarting behavior among students. Thus, this study determines the longitudinal impact of career-training mentorship intervention on vocational electronic students' career-related behaviors and practical skills learning outcomes. Moreover, this study examines the multiple mediation effects of career learning self-efficacy and work volition on the cause-effect relationship. We employed nonequivalent control-group quasi-experimental design. The participants were 97 vocational electronic technology education students. The results depicted that career-training mentorship intervention has effects on career-related behaviors (planning, intentions, commitment, and reconsideration) and psychomotor skills performance respectively. We also found multiple mediation effects of career learning self-efficacy and work volition on the relationship between predictor (perceived career-training mentorship) and the outcome (career-related behaviors and performance in practical skills) variables.

Mediating Effect of Positive Psychological Capital between Career Learning and Subjective Career Success

Purpose - Despite changes in the paradigm of career, browsing is extremely difficult to study the predictive factors of learning that are regarded as...

The impact of protean career attitudes of employees in the restaurant industry on the culture of learning organizations and career success

본 연구의 목적은 외식업 종사원의 프로티안 경력태도가 학습조직문화가 경력성공에 미치는 영향에 관해 분석하여 이를 기반으로 발전적인 외식업 종사원의 경력개발 및 더 나아가 학습조직문화 유형에 알맞은 경력성공을 꾀하며, 이를 기반으로 하여 경력성공의 관계를 살펴보았다. 연구 가설에 대한 실증 분석 및 시사점을 살펴보면, 프로티안 경력 태도는 학습조직문화에 정의 영향을 미칠 것으로 가설1이 채택되었다. 표준화계수 값이 β=.872으로 나타나 유의한 정적인 영향을 미치는 것을 알 수 있다(p<.001). 특히, 프로티안 경력태도 하위 차원인 내적가치 지향성의 지수가 높을수록 학습조직문화에 높은 영향을 미칠 수 있음을 입증하였다. 학습조직문화는 경력성공에 정 영향을 미칠 것으로 가설2가 채택되었다. 표준화계수 값이 β=.187으로 나타나 유의한 정적인 영향을 미치는 것을 알 수 있다(p<.05). 이러한 결과는 오늘날의 경력 환경이 한 개인에게 다양한 역할을 요구하기 때문에 지속적인 학습노력을 통해 능력을 개발함으로써 삶의 만족으로 연결되는 것을 보여주는 결과라 할 수 있다. 즉, 프로티안 경력태도와 학습조직문화 요인에 좀 더 정확한 경력성공을 도출하기 위해 중요한 역할을 하는 요인임을 증명하였다. 이 연구에서는 외식업 종사원의 경력 성공에 영향을 미치는 프로티언 경력태도에 대해 이해하고자 하였다. 프로티안 경력태도는 학습조직문화에 긍정적인영향을 미치고 이는 경력성공으로 나타나기 때문에 개인의 의지에 따라 결과에 영향을 미치는 것 은 당연한 결과를 사료된다.

Learning for living: the point of narrative

ABSTRACTCareer-development theories offer a variety of configurations to help people make sense of both epistemology and pedagogy. This chapter considers the meaning associated with learning for living and the potential for existing and new frameworks to be applied to practice in twenty-first century schooling. Back in 1996, a new career learning theory (Law, B. (1996). A career learning theory. In A. G. Watts, B. Law, J. Killeen, J. Kidd, & R. Hawthorn (Eds.), Rethinking careers education and guidance; theory, policy and practice (pp. 46–72). London: Routledge) espoused the notion of a developing repertoire of career-development capacities. Although this theory has withstood the test of time, it can profit greatly from new insights developed since then in narrative career approaches. In this article storyboarding is the focus for incorporating narrative elements into career learning theory and practice.

Action without action planning: the potential of the Career Thinking Session in enabling transformational career learning and development

ABSTRACTThis paper examines the potential of the Career Thinking Session (CTS) model to career guidance and counselling practice with young people. A qualitative research study is presented, focusing on the case study of a client involved in the transition to higher education. The setting for the research is described and the origins of the CTS are critically evaluated in relation to a number of relevant strands from published literature. The interpretivist qualitative methodology taken is then presented. A case study of one client is then presented to highlight the particular application of the CTS model and its possible effectiveness as a tool for enabling agency, building confidence and establishing greater self-efficacy. The paper concludes with some insights into the ways in which critical thinking in relation to self and career development could be encouraged and supported through the use of the CTS.

The Structural Relationships among Creative Learning Self-Efficacy, Academic Adaptation, and Career Maturity of Aeronautics Students

The Structural Relationships among Creative Learning Self-Efficacy, Academic Adaptation, and Career Maturity of Aeronautics Students

Assessing a Learning Environment that Uses Facebook to Support High School Students’ Career Learning

Assessing a Learning Environment that Uses Facebook to Support High School Students’ Career Learning

Social media: How the next generation can practice argumentation

In this article the authors share how social media, paired with gaming and in-class supports, can facilitate the practice of scientific argumentation and report data that show how students can learn and practice argumentation through these highly interactive and engaging mediums. Social media will continue to evolve and fluctuate in popularity, but no matter the service or software, there will continue to be online spaces for communication, collaboration, learning, and future career growth. Since the role of education is to prepare students to be college and career ready, the use of social media as a component of schooling should be explored. This work has parsed out specific strategies and methods to support higher order thinking through gaming and social media.

Career Management in the Knowledge-Based Organizations

This article analyzes the literature in the search for career management in the knowledge-based organizations (KBOs). The literature review covers the overview of career management strategy; organizational career management (OCM) and knowledge management (KM) in the KBOs; career management and career learning in the KBOs; career management innovation in the KBOs; and the significance of career management strategy in the interorganizational career transitions. Career management is the process that helps employees understand career opportunities and chart a career path within their organization. Encouraging career management in the KBOs has the potential to improve organizational performance and reach strategic goals in the modern workplace. The findings present valuable insights and further understanding of the way in which career management perspectives in the KBOs should be emphasized.

Action without action planning: the potential of the Career Thinking Session in enabling transformational career learning and development

ABSTRACTThis paper examines the application of the Career Thinking Session (CTS) model to career guidance and counselling practice with young people through a critical consideration of a qualitative research study focusing on the case study of a client involved in the transition to higher education. The pilot study is summarised and the setting for the research is described. The origins of CTS are critically evaluated in relation to a number of relevant strands from published literature. The interpretivist qualitative methodology is then defended. Next, a case study of one client is presented to highlight themes identified in the data, showing the impact of the CTS model and its possible effectiveness as a tool for enabling agency, building confidence and establishing greater self-efficacy. The paper is concluded with some insights into the ways in which critical thinking in relation to self and career development can be encouraged and supported through the use of CTS.

과학관련 정의적 영역 검사도구에 대한 조사 연구

The goal of this study is to explore the components of students` achievement in affective domains by analyzing test tools that assess students` affective achievement in science education. In order to achieve this goal, we extracted 116 research articles on science-related affective characteristics from `Journal of the Korean Association for Research in Science Education` and `Journal of Korean Elementary Science Education` published for the past 10 years, from June 2006 to May 2016. Six experts majoring science education categorized and analyzed these research articles in light of science-related attitude, science learning motivation, science-related self-concept, emotion, and career aspiration. According to the results, previous studies used 11 test tools measuring science-related attitude with 18∼70 test items, 12 test tools measuring science learning motivation with 35 ∼78 test items, 4 test tools measuring science-related self-concept with 25∼36 test items, 8 test tools measuring science emotions with 24∼36 test items, and 2 test tools measuring science-related career aspiration and science & engineering career motivation with 4∼32 test items. Discussed in the conclusion are the necessity of standardization of affective achievement assessments, and ways to develop affective achievement test tools that reflect the scope of affective achievement and the range of test items for the appropriate school levels.

중학생이 지각하는 모의 학습관여와 진로준비행동과의 관계: 희망의 매개효과를 중심으로

중학생이 지각하는 모의 학습관여와 진로준비행동과의 관계: 희망의 매개효과를 중심으로

Total rewards that retain: A study of demographic preferences

Orientation: Changing workplace demographics and a dearth of employees with scarce skills have forced employers to better understand the various factors that retain talented employees. Research purpose: In this empirical study, the reward preferences and ideal combination of total reward elements (based on an estimation of their relative importance) that retain employees from various demographic groups, including employees of different race, gender and age groups, were investigated. Motivation for study: Organisations are competing for talented employees and to benefit from the value these individuals add, it is required of them to stay at the respective businesses. Previous studies have indicated that employees who are offered a reward package that is aligned to their personal preferences are prone to stay longer at the organisation and to be more engaged at work. However, new and novel ways need to be found to identify the reward preferences of employees. Research design, approach and method: A quantitative approach and descriptive research design was employed to estimate the individual reward preferences and identify an ideal mix of total reward elements that retain different cohorts of employees. Three questionnaires were distributed, including a Remuneration Managers Questionnaire ( n = 7), a Remuneration Preference Questionnaire ( n = 368) and a Choice-based Conjoint Task Questionnaire ( n = 368). The latter two questionnaires were distributed as an online questionnaire to South African businesses and consisted of eight choice-based conjoint tasks, as well as a field survey. Main findings: The results of the choice-based conjoint analysis revealed that all respondents considered financial rewards (Benefits, Performance and Recognition, Remuneration, Career, in that order) as relatively speaking, the most important components in their total rewards package that would lead to their retention. For most demographic groups, the remaining three places (i.e. ranked) were Career Advancement, Learning and Work–life balance. Work–life balance was found to be relatively more important for Generation Y than career advancement. For those employees with only a matric qualification and those in non-managerial positions, access to learning opportunities were the least important in their retention. Practical/managerial implications: Human Resource managers and line managers should note that reward elements should be chosen and offered as total reward packages in such a way as to best be able to attract, engage and retain talented employees. Contribution/value-add: The findings of the present study adds value in a sense that it assists organisations in creating customised reward packages that best suit the needs of both employees and them as employers. Providing a more ideal or preferential combination of reward elements can, by increasing retention and engagement, provide a competitive advantage for organisations.

Total rewards that retain: A study of demographic preferences

Orientation: Changing workplace demographics and a dearth of employees with scarce skills have forced employers to better understand the various factors that retain talented employees.Research purpose: In this empirical study, the reward preferences and ideal combination of total reward elements (based on an estimation of their relative importance) that retain employees from various demographic groups, including employees of different race, gender and age groups, were investigated.Motivation for study: Organisations are competing for talented employees and to benefit from the value these individuals add, it is required of them to stay at the respective businesses. Previous studies have indicated that employees who are offered a reward package that is aligned to their personal preferences are prone to stay longer at the organisation and to be more engaged at work. However, new and novel ways need to be found to identify the reward preferences of employees.Research design, approach and method: A quantitative approach and descriptive research design was employed to estimate the individual reward preferences and identify an ideal mix of total reward elements that retain different cohorts of employees. Three questionnaires were distributed, including a Remuneration Managers Questionnaire (n = 7), a Remuneration Preference Questionnaire (n = 368) and a Choice-based Conjoint Task Questionnaire (n = 368). The latter two questionnaires were distributed as an online questionnaire to South African businesses and consisted of eight choice-based conjoint tasks, as well as a field survey.Main findings: The results of the choice-based conjoint analysis revealed that all respondents considered financial rewards (Benefits, Performance and Recognition, Remuneration, Career, in that order) as relatively speaking, the most important components in their total rewards package that would lead to their retention. For most demographic groups, the remaining three places (i.e. ranked) were Career Advancement, Learning and Work–life balance. Work–life balance was found to be relatively more important for Generation Y than career advancement. For those employees with only a matric qualification and those in non-managerial positions, access to learning opportunities were the least important in their retention.Practical/managerial implications: Human Resource managers and line managers should note that reward elements should be chosen and offered as total reward packages in such a way as to best be able to attract, engage and retain talented employees.Contribution/value-add: The findings of the present study adds value in a sense that it assists organisations in creating customised reward packages that best suit the needs of both employees and them as employers. Providing a more ideal or preferential combination of reward elements can, by increasing retention and engagement, provide a competitive advantage for organisations.

Surveying the Expanding Cyberscape of New and Evolving Digital Learning Technologies &lt;br&gt;—A Review of Recent Advances in Three Creative Focus Areas of Digital Learning Design and Development Impacting the Field of Education

This article presents an overview and review of recent advances in digital teaching and learning technologies—advances that collectively represent an emergent period of breakthrough “digital innovation” leadership in the field of education. These digital education technologies are creating new career learning and advancement opportunities for people around the world through expanding and enhancing their access to globally connected learning. Three specific “creative focus areas” of digital learning design and development are identified for review. The article includes a discussion of salient features and design thrusts of major research, development, and practical application activities currently being conducted within each creative focus area. Some of the most innovative learning programs being developed by researchers, designers, and education leaders engaged within each of these creative focus areas are highlighted, along with an assessment of the impact of these programs on educational practice.

A Text Mining Examination of University Students’ Learning Program Posters

At present, applying text mining techniques to educational data is attracting much research attention. The present study uses text mining techniques to examine posters prepared by university freshmen in engineering fields to present their learning programs and their career goals after graduation, under the expectation that important keywords worth identifying lurked in the posters. The results showed that even though the participating students were only three months into their university education, their learning programs and career goals were already rather concrete and well adapted to the fields and courses they had chosen. Some of them had a remarkably good command of technical engineering terms.