| Title | Author | Year | Add to Folder |
| "A Passion and Enthusiasm to Bring out the Best in All" : Regional Candidate Teacher Motivations.
| Sheridan, Lynn | 2019 |
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Title: "A Passion and Enthusiasm to Bring out the Best in All" : Regional Candidate Teacher Motivations.
Author(s): Sheridan, Lynn |
Journal Details: Australian Journal of Teacher Education v.44 n.12 p.81-101
Published: December 2019
ISSN: 0313-5373
Abstract: In this study the career motivations and values of regional candidate teachers are investigated using a mixed methodology. Expectancy–value theory (Wigfield & Eccles, 2000) supports the understanding of motivations through the use of four key value categories: interest, utility, attainment and cost. A total of 135 pre-service teachers were surveyed using a modified survey instrument. This study addresses a gap in career motivational literature by exploring the motivations of regional teacher candidates. Current research indicates that quality staffing in Australian regional schools remains a significant concern. Findings indicated that candidates' motivations tended to be aspirational, yet there also exist strong pragmatic imperatives for choosing teaching. Career motivations were aligned to job opportunities in local communities, as well as the desire for social contribution. The findings have implications for university programs in terms of developing teacher agency and supporting career pathways. [Author abstract]
URL (open access) : https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=4384&context=ajte
URL (conditional access) : http://dx.doi.org/10.14221/ajte.2019v44n12.5
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 226396 From EdResearch online
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| Developing self-efficacy and career optimism through participation in communities of practice within Australian creative industries.
| Goodwin, Kim | 2019 |
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Title: Developing self-efficacy and career optimism through participation in communities of practice within Australian creative industries.
Author(s): Goodwin, Kim |
Journal Details: Australian Journal of Career Development v.28 n.2 p.122-131
Published: July 2019
ISSN: 1038-4162
Abstract: Building a sustainable career in the creative industries is a challenging proposition. Creative workers face high levels of employment insecurity and limited career development opportunity. Those working in the sector must build discipline-oriented career self-management skills, while also finding ways to cope with the psychologically demanding nature of precarious work. Two competencies that contribute to creative career success are self-efficacy and career optimism, both of which support resilience and persistence in the face of career obstacles. This study used narrative data from 28 interviews across six creative disciplines to examine how creative workers who work within communities of practice build self-efficacy and career optimism. The findings suggested that, by participating in communities of practice, creative practitioners not only build professional skills that align with their discipline but also gain psychosocial support that promotes resilience. There is an opportunity, therefore, to enhance understanding of communities of practice with creative career development offerings. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=223815
Record No: 223815 From EdResearch online
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| The 'double-edged sword' of a sessional academic career.
| Richardson, Julia
Wardale, Dorothy
Lord, Linley | 2019 |
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Title: The 'double-edged sword' of a sessional academic career.
Author(s): Richardson, Julia | Wardale, Dorothy | Lord, Linley |
Journal Details: Higher Education Research & Development v.38 n.3 p.623-637
Published: May 2019
ISSN: 0729-4360
Abstract: There have been widespread changes to working arrangements and employment relationships, including significant decreases in continuing/full-time employment contracts. This trend is particularly notable in academia, with more universities relying on the expertise of sessional, teaching-focused academics. This qualitative study extends understanding of this important group of professionals, identifying sessional work as a 'double-edged sword' and suggesting a typology of sessional academic careers to be tested in future research. It reports on the diversity among sessional academics, some enjoying the autonomy and flexibility of this working arrangement, others seeking more job security and greater alignment with continuing employment. It also identifies synergies and contradictions between sessional academic careers and key themes in the contemporary careers literature. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/07294360.2018.1545749
Record No: 223054 From EdResearch online
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| Opportunities and Barriers Perceived by Secondary School Agriculture Teachers in Implementing the GPS Cows Learning Module.
| Cosby, Amy
Trotter, Mark
Manning, Jaime
Harreveld, Bobby
Roberts, Jessica | 2019 |
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Title: Opportunities and Barriers Perceived by Secondary School Agriculture Teachers in Implementing the GPS Cows Learning Module.
Author(s): Cosby, Amy | Trotter, Mark | Manning, Jaime | Harreveld, Bobby | Roberts, Jessica |
Journal Details: International Journal of Innovation in Science and Mathematics Education v.27 n.4 p.67-75
Published: 2019
ISSN: 2200-4270
Abstract: Within the agriculture sector the use of digital technologies is rapidly expanding. There is a growing shortage of skilled people considering a career within this sector to support the uptake of agricultural technology. The GPS Cows program is designed to improve secondary school student's knowledge and skills of emerging agricultural technologies. It highlights a range of opportunities and potential career options available to students in agriculture. This collaborative project combines the expertise and passion of researchers, industry professionals and educators in both Australia and the USA. A pilot workshop was run with ten teachers from nine Queensland and New South Wales secondary schools. Teachers participated in lectures and practical workshops, developed data analysis skills and took part in a World Café style focus group. The focus group findings highlighted that for the GPS Cows program to be implemented in secondary school classrooms, excellent resources from the GPS Cows team are needed, combined with ongoing support and guidance. Nevertheless, the participating teachers felt that their students would both engage and enjoy participating in the GPS Cows program and realise the opportunities the agricultural sector offers. [Author abstract]
URL (open access) : https://openjournals.library.sydney.edu.au/index.php/CAL/article/download/13108/12117
Record No: 224224 From EdResearch online
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| The role of dispositions in the development of pedagogical knowledge for pre-service science teacher education.
| Cooper, Rebecca | 2019 |
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Title: The role of dispositions in the development of pedagogical knowledge for pre-service science teacher education.
Author(s): Cooper, Rebecca |
Journal Details: Asia-Pacific Journal of Teacher Education v.47 n.5 p.508-523
Published: November 2019
ISSN: 1359-866X
Abstract: Research on teacher education, especially on the development of teacher educators, is limited. This paper considers the role of dispositions in the development of pedagogical knowledge (PK) for science teacher educators (STEs), across stages of career. It argues that beliefs and perceptions shift and change along with, but not directly related to, what STEs pay attention to and when they pay attention to it. The eight participants were asked to identify the critical experiences (CEs) of their career that impacted on their development of PK. CEs were analyzed using Morine-Dershimer and Kent's (1999) model of PK as a framework, but also to identify common emergent themes across participants and common emergent themes for individuals that led to identification of patterns of actions and finally, participant's dispositions. The notion that beliefs, dispositions and PK are all developed for each individual at their own pace and in their own way is reinforced. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1359866X.2018.1517407
Record No: 224671 From EdResearch online
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| Science students' conceptions of factors that will differentiate them in the graduate employment market.
| Jorre de St Jorre, Trina
Elliott, Joanne
Johnson, Elizabeth D.
Bisset, Stewart | 2019 |
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Title: Science students' conceptions of factors that will differentiate them in the graduate employment market.
Author(s): Jorre de St Jorre, Trina | Elliott, Joanne | Johnson, Elizabeth D. | Bisset, Stewart |
Journal Details: Journal of Teaching and Learning for Graduate Employability v.10 n.1 p.27-41
Published: 2019
ISSN: 1838-3815
Abstract: To gain employment and a fulfilling career, students need to understand the skills and knowledge that are important and how to articulate and evidence their employability. Here we report on research investigating science students' priorities related to immediate employment vs. long-term employability and the factors that students perceive as important to these. We interviewed 138 science students from four Australian universities and found that they were most focused on immediate employment. Students were keen to participate in opportunities to 'value add' to their degree, especially those that might help them to gain relevant work experience and professional networks. However, students' understanding of the relative importance of experiences and skills that would enhance their employability was variable, as was their understanding of the career pathways that they might pursue. Our analysis highlights the importance of explicitly designing curriculum to help students understand the career opportunities available; the skills and abilities needed for diverse careers; and the experiences through which they might develop and evidence these. Furthermore, to engage students, we need to help them to address their greatest and most immediate concerns about gaining employment at graduation, while also setting them up for successful and fulfilling careers. [Author abstract]
URL (open access) : https://ojs.deakin.edu.au/index.php/jtlge/article/view/795/785
URL (conditional access) : https://doi.org/10.21153/jtlge2019vol10no1art795
Record No: 223686 From EdResearch online
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| 'As much as I love being in the classroom ...' : Understanding secondary English teachers' workload.
| Manuel, Jackie
Carter, Don
Dutton, Janet | 2018 |
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Title: 'As much as I love being in the classroom ...' : Understanding secondary English teachers' workload.
Author(s): Manuel, Jackie | Carter, Don | Dutton, Janet |
Journal Details: English in Australia v.53 n.3 p.5-22
Published: 2018
ISSN: 0155-2147
Abstract: This paper reports on the findings of a study of 211 secondary school English teachers in New South Wales, Australia. The study aimed to gather data on English teachers' work and lives, including their perspectives on workload, motivation, work satisfaction, wellbeing, and career intentions. In an educational environment dominated by a culture of 'performativity' (Ball, 2003, p. 216) manifested through the institutionalising of standards-based systems designed to codify, measure and judge teacher quality, the views and voices of teachers themselves are too often marginalised or absent from research and policy debates. In this paper, we represent English teachers' perspectives on their work and lives and draw attention to the impact of an intensified workload on their capacity for quality teaching and continued investment in teaching as a career. The findings highlight a range of professional and situated factors (Day et al., 2006) experienced by teachers as a consequence of: administrative and accountability compliance demands associated with monitoring and reporting of teacher and student performance; high-stakes test preparation, associated data gathering, administration, and heightened expectations from the school executive, students, parents and the wider community; the speed of centralised curriculum change and policy reform; and diminished resources and support, including inadequate support for implementing new curriculum. The phenomenon of an intensified and excessive workload was perceived to be the single most determinant factor in impeding English teachers' desire to focus on the 'core business' of teaching to their best. The paper calls for urgent attention to teacher workload and its far-reaching implications for quality teaching, student learning and the retention and support of high-calibre teachers in the profession. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=222602
Record No: 222602 From EdResearch online
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| A career in professional services : accident, serendipity or something more?
| Regan, Julie-Anne
Graham, Carroll | 2018 |
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Title: A career in professional services : accident, serendipity or something more?
Author(s): Regan, Julie-Anne | Graham, Carroll |
Journal Details: Journal of Higher Education Policy and Management v.40 n.1 p.3-17
Published: February 2018
ISSN: 1360-080X
Abstract: As part of a larger study, professional staff from two universities, Australian and British, were asked how they entered into a higher education career and what factors kept them in that career. Many participants reported that they found themselves in professional services almost by accident, or by a fortunate combination of circumstances. However, in addition to the serendipitous recruitment reported in earlier studies, our analysis found a positive value associated with higher education that attracted people to seek out employment opportunities, and to remain in the sector. This suggests that recruitment is not as accidental or serendipitous as might first appear. We argue that while there are many reasons why our participants remained in higher education, the variety offered in day-to-day roles and responsibilities is a key factor in retaining professional staff. Our findings have implications for policy and practice, for both the recruitment and retention of talented professional staff. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1360080X.2017.1411062
Record No: 219320 From EdResearch online
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| Comparing STEM Students' and Employers' Emphases on Career Information Literacy : A Study on Undergraduate Capstone Units.
| Lin-Stephens, Serene
Manuguerra, Maurizio
Uesi, John | 2018 |
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Title: Comparing STEM Students' and Employers' Emphases on Career Information Literacy : A Study on Undergraduate Capstone Units.
Author(s): Lin-Stephens, Serene | Manuguerra, Maurizio | Uesi, John |
Journal Details: International Journal of Innovation in Science and Mathematics Education v.26 n.7 p.25-37
Published: 2018
ISSN: 2200-4270
Abstract: The mixed graduate employment outcomes of Science, Technology, Engineering and Mathematics (STEM) have often been discussed in terms of social-economic factors, which are largely beyond educational institutions' control. This study aims to examine an endogenous factor related to perceptions of career and employability development to inform course designs and facilitation. Building on a previous study, we examine STEM career information literacy learning emphases in generic, discipline-based and transformative learning. Specifically, we identify and describe the variance (a) between STEM student cohorts and (b) between STEM students and employers. In this nonexperimental, cross-sectional study, we collected responses via a career information literacy learning questionnaire, from final year STEM capstone unit students and their potential employers in an Australian university. The findings indicate that, overall, STEM student cohorts do not differ from each other in their emphases on different attributes of career information literacy, except for the Mathematics, Statistics, Physics and Astronomy cohort. However, when combined and analysed as a group, the STEM students exhibit significantly different career information literacy focuses from STEM employers. The results point to a critical need for STEM students to be educated about employer perceptions. Further implications and limitations of the study are discussed. [Author abstract]
URL (open access) : https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/12646/11842
Record No: 222626 From EdResearch online
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| Front loading the curriculum : early placement experiences enhance career awareness and motivation.
| de Hollander, Catherine
McGuckin, Teneale
Sinclair, Kelly
Barnett, Fiona
Sealey, Rebecca | 2018 |
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Title: Front loading the curriculum : early placement experiences enhance career awareness and motivation.
Author(s): de Hollander, Catherine | McGuckin, Teneale | Sinclair, Kelly | Barnett, Fiona | Sealey, Rebecca |
Journal Details: Student Success v.9 n.2 p.39-47
Published: 2018
ISSN: 2205-0795
Abstract: Deciding which career path is right for undergraduate students can be challenging and positive outcomes are linked to early work placements. The aim of the current study was to explore the student experience following the introduction of early career-based awareness-raising and reflective learning opportunities in first-year sport and exercise science-based students. Students met with the first-year coordinator to discuss career progression and career aspirations. From this meeting, students were allocated a placement. Following the placement visit, students submitted a reflection piece addressing their experiences at the placement site with six themes identified including: 1) positive experience; 2) degree selection; 3) exposure and reinforcement of practices; 4) career awareness; 5) supervisor impact; and 6) negative experience. The provision of early placement for students in an observational capacity appears to be beneficial to first year experience to assist in consolidating their choice of degree. [Author abstract]
URL (open access) : https://studentsuccessjournal.org/article/view/526/392
URL (conditional access) : https://doi.org/10.5204/ssj.v9i2.419
Record No: 221424 From EdResearch online
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| 'I learn for a job promotion!' : the role of outcome-focused career goals in motivating distance learners to learn.
| Ng, Clarence | 2018 |
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Title: 'I learn for a job promotion!' : the role of outcome-focused career goals in motivating distance learners to learn.
Author(s): Ng, Clarence |
Journal Details: Distance Education v.39 n.3 p.390-410
Published: August 2018
ISSN: 0158-7919
Abstract: Outcome-focused career goals are concerned about studying for tangible career benefits. To what extent do these goals motivate distance learners to learn? Using a mixed-method design, Study 1 found that career-focused learners, when compared with noncareer-focused counterparts, had a propensity to endorse outcome-focused career goals, use surface strategies, value their learning, and achieve better course results. Interview findings showed that career-focused learners used a strategic approach to ensure the timely completion of tasks and examination preparation. Study 2 located two groups of career-focused learners (autonomous and controlled) who endorsed outcome-focused career goals, alongside a noncareer-focused group. MANOVA analyses found that autonomous and noncareer-focused learners had engaged learning patterns. Although controlled learners were less engaged in learning, they achieved better results. It was concluded that outcome-focused career goals are significant sources of motivation for distance learners, despite being extrinsic to learning. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01587919.2018.1476839
Record No: 220433 From EdResearch online
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| Occupational/Career Amotivation and Indecision for Gifted and Talented Adolescents : A Cognitive Decision-Making Process Perspective.
| Jung, Jae Yup | 2018 |
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Title: Occupational/Career Amotivation and Indecision for Gifted and Talented Adolescents : A Cognitive Decision-Making Process Perspective.
Author(s): Jung, Jae Yup |
Journal Details: Journal of Psychologists and Counsellors in Schools v.28 n.2 p.143-165
Published: 2018
ISSN: 2055-6365
Abstract: Two alternative versions of a model of the cognitive decision-making processes of gifted and talented adolescents associated with occupational or career indecision were tested in this study. A psychometrically rigorous survey instrument was used to collect data from 664 adolescents attending three academically selective high schools in Sydney, Australia. Data were analysed using structural equation modelling procedures. The superior model suggested that idiocentric orientations toward the future and social influences from the family are likely to direct gifted and talented adolescents away from a state of occupational amotivation, which is a likely predictor of occupational indecision. The findings may be used to more clearly understand and to better assist gifted and talented adolescents experiencing difficulty with their occupational decisions. [Author abstract]
URL (conditional access) : https://doi.org/10.1017/jgc.2016.33
Record No: 222117 From EdResearch online
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| Burnout in NSW School Counsellors : How do years of experience, career-sustaining behaviours and mindfulness affect burnout levels?
| Rodd, Amanda | 2017 |
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Title: Burnout in NSW School Counsellors : How do years of experience, career-sustaining behaviours and mindfulness affect burnout levels?
Author(s): Rodd, Amanda |
Journal Details: Journal of Student Engagement: Education Matters v.7 n.1 p.49-70
Published: 2017
ISSN: 1839-8340
Abstract: The purpose of the current study was to determine correlations between years of service and burnout experienced by members of the New South Wales Department of Education school counselling service in Australia. The benefits of participation in mindfulness and career-sustaining behaviours on levels of burnout in the sample were also explored. The 138 participants each completed a burnout inventory, mindfulness questionnaire and career-sustaining behaviours questionnaire. The participants were allocated to one of three groups: highly experienced, experienced or inexperienced. Results indicated that, as years of experience increased, levels of burnout decreased. Participation in some, but not all, facets of mindfulness were found to increase as years of experience increased. Participation in mindfulness and career-sustaining behaviours were associated with lower levels of burnout. Spending time with a partner/family and maintaining self-awareness were the two career-sustaining behaviours that were found to have the largest positive impact on levels of burnout. However, additional research in this area is required to further elucidate the types of career-sustaining behaviours that have the most-positive impacts on burnout. [Author abstract]
URL (open access) : https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1050&context=jseem
Record No: 220410 From EdResearch online
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| Burnout in NSW School Counsellors : Relationships between mindfulness, career-sustaining practices and work setting.
| Earle, Kym-Myree | 2017 |
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Title: Burnout in NSW School Counsellors : Relationships between mindfulness, career-sustaining practices and work setting.
Author(s): Earle, Kym-Myree |
Journal Details: Journal of Student Engagement: Education Matters v.7 n.1 p.71-96
Published: 2017
ISSN: 1839-8340
Abstract: Burnout, a multifaceted psychological construct, is associated with a diverse range of undesirable physical and psychological consequences. School counsellor, employed in New South Wales (NSW) public schools, like other mental health professionals and teachers, are vulnerable to burnout that may negatively affect their work with students. While there is some international research into burnout within school counsellors, no studies have examined this within NSW school counsellors. This study, therefore, replicated Australian research by Di Benedetto and Swadling (2014), who investigated the relationships among burnout in psychologists, work-setting, mindfulness and career-sustaining behaviours (CSBs). One hundred and thirty- one NSW Department of Education (NSW DoE) school counsellors (M = 44.08, SD=11.99) were surveyed to assess self-reported burnout, mindfulness and CSB preferences. Moderate levels of burnout were reported among these school counsellors. School counsellors working in rural areas reported significantly higher burnout compared to counsellors working in Sydney metropolitan or urban (Wollongong, Newcastle, Central Coast) areas. There was a strong negative relationship between mindfulness and burnout. Specific CSBs had small to medium associations with lower burnout. Some CSB preferences were linked to higher burnout. Increasing mindfulness practices may help in the prevention and management of burnout in NSW school counsellors. [Author abstract]
URL (open access) : https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1051&context=jseem
Record No: 220411 From EdResearch online
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| Careers of professional staff in Australian and UK universities : A mixed methods pilot study.
| Gander, Michelle | 2017 |
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Title: Careers of professional staff in Australian and UK universities : A mixed methods pilot study.
Author(s): Gander, Michelle |
Journal Details: Australian Universities Review v.59 n.1 p.87-96
Published: 2017
ISSN: 0818-8068
Abstract: This article confirms the reliability of a protean and boundaryless career attitudes scale, tested in a pilot study. Additionally, it summarises the results of this study into the career attitudes of professional staff in Australian and UK universities. A mixed methods approach was taken using a survey consisting of both closed questions on a 5-point Likert type scale, and an open text question that asked for respondents' career stories. The convenience sample consisted of 19 staff from Australia and 12 from the UK. The findings suggest that professional staff create a hybrid approach to managing their career, showing aspects of protean, boundaryless and traditional career attitudes and that there are no significant differences between the career attitudes of these staff in Australia and the UK. There is a clear need for further research to test these results, which could be used to inform universities' human resource strategies. [Author abstract]
URL (open access) : http://www.nteu.org.au/library/download/id/7639
URL (conditional access) : https://library.acer.edu.au/document/?document_id=214673
Record No: 214673 From EdResearch online
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| The development of a tailored, career-focused interactive online learning tool for physical activity and health students : A pilot study.
| Teychenne, Megan
Sahlqvist, Shannon
Teychenne, Danielle
Macfarlane, Susie
Dawson, Phillip
Costigan, Sarah | 2017 |
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Title: The development of a tailored, career-focused interactive online learning tool for physical activity and health students : A pilot study.
Author(s): Teychenne, Megan | Sahlqvist, Shannon | Teychenne, Danielle | Macfarlane, Susie | Dawson, Phillip | Costigan, Sarah |
Journal Details: Journal of Teaching and Learning for Graduate Employability v.8 n.1 p.60-73
Published: 2017
ISSN: 1838-3815
Abstract: Students enrolled in university courses often lack knowledge of potential jobs and career paths they can take, which can inhibit their ability to plan, job seek and make decisions about their careers, and negatively impact on their ability to gain employment. To address this problem we developed and piloted a tailored, career-focused interactive online learning tool for public health and exercise science students, based on constructs of Savickas' (2005) theory of career construction. This paper reports a mixed-methods study to understand student experiences of using that tool, and their perception of how well it prepared them for career planning. Twenty-two second-year students completed an online survey using both qualitative and quantitative methods to assess the perceived feasibility and acceptability of the interactive online learning tool. Descriptive (for quantitative data) and inductive content analyses (for qualitative data) were performed. Most students (86%) indicated that they would use the tool again. All students reported that the tool was user-friendly, engaging and informative and provided them with jobs that matched their personal and work-related skills and strengths. Qualitative data reflected these findings and identified seven key themes, including: value, career exploration, design, and tailoring, with themes partly reflecting components of Savicka's theory. The tailored, career-focused interactive online learning tool was perceived to be a feasible and effective strategy to support university students in their career planning and job seeking behaviours prior to graduation. These findings can be used to inform and refine the development of career-focused tools for students undertaking other University courses. [Author abstract]
URL (open access) : https://ojs.deakin.edu.au/index.php/jtlge/article/view/596/608
URL (conditional access) : https://doi.org/10.21153/jtlge2017vol8no1art596
Record No: 216264 From EdResearch online
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| Early career development in the public sector : Lessons from a social constructionist perspective.
| Bridgman, Todd
De'ath, Annie | 2017 |
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Title: Early career development in the public sector : Lessons from a social constructionist perspective.
Author(s): Bridgman, Todd | De'ath, Annie |
Journal Details: Australian Journal of Career Development v.26 n.2 p.43-51
Published: July 2017
ISSN: 1038-4162
Abstract: This article explores the contribution a social constructionist paradigm can make to the study of career, through a small-scale empirical study of recent graduates employed in New Zealand's state sector. A social constructionist lens denies the possibility of an individualised, generalised understanding of 'career', highlighting instead its local, contingent character as the product of social interaction. Our respondents' collective construction of career was heavily shaped by a range of context-specific interactions and influences, such as the perception of a distinctive national identity, as well as by their young age and state sector location. It was also shaped by the research process, with us as researchers implicated in these meaning-making processes. Social constructionism shines a light on aspects of the field that are underplayed by mainstream, scientific approaches to the study of career, and therefore has valuable implications for practitioners, as well as scholars. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=219137
Record No: 219137 From EdResearch online
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| Growing up after the GFC : responsibilisation and mortgaged futures.
| Kelly, Peter | 2017 |
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Title: Growing up after the GFC : responsibilisation and mortgaged futures.
Author(s): Kelly, Peter |
Journal Details: Discourse v.38 n.1 p.57-69
Published: February 2017
ISSN: 0159-6306
Abstract: In this paper I argue that in the aftermath of the Global Financial Crisis of 2008–2009 young people, certain populations of young people in particular, are being made to bear a heavy burden, carry significant responsibilities for re-imagining their lives as a enterprise – an enterprise in which an investment in education and training and work increasingly looks like a mortgaging of an uncertain future. In mortgaging their future, many young people are confounded by the possibility of repaying this debt, or of leveraging it into a life that was promised them if only they stayed in education and training, if only they got a job, if only they studied and worked hard, and had an eye to the future. The paper will explore some of the characteristics of the self as enterprise, the challenges and opportunities that shape the fields of possibilities from which this self emerges, and which require us to practise our freedom in particular, always limited, ways and to carry responsibilities for more and more aspects of our lives, in circumstances that mostly escape our differing, individual abilities and capacities to shape these circumstances. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2015.1104852
Record No: 214931 From EdResearch online
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| Influences on career identity in Vietnamese students at an international university.
| Mate, Susan
Mcdonald, Matthew
Morgan, Arthur
Hoang, Duc-Nhat
Das, Mita
Dinh, Nhung | 2017 |
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Title: Influences on career identity in Vietnamese students at an international university.
Author(s): Mate, Susan | Mcdonald, Matthew | Morgan, Arthur | Hoang, Duc-Nhat | Das, Mita | Dinh, Nhung |
Journal Details: Australian Journal of Career Development v.26 n.1 p.24-31
Published: April 2017
ISSN: 1038-4162
Abstract: This study considers the career identities of Vietnamese students studying at an offshore (Australian) university in Vietnam. The students had completed the first module of a new career development learning program called Career Passport. As part of the program, students were required to write a narrative on their 'career story' to reflect on their experiences and synthesise their learning. The study drew on a social constructionist and narrative psychology approach to explore the major influences on the career identity that emerged from the students' narratives. The strongest influence on the students' career identities and career decision-making was family, which is in accordance with the collectivist cultural values of Vietnam. Somewhat less expected was the effect of various media, such as film and television. Despite the influence of family, the narratives reflect a strong desire to meet individual values, needs and interests in what the students would like their future careers to look like. The latter two findings perhaps indicate that Vietnamese students at an international university are more influenced by Western values and expectations of 'career' than their counterparts who study at domestic universities. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=218749
Record No: 218749 From EdResearch online
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| Informing the career development of IT students by understanding their career aspirations and skill development action plans.
| McKenzie, Sophie
Coldwell-Neilson, Jo
Palmer, Stuart | 2017 |
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Title: Informing the career development of IT students by understanding their career aspirations and skill development action plans.
Author(s): McKenzie, Sophie | Coldwell-Neilson, Jo | Palmer, Stuart |
Journal Details: Australian Journal of Career Development v.26 n.1 p.14-23
Published: April 2017
ISSN: 1038-4162
Abstract: Attending university can assist students to make informed and realistic choices regarding their career. However, career development is a complex process and there are discipline-specific aspects to consider. In Information Technology, no clear career developmental pathway is evident in the literature despite recent efforts by employers, educators, and professional societies to help students improve their career expectations and employability upon graduation. This study aims to understand better the career aspirations and expectations of tertiary Information Technology students, so that their beliefs and needs can be taken into consideration when supporting them in career development. This study uses both qualitative and quantitative analyses to explore the career aspirations of 306 students. The results demonstrated variability in students' short-term aspirations and a lack of understanding regarding effective actions to achieve their career goals, highlighting issues with setting realistic expectations. Outcomes show that undergraduate Information Technology students may require assistance with negotiating career choice. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=218748
Record No: 218748 From EdResearch online
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| Making the most of data : it's a game changer.
| Hoareau, Renee | 2017 |
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Title: Making the most of data : it's a game changer.
Author(s): Hoareau, Renee |
Journal Details: FYI : The Journal for the School Information Professional v.21 n.4 p.10-13
Published: Spring 2017
ISSN: 1328-8466
Abstract: In the technology-rich world of today, constant change in what we learn, the ways we learn, and in accelerating what we do is the norm. This raises the question of how do we future proof for constant obsolescence and ensure the integrity of data that informs the broader society, education, the work force and within daily lives. The focus in this essay is to introduce a strategy to address this challenge called the Day of STEM, specifically Program 4, the Optus Cyber Security Experience that provides a foundation to the Cyber Victoria Schools Challenge. [Author extract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=218461
Record No: 218461 From EdResearch online
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| Online Career Guidance : Does Knowledge Equate to Power for High School Students?
| Galliott, Natal'ya | 2017 |
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Title: Online Career Guidance : Does Knowledge Equate to Power for High School Students?
Author(s): Galliott, Natal'ya |
Journal Details: Journal of Psychologists and Counsellors in Schools v.27 n.2 p.190-207
Published: 2017
ISSN: 2055-6365
Abstract: The provision of online career information and guidance is becoming more popular among career counselling practitioners and policy makers targeting the postschool transitions of youth. Internet-based career exploration and guidance systems provide convenience and economy to both individuals confronted with career decision making as well as those assisting them in the process. However, the usefulness of these systems in improving the career uncertainty of young people is under-researched. This article presents the results of a cross-sectional survey conducted with high school students in Years 9–12 (N = 706) from 12 schools in New South Wales, Australia. Analyses reveal that: the majority of students are unaware of the online career guidance services targeted towards them; the personal characteristics, school type, and sector of participants differed between websites recalled; and that there are no significant relations between listed web resources and students' career certainty. The article concludes with implications for career counselling practitioners and policy makers. [Author abstract]
URL (conditional access) : https://doi.org/10.1017/jgc.2017.7
Record No: 217662 From EdResearch online
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| Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics.
| Jackson, Denise
Wilton, Nicholas | 2017 |
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Title: Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics.
Author(s): Jackson, Denise | Wilton, Nicholas |
Journal Details: Higher Education Research & Development v.36 n.4 p.747-762
Published: June 2017
ISSN: 0729-4360
Abstract: Underemployment, continued growth in the supply of graduates and seemingly perpetual instability are dominant trends in graduate labour markets. In order to negotiate an increasingly complex career terrain, graduates require sharpened skills in effectively managing their own careers and a strong assurance of their own capabilities. This study focuses on the individual dimensions of perceived employability (PE) and explores perceptions among undergraduates and the associated influence of career management competencies, work experience and individual characteristics. Data were collected for 480 business undergraduates at a UK and Australian university using an online survey. Findings indicate that, overall, undergraduates demonstrated reasonably high levels of PE. Certain career management competencies influenced perceptions, in addition to work experience and individual characteristics. The study is relevant to stakeholders, including educators, employers and students, from developed economies as it highlights coherent strategies to enhance PE among higher education students. These may lead to increased individual success in the labour market and more effective recruitment, retention and performance of new graduates. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/07294360.2016.1229270
Record No: 215361 From EdResearch online
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| Redefining 'early career' in academia : a collective narrative approach.
| Bosanquet, Agnes
Mailey, Alana
Matthews, Kelly E.
Lodge, Jason M. | 2017 |
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Title: Redefining 'early career' in academia : a collective narrative approach.
Author(s): Bosanquet, Agnes | Mailey, Alana | Matthews, Kelly E. | Lodge, Jason M. |
Journal Details: Higher Education Research & Development v.36 n.5 p.890-902
Published: August 2017
ISSN: 0729-4360
Abstract: 'Early career' in academia is typically defined in terms of research capability in the five years following PhD completion, with career progression from post-doctoral appointment to tenure, promotion and beyond. This ideal path assumes steady employment and continuous research development. With academic work increasingly casualised, experiences of 'early career' are changing and definitions in use by institutions and research bodies do not reflect the lived experiences of early career academics (ECAs). This paper presents five collective narratives and a thematic analysis of survey data from 522 ECAs in three Australian universities. The results offer insights into the diverse experiences of the early stages of academic careers and provide an opportunity to reconsider current definitions. We argue that the employment context in higher education makes it crucial to consider scholars' self-definitions alongside existing objective indicators to redefine early career in academia. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/07294360.2016.1263934
Record No: 215930 From EdResearch online
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| Unpacking the career aspirations of Australian school students : towards an evidence base for university equity initiatives in schools.
| Gore, Jennifer
Holmes, Kathryn
Smith, Max
Fray, Leanne
McElduff, Patrick
Weaver, Natasha
Wallington, Claire | 2017 |
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Title: Unpacking the career aspirations of Australian school students : towards an evidence base for university equity initiatives in schools.
Author(s): Gore, Jennifer | Holmes, Kathryn | Smith, Max | Fray, Leanne | McElduff, Patrick | Weaver, Natasha | Wallington, Claire |
Journal Details: Higher Education Research & Development v.36 n.7 p.1383-1400
Published: December 2017
ISSN: 0729-4360
Abstract: Demand for higher education in Australia has doubled since 1989, increasing the number of students from diverse social, economic and academic backgrounds. Equity targets have seen a proliferation of programs and interventions aimed at encouraging school students, particularly those from low socio-economic status backgrounds, to participate in higher education. However, little is known about the specific occupational interests of school students upon which targeted strategies might effectively be designed and implemented. This paper examines school students' aspirations for specific careers that require a university education, in relation to student background and school-related variables. The analysis draws from a study of 6492 students from Years 3 to 12 in 64 New South Wales public schools. We found a complex array of factors relating to interest in different careers. Year level at school, gender and prior achievement were stronger predictors across many careers than factors such as SES, Indigenous status and school location. We argue that rather than taking a one-size-fits-all approach to encouraging participation in higher education, outreach activities should be targeted to take account of student diversity and inequalities that foster differing aspirations. [Author abstract]
URL (open access) : http://dx.doi.org/10.1080/07294360.2017.1325847
URL (conditional access) : http://dx.doi.org/10.1080/07294360.2017.1325847
Record No: 217074 From EdResearch online
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| Using work-integrated learning to enhance career planning among business undergraduates.
| Jackson, Denise A. | 2017 |
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Title: Using work-integrated learning to enhance career planning among business undergraduates.
Author(s): Jackson, Denise A. |
Journal Details: Australian Journal of Career Development v.26 n.3 p.153-164
Published: October 2017
ISSN: 1038-4162
Abstract: Effective career planning among undergraduates is increasingly important amid competitive graduate labour markets and high levels of graduate underemployment. Students must be able to set clearly defined career objectives and be equipped to identify suitable development pathways to achieve their career goals. This study examined the impact of work-integrated learning on student career planning. It focused on the completion of an elective work placement by 102 business undergraduates in a Western Australian university. The study adopted a qualitative approach and used structured reflections to examine how the placement influenced students' career objectives, developed their self-awareness in the context of career planning, and helped them identify personal development strategies to improve their employment prospects. Drawing on social cognitive career theory, the study advances our understanding of how work-integrated learning can shape undergraduate career objectives and improve currently weak levels of student engagement with career planning. Implications for future career counselling are discussed. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=218973
Record No: 218973 From EdResearch online
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| When do University Students and Graduates Know What Careers they Want : A Research-Derived Framework.
| Kinash, Shelley
Crane, Linda
Capper, John
Young, Mark
Stark, Ashley | 2017 |
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Title: When do University Students and Graduates Know What Careers they Want : A Research-Derived Framework.
Author(s): Kinash, Shelley | Crane, Linda | Capper, John | Young, Mark | Stark, Ashley |
Journal Details: Journal of Teaching and Learning for Graduate Employability v.8 n.1 p.3-21
Published: 2017
ISSN: 1838-3815
Abstract: This paper reports on research which was conducted to explore how university students and those who had graduated and been subsequently employed, made career decisions. Specifically, through interviews and focus group discussions with 22 university students and 28 graduates from Australian undergraduate and postgraduate courses in a variety of disciplines, four questions were explored: Do university students know their own desired post-course employment, or in other words, what they want to be after graduation; if so, at what point in their student experience do they come to this decision; what elements come into play in university student career decision-making; and to what extent do students and graduates feel that their career decision-making is supported by their universities? Research was grounded in, and results aligned with, the 'chaos theory of careers.' The main findings were that at the enrolment-stage of university and during their studies, most students were pessimistic about their career outcomes and felt largely unsupported in identifying suitable career goals. However, the outcomes after graduation were unexpectedly positive in that, by this point most had identified career goals and were in careers they had desired. Most of the research participants who had been in their careers for an extended length of time were casual academics who were dissatisfied with their career progression and status. Although they had identified academic career goals and secured employment in their chosen industry, they were disappointed by continuous short-term contracts and what they perceived as poor career supports extended by their university employers. A 'university student and graduate career-knowledge framework' was derived. The key takeaway from this research was a set of recommendations for universities regarding how to better support students to make career choices. [Author abstract]
URL (open access) : https://ojs.deakin.edu.au/index.php/jtlge/article/view/584/604
URL (conditional access) : https://doi.org/10.21153/jtlge2017vol8no1art584
Record No: 216265 From EdResearch online
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| Career management attitudes among business undergraduates.
| Wilton, Nicholas
Jackson, Denise | 2016 |
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Title: Career management attitudes among business undergraduates.
Author(s): Wilton, Nicholas | Jackson, Denise |
Journal Details: Australian Journal of Career Development v.25 n.1 p.7-22
Published: April 2016
ISSN: 1038-4162
Abstract: Globalisation, organisational restructuring and new technology have been connected with a shift to 'protean' and 'boundaryless' career attitudes with workers, including new graduates, increasingly required to be self-reliant in successfully navigating their careers. This study explores protean and boundaryless career attitudes among Business undergraduates and the influence of demographic, background and employment characteristics on these attitudes. Data were collected for Business undergraduates at a UK (N = 88) and Australian university (N = 284). Results indicate the students score more highly, on average, in the self-direction and boundaryless mindset dimensions. Relatively lower mean scores for physical mobility and values-driven suggest a 'one high, one low' pattern among the two items that constitute protean and boundaryless career attitudes. Employment status and Business degree specialisation were found to significantly predict career attitudes. Findings develop our understanding of whether emerging professionals are equipped to effectively self-manage their careers and implications for educators and professional practitioners are discussed. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=210594
http://dx.doi.org/10.1177/1038416215604002
Record No: 210594 From EdResearch online
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| Career maturity among university students in Jordan : The case for social studies.
| Jawarneh, Mohammad | 2016 |
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Title: Career maturity among university students in Jordan : The case for social studies.
Author(s): Jawarneh, Mohammad |
Journal Details: Australian Journal of Career Development v.25 n.3 p.110-116
Published: 2016
ISSN: 1038-4162
Abstract: The main purpose of this study was to determine the level of career maturity in a sample of university students in one public university in Jordan. The study also sought to determine differences in career maturity based on gender and educational level. The sample of the study consisted of 284 students enrolled in social studies classes. Results of the study indicated that participants had high levels of career maturity on self-knowledge, career decision-making, and career implementation. However, participants exhibited moderate levels of career maturity on knowledge of occupations, knowledge of the world of work, and career planning. The results also showed no differences in levels of career maturity based on gender and educational level except for the career planning dimension where juniors and seniors were more mature than sophomores. Finally, this study provided several recommendations with regard to preparing university students for the work environment. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=213930
http://dx.doi.org/10.1177/1038416216676807
Record No: 213930 From EdResearch online
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| Career motivations, role expectations and curriculum knowledge of prospective Secondary English Teachers in Western Australia.
| Moon, Brian
Harris, Barbara | 2016 |
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Title: Career motivations, role expectations and curriculum knowledge of prospective Secondary English Teachers in Western Australia.
Author(s): Moon, Brian | Harris, Barbara |
Journal Details: Australian Journal of Teacher Education v.41 n.12 p.41-66
Published: 2016
ISSN: 0313-5373
Abstract: Teacher quality, teaching standards, and entry criteria for teacher education courses are currently subjects of intense national debate and policy development in Australia. As tertiary institutions respond to calls for a review of standards, there is a need for more data on the characteristics of entrants to teacher education and the factors that are likely to influence their performance as teachers. This survey-based study investigated the entry characteristics of four cohorts of secondary English majors at one institution. Prior studies have focused on graduate-level students in one-year preparation courses, and addressed fewer factors. This study surveyed undergraduate students embarking on a four-year degree, and included a wider survey of motivations, perceptions and abilities. The findings indicate participants had strong emotional investments but modest past achievement in secondary school English. They rated affective factors as more important for teaching than academic performance or intellectual ability; and they rated their own knowledge and skills in some key curriculum areas as marginal. These results are considered in relation to the debate on teaching standards and the capacity of undergraduate teacher education courses to prepare high quality teachers. [Author abstract]
URL (open access) : http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3217&context=ajte
URL (conditional access) : https://library.acer.edu.au/document/?document_id=214389
Record No: 214389 From EdResearch online
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| Effect of medical student preference on rural clinical school experience and rural career intentions.
| Walters, Lucie
Seal, Alexa
McGirr, Joe
Stewart, Ruth A.
DeWitt, Dawn
Playford, Denese | 2016 |
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Title: Effect of medical student preference on rural clinical school experience and rural career intentions.
Author(s): Walters, Lucie | Seal, Alexa | McGirr, Joe | Stewart, Ruth A. | DeWitt, Dawn | Playford, Denese |
Journal Details: Rural and Remote Health v.16 n.3698
Published: November 2016
ISSN: 1445-6354
Abstract: The key parameter for rural clinical schools (RCSs) is to provide at least 1 year of clinical training in rural areas for 25% of Australian Commonwealth supported medical students with the intent to influence future rural medical workforce outcomes. The objective of this study was to describe the association between a medical student's selection preference and their RCS experience and rural career intent. Medical students completing an RCS placement in 2012 and 2013 were encouraged to complete a survey regarding their experience and future career intent. Data were analysed to compare medical students for whom the RCS was their first choice with students who described the RCS as other than their first preference. Students for whom RCS was their first choice (724/1092) were significantly more likely to be female, come from a rural background and be from an undergraduate program. These students reported more positive experiences of all aspects of the RCS program (costs, access, support and networks, safety) and were 2.36 times more likely to report intentions to practice in a non-metropolitan area (odds ratio(OR)=2.36 (95% confidence interval(CI)=1.82-3.06), p<0.001). This was true for students of rural (OR=3.11 (95%CI=1.93-5.02), p<0.001) and metropolitan backgrounds (OR=2.07 (95%CI=1.48-2.89), p<0.001). More students in the first-choice group (68.8%) intended to practice in a regional area (not a capital or major city), significantly higher than the 48.4% of participants in the other-preference group (x2 (1) 42.79, p<0.001). The decision to choose an RCS placement is a marker of rural career intention and a positive rural training experience for students of both rural and metropolitan backgrounds. It may be important to identify other-preference students and their specific social support needs to ensure a positive perception of a future rural career. [Author abstract]
URL (open access) : https://www.rrh.org.au/journal/article/3698
https://www.rrh.org.au/journal/download/pdf/3698/
Record No: 222943 From EdResearch online
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| From University Student to Employee.
| Nielsen, Trine Brondt
Holmegaard, Henriette Tolstrup | 2016 |
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Title: From University Student to Employee.
Author(s): Nielsen, Trine Brondt | Holmegaard, Henriette Tolstrup |
Journal Details: International Journal of Innovation in Science and Mathematics Education v.24 n.3 p.14-30
Published: 2016
ISSN: 2200-4270
Abstract: In Denmark employment rates for physics graduates are high, which suggests that the graduates meet the demands of the job market. Consequently, the transition from higher education physics to employment has been of little concern to either universities or other stakeholders and therefore has not been the subject of research. This study aims to explore this gap in the literature, by studying physics students' experiences and the challenges they encounter in their transition into the job market. The study is based on a questionnaire and interviews with physics graduates from a research-intensive university in Denmark. The results show that despite the high employment rates, the transition experience is both frustrating and challenging for the graduates who perceive it to be their individual responsibility alone to find a job. Firstly, they struggle to identify their own competencies and, as a result, they are challenged in matching them with potential jobs. Secondly, they struggle to identify jobs other than teaching and research careers, which are the jobs being portrayed during their university studies. Thirdly, they experience a lack of both discipline-specific as well as generic competencies such as programming and project management. The results suggest that there is a need, even for study programmes with high employment rates, to support students' transition into work-life. The implications of the study show that in order to enhance student employability, initiatives should be embedded into the curriculum to secure employability as an integrated part of the graduates' competencies. [Author abstract]
URL (open access) : https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/11042/10643
Record No: 216395 From EdResearch online
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| Graduates' Attitudes to Research Skill Development in Undergraduate Media Education.
| Wilmore, Michael
Willison, John | 2016 |
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Title: Graduates' Attitudes to Research Skill Development in Undergraduate Media Education.
Author(s): Wilmore, Michael | Willison, John |
Journal Details: Asia Pacific Media Educator v.26 n.1 p.113-128
Published: June 2016
ISSN: 1326-365X
Abstract: This article examines the attitudes of graduates employed in different segments of the media industry to the development of research skills during their studies. Qualitative interviews were conducted with ten graduates employed in different jobs approximately one year after graduation to understand how applicable they found generic and media-specific research skills to their employment. The study was conducted as part of a wider project evaluating the application of a systematic framework for research skills development, across whole degree programmes. The interviews demonstrate broad agreement regarding the value of research skills for media employment. However, there were divergent opinions about the need to articulate research skills explicitly and the value of media-specific skill for current employment situations. Interviewees also indicated varying levels of awareness regarding the relevance research skills have across different employment contexts. Therefore, it is important that media-educators understand how their students' differing career destinations immediately after graduation influence formal and informal evaluations of the quality of their course. We conclude that this educational challenge is best addressed by implementing a consistent framework for research education that improves students' metacognitive awareness of the transferability of this graduate attribute across multiple industries and career destinations. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1177/1326365X16640348
Record No: 218739 From EdResearch online
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| Interpreting the Anzac legacy : Reflexive accounts of artistic practice.
| Kerby, Martin
Baguley, Margaret
Tuppurainen-Mason, Eloise | 2016 |
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Title: Interpreting the Anzac legacy : Reflexive accounts of artistic practice.
Author(s): Kerby, Martin | Baguley, Margaret | Tuppurainen-Mason, Eloise |
Journal Details: Australian Art Education v.37 n.2 p.116-132
Published: 2016
ISSN: 1032-1942
Abstract: This paper will explore the journey of two visual Artists and a Project Manager working with a secondary school on two government funded projects commemorating the Anzac legacy. The process of conceptual development, creation and negotiation will be investigated within the context of the career stages of each participant. The complexities of working with the school community whilst also maintaining the integrity of the participants' respective vision will further contextualise this discussion. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=215071
Record No: 215071 From EdResearch online
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| Lessons to Educators From Recent Studies About Employability For Research-Trained Graduates.
| Rowland, Susan L. | 2016 |
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Title: Lessons to Educators From Recent Studies About Employability For Research-Trained Graduates.
Author(s): Rowland, Susan L. |
Journal Details: International Journal of Innovation in Science and Mathematics Education v.24 n.3 p.84-93
Published: 2016
ISSN: 2200-4270
Abstract: This paper aims to stimulate discussion around the career prospects and training of postgraduate students in the sciences. It presents a summary of recent studies that address the careers and career-prospects of research-trained science graduates. It examines what research-trained graduates say about their career prospects and employability while drawing on data that illustrate the real likelihood they will forge a long-term career in research or academia. It also considers the cultural changes needed to broaden the understanding of the employment outcomes of research-trained science graduates and offers practical suggestions for fostering these changes. [Author abstract]
URL (open access) : https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/11046/10647
Record No: 216399 From EdResearch online
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| The Nexus Between STEM Qualifications and Graduate Employability : Employers' Perspectives.
| Rayner, Gerry
Papakonstantinou, Theo | 2016 |
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Title: The Nexus Between STEM Qualifications and Graduate Employability : Employers' Perspectives.
Author(s): Rayner, Gerry | Papakonstantinou, Theo |
Journal Details: International Journal of Innovation in Science and Mathematics Education v.24 n.3 p.1-13
Published: 2016
ISSN: 2200-4270
Abstract: A science education is an important element of a literate, advanced and modern society, and the teaching of science is mandatory through to mid-secondary schooling. Despite this, and notwithstanding the range of skills and capabilities provided by a science degree, a straight bachelor's degree (BSc) does not guarantee a science-related career. In fact, recent evidence indicates that only a moderate proportion of BSc graduates obtain science-related employment immediately upon leaving university. Reasons for this include the general nature of a science degree and the diversity of jobs possible for such graduates. A considerable gap in the literature pertaining to science graduate employability is the lack of employer perspectives on the comparative value of various tertiary qualifications (e.g. BSc, Masters, PhD). Insight into such perspectives, and the linking of this to the skill sets provided by different qualifications, may provide a basis to better inform students about their study choices and considerations regarding postgraduate study, framed against their longer-term career aspirations. This information can also enable university educators to refine science curricula to better inculcate the skills most highly valued by employers, thus providing greater leverage for students as they progress through their university studies. This paper reports on such a study, and articulates the potential synergies that may arise from strengthening the dialogue and collaboration between science educators and STEM graduate employers. [Author abstract]
URL (open access) : https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/11041/10642
Record No: 216394 From EdResearch online
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| Rural and regional students' perceptions of schooling and factors that influence their aspirations.
| Watson, Jane
Wright, Suzie
Hay, Ian
Beswick, Kim
Allen, Jeanne
Cranston, Neil | 2016 |
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Title: Rural and regional students' perceptions of schooling and factors that influence their aspirations.
Author(s): Watson, Jane | Wright, Suzie | Hay, Ian | Beswick, Kim | Allen, Jeanne | Cranston, Neil |
Journal Details: Australian and International Journal of Rural Education v.26 n.2 p.4-18
Published: 2016
ISSN: 1839-7387
Abstract: Based on a sample of over 3000 primary and secondary school students located in regional and rural schools in Tasmania (Australia) this research had three aims: (1) to identify students' self-perceptions of schooling with a focus on high school completion (referred to as school retention); (2) to determine if gender, socio-economic factors, level of school absenteeism, and school setting (primary or secondary) influenced the students' responses; and (3) to identify which factors had the greatest influence on the students' aspirations to continue their schooling. A 42- item survey produced eight factors: (1) Teacher Support, (2) Aspirations, (3) School Organisation, (4) English Ability, (5) Maths Ability, (6) Friends, (7) Other Activities, and (8) Career Goals. Higher levels of absenteeism, lower socio-economic status, and transitioning to secondary school reduced scores on the factors. Girls had higher scores for three factors: (1) Teacher Support, (2) English Ability, and (3) Aspirations. Regression analysis identified Friends, English and Mathematics Ability, Other Activities, and Teacher Support as the 'best predictors' of students' aspiration to continue schooling. The implications of the significant findings for school practice are discussed with recommendations for interventions. [Author abstract]
URL (open access) : http://journal.spera.asn.au/index.php/AIJRE/article/download/64/54
URL (conditional access) : https://library.acer.edu.au/document/?document_id=215650
Record No: 215650 From EdResearch online
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| Rural first year university students : As engaged, aspirational and motivated as anyone : but different science 'choices' in year 12 and university.
| Quinn, Frances
Lyons, Terry | 2016 |
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Title: Rural first year university students : As engaged, aspirational and motivated as anyone : but different science 'choices' in year 12 and university.
Author(s): Quinn, Frances | Lyons, Terry |
Journal Details: Australian and International Journal of Rural Education v.26 n.1 p.42-52
Published: April 2016
ISSN: 1839-7387
Abstract: This paper reports on findings from the Interests and Recruitment in Science study, which explored the experiences of first year students studying science, technology, engineering and mathematics (STEM) courses in Australian universities. First year STEM students who went to school in rural or regional areas were as engaged, aspirational and motivated as their more metropolitan counterparts. However, they were less likely to have studied physics or advance mathematics, and more likely to have enrolled in an Agricultural or Environmental Science degree. The relationships between these results and broader contextual issues such as employment and Higher Education budgetary and policy settings are discussed. [Author abstract]
URL (open access) : http://journal.spera.asn.au/index.php/AIJRE/article/download/5/5
URL (conditional access) : https://library.acer.edu.au/document/?document_id=215640
Record No: 215640 From EdResearch online
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| Science Undergraduates Are Motivated to Undertake Leadership Education to Enhance Employability and Impact.
| Ho, Susie S.
Wong, Bob B. M.
Tham, Melissa
Brookes, Rowan H. | 2016 |
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Title: Science Undergraduates Are Motivated to Undertake Leadership Education to Enhance Employability and Impact.
Author(s): Ho, Susie S. | Wong, Bob B. M. | Tham, Melissa | Brookes, Rowan H. |
Journal Details: International Journal of Innovation in Science and Mathematics Education v.24 n.3 p.71-83
Published: 2016
ISSN: 2200-4270
Abstract: Leadership education is increasingly prevalent, with tertiary institutions offering leadership programs in a variety of formats. Leadership curricula are traditionally underrepresented in science, but provide a promising way to develop a range of transferable skills. Moving forward, it is important for educators and curriculum designers to ask why science students should choose to layer their discipline-specific education with leadership education. Our study aimed to identify the key motivations for undergraduates to choose leadership education alongside a traditional science degree. We surveyed 70 undergraduates across the Bachelor of Science, Bachelor of Science - Advanced Research (Honours) and two emerging science leadership programs (Science Future Leaders and Bachelor of Science Advanced - Global Challenges (Honours)) at Monash University, Australia. We also interviewed 13 students, asking open-ended questions about their motivations for undertaking leadership courses and coded responses to identify common themes. All interviewed students indicated that employability was important in their decision-making. Most respondents were motivated to develop transferable skills and broaden their employment options, competitiveness and adaptability in what scholars have described as an uncertain and dynamic workforce. Some respondents also cited a wish to increase their capacity to have a positive impact in society during their careers. Our findings suggest that today's Australian science students are receptive to broadening their skills, attributes and competencies beyond traditional technical and content-rich discipline training. [Author abstract]
URL (open access) : https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/11045/10646
Record No: 216398 From EdResearch online
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| Using a Professional Development Program to Enhance Undergraduate Career Development and Employability.
| Choate, Julia
Green, Judi
Cran, Sandy
Macaulay, Janet
Etheve, Michelle | 2016 |
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Title: Using a Professional Development Program to Enhance Undergraduate Career Development and Employability.
Author(s): Choate, Julia | Green, Judi | Cran, Sandy | Macaulay, Janet | Etheve, Michelle |
Journal Details: International Journal of Innovation in Science and Mathematics Education v.24 n.3 p.49-70
Published: 2016
ISSN: 2200-4270
Abstract: Students in the final year of their Bachelor of Biomedical Science at Monash University participated in focus group interviews about perceptions of their employability. They felt they had limited employability skills and they were unaware of their non-medical/research careers options. In response to these issues a team of academics and careers staff developed a professional development program that aimed to build students' career development skills, careers knowledge and their ability to articulate their skills to employers. Each semester (starting from year one) students have an employability lecture and a careers development activity (assessed) linked to the development of an electronic portfolio. On completion of the program, students will have developed life-long career management skills and produced a transferrable profile that reflects their experiences, skills, knowledge and capabilities. We report on the initial introduction of the program into the first year of the Bachelor of Biomedical Science in 2015. This process has been associated with changes in students' careers certainty. We have also experienced issues with the integration of the careers and academic staff in the program and a need for staff and student training with the unfamiliar portfolio platform. [Author abstract]
URL (open access) : https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/11044/10645
Record No: 216397 From EdResearch online
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| Chinese international business graduates : A career dilemma : Repatriate or stay?
| Tharenou, Phyllis | 2015 |
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Title: Chinese international business graduates : A career dilemma : Repatriate or stay?
Author(s): Tharenou, Phyllis |
Journal Details: Journal of Management and Organization v.21 n.1 p.37-59
Published: January 2015
ISSN: 1833-3672
Abstract: This paper examines the mobility paths taken by Chinese coursework graduates who studied abroad chiefly in business (Chinese 'foreign' graduates) and the consequences for their careers. A model is developed that focuses on the two major interconnected paths of repatriating and remaining abroad, and looks at the influence of pull–push forces. The model suggests the career consequences for repatriates, and their reactions to re-entry to China, in contrast to the career consequences for stayers and their reactions to the host country. The career capital the business graduates acquired while studying is developed. Adverse career consequences and reactions may lead to further mobility, including re-expatriation abroad by repatriates and repatriation by stayers. Overall, Chinese foreign business graduates may be caught in a dilemma when selecting the best path for their career and lifestyle. Implications for future research and management of Chinese foreign business graduates in host countries and China are assessed. [Author abstract]
URL (conditional access) : https://doi.org/10.1017/jmo.2014.68
Record No: 215636 From EdResearch online
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| Early career academic mentoring using Twitter : the case of #ECRchat.
| Ferguson, Hazel
Wheat, Katherine L. | 2015 |
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Title: Early career academic mentoring using Twitter : the case of #ECRchat.
Author(s): Ferguson, Hazel | Wheat, Katherine L. |
Journal Details: Journal of Higher Education Policy and Management v.37 n.1 p.3-13
Published: February 2015
ISSN: 1360-080X
Abstract: Early career academics around the world frequently see themselves as being in need of targeted career support to navigate the years directly following PhD graduation. The growth of discussion groups on Twitter that target these users raises questions about their potential usefulness to address career development support needs. This paper reflects on the authors' experiences of starting a career development discussion group via Twitter for early career academics. Drawing on the group's tweets during its first year, the authors explore its role as a peer-mentoring forum that provides opportunities for support and knowledge sharing. They conclude that online communities like #ECRchat can be an important source of support, but that the norms developed within them may also individualise struggles and impose additional kinds of work on participants. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1360080X.2014.991533
Record No: 206413 From EdResearch online
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| Making the Aspiring Women in Science Conference a more effective vehicle for motivating and inspiring girls to continue with a career in science, technology, engineering and mathematics (STEM).
| Martin, Ela
Hicks, Sylvia | 2015 |
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Title: Making the Aspiring Women in Science Conference a more effective vehicle for motivating and inspiring girls to continue with a career in science, technology, engineering and mathematics (STEM).
Author(s): Martin, Ela | Hicks, Sylvia |
Journal Details: Australian Journal of Middle Schooling v.15 n.1 p.42-45
Published: June 2015
ISSN: 1445-2928
Abstract: With a considerable body of research suggesting that there is a decline in females studying science at school and university, the aim of the Aspiring Women in Science Conference was to promote positive student attitudes to science, technology, engineering and mathematics (STEM). It began in 2013 as a collaboration between the University of Queensland and St Aiden's Anglican Girls School. Since then the number of schools involved has increased from 20 to 49 and it spans Queensland and New South Wales. At St Aiden's students have been able to work with past presenters and it has lead to seventy five percent of Year 12 students participating in at least one science subject. Feedback from the Conference has been very positive from both students and presenters. Involvement in the Independent Schools Queensland (ISQ) STEM X Centre Project provided an opportunity to reflect on the effectiveness of the Conference and lead to an examination of the concept of institutionalising the Conference model and the need to optimise resources and establish collective responsibility between key stakeholders. To inspire girls to pursue a career in STEM, the Conference will continue to build on establishing relationships with scientists through a variety of strategies. Suggestions include creating a conference blog, with regular updates. For STEM at St Aiden's, the conference continues to highlight the importance of science as a subject and the opportunities that a STEM career offers.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=212186
Record No: 212186 From EdResearch online
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| Physics as a career?
| Drake, Samuel Picton | 2015 |
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Title: Physics as a career?
Author(s): Drake, Samuel Picton |
Journal Details: Australian Physics v.52 n.2 p.56-59
Published: March/April 2015
ISSN: 1036-3831
Abstract: In this article the author discusses the problem of students not choosing physics because it is not considered a good career move. The author argues that we need realise that there are students who will choose a course based on career opportunities and that we need to demonstrate to prospective students that physics has practical applications that have a huge impact on society and provide good employment opportunities. To demonstrate his point the author gives the details of how the Doppler effect is used in global satellite navigation systems. [Author abstract]
URL (open access) : http://aip.org.au/wp-content/uploads/Australian%20Physics/Aust%20Phys%2052-2.pdf
Record No: 207855 From EdResearch online
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| Preparing students for diverse careers : developing career literacy with final-year writing students.
| Bennett, Dawn
Robertson, Rachel | 2015 |
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Title: Preparing students for diverse careers : developing career literacy with final-year writing students.
Author(s): Bennett, Dawn | Robertson, Rachel |
Journal Details: Journal of University Teaching and Learning Practice v.12 n.3
Published: 2015
ISSN: 1449-9789
Abstract: Graduates from generalist science and arts degrees can face diverse careers characterised by portfolios of simultaneous, self-managed roles. This article reports from a study on identity and career literacy in which final-year professional writing and publishing students developed an ePortfolio and engaged in open blogging during their industry internships. The ePortfolio emerged as a vehicle through which identity was challenged and negotiated with educator and peer support. However, students engaged only when the ePortfolio was mandated, and deep engagement was the result of the ePortfolio being presented as a practical career development tool. Findings suggest that the combination of ePortfolio and internship is an effective strategy for developing the career literacy needed for the transition to graduate life. [Author abstract]
URL (open access) : http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1567&context=jutlp
Record No: 209809 From EdResearch online
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| The relationship between engineering bachelor qualifications and occupational status in Australia.
| Palmer, S.
Tolson, M.
Young, K.
Campbell, M. | 2015 |
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Title: The relationship between engineering bachelor qualifications and occupational status in Australia.
Author(s): Palmer, S. | Tolson, M. | Young, K. | Campbell, M. |
Journal Details: Australasian Journal of Engineering Education v.20 n.2 p.103-112
Published: 2015
ISSN: 2205-4952
Abstract: Internationally, the importance of science, technology, engineering and mathematics (STEM) for innovation and competition drives concerns about the adequacy of national STEM workforces. Data from the UK, USA and Australia suggest that, even immediately post-graduation, a significant proportion of engineering bachelor graduates do not work in engineering roles. Using the 2011 Australian census data, we present an investigation into the relationship between educational qualifications and occupational status of Australian engineering bachelor graduates, and how this status varies specifically with graduate age. We consider the implications of these findings and present recommendations for the recruitment and education of Australian engineering undergraduates. We conclude that engineering students would be better informed about, and equipped for, the world of post-graduation work if they were exposed to the likely options for their career trajectory. Likewise, secondary school students and others considering engineering undergraduate study would be more honestly advised if they were informed about the full range of career possibilities for engineering graduates and the probability that they are just as likely to work out of engineering as in it. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/22054952.2015.1092666
Record No: 214409 From EdResearch online
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| The role of transnational networking for higher education academics.
| Wakefield, Kelly
Dismore, Harriet | 2015 |
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Title: The role of transnational networking for higher education academics.
Author(s): Wakefield, Kelly | Dismore, Harriet |
Journal Details: Higher Education Research & Development v.34 n.6 p.1281-1296
Published: December 2015
ISSN: 0729-4360
Abstract: Amidst rapid socio-economic change, higher education (HE) academics across the world face major challenges to its organisation, finance and management. This paper discusses the role of transnational networking in higher education. Data from 40 interviews with geographically distributed academics engaged in learning and teaching transnational networks (TNNs) were analysed. The findings show that in an increasingly globalised higher education system, transnational networking goes beyond conference attendance to entail multiple combinations of offline and online activities. We do not think that current concepts of communities of practice or networks of practice accurately describe these phenomena. Instead, we suggest that these activities entail different and varying levels of tangibility, more accurately defined by us as TNNs. Moreover, we argue that the term 'network' in this context facilitates the individualistic pursuit of a career increasingly essential in a pressurised higher education environment. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/07294360.2015.1024630
Record No: 211621 From EdResearch online
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| Success in the creative industries : the push for enterprising and entrepreneurial skills.
| Daniel, Ryan
Daniel, Leah | 2015 |
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Title: Success in the creative industries : the push for enterprising and entrepreneurial skills.
Author(s): Daniel, Ryan | Daniel, Leah |
Journal Details: Journal of Australian Studies v.39 n.3 p.411-424
Published: September 2015
ISSN: 1444-3058
Abstract: This paper focuses on the complex issues associated with the education of creative and performing artists for successful employment in the creative industries. While there is an emerging body of research that promotes enterprising or entrepreneurial skills as necessary to secure viable and sustainable careers in the creative industries, the inclusion of these areas in tertiary programs remains contested. To explore the extent to which a greater focus on these skills is necessary in undergraduate curricula, completed surveys were obtained from a sample of ninety-eight graduates from regional north- eastern Australia in order to gain insights into their employment experiences and reflections on their learning. The findings reveal a number of insights into the experiences and realities for graduates in terms of employment in the creative industries, including the challenges some face in securing employment in their preferred area of practice, as well as reflections on a number of enterprising or entrepreneurial skills argued to be missing from their learning. The findings provide further evidence of the demonstrated need for higher education curricula to focus more significantly on enterprising or entrepreneurial skills, in order to better equip graduates for potential employment success in the creative industries. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/14443058.2015.1046896
Record No: 208170 From EdResearch online
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| 'We ARE our instrument!' : Forming a singer identity.
| O'Bryan, Jessica | 2015 |
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Title: 'We ARE our instrument!' : Forming a singer identity.
Author(s): O'Bryan, Jessica |
Journal Details: Research Studies in Music Education v.37 n.1 p.123-137
Published: June 2015
ISSN: 1321-103X
Abstract: Preparation for the operatic stage means that for some students their voice will undergo significant transformation during training. For most operatic singers, voice type will determine future roles, the music they perform and potential career trajectory. Voice type becomes a facet of identity and position within the operatic world. This article presents a narrative thematic analysis of a young woman's account of her teaching and learning experiences in preparation for a career on the operatic stage. Two semi-structured interviews were conducted, and beliefs and values about her singing and voice type were elicited. This article discusses how significant changes to her voice have affected her self-concept, singer identity and potential career in opera. Also discussed is the impact of conservatorium environment, peers and mentors on her feelings of self-belief. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1177/1321103X15592831
Record No: 208089 From EdResearch online
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| Who paints the picture? Images of health professions in rural and remote student resources.
| Gorton, Susan M. | 2015 |
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Title: Who paints the picture? Images of health professions in rural and remote student resources.
Author(s): Gorton, Susan M. |
Journal Details: Rural and Remote Health v.15 n.3423
Published: 23 September 2015
ISSN: 1445-6354
Abstract: Rural and remote Australia has a severe shortage of health professionals and the health of its people is relatively poor. For decades, national and international studies have demonstrated that health professionals who grow up in rural areas are more likely to practise in rural areas when compared with health professionals raised in the city. However, an often unrecognised consequence of the severe shortage of health professionals is the severe shortage of role models to inspire rural and remote school students to go on to become health professionals. So how do these school students paint a picture for themselves of what it would be like to be a health professional? Do they acquire images from school? Career development theorists suggest that children start to shape ideas about careers before preschool and then continue to shape these ideas throughout their school years. They also agree that, to aspire to a career, a student must first know about that career. At the time of writing, no review of primary school curricular materials in rural and remote Australia related to information inspiring students to health professions was available in the literature. This article reports on an analysis of all the Department of Education-set curricular materials studied by rural and remote distance-education school students in years 3-7 in one Australian state. The aim was to look for content relevant to careers in the health professions. Students are provided with very little information to help them build an image of these careers. Some of the information, provided in the students' curricular materials, painted negative images of health professionals, especially doctors. These findings contribute to an understanding of why relatively few students from rural and remote Australia go on to become health professionals. It is exhilarating to realise these findings are modifiable, with the potential to improve future rural health workforce recruitment and retention. [Author abstract]
URL (open access) : http://www.rrh.org.au/articles/showarticlenew.asp?ArticleID=3423
Record No: 209673 From EdResearch online
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