Lifelong Career Research Articles

From General Circulation to Global Change: The Evolution, Achievements, and Influences of Duzheng Ye’s Scientific Research

Duzheng Ye (Tu-cheng Yeh) was an active member of Rossby’s Chicago School, one of the founders of modern meteorology in China since the 1950s, and a pioneer of global change science in China and over the world. His achievements have been central to the development of atmospheric and climate dynamics and global change studies in China, and many of them remain to be fundamental in the context of global climate change. In this review, his lifelong research career is divided into five periods: (1) the preparatory period (1935–1944); (2) the Chicago period (1945–1950); (3) the period of breaking ground (1950–1966); (4) the period of transition (1972–1983); and (5) the period of global change (1984–2013). The evolution of Yeh’s main achievements is described in the context of the historical background of both China and the world. These well-known achievements included the theory of energy dispersion in the atmosphere, the general circulation of the atmosphere (GCA) over East Asia and the globe, Qinghai–Tibetan Plateau meteorology, the scale-dependence theory of geostrophic adaptation (adjustment), and his pioneering ideas on global change. Special emphases are put on some of Yeh’s investigations that were well ahead of his time, such as his investigations on trade inversion, the GCA as an internally consistent whole, abrupt seasonal changes in the GCA, the physical mechanism of atmospheric blocking, and orderly human activities.

Impact of Vocational Core Competencies of Higher Vocational Students on Innovative Behavior: The Mediating Effect of Creative Self-Efficacy and Moderating Effect of Core Self-Evaluation

The cultivation of vocational core competencies is one of the essential guarantees to realizing students’ overall development. It is also a key quality and ability to promote students’ adaptation to lifelong development and career requirements. In this study involving 844 higher vocational students in Beijing, we analyzed the effect of vocational core competencies on innovative behavior. We find that sophisticated relationships exist between vocational core competencies, creative self-efficacy, innovative behaviors, and core self-evaluation. Innovative behavior positively correlated with vocational core competencies, in which creative self-efficacy has a partial mediating effect, positively regulated by core self-evaluation. Thus, higher vocational colleges should emphasize developing vocational core competencies systems and cultivating students’ innovative behaviors to promote all-around development.

How the 1969 IEEE Convention and Exhibition Changed My Life Forever: The story of how a single IEEE event attracted over 60,000 people and gave one young man a lifelong career

Let me begin by telling you that 1969 was a great year—a really, really, really great year.

Learning analytics for lifelong career development: a framework to support sustainable formative assessment and self-reflection in programs developing career self-efficacy.

Among myriad complex challenges facing educational institutions in this era of a rapidly evolving job marketplace is the development of career self-efficacy among students. Self-efficacy has traditionally been understood to be developed through the direct experience of competence, the vicarious experience of competence, social persuasion, and physiological cues. These four factors, and particularly the first two, are difficult to build into education and training programs in a context where changing skills make the specific meaning of graduate competence largely unknown and, notwithstanding the other contributions in this collection, largely unknowable. In response, in this paper we argue for a working metacognitive model of career self-efficacy that will prepare students with the skills needed to evaluate their skills, attitudes and values and then adapt and develop them as their career context evolves around them. The model we will present is one of evolving complex sub-systems within an emergent milieu. In identifying various contributing factors, the model provides specific cognitive and affective constructs as important targets for actionable learning analytics for career development.

My lifelong dedication to bile acid research

It is a great honor to be invited to write a reflections article on my scientific journey and lifelong bile acid research for the Journal of Biological Chemistry, in which I am proud to have published 24 articles. I have also published 21 articles in the Journal of Lipid Research, another journal of the American Society of Biochemistry and Molecular Biology. I begin my reflections from my early education in Taiwan, my coming to America for graduate study, and continue with my postdoctoral training in cytochrome P450 research, and my lifelong bile acid research career at Northeast Ohio Medical University. I have witnessed and helped in the transformation of this rural not so visible medical school to a well-funded leader in liver research. Writing this reflections article on my long and rewarding journey in bile acid research brings back many good memories. I am proud of my scientific contributions and attribute my academic success to hard work, perseverance, good mentoring, and networking. I hope these reflections of my academic career would help inspire young investigators to pursue an academic career in biochemistry and metabolic diseases.

Development of Lifelong Career Development Competency Scale for Adults

Development of Lifelong Career Development Competency Scale for Adults

‘On the respectability of this person every thing depends’: hospital matrons and power relations in the Royal Infirmary of Edinburgh, c. 1817–1820

ABSTRACT This article takes a case study approach to shed light on the work of female managerial staff in the Royal Infirmary of Edinburgh and the care and medical sector more broadly. It takes as its point of departure an example of conflict between the Infirmary’s matron and a member of the committee of subscribers in order to examine the complex workplace relations in an institution increasingly responsible for healthcare provision for the poor in the city of Edinburgh. It explores contemporary assumptions about gendered patterns of work, care and housekeeping tasks and the implications of this normative framework for female staff and their personal, professional, and familial lives. It argues that the expanding sector of institutionalised care proved a space in which women found avenues to develop life-long careers in line with assumptions about gendered work, gaining occupational identities and financial independence. Finally, it provides evidence of complex welfare strategies and patterns of familial relations that pose challenges to standing assumptions about life-cycle work patterns and the relationship between women’s employment, marital and familial status, and residency arrangements.

프로티언 커리어 관점으로 본 전·현직 중등교사의 이직 경험

Objectives This study examines how the Protean career is revealed in the career development process of teachers in a socio-economic environment where change and diversity are pursued by exploring the turnover experience of secondary school teachers. Methods To this end, a Consensual Qualitative Research (CQR) method was applied to 8 former and incumbent secondary school teachers who had experience of job change to ensure objectivity. Results As a result of the study, a total of 252 core concepts were extracted, and 3 areas, 8 sub-areas, and 14 sub-categories were derived. Looking at 3 areas and 8 sub-areas, it was possible to confirm the perception of jobs such as ‘living as myself’, ‘living together’, and ‘economically self-reliant’. In the changeover process, it was analyzed as ‘starting change’ and ‘flexible coping with change’. Finally, the evaluation of job change was found to be ‘satisfied with life’, ‘integrating life’, and ‘continuing life’. Conclusions Looking at the experiences of various turnovers from the perspective of the whole life, it was confirmed that the challenge and flexibility to take the lead in change are opportunities for growth that newly create one's career and increase job satisfaction. This study is significant in that it explores the phenomenon of job turnover surrounding the profession of a teacher in modern society characterized by lifelong career development and borderless careers from a protean career perspective.

Supporting general medicine residents in Japan: From the perspective of Japanese Association of Family Physicians Trainees, official committee of JPCA.

As an official subcommittee of the Japan Primary Care Association, Japanese Association of Family Physicians Trainees aims to support residents in (1) acquiring knowledge, skills, and experience; (2) building networks; (3) acquiring an international perspective; and (4) lifelong careers and has supported general medicine residents since 2017. Nevertheless, the publication of the letter, hoping for these support, would hinder the reach of such information to the residents who really need it. This could be because many young physicians, who do not belong to the JPCA, such as trainees who aim to become hospitalists, are getting registered in general medicine residency programs certified by the Japanese Medical Specialty Board. We should reveal the current situation surrounding Japanese residents more clearly and collaborate across organizations.

My lifelong dedication to bile acid research

It is a great honor to be invited to write a reflection of my lifelong bile acid research for the Journal of Biological Chemistry, the premier biochemistry journal in which I am proud to have published 24 manuscripts. I published 21 manuscripts in the Journal of Lipid Research, also a journal of American Society of Biochemistry and Molecular Biology. I started my reflection from my early education in Taiwan, my coming to America for graduate study, my postdoctoral training in cytochrome P450 research, and my lifelong bile acid research career at the not so "visible" Northeast Ohio Medical University. I have witnesses and help to transform this sleepy rural medical school to a well-funded powerhouse in liver research. Writing this reflection of my long, exciting, and rewarding journey in bile acid research brought back many good memories. I am proud of my scientific contribution. I attribute my lifelong academic success to working hard, perseverance, good mentoring, and networking. I hope that this reflection of my academic career may provide guidance to younger investigators who are pursuing academic teaching and research and might inspire the next generation of researchers in biochemistry and metabolic diseases.

Career choice of tourism students in a triple-whammy crisis.

Hong Kong hospitality and tourism industry has been battered by the triple whammy of social unrest, Sino-US trade war and COVID-19 pandemic in recent years. To understand how vulnerable tourism students may be in terms of career shock when facing the three major challenges, 407 tourism students in Hong Kong were surveyed. Structural equation modelling found a positive correlation between affect (an intrinsic, motivating factor) and extraneous events (an extrinsic, demotivating factor), indicating that motivation and demotivating factors may co-exist. Affect was more positively correlated with three career choice outcomes (intent to join the industry, desire for a lifelong career, and resilience in face of unfavourable circumstances) than was Extraneous. In face of career shock arising from extraneous events, tourism students still tend to have a strong intent to join the workforce, take it as a lifelong career, and remain resilient despite the hardship. However, the career shock was a greater concern for those in hotel-related disciplines and for students aged over 20 than younger ones. The findings offer an empirical basis to guide policy makers, academia and the industry in strategy formulation to ensure sustainable quality and manpower supply in the post-crisis future.

Australian women educators’ internal exile and banishment in a centralised patriarchal state school system

This article explores Australian women teachers’ struggles for equality with men from the late nineteenth to the mid-twentieth century. While Australia purported to be a progressive democratic nation, centralised patriarchal state school systems relied on women teachers to fulfil the requirements of free, compulsory and secular schooling. This study focuses on the state of South Australia where women were enfranchised in 1894, far ahead of European countries. However, women teachers were subjected to internal exile in the state school system, and banished by the marriage bar. The article begins with the construction of the South Australian state school system in the late nineteenth century. The enforcement of the marriage bar created a differentiated profession of many young single women who taught prior to marriage; a few married women who required an income; and a cohort of senior single women who made teaching a life-long career and contested other forms of subordination to which all women teachers were subject. Led by the latter group, South Australian women teachers pursued equality in early twentieth century mixed teachers unions and post-suffrage women’s organisations; and established the Women Teachers Guild in 1937 to secure more equal conditions of employment. The paper concludes with the situation after World War Two when married women were re admitted to the state school system to resolve teacher shortages; and campaigns for equal pay gathered momentum. In South Australia, the marriage bar was eventually removed in 1972.

Award for Distinguished Contributions to Education and Training in Psychology.

This award is given by the Board of Educational Affairs in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. These contributions might include important research on education and training; the development of effective materials for instruction; the establishment of workshops, conferences, or networks of communication for education and training; achievement and leadership in administration that facilitates education and training; or activity in professional organizations that promote excellence. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2022 recipient of the APA Distinguished Contributions to Education and Training Award in Psychology was selected by the 2021 Education and Training Awards Committee appointed by the Board of Educational Affairs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Evelyn Perloff (1921-2022).

Memorializes Evelyn Perloff (1921-2022). During the mid-20th century, Dr. Perloff embarked on a lifelong career as a psychologist, characterized by an abiding concern with scientific measurement and a passion that impelled her to launch an international database on psychosocial instruments years before databases became de rigueur in the behavioral sciences. She was a staunch advocate for measurement as a quintessential engine of science and professional practice and was a visionary provider of measurement-related information for students, researchers, and practitioners in the health and psychosocial sciences. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Survey Results: How Does Lifelong Learning Enable Alumni Careers?

This paper presents findings from an engineering alumni survey intended to understand the role of lifelong learning in graduates’ careers. It builds on prior work aiming to clarify how engineering programs should address the important but nebulous CEAB graduate attribute. By contrasting alumni responses to the existing graduate attribute definition, we find opportunities to reconsider and clarify how the lifelong learning attribute is conceptualized.
 Survey respondents (n = 279) came from two undergraduate engineering departments at our institution and graduated between 1991 and 2020 (i.e. 1-30 years after graduation). Overall, respondents rated “maintaining competence in the field associated with your undergraduate degree” and “contributing to the advancement of knowledge in the field associated with your undergraduate degree” as less important than factors related to developing competency and advancing knowledge in domains outside of their undergraduate degree fields. Learning from others, learning for the purpose of innovating, and learning to develop empathy and emotional intelligence were additional factors that are not inherent in the CEAB definition of lifelong learning. These findings have implications for accreditation and licensure body intentions as well as the content and pedagogy of undergraduate curriculum.

Digital age: The importance of 21st century skills among the undergraduates

The recent emphasis on refining the quality of higher education has incited insightful debates about numerous education reforms. Due to the demands of our ever-changing world, many institutions have begun to embed the 21st century skills into the curriculum design to better prepare the students for workplace success and lifelong career development. Despite its importance, there are disparities in regards to establishing an in-depth understanding of its significance. Thus, this study is aimed to investigate the perspective of undergraduate students in Malaysia on the importance of the 21st century skills for career readiness This study employed the quantitative research design wherein purposive sampling was utilized. The findings assert that data literacy is an essential skill to excel in the workplace, and similarly, problem-solving skill helps develop critical thinking skill, which contribute to the development of creative thinking skill. Recommendations are further deliberated.

Health and the intention to retire: exploring the moderating effects of human resources practices

Although health is among the strongest predictors of retirement timing, organizational effects on this relationship are largely unknown. Based on the theory of work adjustment and socioemotional selectivity theory, this study explores the role of human resources practices in the relation between older employees’ health and retirement intentions—specifically, their preferred retirement age and their intention to engage in late-career employment after being eligible for pension. Three groups of practices are distinguished: individual development practices (e.g. life-long learning and career development), practices tailoring the transition to retirement (e.g. phased retirement), and practices allowing to continue working in later life (e.g. individualized employment forms). We tested our model with multilevel data from 556 older employees and 661 managers from 101 organizations. Results suggest that healthy employees intend to retire later, if individual development practices are stronger pronounced in the organization. In addition, the positive relation between health and the intention to engage in late-career employment was stronger in organizations that provide more opportunities to continue working. Our findings contribute to a better understanding of retirement intentions and offer practical implications to shape later-life work to the benefit of both organizations and employees.

The empirical research of teamwork competency factors and prediction on academic achievement using machine learning for students in Thailand

Introduction. Teamwork competencies are important for achieving the success of education, developing a meaningful and lifelong career, bringing new ideas, helping to solve problems, academic achievement, and building morale. the current problems with teamwork competency factors are still vague and unclear, and lack of predictive data on education. The research objectives were to analyse factors of students’ teamwork competencies, to confirm factors of students’ teamwork competencies, and to predict the effect of teamwork competencies on academic achievement using machine learning. Methods. Participants were students in an advanced professional innovation programme undergoing an empowerment process. They were divided into two groups: 205 students for exploratory factor analysis achieved through stratified random sampling and 418 students for confirmatory factor analysis, correlation analysis, and prediction of academic achievement, also achieved via stratified random sampling. Instruments included a teamwork competency self-assessment digital form, which had item-total correlations between 0.67 and 0.77 and a Cronbach’s alpha coefficient of reliability equal to 0.98. The data were analysed by summary statistics (mean, standard deviation), correlation analysis, exploratory factor analysis, confirmatory factor analysis, regression analysis and decision trees. Results. The results showed that teamwork competencies factors included building a team relationship (BTR), participation in team exchanges (PTE), adapting and creating a team atmosphere (ACT), and supporting a team (STE), which explained 65.752% of the total variance. Teamwork competency factors fit the empirical data (chi-square=618.54, df=565, p=0.059, GFI=0.93, AGFI=0.90, RMSEA=0.015), and teamwork competency sub-factors were correlated with the total score by 0.97, 0.94, 0.95 and 0.92, respectively. In addition, the machine learning predicted by regression BTR, PTE, and ACT were predictive of academic achievement, explaining 60.80% of the variance in this variable, and predicted by decision trees ACT and PTE were predictive of academic achievement as well. Practical significance. The novelty created by this research is that innovative product of teamwork competencies factor, that is suitable for a studied and modern context, and prediction of machine learning that will increase empirical strength and create a methodological novelty of empirical research that uses multi-stage, multi-methods and robust validation. The utility of practice, the colleges apply to students for accurate measurement, good academic achievement and leads to reflection and improvement of teamwork for performance efficacy, bringing success to individuals and society.

A “Dual Career”: Combining Sport and Studies

School-aged athletes face the need to balance competitive sports and their studies. In doing so they follow what is called a dual-career pathway. Both pursuits take time and effort, both are expected to lead to success, and either could lead to a life-long career. A dual-career pathway begins when children start to play sports and might continue throughout the school years and beyond. Research shows that it is beneficial to combine sport and studies, but it is also challenging. How can kids optimally juggle their sport, studies, social, and private lives? How do they gain the benefits of a dual career and avoid harming their prospects in sport or school? This article explains what a dual career is, why it is important, and why it is difficult. It also describes the skills and strategies for coping with dual-career challenges and presents tips from researchers to achieve success in dual-career pursuits.

Mental imagery testing for personnel selection, training, and HCI applications

This theoretical paper advocates for research to assess whether tests of mental imagery may be used as reliable and valid predictors to inform the design of human-computer interactions suited to individual differences, and industrial-organizational psychology applications including personnel selection and customized training regimens. Mental imagery includes multisensory, non-sensory spatial, and motor rehearsal forms, and has been correlated with emotional reactivity and performance on laboratory tasks such as memory recognition and recall. We focus on air traffic control and aircraft pilot roles, as cognitive testing has been pioneered in these high-consequence professions, with resulting cultural and institutional support for the use of testing to guide personnel development decisions. Mental imagery testing may also offer benefits in the lifelong career pipeline for STEM, creative, and problem-solving work roles more broadly.