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1.
This paper explores undergraduate capabilities in career self-management and the influence of work-integrated learning (WIL). Career management competencies are an important aspect of individual employability and impact on wellbeing, graduate job attainment and long-term career success. Enhanced competencies among graduates can assist Faculty in achieving strong employment outcomes and support industry partners who wish to employ graduates able to self-manage their career pathways effectively amid flatter organisational structures and greater employee mobility. Our findings indicate that business undergraduates at one UK and one Australian university consider themselves reasonably proficient in career self-management yet variations exist across the different dimensions of self-awareness, opportunity awareness, decision-making learning and transition learning. Participation in work placements and study and employment characteristics influenced certain elements of career self-management. Our study highlights the importance of nurturing career management competencies in undergraduates and we discuss strategies, particularly in relation to WIL, which may promote effective career self-management. 相似文献
2.
This study examines the influence of career management competencies and perceived employability on career choice status (CCS) among undergraduates. Making informed and appropriate career choices is positively linked with well-being, work performance and academic and career success. Early career decision-making is now critical if students wish to succeed in highly competitive graduate labour markets. This study gathered quantitative data from 370 Business undergraduates in an Australian and UK university. Findings suggest that students have largely made career decisions and are reasonably satisfied with their choices. CCS varied with age, stage of study, perceived employability and student capabilities in career self-management. Findings highlight the need for universities to not only equip students with the necessary skills to enter their chosen career but also – in collaboration with industry – develop strategies to engage students in the different aspects of career self-management earlier on in their studies. 相似文献
3.
Maria Eliophotou Menon Eleftheria Argyropoulou Andreas Stylianou 《Tertiary Education and Management》2013,19(4):298-310
AbstractThe paper investigates the experience of employed higher education graduates in two countries with high rates of graduate unemployment. It examines the employment experience of graduates and their perceptions regarding the contribution of higher education to their employment and career prospects. Qualitative research was used to collect information from 58 university graduates in two Southern European countries, Greece and Cyprus. Respondents provided information on the skills and competencies acquired through higher education and utilised in the world of work. In both countries, modest links were reported between jobs and graduates’ field of study, as well as between knowledge and non-knowledge-based competencies acquired through higher education, and the requirements of the graduates’ jobs. The findings are used as the basis for suggestions that can enhance graduate employability and contribute to the management of the link between higher education and the labour market. 相似文献
4.
The expansion of the higher education system and widening access to undergraduate study has led to growing diversity within the graduate labour supply, including increasing numbers who studied for their degrees as mature students. Analysis of graduates entering the labour market prior to the major expansion in the early 1990s indicated that those over the age of 30 had considerably more difficulty than younger graduates in accessing the career opportunities for which their education had equipped them. Is this still the case for more recent graduates? Drawing on a major qualitative and quantitative study of a class of graduates who completed their undergraduate degree courses in 1995, this paper explores early career development and employment outcomes according to age at graduation. Although we find considerable diversity among all age groups, mature graduates were more likely than their younger peers to experience difficulty in accessing appropriate employment, had a lower rate of earnings growth and expressed higher levels of dissatisfaction with their jobs. 相似文献
5.
Roger D. Wessel Nicholas T. Christian Alison K. Hoff 《Journal of Career Development》2003,29(4):265-276
The career development of students, demonstrated by students performing appropriate career developmental tasks, is important to institutions of higher education because career developed students are more likely to have career objectives, persist in their academic goals, gain career-related work experience, find employment in their chosen fields, and graduate. The purpose of this study was to determine if the career development of students by class level had been enhanced by participation in a career management plan specifically prepared for undergraduates. The intervention of a career management plan (i.e., the Career Success Club) was successful, especially for seniors and middles, in enhancing the career development of undergraduates. Career management plans may help students that are academically undecided to become more connected to their majors by focusing more on academic and career matters. 相似文献
6.
The research reported in this article explored the impact of the undergraduate placement experience on medical, nursing, and allied health students' perceptions of careers in aged care. Data were collected from undergraduate students (48) and graduates (26) via individual (46) and group (7) interviews; data were thematically analyzed. Participants' placement experiences prompted them to characterize aged care simultaneously as “dirty work” and “rewarding work”. Participants perceived that working full-time as a newly-graduated health professional with the aged or in aged care settings would be an unattractive career. Instead, participants considered working in aged care either as a “mid career” or “blended career” option. 相似文献
7.
In this study, Social Cognitive Career Theory (SCCT) is used to explore changes in the career intentions of students in an undergraduate research experience (URE) program at a large public minority‐serving college. Our URE model addresses the challenges of establishing an undergraduate research program within an urban, commuter, underfunded, Minority‐Serving Institution (MSI). However, our model reaches beyond a focus on retention and remediation toward scholarly contributions and shifted career aspirations. From a student's first days at the College to beyond their graduation, we have encouraged them to explore their own potential as scientists in a coordinated, sequential, and self‐reflective process. As a result, while the program's graduates have traditionally pursued entry‐level STEM jobs, graduates participating in mentored research are increasingly focused on professional and academic STEM career tracks involving post‐graduate study. In addition to providing an increasingly expected experience and building students’ skills, participation in undergraduate research is seen to have a transformative effect on career ambitions for many students at MSIs. While undergraduate research is often thought of in context of majority‐serving institutions, we propose that it serves as a powerful equalizer at MSIs. Building on the institutional characteristics that drive diversity, our students produce scholarly work and pursue graduate degrees, in order to address the long‐standing under‐representation of minorities in the sciences. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 169–194, 2017 相似文献
8.
Tony Keenan 《Higher Education》1993,26(3):255-265
The Dainton enhanced engineering courses were designed to produce engineers who would be better prepared for careers in manufacturing management than their counterparts from conventional engineering programmes. As part of a large scale evaluation of these courses, the views of 167 students and 220 graduates of the programmes were compared with those of a control group of 353 students from conventional engineering courses. Respondents were asked for their opinions of 19 course elements in terms of the amount of time devoted to each as a preparation for a career as a professional engineer in industry.In general, enhanced students viewed their courses more favourably than students from conventional courses. Thus, over half of the conventional students criticised their courses for a lack of business and management material, compared with less than one in five enhanced students. There were few differences between the two groups in their views about the technical content of their courses. Criticisms about insufficient time being devoted to CADCAM, Engineering Practice, and Engineering Applications were common in students from both types of course. The views of enhanced graduates, who had up to five years' work experience post graduation, were similar to those of the undergraduates. The results are discussed in terms of their implications for engineering education in general. 相似文献
9.
康小明 《清华大学教育研究》2006,27(6):49-57
本文以已经进入劳动力市场的北京大学经济管理类毕业生为实证研究对象,考察了高等教育阶段积累的社会资本及其家庭社会资本与其进入劳动力市场之后的职业发展成就之间的关系。研究结果表明,高等教育阶段积累的社会资本与其进入劳动力市场第1年和第3年时的年薪收入水平之间存在显著的正向影响,同时也与其进入劳动力市场第3年时的职位等级之间存在显著的正向影响,而毕业生的父母家庭所拥有的社会资本则与上述职业发展成就指标之间不存在显著性影响。 相似文献
10.
应用对陕西省77所不同类型和层次高校16510名大学毕业生的调查数据,采用多群组结构方程模型方法分析了大学毕业生就业质量的性别差异及其影响因素。研究发现:(1)在工作特征满意度、职业匹配度和就业总体满意度等维度的就业质量测量指标上多数存在显著的性别差异。女生感知的就业单位的职位、地理位置和稳定性等工作特征满意度和职业匹配度、就业整体满意度水平要显著高于男生。(2)性别因素对于大学生的就业质量及其与影响因素之间的关系具有重要的调节作用。据此提出三点政策建议:(1)大学生的职业规划越早开展越好,较高的职业匹配度有助于提升大学毕业生的就业质量;(2)根据不同性别大学毕业生对就业单位工作特征的要求,有针对性地提供更适宜的职业岗位;(3)加大对大学毕业生就业的相关政策和就业指导的针对性、有效性和贯彻落实力度,实现更充分更高质量的就业。 相似文献
11.
Restructuring of the labour market has led to changing demand for skills and concern about potential mismatch between needs of employers and competences developed in higher education courses. This paper extends analysis of the Great Expectations survey of UK final-year undergraduates in 1996 to explore the development of skills and competences in different disciplinary areas and the anticipated career trajectories of students. A detailed assessment is undertaken of the extent to which respondents appear prepared, both in terms of the employment-related skills they consider they have developed as undergraduates and in their expectations, for the changes which have taken place in the labour market in the latter part of the twentieth century. While findings from transitional early careers need to be interpreted cautiously, it does appear that expectations varied less than emerging outcomes for this cohort in the vanguard of mass higher education. Subject and gender differences in expectations and outcomes were significant and 'non-traditional' graduates were more likely than others to report that they were experiencing difficulties in the transition from education to employment. The graduates themselves had a flexible approach to the labour market but it seems that employers may have more inflexible recruitment graduate practices. Further research is required but there is clearly a danger that wider access may not lead to correspondingly wider career opportunities. 相似文献
12.
Sofia Nyström Madeleine Abrandt Dahlgren Lars Owe Dahlgren 《Studies in Continuing Education》2013,35(3):215-229
This qualitative and longitudinal study focuses on graduate employment and the development of graduate employment paths. The aim of this article is to explore the present professional trajectory from higher education to working life, with particular reference to graduates from two different study programmes at Linköping University in Sweden: Political Science and Psychology. More specifically, the article focuses on how graduates construe their professional trajectories in terms of their envisaged future work as senior students, and later as novice and early-career professionals with 18 and 34 months of work life experience. The results indicate that graduates’ professional identities and vision of their future work change over time. The set of categories, depicting the graduates’ vision and experiences of their professional trajectories, do not seem to follow a specific temporal and logical progression in their career. Rather, they appear in different order and at different points in time after graduation. The results, instead, endorse the discourse of lifelong learning and the need for flexibility and employability on the labour market. 相似文献
13.
This paper examines patterns of movement to study by undergraduates and patterns of mobility into work by graduates. Using national data and a large-scale dataset, student movement across regions to Higher Education Institutions is described and modelled. The evidence points to a sizeable group of graduates who never move region and a significant proportion of graduates who move to study but then move back to their home region for work. Investigation is made of whether or not movement and mobility depend on the subject studied, the type of HE undertaken, the characteristics of the individual and the characteristics of the origin and destination regions. A hypothesis is proposed that the motive for movement is to secure greater rewards from Higher Education. However, those who move region to study report significantly lower satisfaction scores with their course of study. The implications of these findings for regional agencies, for institutions and for students are considered. 相似文献
14.
Julia Evetts 《International journal of qualitative studies in education》2013,26(2):89-105
This paper considers how the detail of individual life history and career biography can contribute to sociological understanding about women and career. Using career history material from married women primary and infant headteachers, the paper considers what were, for the women themselves, the structural conditions and the characteristics of the teaching labour market. This is followed by an examination of the variations in the attitudes and experiences of individual women to their work and to promotion in their careers. The paper argues that the study of career biography enables us to make the theoretical link between the structural conditions in particular labour markets and the meanings of career to individual women. 相似文献
15.
余卫平 《深圳职业技术学院学报》2006,5(1):85-89
通过对850名高职成人毕业生以及部分成人在校生的调查,研究了继续开设选项体育课后的相关影响结果。数据结果显示:体育课程开设有利于增强和恢复体质,同时,还能促使高职成人学生养成终生锻炼的良好习惯,促进返岗以后的身心发展。在此基础上,提出了继续开设选项体育课教学改革的几点建议。 相似文献
16.
Ruth Bridgstock 《高等教育研究与发展》2009,28(1):31-44
Recent shifts in education and labour market policy have resulted in universities being placed under increasing pressure to produce employable graduates. However, contention exists regarding exactly what constitutes employability and which graduate attributes are required to foster employability in tertiary students. This paper argues that in the context of a rapidly changing information‐ and knowledge‐intensive economy, employability involves far more than possession of the generic skills listed by graduate employers as attractive. Rather, for optimal economic and social outcomes, graduates must be able to proactively navigate the world of work and self‐manage the career building process. A model of desirable graduate attributes that acknowledges the importance of self‐management and career building skills to lifelong career management and enhanced employability is presented. Some important considerations for the implementation of effective university career management programs are then outlined. 相似文献
17.
Hamood K. Al-Harthi 《Prospects》2011,41(4):535-551
How do university students perceive the key relationship between their university education and the labour market? This article describes the perceptions that 827 Egyptian and Omani seniors—both males and females, studying commerce, education, and engineering—hold about that relationship. For these students, a major motivation for attending university is their perception that it will help them get better and more secure employment. They are also confident it will help them enter appropriate careers. However, they are less satisfied with the way in which university curricula prepare them effectively for appropriate careers. In addition, an analysis by nationality, gender, and field of study revealed statistically significant differences among the participants. The Omani students are more confident about their education than the Egyptians—who call for more reform of their curricula to fit labour market requirements. Women are more motivated than men to enter a career after university. The field of study had only a small impact on students’ perceptions of this key relationship. 相似文献
18.
构建专业化的二级学院职业指导体系 总被引：1，自引：1，他引：0
从目前用人单位和大学生需要更多的"个性化"服务来看,大学生职业指导只有回归"院系本位"才能真正实现职业指导的"个性化"服务。因此,建立和完善二级学院职业指导体系,不仅是实现学校职业指导专业化的重要途径,也是提升大学生市场竞争力,促进就业的重要环节。 相似文献
19.
This paper presents an alumni researchstudy as a model for assessing how well highereducation prepares graduates for changing professionaland labour market realities. Results revealed that,while alumni valued the innovative curriculum, theyrecommended increased focus on functional skills; morebalance between team work and individual work; andexpansion of the programme's area of specialisation. Policy recommendations advocated strengthening theemphasis on functional skills; intensifying the rigourof technical and financial coursessemi; linking thefaculty as mentors to students for career developmentsemi;and expanding the school's reputation for excellencein finance as well as in entrepreneurship. 相似文献
20.
A cross-sectional study of McGill management certificate students investigated the benefits adults experience through continuing education. Four groups totalling 1,234 students were surveyed: entrants, graduates, alumni, and a group who had voluntarily withdrawn. Analysis of benefits anticipated by entrants provided a framework of six categories of benefits: career development, fulfilling external requirements, personal development, networking, gaining knowledge and personal fulfilment. The benefits reported by graduates match the goals of entrants, but the relative importance of the various benefits appears to change during the program. For entrants, career development ranks first as the primary motivation, while more of the graduates focus on personal development, and personal fulfilment. Both entrants and graduates emphasize the importance of gaining knowledge. The results were interpreted in terms of the empowerment provided by continuing education.Interesting differences by various student characteristics were explored. Although equally satisfied with the program's contribution to career development, women report slower advancement than men. Further differences by gender are that women experience more personal development and personal fulfilment. While there are no significant differences by age, students with no prior university education report higher gains in several areas. Knowledge gained, however, is highly valued regardless of prior education. It is those with several years of work experience and those who are most certain of their goals who report acquiring more knowledge than others. These findings have implications for admissions policy, program delivery and design, and support services. 相似文献