Professional Aspirations Research Articles

Psychological Flow and its Relationship to Professional Ambition among Expected Graduated Students of Scientific Colleges from Public Jordanian Universities

The purpose of the current study is to identify the level of psychological flow and its relationship to the professional ambition of students of scientific colleges who are expected to graduate from public Jordanian universities. The study sample consisted of (315) male and female students expected to graduate. Two scales were developed: Psychological Flow Scale, and professional ambition, and their psychometric characteristics were verified. The results of the study concluded that there was an average level of psychological flow and professional ambition among students in scientific faculties. It was also found that there was a positive correlational relationship between psychological flow and professional ambition, and they do not differ according to gender. It is necessary to recommend the development of skills and positive phenomena for students.

Understanding Career Aspiration, Self-Efficacy and Perseverance among Young Adults

In order to shed light on the developmental paths of young people (18–25 years old), this dissertation delves into the complex dynamics of self-efficacy, persistence, and professional ambition. The goal is to inform about interventions and support systems that cater to this demographic. The research explores how many elements, such as cultural variances, mentorship connections, educational experiences, and intersectionality among identities, influence ideas about one's own abilities, methods for sticking with a task, and long-term professional goals. The study's overarching goal is to aid young people' professional growth by illuminating potential solutions to the complex web of relationships between individual, societal, and environmental elements. In addition, the dissertation explores career counseling techniques that help clarify and pursue professional goals, techniques that promote resilience and grit, and methods for boosting self-efficacy in educational & occupational contexts. Contributing to the current body of knowledge within career development psychology and offering practical benefits for educators, counselors, policymakers, and all those invested in supporting young people's transition for the workforce, this study aims to conduct a comprehensive examination of all of those constructs and interventions

Мapping as a means of designing individual educational activities of students

The article deals with the problem of creating organizational and pedagogical conditions in the higher education system for the individualization of the educational process in order to provide each student with the opportunity to choose an individual educational path in accordance with personal and professional interests, needs and aspirations. To implement the idea of individualization as the most important conceptual basis of modern education, the author substantiates the importance of the process of designing individual educational activities of students, which puts students in a subjective position, actualizes their educational activity, initiative, independence and responsibility. The design of individual educational activities is understood as the interaction of a teacher and a student, during which the student determines the goals, objectives, directions, ways and means of his individual educational movement. As a mechanism for launching individual educational activities, the author suggests using the technology of educational mapping as a modern didactic tool that allows the subject of activity to objectify and comprehend his subjective reality. The experience of first-year undergraduates working with educational maps based on the "Educational Cartography" technology presented in the article is a practical example of ensuring students' conscious entry into the process of designing individual educational routes, plans, programs of personal and professional formation and development as separate components of the organization of individual educational activities.

It Is High Time for Serious Women

Abstract This article aims to highlight aspects of female emancipation in the Kingdom of Poland in the second half of the nineteenth century that gave this movement a specific, national character. The political and economic consequences of the January Uprising (1863–1864) hit the landed gentry particularly hard. As a result, many gentry women faced the necessity of earning a living and this forced a change in their way of life and aspirations. The traditional model for elite women did not match the economic challenges, and with this in mind, the Polish press, especially magazines for female readers, aimed to create a new model of gentry womanhood. Most periodicals agreed that women's emancipation was on a certain level necessary. But to what extent? This question has been a subject of dispute. Some columnists postulated to limit women's professional aspirations to manual occupations in order to preserve the domain of prestigious intellectual labor exclusively for men. This conservative movement succeeded only partially, with some upper-class women devoting themselves to handicrafts while others, against conservatives’ wishes, graduated from universities abroad and obtained qualifications for performing previously male professions. The majority of these educated women combined paid labor with social work. They were strongly influenced by the promoted ideal of a “new Polish woman” who was to be hard working, constantly improving her mental faculties, and engaging in activities that benefitted Polish society and the nation. This model contributed significantly to the formation of a new generation of distinguished female activists.

What enables ‘real social work’ in adult social work? Examining mechanism-based explanations

The enduring contradiction between managerialism and professional social work has been a central focus of social work research for decades. This article explores the feasibility of implementing the original values and ideals of social work in the face of the pervasive managerialism brought about by New Public Management, which has infiltrated nearly every sector of society. Utilising qualitative research conducted within adult social work on local public welfare agencies, we investigate the mechanisms that enable social workers to align with their ideal professional goals, referred to here as ‘real social work’, as outlined by social workers themselves. Our analysis, grounded in critical realism and the associated theoretical-methodological framework of CAIMeR theory, revealed five key mechanisms that facilitated real social work: the role-taking mechanism, the response mechanism, the organisational autonomy and responsibility mechanism, the collective attraction and cohesion mechanism, and the critical consciousness mechanism. Our findings suggest the need for further investigation of these mechanisms that empower social workers to resist managerialism and implement real social work in their daily work. This study advocates for prioritising professional aspirations and offers insights for advancing discussions in the realm of adult social work.

Why Do Young Muslims Study Islamic Theology? The Role of Islamic Theology in Empowering Young Muslims and Bridging Postmigration Divides

Abstract What motivates young Muslims to study Islamic theology or religious education? Are they aiming for a specific professional qualification that requires the study of Islamic theology, or do they want to deepen their faith and aim for further personal development? The question of motives for studying Islamic theology is linked to the life goals and biographies of young Muslims, which opens up the issue of migration and Islam. This article aims to investigate the relationship between the study motives, professional aspirations, and life goals of Islamic theology students within the context of migration. Additionally, it seeks to explore their experiences with foreign and self-positioning in society. Empirical data gathered through qualitative and quantitative research methods will serve as the basis for this examination.

A study on work-family life imbalance among women administrators in UAE higher education institutions

The study explored the factors causing work-family imbalance among women administrators in higher education institutions in the UAE and how it affects their personal and organizational well-being. The research found that the existing literature doesn't give enough attention to the mismatch between women administrators' work and family goals. Furthermore, it provides little insight into the integration of work-family support systems. The study applied the Spillover theory to explain that women administrators face significant work-family imbalances that adversely impact their personal well-being and organizational effectiveness. The research also used Facilitation theory to examine how work-family support systems could reduce the adverse effects of work-family imbalances. The study surveyed 271 female administrators working in higher education institutions in the UAE. The findings, presented through structural equation modeling, showed that the demanding nature of research, teaching, and administrative work in higher education and women administrators' professional aspirations in socially demanding societies create work-life imbalance and work stress. The study proposed work-family support systems that could moderate the effect of work-family imbalances on work stress.

Arm Health in Elite Collegiate Summer League Baseball Players Assessed by the Kerlan-Jobe Orthopaedic Clinic Score.

Collegiate baseball players with professional aspirations often participate in summer leagues; foremost among them is the Cape Cod Baseball League (CCBL). Injuries acquired during the collegiate baseball season can be carried into the CCBL season and vice versa. To assess the history of throwing arm injury and current functionality in midseason CCBL players. Cross-sectional study. Online questionnaire. A total of 123 CCBL players participated. Qualifying athletes were ≥18 years old and were rostered CCBL players with remaining collegiate eligibility. After collecting background information, we used the Kerlan-Jobe Orthopaedic Clinic (KJOC) Shoulder and Elbow questionnaire to assess the history of throwing arm injury and current functionality. The maximum KJOC score is 100.0; higher scores correspond with greater functionality. The mean KJOC score was 86.6 ± 14.5 (n = 92); 24.5% (23/94) of players reported a prior diagnosis of throwing arm injury other than a strain or sprain. A total of 49 (49/96, 51.0%) players had undergone rehabilitation for a throwing arm injury, and 7 (7/96, 7.3%) had experienced a medical procedure. Players with no previous treatment (n = 41, mean KJOC score = 88.9 ± 19.0) more frequently demonstrated KJOC scores of ≥90 than players with such treatment (n = 55, 80.9 ± 17.1; P < .001). The 18 players with time-loss arm injury in the last year had lower mean KJOC scores (71.3 ± 20.0) than players with no injury or time loss (90.3 ± 9.8; P < .001). Similarly, players who reported current arm trouble (n = 15) had lower KJOC scores (71.6 ± 17.5) than players with healthy arms (89.5 ± 11.9; P < .001). The average KJOC score of the CCBL players was <90, with particularly low scores in athletes with prior arm injury and treatment.

Differences in Commitment Enhancement to the Organization Between Generation X and Generation Y (Analysis of Empowerment and Values)

This research aims to determine and analyze differences in increasing commitment to the organization between Generation X and Generation Y. The method used in this research is descriptive with a qualitative approach. The research results found a significant difference in the level of commitment to the organization between Generation X and Generation Y. This difference can be attributed to differences in perceptions of empowerment and organizational values. Generation Y tends to show higher levels of commitment commitment because they are more open to participation in decision-making and value flexibility, innovation, and opportunities for development. They accept and are encouraged by empowering practices within the organization and values that align with their personal and professional aspirations. On the other hand, Generation X, although recognizing the importance of empowerment and organizational values, may need to be more skeptical or have lower expectations, which affects their level of commitment to the organization. This research has implications for Generation Y; organizations can focus on implementing broader empowerment practices, providing space for participation in decision-making, and providing opportunities for innovation and professional development. Meanwhile, for Generation X, efforts can be focused on clarifying organizational values and providing a more personalized approach to supporting their career development. Additionally, organizations can also consider customized training and development programs to suit the needs and preferences of different generations. Thus, this research provides valuable insights for human resource management in responding to generational differences in the workplace to increase the level of commitment and overall organizational performance.

Peran Dosen Wanita dalam Membina Keluarga Sakinah; Perspektif Maslahah Mursalah

This article explains the role of female lecturers at STAIM Probolinggo in fostering sakinah families. This article belongs to field research with an empirical-sociological approach. The methodologies used are qualitative methods and analytical descriptive studies. The results concluded that a career woman is an individual who combines professional dedication and personal aspirations. Career women are examples of women who can achieve success as lecturers and do not override their obligations as housewives. Female lecturers complete work on campus. So that time at home is indeed for family. That's how it's done to maintain household harmony. When viewed from the perspective of maslahah mursalah, career women are included in the category of al-Mashlahah at-Tahsiniyyah, which can increase family economic income. In addition, by entering the world of education, existing knowledge can be more blessed and useful.

Regulatory focus as a mediator in the relationship between nurses' organizational silence and professional identity.

This work aims to analyse the current state of the professional identity of Chinese nurses; examine the relationship amongst regulatory focus, organizational silence and professional identity and determine how regulatory focus affects the relationship between professional identity and organizational silence. This study conducted a cross-sectional survey. From June to August 2023, 420 nurses from six hospitals in Hunan Province, China, were selected through convenience sampling and surveyed by using a general information questionnaire, the regulatory focus scale, the organizational silence scale and the professional identity scale. The relationship amongst the regulatory focus, organizational silence and professional identity of nurses was examined by utilizing SPSS 25.0 and the mediating role of regulatory focus between organizational silence and nurses' professional identity was examined by applying AMOS 24.0. Nurses had a moderate level of professional identity. Professional identity was positively correlated with regulatory focus and negatively correlated with organizational silence. Regulatory focus was negatively correlated with organizational silence. Mediation effect studies revealed that organizational silence and professional identity were partially mediated by regulatory focus. In accordance with research showing that nurses' organizational silence can indirectly affect professional identity via regulatory focus, clinical nursing managers should concentrate on the interaction amongst these three variables to strengthen professional identity. The results of this study serve as a reminder to nurses to select a preventive or promotive focus based on their career objectives and to effectively express their views to enhance their professional identity. This also reminds nursing managers assess nurse-led regulatory focus, identify their underlying qualities and understand their professional aspirations and career orientation, create a good atmosphere for advice and encourage nurses to express their views, so as to improve nurses 'professional identity. No patient or public contribution.

Minimizing Low-Value, Uncompensated Work in Academic Infectious Diseases: A 6-Step Program.

Uncompensated work in academic infectious diseases (ID) may be high value (eg, important for academic promotion or necessary for advancement to leadership roles) or low value (eg, not aligning with or contributing to professional goals and aspirations). "Curbside" consultations, participation in hospital committees outside of professional interests, and other "citizenship" tasks are common examples of threats to our valuable time as ID providers. Herein, we define the scope of the problem of low-value uncompensated work in academic ID and outline a 6-step program to minimize these threats. Collaboration with professional sponsors, such as division chiefs, to align individual and team goals and use of a "value-versus-compensation" matrix to prioritize activities may help us establish our own agendas and reclaim our professional autonomy.

Navigating work and motherhood: exploring the link between career orientation and childbearing motivations in emerging adulthood

ABSTRACT Background Difficulties in reconciling work and family life are recognised as one of the major reasons for women delaying or even forgoing childbearing. Nonetheless, there are different mechanisms through which women’s engagement in the labour market can impact their choices regarding having children. The current study focuses on the relationship between women’s career orientation and the childbearing motivation of young, childless women. Additionally, we examine the moderating effect of women’s self-esteem. Methods Questionnaires to assess women’s childbearing motivation, career orientation (career commitment and career centeredness), and self-esteem were administered online to Polish childless women aged 18–25 (N = 358). Multivariate regression was performed to verify how professional aspirations determine childbearing motivation. Moderation analysis included self-esteem in the equation. Results Women’s desire to be employed over their life course (career commitment) was associated with perceiving childbearing as less strenuous. However, women who placed a higher value on professional development perceived more costs and barriers related to parenthood. Women with higher self-esteem demonstrated a generally more negative view of childbearing, yet their perceived costs of having children increased along with rising professional aspirations. Conclusions Our results demonstrate that career aspirations are a highly complex construct, and their relationship to childbearing motivation may differ depending on how women perceive their future in the labour market. The mere desire to engage in professional work is not detrimental to childbearing motivation, but the anticipated costs of having children become greater the more a woman is career-centred and the lower her self-esteem.

The Myth of Mutuality: Decision-Making, Marital Power, and the Persistence of Gender Inequality

Invisible power—the ability to resist changing one’s behavior because of an unspoken consensus that the status quo is natural or inevitable—upholds gender inequality in different-gender marriages. Yet the “consensus” that Aafke Komter documented more than 30 years ago—one in which both men and women endorsed male primacy and believed it natural for women to enjoy housework and men to pursue professional ambition—has weakened among the college-educated, upper middle class. We ask: What is the new consensus upholding gendered power imbalances among contemporary highly educated couples? We draw on 112 interviews with members of 44 such couples making career and family decisions to update theorizing on invisible power. Examination of decision-making processes and outcomes across work and family domains over time, including in cases of apparent agreement, reveals the consensus now upholding men’s interests to be couples’ conviction they are practicing mutuality. Partners’ belief that they are mutually pursuing both individuals’ and the family’s best interests by emphasizing “us” and balancing a decision portfolio helps them overlook unsuccessful attempts to minimize power imbalances. Progress toward gender equality among different-gender couples will likely remain stalled as long as efforts to practice mutuality overshadow critical evaluation of their success.

The Impacts of College Students’ Professional Values and Identity on Learning Engagement in China

Introduction: This journal presents the outcomes of a meticulous systematic review investigating the interconnection among college students' professional values, professional identity, and learning engagement within the realm of higher education in China. The primary objective is to underscore the significance of instilling professional values and identity in students, delving into their impact on motivation, professional aspirations, and overall learning encounters. The study employs a rigorous methodology, entailing an exhaustive exploration across diverse academic databases to locate and scrutinize existing literature on the subject. To fortify the reliability and validity of the findings, the chosen studies undergo a meticulous data extraction process and quality evaluation. Theoretical Framework: The study accentuates the relevance of integrating academic pursuits with career aspirations, fostering professional values, and cultivating a robust professional identity to enhance learning engagement among college students. The findings suggest that students exhibit heightened motivation and engagement when they discern a clear correlation between their academic pursuits and prospective employment. Additionally, the study underscores the pivotal role of school administration and curriculum design in acknowledging and nurturing professional values and identities. Higher education institutions are urged to create a conducive learning environment by incorporating activities and experiences aligning with students' career objectives. Methodology: The research employs a stringent methodological approach, encompassing an extensive search across academic databases to identify and analyze pertinent literature. The selected studies undergo thorough data extraction and quality assessment procedures to uphold the credibility and validity of the findings. Results: The evaluation of the research spotlights the imperative nature of harmonizing professional values, professional identity, and learning engagement for higher education institutions. This synthesis contributes to enhanced educational quality and better prepares students for future employment. The results indicate practical implications for educational administration, emphasizing the importance of curriculum design that seamlessly integrates professional values and identity development. Conclusion: In conclusion, aligning professional values, identity, and learning engagement is crucial for enhancing educational quality and preparing students for future employment. Practical implications stress the pivotal role of curriculum design in integrating professional values and identity development, with the study advocating ongoing research into their intricate relationship and impact on student achievement.

Exploring the motivations and career choices of expatriate teachers in international schools: Embracing personal growth, professional development, and teacher autonomy

The worldwide growth of international schools has prompted increasing interest in the growing body of expatriate teachers who choose to work in them. The decision to work internationally is complex, encompassing both push and pull factors that change throughout a teacher's career. This qualitative study explores the motivations and career choices of 20 international school teachers. Through a reflexive thematic analysis, we identified two primary themes in teachers' accounts of their decisions: personal growth and professional identity. The theme of travel, learning, and personal growth captures motivations typically related to travel and adventure that drive the decision to work internationally, including the opportunity to travel and experience new cultures, develop global mindedness, and learn more about the wider world. The theme of professional development and teacher autonomy explores participants' motivations related to the opportunities to teach in ways that are professionally fulfilling in international schools, which often provide freedom from what are perceived to be constrained or limited opportunities in the educational systems of participants' home countries. The study also explores how the evolution of teachers' decision-making processes and motivations evolved throughout their careers, revealing a transition from initial, somewhat random moves overseas to subsequent, more strategic moves aligned with higher expectations around professionalism and autonomy. These findings highlight the complex interplay of changing personal and professional aspirations that influence teachers' decisions to work in international school contexts. This study offers further empirical support for our understanding of international school teachers and critically engages with existing typologies of international school teacher motivation, informing recruitment and retention strategies, professional development programs, and educational policies.

Work-Life Integration in Women's Lives: A Qualitative Study

Objective: Work-life integration represents a critical challenge for many, especially women who often navigate complex interplays of professional aspirations and personal responsibilities. This qualitative study aims to explore the experiences of work-life integration among women, identifying the strategies they employ and the challenges they face, with the objective of informing policies and practices that support gender equity and work-life balance. Methods and Materials: Employing a grounded theory approach, the study conducted semi-structured interviews with 23 women from various professional backgrounds. Participants were selected through purposive sampling to ensure a wide range of experiences were represented. Interviews focused on daily routines, challenges in work-life integration, and strategies for managing these challenges. Data were analyzed using thematic analysis to identify key themes and patterns. Findings: The study identified five main themes related to work-life integration: Workplace Flexibility, Support Networks, Personal Well-being, Career Advancement, and Work-Life Conflict. These themes highlight the importance of flexible work arrangements, robust support systems, attention to personal well-being, pathways for career advancement, and the ongoing negotiation of work-life conflict. Each theme encompasses several subthemes and concepts that illustrate the complex and varied strategies women employ to achieve work-life integration. Conclusion: The findings underscore the multifaceted nature of work-life integration for women, emphasizing the crucial role of workplace flexibility, supportive networks, and policies that prioritize personal well-being and career advancement. The study suggests that addressing these key areas is essential for promoting work-life balance and gender equity in the workplace.

Balancing Teacher–Led And Student–Led Activities When Teaching Foreign Languages to Students at Uzbekistan’s State Conservatory

This paper will look at the issue of implementing new work methods in English classes at the State Conservatory of Uzbekistan. Recently, there has been a lot of debate on whether to switch to a student–centered method or stick with the traditional model, in which the teacher entirely controls the process. There has been the need to employ innovative ways for motivating students and monitoring learning activities in the process of learning foreign languages in the digital educational environment. The paper argues that most students, regardless of their level, prefer cooperative learning and value teacher assistance. The forms of education that students select are determined by their attitude toward the learning process. The combined learning process allows language learners to cooperate with their teacher and fellow students, resulting in changes in the connection between teachers and students in which students’ personal interests and professional aspirations are taken into account. In the case of teaching conservatory students, it was discovered that student–centered training was less beneficial for those of students that just starting to learn English language as well as for the students at an intermediate level, but showed good results for the students approaching a more advanced level of understanding.

Maktab education: a community imperative and the making of Muslim ambassadors

ABSTRACT Contemporary discourse on Muslims and Islam has included a reassessment of traditional educational institutions; makātib and madāris. Hitherto, understanding insider aspirations and anxieties appear to be rare. To this end, the perspectives of Muslim female teachers in makātib (supplementary schools for Muslims, sometimes known as ‘mosque schools’) in England were surveyed. This original article attends to their views regarding the aims of this educational provision. Bourdieu’s theory of social reproduction is used to rationalise their perspectives. The findings reveal their professional aspirations and suggestions to better the learning processes. They expose a changing phenomenon. Furthermore, through their services, they challenge stereotyped assumptions about makātib and their functions. The data de-mystifies the visions they hold for Muslim children and the wider society.

Career ambitions of women academics. Are women willing and able to rise to the top in higher education institutions?

ABSTRACT The disproportion of women to men at the top tier in the academic hierarchy, concerns politicians, academic leaders, students, and other stakeholders. A popular explanation for the gender imbalance in elite positions is that potential female candidates lack ambition and therefore do not have sufficient drive to make it to the top. In this study, we explore the issue of professional ambition among a group of women academics working as tenured associate professors in Norway. With the backdrop of VIE (Valence-instrumentality-expectancy) theory, we focus on two key subjective, but nonetheless contextual judgments that are assumed to underlie the decision to aim for a promotional opportunity; (i) Do I want it and (ii) Can I make it? Three sources of qualitative data provide interesting insights into these considerations, and our findings point to focusing more specifically on the perceived costs that are assumed to derive from making this career choice. The women are ambitious in the sense that they desire the professional clout and impact that comes with this top role (so, yes, they want it). However, a number of conditions are perceived to be central to the actual realization of their ambitions, such as more time, resources and transparency when it comes to the qualification process. The findings may serve as important to designing more suitable career conditions for this target group in practice. Finally, we propose the application of a context-specific gender perspective to better understand women’s career ambitions in higher education institutions (HEI).