Career Preparation Research Articles

Cultivating communications skills as career preparation through multiple project experiences

Communication skills remain in high demand among employers. PBL provides multiple opportunities for students to practice communication. Yet there is little exploration of PBL environments’ potential for aiding student communications development. We used quasi-experimental methods to examine whether the communication skills gained during PBL increased with multiple high-quality projects and the extent to which those communication skills contributed to career preparation. We surveyed 420 alumni from Worcester Polytechnic Institute and conducted one way analyses of variance and hierarchical multiple linear regression. Alumni attribute significant improvement in their communication skills to their experiences with project-based learning, which increased significantly with multiple high-quality project experiences. Gains in communication skills was a significant predictor of how prepared alumni report being for their careers, even after controlling for growth in self-efficacy and the specific influence of capstone project experiences. This study is one of the first to look at the return on investment to students’ learning of having multiple project experiences.

The Case for Peer Coaching in Undergraduate Leadership Education

The integration of leadership coaching in higher education has become increasingly prevalent, evolving from a specialized tool into a mainstream practice aimed at cultivating essential leadership skills in undergraduates. This paper explores the implementation of peer coaching interventions in undergraduate curricula, focusing on two models: The Coaching Trio Exercise and a Peer Coaching Groups (PCGs) class. These models promote self-awareness, emotional intelligence, and adaptability—skills crucial for leadership in today’s dynamic workforce. The paper argues that peer coaching offers a scalable, compassionate approach to leadership development, fostering student growth by helping them achieve personal goals while learning to guide others. Peer coaching, distinguished from compliance-based academic and sports coaching, emphasizes co-creation and mutual learning, equipping students with teamwork, communication, and emotional regulation skills sought by modern employers. Through case studies of coaching exercises integrated into leadership courses, this paper highlights the potential of coaching to enhance leadership education and career readiness in undergraduate students, bridging critical gaps in leadership competency development.

The Effects of Psychological Separation of Students with Acquired Disabilities on Career Preparation Behavior: Verification of the Mediating Effect of Career Adaptability

The Effects of Psychological Separation of Students with Acquired Disabilities on Career Preparation Behavior: Verification of the Mediating Effect of Career Adaptability

The Effect of Social Responsibility and Career Resilience on Career Preparation Behavior among Nursing Students

The Effect of Social Responsibility and Career Resilience on Career Preparation Behavior among Nursing Students

Lasso를 통한 청소년의 학업무기력 주요 예측변수 탐색

This study aimed to explore the predictors of academic helplessness in middle and high school students using data from the 5th year of the Korean Children and Youth Panel Survey (KCYPS) 2018. This study applied the Lasso penalized regression among machine learning techniques. The main results are as follows. 24 variables from the middle school data and 19 variables from the high school data were selected as predictors of academic helplessness. Among the selected variables, self-study time, subjective evaluation of overall academic achievement, academic engagement, career adaptability, creative personality, happiness, self-esteem, grit, emotional problems, annual frequency of participation in youth activities, smartphone dependency, school life satisfaction, teacher relationships, and parenting attitudes have been addressed in previous studies, and the direction of the regression coefficients was consistent with previous studies. Sleep time, computer leisure time, future career decision status, desired future educational level, frequency of smartphone use by purpose (academic or work-related), and career preparation activities (career psychological and aptitude tests, career-related special lectures) were newly identified variables in this study. Based on these results, implications and suggestions for follow-up studies were presented.

Problematizing the Black-White racial dichotomy inherent to high school graduation rate accountability: A mixed methods critical policy analysis

The U.S. Department of Education introduced the four-year adjusted cohort high school graduation rate formula in 2008 to usher high school graduation in as a high-stakes accountability metric. This policy sought to address disparate graduation rates by student race but did not attend to systemic reasons why minoritized students had lower graduation rates. Using a critical structural capital theoretical framework, this mixed methods critical policy analysis analyzes federal and state-level policy on high school graduation rate accountability and state administrative data from North Carolina to assess how policy ignores structural inequality in ways that result in divergent access to traditional forms of capital, dismissing non-traditional forms of capital necessary for college and career readiness. A critical discourse analysis of policy finds language that alludes to college and career readiness but relies on high school graduation alone as the metric. We use these findings to provide context for our quantitative analysis. In school-by-cohort fixed effects models, Black students were more likely to fail courses than similar White students but more likely to graduate high school. These findings indicate federal accountability incentivized schools to push more Black students to graduate but did so at the expense of their college and career readiness.

Exploring Factors Contributing to Graduate Outcomes: Using Career Registration Methodology (CRM) to Track Students’ Employability Activities, Career Readiness, and Graduate Outcomes

Graduate outcomes are a key indicator of university performance, yet the progression of students in career preparation during university is ill-understood. The Career Registration Methodology (CRM) addresses this gap by tracking students’ career planning and participation in employability and professional experiences (EPEs) throughout their university enrolment. This research used CRM to monitor students’ employability development and career readiness, assessing their impact on graduate outcomes. By analysing longitudinal CRM data and Graduate Outcomes Survey (GOS) results from 1653 students, this study examined how EPEs and career readiness influenced full-time employment, job offers, the perceived value of qualifications, and perceptions of overqualification. Correlation and trend analyses revealed positive associations between career readiness over time and employment outcomes, with regression analyses identifying EPEs as the most significant factor. Practical implications of the findings highlight CRM’s value in aiding higher education institutions, especially Work Integrated Learning (WIL) and Career Development Learning (CDL) educators, to identify trends and tailor support whilst students are still in the university. As the first CRM study in Australia based on the first available cohort, the exploratory nature of this research is acknowledged along with recommendations to refine periodic, non-intrusive measurements such as CRM for enhanced validity and reliability.

Exploring the influence of ChatGPT on student academic success and career readiness

Exploring the influence of ChatGPT on student academic success and career readiness

The synergistic value of cross-course collaborations

Cross-course collaborations provide a learning experience for business students enrolled in different courses to meet course-level learning objectives and common program-level objectives of developing student career readiness skills and capabilities. This research examined a cross-course collaboration that spanned two courses at different points in an undergraduate business program and found students valued the learning experience. Students who had a future focus or intrinsic goal orientation and students in more interactive groups realized more value from the learning experience. Cross-course collaborations offer a novel opportunity for students to connect and learn from each other.

Integrating Career Readiness Into Economics Courses

The National Alumni Career Mobility Survey (NACM) 2020 underscores the significance of career information in undergraduate education. This paper proposes a novel approach to career exploration by integrating big data analysis into undergraduate coursework. The instructional module, comprised of two assignments, empowers students to make informed career decisions using data from legitimate sources. Implemented in courses at two institutions, the module has yielded positive results. Students reported increased confidence in working with big data and a data-driven approach to career exploration. This module's adaptability and potential to enhance student satisfaction with institutional involvement in career planning make it a valuable resource for any institution.

The Perceived Benefits of Internationalization of On-The-Job Training in the Hospitality Management Program of Philippine College Foundation

This study investigates the perceived benefits of the internationalization of On-the-Job Training (OJT) among Hospitality Management students at the Philippine College Foundation in Valencia City for the school year 2023-2024. The findings address three specific questions regarding the level of internationalization in OJT, the perceived benefits of this internationalization, and the relationship between the level of internationalization and perceived benefits. The analysis reveals that students rated all sub-variables of internationalization—cultural competence, professional skills, career readiness, language skills, and networking opportunities—very positively, indicating a strong consensus on the significant enhancement of their competencies through OJT experiences. In terms of perceived benefits, students expressed strong agreement on areas such as global perspective, cultural competence, and enhanced skills, with a robust overall perception of the positive impact of internationalization on their skills and professional readiness. However, networking opportunities received a more moderate acknowledgment. Correlation analysis demonstrated significant positive relationships between the level of internationalization in OJT and the perceived benefits experienced by students, with all correlations exhibiting high statistical significance. These findings underscore the essential role of internationalization in enhancing the educational experiences and professional readiness of students in the hospitality field.

은유 분석(Metaphor Analysis)을 활용한 대학생의 대학 교육과정 인식 연구

Objectives The purposes of this study is to use metaphor analysis to categorize how university students perceive the liberal arts, major, and extracurricular curriculum, and to derive the direction the university curriculum should pursue. Methods For this purpose, a metaphor analysis survey was conducted with 148 university students in Gyeonggi-do, and 130 valid questionnaires were analyzed, excluding those with unclear or insincere metaphors. To ensure the reliability of the categorization results, the data were evaluated through agreement among three evaluators majoring in curriculum studies. Results As a result of the study, the liberal arts curriculum was categorized into 10 themes: ‘free choice,’ ‘rest,’ ‘diversity,’ ‘learning,’ ‘basic,’ ‘growth,’ ‘supplement,’ ‘exchange,’ ‘newness,’ and ‘taste.’ The major curriculum was divided into 9 categories: ‘difficult,’ ‘ambivalent,’ ‘expansion of knowledge,’ ‘basic,’ ‘essential,’ ‘improvement of expertise,’ ‘career,’ ‘performance,’ and ‘interest.’ The extracurricular curriculum was classified into 7 categories: ‘unknown world,’ ‘rest,’ ‘help,’ ‘additional elements,’ ‘free choice,’ ‘harmony,’ and ‘challenge.’ Through these results, we were able to uncover the various perceptions university students have of the university curriculum. Conclusions Based on these results, the liberal arts curriculum was identified as a core competency based curriculum that provides not only basic knowledge but also various learning opportunities and free choices. The major curriculum was derived as a competency based curriculum focused on students' career preparation and professional development. Additionally, since the extracurricular curriculum complements the curricular learning and plays a crucial role in promoting the holistic growth of university students, it was concluded that it should be developed and operated in a way that offers diverse programs and meets the interests and needs of students. In this respect, this study is significant as it provides academic implications for improving the direction of university curriculum and its implementation.

대학생의 학습역량과 진로준비행동 간의 관계에서 대학생활적응과 진로탐색행동의 순차적 매개효과

Objectives Career development and career preparation during university are major concerns and essential processes for undergraduate students. Therefore, this study aims to explore the relationship between university students' career preparation behavior and factors such as cognition, environment, and behavior. With this study, the author proposes educational support from universities and effective educational strategies to enhance career preparation behavior. The study analyzes the sequential mediating effects of adjustment to college and career exploration behavior in the relationship between learning competence and career preparation behavior among university students. Methods A survey was conducted with 281 university students in Busan, using scales measuring learning competence, adjustment to college, career exploration behavior, and career preparation behavior. The collected data were analyzed using SPSS and Macro PROCESS for reliability testing, correlation analysis, multiple regression analysis, and bootstrapping to verify the mediating effects. Results First, significant correlations were found among learning competence, adjustment to college, career exploration behavior, and career preparation behavior. Second, the sequential mediating effects of adjustment to college and career exploration behavior were significant in the relationship between learning competence and career preparation behavior. Conclusions The findings of this study suggest that to enhance university students' career preparation behavior, it is important to develop and accumulate learning competence during the college years, which fosters better adjustment to college and promotes career exploration behavior. Step-by-step and integrated support in learning competence, environmental, and behavioral aspects is necessary to implement students' career preparation behavior effectively.

Constructing Virtual Teaching and Research Centers for Business English Education: A Framework for Application-Oriented Universities

This article explores the construction of virtual teaching and research centers in Business English education in application-oriented universities. They face unique challenges in preparing students with practical skills and career readiness demanded by industries; traditional teaching models often lack the interactive, experiential components that are necessary for the development of practical skills. Guided by Experiential Learning Theory, this article tries to propose a framework for the construction of virtual teaching and research centers, including design principles, curriculum development, assessment strategies to cope with the challenges and to align with industrial needs. The proposed framework aims to enhance students’ practical skills, improve engagement, and ensure Business English learners are career-ready. Recommendations for the construction are also put forward.

An inquiry on the on-the-job training experiences of accounting interns

This study examines the experiences of accounting interns during their On-the-Job Training (OJT) program in accounting firms, banking institutions, and government agencies. The research participants, who graduated from the accountancy program in 2022-2023, have completed the OJT program and are currently employed. Using the cognitive apprenticeship theory, the researchers explored the experiences of interns in their PJT. During their OJT, the accounting interns experienced immersive training, practical application, and interactions with colleagues. The on-the-job training experiences of the Accounting Interns contribute to their overall professional development and personal growth through building professionalism, developing workplace skills, employing adaptive resilience, and cultivating reflective learning. The OJT experiences prepare the Accounting Interns for their current job because they have developed positive workplace behaviour and efficiency. The challenges encountered by the Accounting Interns during OJT are unrelated or unfamiliar tasks, problems with social skills, difficulty in task organization, and difficulty adjusting to work culture and protocols. Accounting Interns cope with the challenges during their OJT through self-initiated learning, seeking help from colleagues, building confidence, time management, and observing professionalism. Furthermore, the OJT program combined academic knowledge with practical skills to improve students' career readiness. The experience prepared them for professional challenges in their fields. The findings of this study contribute to the exploration of the accountancy students during their OJT. Moreover, other students can find ways on how to deal with encountered problems as they undergo the OJT program.

Development of a Web-Based Educational Management System for a Technology Vocational High School in Banda Aceh, Indonesia

This study explores developing and implementing a web-based Management Information System (MIS) tailored for SMK Negeri 2 Banda Aceh, a vocational school in Indonesia. To enhance administrative efficiency and address unique challenges in vocational education, the system centralizes tasks such as attendance tracking, academic record management, and internship coordination. Employing the waterfall model, this project proceeded through structured phases, including requirements analysis, system design, development, and usability testing. A sample of 50 users, comprising students, teachers, and school operators, evaluated the system based on usability, interface design, and information clarity through a questionnaire, yielding high satisfaction scores. Reliability testing and correlation analysis revealed strong internal consistency across questionnaire items and identified critical factors influencing user satisfaction, such as interface appeal and effective error resolution. The results indicate that the system meets core user needs and contributes to a streamlined, user-friendly school management process. With implementation planning, user training, and ongoing maintenance, this MIS offers a sustainable solution that can serve as a model for vocational schools across Indonesia, showcasing the potential of digital solutions in advancing educational administration and supporting career readiness in vocational education.

An Examination of Career Readiness Among Music Education Doctoral Alumni

The purpose of this research was to examine recent doctoral music education alumni perceptions of how their doctoral programs informed their current work. We placed a specific focus on how the curricular, scholarly, and experiential facets of music education doctoral programs have transferred to graduates’ current positions. Participants ( N = 74) completed a researcher-designed survey based on previously conducted research that consisted of three categories: description of current positions, doctoral experiences, and the significance of doctoral experiences in preparation for their current positions. Results indicated that most participants were employed in full-time tenure track and nontenure track positions and that the most common opportunities during doctoral programs involved writing, presenting, and publishing research. Implications include examining recruitment practices for doctoral programs, degree program environments and expectations, the connection between degree programs and definitions of career success, and ways to prepare alumni for positions both in and outside of R1 institutions.

Training it Forward: The Role of Embedded Research Fellows in the Network of Scholars Program in Nova Scotia Comment on "Early Career Outcomes of Embedded Research Fellows: An Analysis of the Health System Impact Fellowship Program".

Kasaai et al describe the career trajectories of embedded scientists trained through the Health System Impact Fellowship (HSIF), showing that 37% of 2017-2019 HSIF alumni continue as embedded researchers in health systems. These findings suggest that the HSIF program effectively supports career readiness in health services and policy research (HSPR). Similarly, the Network of Scholars (NoS) program, launched post-pandemic in Nova Scotia, mirrors these results, with alumni continuing in embedded roles and mentoring a new cohort of learners from undergraduate to postgraduate levels. NoS has incorporated competencies in quality, project management, and innovation to strengthen training for embedded scientists, aligning with the mandate of the Institute of Health Services Policy and Research. Since 2021, NoS has supported over 100 learners, contributing to over 300 rapid reviews and 100 rapid evaluations addressing top health system priorities while enhancing learner competencies and advancing Nova Scotia's Learning Health System (LHS) vision.

Bridging the Gap: Enhancing Career Readiness for Agricultural Graduates in India

Agricultural Educational institutions are striving to enhance their methodologies to equip graduates with skills that meet diverse industry demands. While graduates are trained in foundational agricultural science, there is a growing recognition that securing suitable employment requires competencies beyond technical expertise. The study identifies notable gaps in these skill sets among graduates, indicating that while educational programs assess technical abilities rigorously, there is room for improvement in developing broader employability skills. The research involved final-year undergraduate students, alumni, and employers from Tamil Nadu Agricultural University (TNAU). A 67-item questionnaire was administered to students, alumni and employers. The 67 items were grouped into 16 skill categories and percentage analysis was carried out for better understanding. The analysis revealed that a significant portion of students (67.12%) are female, reflecting a positive trend in gender participation in agricultural education. However, the preference for government jobs among 85% of students raises concerns about their willingness to explore opportunities in the private sector, which may limit their career options. The study’s findings also reveal discrepancies in perceptions of essential employability skills among students, alumni, and employers. Students and alumni rated "Listening" as the most critical skill, while employers prioritized "Problem Solving and Analytic" skills. Furthermore, the study advocates for robust career guidance programs that encourage students to consider diverse career paths, including the private sector. Additionally, addressing gender disparities in the workforce is crucial to ensure equitable opportunities for all graduates.

The mirage of diversity, equity, and inclusion: Exploring career development professionals’ pedagogy and praxis

AbstractDespite the importance of students exploring career options, developing career readiness, and experiencing a successful transition to the workforce, historically excluded populations’ participation in career development remains low. Additionally, career development professionals continue to feel unsupported in their diversity, equity, and inclusion (DEI) practices and in incorporating DEI in their respective roles. This multicase study uncovers a mirage approach to the work of career development professionals, providing opportunities to engage in this work, yet largely leaving DEI work unsupported in their quest to incorporate it into their spaces. Results indicate the larger impacts of navigating a lack of support as well as the oppressive intuitional structures that persist while engaging in DEI pedagogy and praxis.