| Title | Author | Year | Add to Folder |
| Charting career aspirations : a latent class mixture model of aspiration trajectories in childhood and adolescence.
| Berger, Nathan
Holmes, Kathryn
Gore, Jennifer M.
Archer, Jennifer | 2020 |
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Title: Charting career aspirations : a latent class mixture model of aspiration trajectories in childhood and adolescence.
Author(s): Berger, Nathan | Holmes, Kathryn | Gore, Jennifer M. | Archer, Jennifer |
Journal Details: Australian Educational Researcher v.47 n.4 p.651-678
Published: September 2020
ISSN: 0311-6999
Abstract: Young people often are asked what they want to be when they grow up. How do their aspirations change as students move through childhood and adolescence? To investigate the formation of career aspirations, we analysed 6308 questionnaires from 4213 students aged 8 to 18 years arranged in an accelerated longitudinal design. Using a person-centred analytic approach, a latent class mixture model identified four discrete change trajectories in the prestige levels of career aspirations over ten schooling years. In line with Gottfredson's theory, significant factors included student gender, education aspirations, prior achievement, knowledge of educational pathways to occupations, and the sex composition of occupations. High aspiring students with low education aspirations and poor achievement had more volatile trajectories than other students, regardless of socioeconomic status. The results demonstrate complexity in the formation of aspirations and challenge conventional notions about the 'types' of students who have 'high' and 'low' aspirations. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-019-00363-x
Record No: 226833 From EdResearch online
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| A critical exploration of university policy supporting the employment and career development of people with disability in the Australian academy.
| Mellifont, Damian | 2020 |
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Title: A critical exploration of university policy supporting the employment and career development of people with disability in the Australian academy.
Author(s): Mellifont, Damian |
Journal Details: Australian Journal of Career Development v.29 n.2 p.117-126
Published: July 2020
ISSN: 1038-4162
Abstract: Policymakers are challenged to advance diversity and inclusion throughout the Australian academy. Informing this issue, this study aims to (a) identify proportions of staff in Australian universities that are publicly reported as being represented by persons with disability; (b) identify categories of actions supporting the employment and career development of people with lived experience as reported within Australian university plans and (c) critically examine contemporary policy efforts of Australian universities by exploring the scholarly evidence base for measures with potential to support disability recruitment and advancement in the academy. The study is informed by thematic analysis as applied to 17 action plans retrieved from an internet search and 7 scholarly articles obtained from Scopus, ProQuest Central and ProQuest Social Science databases. This research offers policymakers a preliminary guide containing good practice features that they should consider when designing and developing policy endeavouring to increase the representation and advancement of persons with disability in staff at Australian universities. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1177/1038416220919799
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 226657 From EdResearch online
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| Alternative Teacher Certification Students' Motivations of Teaching.
| Öztürk Akar, Ebru | 2019 |
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Title: Alternative Teacher Certification Students' Motivations of Teaching.
Author(s): Öztürk Akar, Ebru |
Journal Details: Australian Journal of Teacher Education v.44 n.11 p.42-60
Published: 2019
ISSN: 0313-5373
Abstract: This study investigates the Alternative Certification Program (ACP) students' motivations to become teachers. Fit-Choice Scale is used. Sample of the study consists of 248 participants in three groups i.e. Health, Sports and Mathematics. Descriptive and inferential statistics, and content analysis are used to examine ACP students' reasons to want to become teachers, and to investigate differences regarding their primary career choices, age and gender. The results showed that social, intrinsic career and personal utility values are the highly rated motivation factors. Teaching is perceived as a highly skillful occupation and a high status profession by the ACP students. Relationships between ACP students' motivations and perceptions with their primary career choices, age and gender are identified. Health group had higher motivation for time for family, and Sports group had higher motivation for ability and job security. Mathematics group's motivation for job transferability, perception scores of salary and social status of teaching profession and career choice satisfaction were lower than the other groups. Yet their perception scores of difficulty was higher than the others. ACP students older than the mean age of 26 had higher scores of self-perceptions of ability, intrinsic career value, job transferability and work with children factors than their young classmates. Significant differences are observed between male and female participants' motivation of having time for family. Together with contrasting findings and particular similarities with the previous research, these relationships are used to conclude that ACP students themselves have different motivation patterns. Influence of sample characteristics and contextual features are also acknowledged. [Author abstract]
URL (open access) : https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=4288&context=ajte
URL (conditional access) : https://library.acer.edu.au/document/?document_id=225860
Record No: 225860 From EdResearch online
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| Building girls' confidence in themselves as future engineers.
| Dennis, Zara R.
Wilson, Kate
Boyson, Toby
Kasmarik, Kathryn | 2019 |
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Title: Building girls' confidence in themselves as future engineers.
Author(s): Dennis, Zara R. | Wilson, Kate | Boyson, Toby | Kasmarik, Kathryn |
Journal Details: Teaching Science v.65 n.3 p.10-18
Published: September 2019
ISSN: 1449-6313
Abstract: This paper presents a multi-year study on the impact of attending an engineering summer school on girls' confidence that they could become an engineer. While it is relatively easy to recognise and address tangible barriers to entering an engineering profession - such as a lack of preparedness in terms of a mathematics or physics background - other barriers to young women undertaking engineering studies are more subtle. This paper examines whether young women have the confidence and knowledge of what is required to become an engineer, and whether it is possible to improve these factors by means of an engineering summer school for high school girls. Results show a positive impact on both the confidence of the participants and their knowledge of what tertiary engineering studies entails. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=224741
Record No: 224741 From EdResearch online
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| A Decade of Agriculture Graduates' Employability and Career Pathways.
| Wilkes, Janelle
Burns, Adrienne | 2019 |
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Title: A Decade of Agriculture Graduates' Employability and Career Pathways.
Author(s): Wilkes, Janelle | Burns, Adrienne |
Journal Details: International Journal of Innovation in Science and Mathematics Education v.27 n.4 p.2-13
Published: 2019
ISSN: 2200-4270
Abstract: There is increasing pressure on universities to produce employable graduates. Currently, the University of New England (UNE) has a suite of undergraduate agriculture courses. The project used an evidence based approach which evaluated graduate's employability based on their choice of course and the relevance of Australian Threshold Learning Outcomes (TLOs) for Agriculture, which underpin UNE's agriculture courses. The past decade of UNE agriculture graduates (2005-2016) were invited to participate in an online survey. Of the respondents, 95-100% agreed each TLO was relevant to their current employment. The initial industries that graduates were employed in after graduation were agronomy, agribusiness and animal sciences. Of all graduates who are currently employed in industry, three quarters had changed employers, with two thirds moving to another agricultural industry since commencing work. Over half of the respondents had engaged in additional study from short courses to PhDs, with about 20% studying to become vocational, primary or secondary teachers. For many graduates on-campus residential college life was important for developing positive connections in learning, social activities and employment networks which persisted post-graduation. Survey results were used to inform the development of an online career pathway resource for prospective and current students, and information from the TLO survey has been fed back into unit and course reviews. [Author abstract]
URL (open access) : https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/13116/12113
Record No: 224220 From EdResearch online
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| Early career teachers' intentions to leave the profession : The complex relationships among preservice education, early career support, and job satisfaction.
| Kelly, Nick
Cespedes, Marcela
Clarà, Marc
Danaher, P. A. | 2019 |
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Title: Early career teachers' intentions to leave the profession : The complex relationships among preservice education, early career support, and job satisfaction.
Author(s): Kelly, Nick | Cespedes, Marcela | Clarà, Marc | Danaher, P. A. |
Journal Details: Australian Journal of Teacher Education v.44 n.3 p.93-113
Published: 2019
ISSN: 0313-5373
Abstract: This paper investigates the complex factors that lead to early career teachers (ECTs) deciding to leave the profession. It extends prior studies to show the associations that different elements of preservice education (PSE), early career support, and on-the-job satisfaction have with the intention to leave the profession. The study uses data from 2,144 Australian ECTs to explore these relationships. Results highlight the importance of teachers' collegial relationships with their peers, and replicate prior findings showing the significance of mentoring and induction programs. Results show that elements of job satisfaction are strongly associated with intention to leave the profession, leading to a number of implications for achieving the twin goals of higher teacher retention and job satisfaction. [Author abstract]
URL (open access) : https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=4239&context=ajte
URL (conditional access) : https://library.acer.edu.au/document/?document_id=222922
Record No: 222922 From EdResearch online
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| Encouraging students to draw on work experiences when articulating achievements and capabilities to enhance employability.
| Jackson, Denise A.
Edgar, Susan | 2019 |
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Title: Encouraging students to draw on work experiences when articulating achievements and capabilities to enhance employability.
Author(s): Jackson, Denise A. | Edgar, Susan |
Journal Details: Australian Journal of Career Development v.28 n.1 p.39-50
Published: April 2019
ISSN: 1038-4162
Abstract: Employability drives higher education policy yet despite the investment in developing 'rounded' graduates, students experience difficulties in articulating their achievements and capabilities during graduate recruitment. The purpose of this research was to trial and evaluate a career development intervention aimed at drawing on work experiences when applying for graduate roles. Students (N=136) from two contrasting disciplines, Business and Physiotherapy, and two institutions participated in a two-staged intervention. A focus group was also conducted with career advisors (N=9) to examine student engagement with career development learning. Findings indicated that students were confident in their ability to draw on relevant work experience in job applications and showed low levels of engagement in the intervention due to time constraints from their study commitments. Despite the varied contexts of the degree programs investigated, similarities in engagement and student feedback were noted. Factors contributing to weak engagement in career provision along with strategies for improvement are presented. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=223808
Record No: 223808 From EdResearch online
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| Impact of teachers' career adaptability and family on professional learning.
| McIlveen, Peter
Perera, Harsha N.
Baguley, Margaret
van Rensburg, Henriette
Ganguly, Rahul
Jasman, Anne
Veskova, Julijana | 2019 |
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Title: Impact of teachers' career adaptability and family on professional learning.
Author(s): McIlveen, Peter | Perera, Harsha N. | Baguley, Margaret | van Rensburg, Henriette | Ganguly, Rahul | Jasman, Anne | Veskova, Julijana |
Journal Details: Asia-Pacific Journal of Teacher Education v.47 n.2 p.103-117
Published: April 2019
ISSN: 1359-866X
Abstract: Teachers' engagement in professional learning is vital to the profession's sustainability. Their professional learning is influenced by the demands of balancing work, family, and the strain of balancing the two. This challenge is addressed through the notion resilience, operationalised as career adaptability. In a sample of teachers (N = 193), the present research explored the relations between career adaptability, family-to-work conflict (time-based and strain-based), and engagement in professional learning. Structural equation modelling revealed that time-based conflict mediated the relation between career adaptability and strain-based conflict. Strain-based conflict, in turn, negatively predicted engagement with professional development studies. It is recommended that strategies for teachers' professional learning are inclusive of contextual factors, such as family-to-work conflict, and focused on enhancing their career adaptability. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1359866X.2018.1444141
Record No: 222929 From EdResearch online
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| A pre-post evaluation of an online career planning module on university students' career adaptability.
| Teychenne, Megan
Parker, Kate
Teychenne, Danielle
Sahlqvist, Shannon
Macfarlane, Susie
Costigan, Sarah | 2019 |
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Title: A pre-post evaluation of an online career planning module on university students' career adaptability.
Author(s): Teychenne, Megan | Parker, Kate | Teychenne, Danielle | Sahlqvist, Shannon | Macfarlane, Susie | Costigan, Sarah |
Journal Details: Journal of Teaching and Learning for Graduate Employability v.10 n.1 p.42-55
Published: 2019
ISSN: 1838-3815
Abstract: Indecisiveness and negative thinking regarding career pathways can hinder university students' career planning, motivation, and mental health. Students intending to enter the workforce after graduation therefore need to develop skills related to career adaptability (i.e. career planning, decision-making, problem solving/confidence and exploration), particularly since career planning and construction is linked to gaining employment. This study aimed to test the effectiveness of an online career planning module on students' career adaptability. The career-focused online module, based on the constructs of Savickas' (2005) theory of career construction, and tailored to students' skills and interests, was developed and embedded into the University curriculum of a second-year exercise and public health-related unit. In 2018, 80 students completed the online module, along with pre- and post-intervention questionnaires assessing career adaptability elements including career planning, decision making, problem solving/confidence, and exploration. Dependent t-tests were conducted to assess differences in these measures pre- and post-intervention. Post-intervention, significant increases in career-planning strategies used (t(69)=5.45, p<0.001), career planning concern (t(69)=3.73, p<0.001), decision making (i.e. career path identification) (t(70)=3.86, p<0.001), decision making confidence (t(65)=2.69, p<0.01), and problem solving/confidence (t(65) = 2.16, p=0.03) were observed. Further, 80% of participants identified jobs at post-intervention not previously identified pre-intervention (exploration) and 71% of participants perceived improvements in confidence regarding job ideas/making career choices. Findings from this research indicated that completing a brief online career education module, tailored to an individual's skills and interests, improved all dimensions of the participating students' career adaptability. Further research utilising longer-term follow-up and randomised controlled trial designs are required to confirm the reliability and transferability of the findings. [Author abstract]
URL (open access) : https://ojs.deakin.edu.au/index.php/jtlge/article/view/781/798
URL (conditional access) : https://doi.org/10.21153/jtlge2019vol10no1art781
Record No: 223687 From EdResearch online
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| Primary + early childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree.
| Boyd, Wendy
Newman, Linda | 2019 |
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Title: Primary + early childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree.
Author(s): Boyd, Wendy | Newman, Linda |
Journal Details: Australasian Journal of Early Childhood v.44 n.1 p.19-31
Published: March 2019
ISSN: 1836-9391
Abstract: There is well-established evidence that the quality of early childhood education workforce impacts upon children's learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate model. Our study's focus was to identify reasons for entering a teacher education programme, career intentions and satisfaction of pre-service teachers enrolled in early childhood/primary degree programs at two Australian universities. Findings demonstrate that the degrees were not fulfilling the government investment goals for increasing early childhood teacher numbers, nor were the degrees meeting student expectation for an early childhood teaching career. We argue that renewed policy strategies are required to support new early childhood graduates and professionals, and attract teachers to work in early childhood education. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=224183
Record No: 224183 From EdResearch online
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| "That's What You Want to do as a Teacher, Make a Difference, Let the Child Be, Have High Expectations" : Stories of Becoming, Being and Unbecoming an Early Childhood Teacher.
| Ciuciu, Jessica
Robertson, Natalie | 2019 |
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Title: "That's What You Want to do as a Teacher, Make a Difference, Let the Child Be, Have High Expectations" : Stories of Becoming, Being and Unbecoming an Early Childhood Teacher.
Author(s): Ciuciu, Jessica | Robertson, Natalie |
Journal Details: Australian Journal of Teacher Education v.44 n.11 p.79-95
Published: 2019
ISSN: 0313-5373
Abstract: This article explores the experiences of four individuals who changed careers into early childhood teaching in Victoria, Australia and later left the profession. The study was conducted with a narrative inquiry approach and reveals insight into motivations for becoming an early childhood teacher (ECT), experiences of being an ECT and factors that lead to un-becoming an ECT. Participants were motivated by pragmatic reasons such as career advancement and family-work compatibility alongside intrinsic interest when becoming an ECT. They entered the profession eager to support children's learning and development. However, their experiences compromised their health and wellbeing and inhibited them from teaching as they envisioned. The findings of the study hold implications for policy makers, employers and higher education in effort to retain and sustain ECTs. [Author abstract]
URL (open access) : https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=4450&context=ajte
URL (conditional access) : https://library.acer.edu.au/document/?document_id=225862
Record No: 225862 From EdResearch online
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| Unveiling opportunities for hope : Is it too much to ask for a compassionate university?
| Boyd, Bill
Grant, Airdre | 2019 |
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Title: Unveiling opportunities for hope : Is it too much to ask for a compassionate university?
Author(s): Boyd, Bill | Grant, Airdre |
Journal Details: Australian Universities' Review v.61 n.1 p.71-75
Published: 2019
ISSN: 0818-8068
Abstract: A few years ago, one of us responded, in this journal, to an article by Australian academic Eva Peterson, who had set out to celebrate the joy of an academic career (Boyd and Horstmanshof, 2013). Peterson explored the narratives of the aspirations of research academics as they moved forward in the academy, only to find a tale of woe (Peterson, 2011). There was, found Peterson, a malaise in the university. Early career scholars were making choices and expressing aspirations in an atmosphere of, as they understood and experienced it, overwork and undervalue. Instead of exciting career path strategies, Peterson encountered coping strategies and exit strategies. She concluded that policy makers and university managers would do well to listen to the stories of these academics, their narratives, instead of continuing, as she claimed, to dismiss and denigrate them. A grim picture indeed: one that, although the word was not used, lacked compassion. This opinion piece is a thinking experiment about how to make a shift against narratives that oppress, and how to respond positively to the 'compelling need for compassionate academic leadership in our universities' (Waddington, 2018, p.87). We unashamedly draw on writers from more demanding educational circumstances – from the socially charged environments of late twentieth century Brazil and the emergence of post-apartheid South Africa – to provide inspiration that demonstrates change is possible in the academy. [Author introduction, ed]
URL (open access) : http://www.nteu.org.au/library/download/id/9454
URL (conditional access) : https://library.acer.edu.au/document/?document_id=222533
Record No: 222533 From EdResearch online
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| Advancing a cross-cultural narrative approach to career counselling : The case of Vietnam.
| Nguyen, Lan Thi
McDonald, Matthew
Mate, Susan
Taylor, Greig | 2018 |
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Title: Advancing a cross-cultural narrative approach to career counselling : The case of Vietnam.
Author(s): Nguyen, Lan Thi | McDonald, Matthew | Mate, Susan | Taylor, Greig |
Journal Details: Australian Journal of Career Development v.27 n.2 p.65-71
Published: July 2018
ISSN: 1038-4162
Abstract: The purpose of this paper is to advance the concept of narrative approaches to career counselling from a cross-cultural perspective by investigating the case of Vietnam. It offers an account of the sociocultural context of Vietnam as it shifts from its traditional Confucian and communist values to a modern globally integrated market economy. Current approaches to career counselling in Vietnam for students in secondary and tertiary education are outdated and so fail to respond to the challenges that this shift is creating. It is argued that narrative career counselling has the potential to reconcile the tension between the need for flexibility and self-direction in work and career in a society that continues to be heavily influenced by Confucian ethics and collective notions of the self. The paper concludes with a call for future research on the practice of narrative career counselling cross-culturally to test its suitability. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=220637
Record No: 220637 From EdResearch online
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| Aimless or flexible? Does uncertainty in adolescent occupational expectations matter in young adulthood?
| Sikora, Joanna | 2018 |
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Title: Aimless or flexible? Does uncertainty in adolescent occupational expectations matter in young adulthood?
Author(s): Sikora, Joanna |
Journal Details: Australian Journal of Education v.62 n.2 p.154-168
Published: August 2018
ISSN: 0004-9441
Abstract: While research on adolescent occupational expectations is voluminous, it either ignores students who do not report any career plans or imputes their answers. Consequently, little is known about the potential consequences that not having clear occupational expectations in adolescence might have for educational and occupational attainment in young adulthood. Therefore, this article presents evidence from the Longitudinal Survey of Australian Youth (LSAY), which followed students between 2006 and 2016, to consider whether occupational uncertainty in this cohort is better understood as strategic role exploration or structured aimlessness. Uncertainty persists over time as students who do not report career plans at age 16 tend to be occupationally uncertain also seven years later. However, it is occupational uncertainty in young adulthood, not in adolescence, that better predicts the lack of university degree and lower expected life-time earnings at age 26. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=220931
Record No: 220931 From EdResearch online
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| Career decisions of international Chinese doctoral students : The influence of the self in the environment.
| Lee, Myra C. Y.
McMahon, Mary
Watson, Mark | 2018 |
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Title: Career decisions of international Chinese doctoral students : The influence of the self in the environment.
Author(s): Lee, Myra C. Y. | McMahon, Mary | Watson, Mark |
Journal Details: Australian Journal of Career Development v.27 n.1 p.29-39
Published: April 2018
ISSN: 1038-4162
Abstract: In recent times, international research students from China have become a substantial demographic because aside from the revenue they bring to host countries, they are valued for their research contributions. To understand how to attract and support them, this article investigated the influences on the educational and post-graduation occupational decisions of Chinese doctoral research students based in Australia. These influences are interpreted within the Chinese relational context and the Systems Theory Framework. This article is based on research that interviewed 10 participants across three universities in Queensland, Australia, and thereafter, utilised thematic analysis as the analytical method. This article presents the derived themes relating to the influences of the self and the environment. The key findings highlight the interrelationships among the self, the family, cultural, and spiritual environment when making career decisions that balance personal aspirations against family expectations and societal constraints in order to maintain harmony. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=218641
Record No: 218641 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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| Occupational Outcomes for Bachelor of Science Graduates in Australia and Implications for Undergraduate Science Curricula.
| Palmer, Stuart
Campbell, Malcolm
Johnson, Elizabeth
West, Jan | 2018 |
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Title: Occupational Outcomes for Bachelor of Science Graduates in Australia and Implications for Undergraduate Science Curricula.
Author(s): Palmer, Stuart | Campbell, Malcolm | Johnson, Elizabeth | West, Jan |
Journal Details: Research in Science Education v.48 n.5 p.989-1006
Published: October 2018
ISSN: 0157-244X
Abstract: Recent national reports have highlighted the contribution that the sciences make to the Australian economy. Many developed economies report perceived shortages of STEM qualified workers, and at the same time, many science graduates have difficulty in finding work, especially work in their discipline. Rational education design dictates that science curricula at all levels should be based on a realistic representation of the actual practice of science graduates. So where do Australian science graduates go postgraduation? Using the Australian national census data set, we present a focused investigation into the occupational status of Australian science bachelor graduates, how this status varies with graduate age and gender, how this status varies between science degree specialisms and how this status compares to a range of other disciplines. We consider the implications of these findings for undergraduate science degree curriculum design. We find that Australian science bachelor graduates work in a wide range of occupations, and even immediately postgraduation, only a minority of science bachelor graduates are working in traditional science occupations. Occupational outcomes vary significantly between science degree specialisms. For a contemporary undergraduate science curriculum to reflect the occupational outcomes of science bachelor graduates, there is a balance required to ensure adequate technical preparation for those students who pursue a career in their discipline as science professionals and to also address the broader knowledge, skills and attitudes that will equip the majority of graduates from Australian science programs for successful employment, further education and active participation in their communities, using their science knowledge. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=220966
Record No: 220966 From EdResearch online
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| Perceptions of a research honours programme embedded in a Bachelor of Medicine, Bachelor of Surgery degree : 'The worst and best years of my life'.
| Anderson, Emily May
Johnston, Karen
Gunnarsson, Ronny
Larkins, Sarah | 2018 |
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Title: Perceptions of a research honours programme embedded in a Bachelor of Medicine, Bachelor of Surgery degree : 'The worst and best years of my life'.
Author(s): Anderson, Emily May | Johnston, Karen | Gunnarsson, Ronny | Larkins, Sarah |
Journal Details: Focus on Health Professional Education v.19 n.1 p.1-11
Published: 2018
ISSN: 1442-1100
Abstract: Although clinician-researchers are an essential part of the health workforce, the number of clinical researchers is declining. Student participation in research during medical school has been shown to promote a future interest in research. Therefore, to promote clinical research, it is important to evaluate educational pathways and the impediments to students undertaking research at medical school. Semi-structured interviews were conducted to identify the challenges, benefits and enablers for students who are undertaking or have graduated from an embedded research honours degree in the Bachelor of Medicine, Bachelor of Surgery (BMBS) degree. Two researchers performed an ongoing thematic analysis. Data collection continued until data saturation was reached. Codes were reviewed and organised into overarching themes. Participants' two main reasons for undertaking honours were an interest in research and to enhance career prospects. Lack of research skills, workload and support were identified as challenges, and peer relationships and available support were enablers. The embedded honours model provides research training and the opportunity to engage with and contribute to the research arena. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=221615
Record No: 221615 From EdResearch online
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| Retention in a Bachelor of Education (Early childhood studies) course : students say why they stay and others leave.
| Kirk, Gillian | 2018 |
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Title: Retention in a Bachelor of Education (Early childhood studies) course : students say why they stay and others leave.
Author(s): Kirk, Gillian |
Journal Details: Higher Education Research & Development v.37 n.4 p.773-787
Published: June 2018
ISSN: 0729-4360
Abstract: The literature suggests that student attrition at the university level has been of growing concern in many countries. Student attrition has a number of implications for universities, chief amongst them are losses to revenue and investment in higher education. While many studies have examined causes for attrition from an institutional perspective, this study examines how the Bachelor of Education (Early childhood studies) that sits within the School of Education can support the retention of students from the students' perspectives. Using a qualitative methodology that recorded up to 40 hours of interviews with 20 students provided insights into why they stay at university and what aspects of the Early childhood studies degree support them in staying. Conversely, the students also comment on those aspects that are not supportive and could impact on retention. The data revealed that a sense of belonging was very important and that particular course-specific activities at certain times supported developing this belonging. The students identified the importance of a mentorship program and how this program needs to be made available from the commencement of their course. Other factors contributing to retention included well-placed practicums, career choice, designated study times, as well as study groups and supportive and responsive lecturers. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/07294360.2018.1455645
Record No: 220170 From EdResearch online
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| Amidst fury, regret, and remorse : An analysis of university students who were placed in disliked majors.
| Toprak, Mustafa
Tosten, Rasim | 2017 |
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Title: Amidst fury, regret, and remorse : An analysis of university students who were placed in disliked majors.
Author(s): Toprak, Mustafa | Tosten, Rasim |
Journal Details: Australian Journal of Career Development v.26 n.3 p.124-133
Published: October 2017
ISSN: 1038-4162
Abstract: This study is an attempt to uncover the factors leading students to study in the majors they dislike. Using a qualitative design, the study aims to explore the forces that cause students to make career choices against their will, and to investigate their future plans during their struggles with their parents and disliked majors. The study was conducted with 13 first-year university students who studied different majors within a school of education. Since the foci of the study were students who disliked their majors and were placed in teaching departments against their will, a purposive sampling technique was used during the selection of participants, and data were analyzed through the content analysis technique. The study revealed that the students had been placed into disliked majors under the simultaneous influence of either one or several forces, such as parental pressure to keep their children geographically close, perceived employment opportunities, life-time job security given to teachers at public schools, fatigue, and failure to get a high scores to be placed in their preferred choice. The study presents suggestions for educational policy-makers by discussing determinants of teaching career choices, by making specific references to parental influences on their children's decision-making, and by showing that some teacher candidates are placed in teaching majors by making random choices. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=218611
Record No: 218611 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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| 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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| 'I chose to become a teacher because'. Exploring the factors influencing teaching choice amongst pre-service teachers in Ireland.
| Hennessy, Jennifer
Lynch, Raymond | 2017 |
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Title: 'I chose to become a teacher because'. Exploring the factors influencing teaching choice amongst pre-service teachers in Ireland.
Author(s): Hennessy, Jennifer | Lynch, Raymond |
Journal Details: Asia-Pacific Journal of Teacher Education v.45 n.2 p.106-125
Published: April 2017
ISSN: 1359-866X
Abstract: This study investigated the suitability of the FIT-Choice scale for use within an Irish Initial Teacher Education setting with a cohort of first year pre-service teachers (n = 143), from across five different subject disciplines. Exploratory factor analyses were conducted to examine participants' motivations for choosing teaching as a career, as well as their perceptions about teaching. The results were found to be consistent with the original FIT-Choice structure thus supporting the validity of the FIT-Choice scale within this Irish Initial Teacher Education context. Prior teaching and learning experiences, as well as perceived ability, were found to be the strongest influential factors in participants' decision to become a teacher. These findings further highlight the prominence given to subject-based knowledge in Ireland. The relationships between participants' motivations for becoming a teacher and their satisfaction with career choice were also examined. Choosing teaching as a fallback career was negatively related to satisfaction, whereas a desire to work with children was found to be a significant positive predictor. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1359866X.2016.1183188
Record No: 214805 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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| Paternal and maternal support and Taiwanese college students' indecision : Gender differences.
| Mao, Ching-Hua | 2017 |
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Title: Paternal and maternal support and Taiwanese college students' indecision : Gender differences.
Author(s): Mao, Ching-Hua |
Journal Details: Australian Journal of Career Development v.26 n.3 p.103-112
Published: October 2017
ISSN: 1038-4162
Abstract: Regression analysis using 633 Taiwanese college students revealed that only maternal support had a significant predictive effect on the developmental indecision of male and female college students; furthermore, neither paternal nor maternal support had a significant predictive effect on the indecisiveness of male and female college students. For male college students, maternal tangible assistance predicted a lower level of developmental indecision due to the lack of information on decisions, whereas maternal information support predicted a higher level of developmental indecision due to the lack of information on decisions. For female college students, maternal emotional support predicted a lower level of developmental indecision arising from unreliable information. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=218972
Record No: 218972 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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| Reflections on an academic career as an Australian woman educator.
| Honan, Eileen | 2017 |
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Title: Reflections on an academic career as an Australian woman educator.
Author(s): Honan, Eileen |
Journal Details: Redress v.26 n.2 p.4-7
Published: December 2017
ISSN: 1039-382X
Abstract: There are some terrific blogs and scholarly articles and jokes about 'imposter syndrome' in relation to becoming an academic, especially related to women in. As I begin the transition from this academic life as a full-time tenured Senior Lecturer to a deinstitutionalised roaming 'expert', I stop to take a moment to reflect on the nature of my particular masquerade, and what I have pretended to be as a teacher, an academic, a feminist, a woman. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=219786
Record No: 219786 From EdResearch online
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| Teaching as a career choice : Triggers and drivers.
| Low, Ee Ling
Ng, Pak Tee
Hui, Chenri
Cai, Li | 2017 |
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Title: Teaching as a career choice : Triggers and drivers.
Author(s): Low, Ee Ling | Ng, Pak Tee | Hui, Chenri | Cai, Li |
Journal Details: Australian Journal of Teacher Education v.42 n.2 p.28-46
Published: 2017
ISSN: 0313-5373
Abstract: Why people are drawn to teaching has been a focal research area. However, previous studies seem to centre on the traditional conceptualisations of intrinsic, altruistic, and extrinsic motivations as well as some other similar categorisations. This study attempts to discuss the issue from a different conceptual stance, proposing a distinction between the 'triggers' and the 'drivers'. The influences on the motivation for joining teaching were explored through in-depth interviews with 26 student teachers. Results show that student teachers' motivations for joining teaching in Singapore may differ in important ways from that of their counterparts in other places. More importantly, the results highlighted differences between 'triggers' and 'drivers' as well as the inter-relatedness between them. Some practical implications are drawn for teacher education both within Singapore and internationally. [Author abstract]
URL (open access) : http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3268&context=ajte
URL (conditional access) : https://library.acer.edu.au/document/?document_id=215432
Record No: 215432 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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| Who is teaching science in our high schools? Exploring factors influencing pre-service secondary science teachers' decisions to pursue teaching as a career.
| McDonald, Christine V. | 2017 |
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Title: Who is teaching science in our high schools? Exploring factors influencing pre-service secondary science teachers' decisions to pursue teaching as a career.
Author(s): McDonald, Christine V. |
Journal Details: Teaching Science v.63 n.4 p.33-44
Published: December 2017
ISSN: 1449-6313
Abstract: A central objective of recent government reports focused on the important role of education in preparing a skilled and dynamic science, technology, engineering and mathematics (STEM) workforce, with effective teaching in secondary STEM classrooms reliant on the engagement and retention of high-quality STEM teachers (Office of the Chief Scientist, 2014). This study sought to explore the factors influencing preservice secondary science teachers' decisions to pursue teaching as a career. Participants in this study were enrolled in undergraduate and postgraduate teacher education programs at a large, urban Australian university. A total of 12 pre-service teachers enrolled in a science curriculum course participated in the study. Analysis of interview data identified two key factors influencing their decisions, including their perceptions and experiences in high school, and a lack of opportunities in STEM-related fields. Other findings indicated participants expressed positive outlooks regarding their decisions to pursue teaching as a career, and articulated views of science and science teaching aligned with inquiry-based approaches in science education. Implications from this study suggest that, although these participants are likely to encourage students to consider teaching as a profession, they may not promote STEM-related professions as possible career paths, due to their previous experiences. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=220834
Record No: 220834 From EdResearch online
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| Why adaptable individuals perform better : The role of orientation to happiness.
| Sattar, Madeeha A.
Rasheed, Muhammad Imran
Khan, Ikram Ullah
Tariq, Hussain
Iqbal, Jawad | 2017 |
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Title: Why adaptable individuals perform better : The role of orientation to happiness.
Author(s): Sattar, Madeeha A. | Rasheed, Muhammad Imran | Khan, Ikram Ullah | Tariq, Hussain | Iqbal, Jawad |
Journal Details: Australian Journal of Career Development v.26 n.3 p.134-141
Published: October 2017
ISSN: 1038-4162
Abstract: Based on career construction theory, this research aimed to investigate the mediating role of orientation to happiness in the relationship between career adaptability and in-role and extra-role performance of employees in the hospitality industry. Using data collected from 360 respondents working in 6 five-star hotels in Pakistan, the authors found that career adaptability was positively associated with orientation to happiness, in-role performance, and extra-role performance. Moreover, orientation to happiness mediated the relationship between career adaptability and both in-role and extra-role performance. The study has important theoretical and practical implications. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=218971
Record No: 218971 From EdResearch online
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| Beyond the school gate : A study of arts engagement and employment in post-secondary school years.
| Alter, Frances | 2016 |
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Title: Beyond the school gate : A study of arts engagement and employment in post-secondary school years.
Author(s): Alter, Frances |
Journal Details: Australian Art Education v.37 n.1 p.74-91
Published: 2016
ISSN: 1032-1942
Abstract: Creative industries are key drivers of modern economies; however, analysis has traditionally advanced a market-failure model of arts and culture. A negative socio-economic paradigm can have an adverse effect on post-secondary school students' career choices and continued engagement in the arts. This article reports on the findings from the first stage of a longitudinal study that tracks the life trajectories of a group of young people who at some time in their school years were winners and finalists in a university funded art prize. The participants, now in the early stages of their tertiary studies and careers, were surveyed in order to learn whether they had continued to engage in visual arts practice, continued on to further training in the arts or work in creative occupations. Participants in this study offered insights into their motivations to pursue arts-based careers as well as their understanding of the challenges that face those who desire a career in the Arts. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=214912
Record No: 214912 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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| Content of curriculum in physical education teacher education : expectations of undergraduate physical education students.
| Spittle, Michael
Spittle, Sharna | 2016 |
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Title: Content of curriculum in physical education teacher education : expectations of undergraduate physical education students.
Author(s): Spittle, Michael | Spittle, Sharna |
Journal Details: Asia-Pacific Journal of Teacher Education v.44 n.3 p.257-273
Published: June 2016
ISSN: 1359-866X
Abstract: This study explored the perceptions of university physical education students of the importance of physical education curriculum content areas and how those perceptions related to the reasons for course choice and motivation. Physical education degree students (n = 188) completed measures of their perceptions of physical education content areas, attractors to physical education, and motivation. Strong reasons for course choice were sport and physical activity-related. Instruction of movement skills, health education, games, motor development, and physical education identity were perceived as more important, whereas sports and socio-critical perspectives were perceived as less important. Perceived importance of all content areas was positively related to the choice of course for confident interpersonal service, sport and physical activity, and role model reasons, as well as to intrinsic and extrinsic motivation. Physical education programmes should consider what content is delivered and how to effectively integrate practical and theoretical content. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1359866X.2015.1080813
Record No: 211146 From EdResearch online
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| Creative artists, career patterns and career theory : insights from the Australian context.
| Daniel, Ryan | 2016 |
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Title: Creative artists, career patterns and career theory : insights from the Australian context.
Author(s): Daniel, Ryan |
Journal Details: Australian Journal of Career Development v.25 n.3 p.91-98
Published: 2016
ISSN: 1038-4162
Abstract: Despite the challenges associated with the pursuit of a career as an artist, such as job insecurity and an oversupply of labour, many individuals continue to seek a career in this field. Australian artists also face additional challenges, such as geographic isolation from the major art centres of the world, resulting in perceptions of the need to migrate to large cities. This paper explores the push and pull factors influencing the career paths and geographic locations of a group of 20 creative arts graduates from one regional Australian higher education institution. The findings reveal that a range of complex factors, not just the lure of large cities, influences artists' career decisions. In addition, the findings propose that the complex and highly uncertain nature of a career as an artist is best understood from multiple career theory perspectives. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=213931
http://dx.doi.org/10.1177/1038416216670663
Record No: 213931 From EdResearch online
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| Developing employability and professional identity through visual narratives.
| Bennett, Dawn | 2016 |
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Title: Developing employability and professional identity through visual narratives.
Author(s): Bennett, Dawn |
Journal Details: Australian Art Education v.37 n.2 p.100-115
Published: 2016
ISSN: 1032-1942
Abstract: Enhancing employability for higher education arts graduates requires collaborative action on three fronts: specificity in the measurement and reporting of graduate outcomes; advocacy to re-align stakeholder conceptions of graduate work and employability; and learner engagement in career-related thinking and action. This paper reports a career-related engagement in which students and educators created visual narratives with text-based captions in answer to the question, 'What is a musician?' Similarities and differences in student-educator thinking highlight the potential for students to generate broad career previews through in-class engagement. Visual methodologies emerge as a powerful strategy for the promotion of career-oriented thinking and reflection. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=214950
Record No: 214950 From EdResearch online
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| Does gender inequality influence interest in pursuing a career in science or mathematics teaching?
| Morales, Marie Paz E.
Avilla, Ruel A.
Espinosa, Allen A. | 2016 |
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Title: Does gender inequality influence interest in pursuing a career in science or mathematics teaching?
Author(s): Morales, Marie Paz E. | Avilla, Ruel A. | Espinosa, Allen A. |
Journal Details: Issues in Educational Research v.26 n.1 p.65-81
Published: 2016
ISSN: 1837-6290
Abstract: The present study explored gender inequality in K to 12 basic education, based on the experiences of first year pre-service science and mathematics teachers. It also determined if pre-service teachers' pursuit of a career in science or mathematics teaching was related to gender influences. A survey instrument was used to gather data for the study. Data were then subjected to descriptive statistics, multiple regression and Pearson moment correlation analyses. Results showed that the majority of students experienced gender inequality in their K to 12 basic education. However, they agreed that they still pursued a career in science or mathematics teaching based on factors such as teacher-student interaction, teaching strategy, verbal teacher response and instructional materials. Gender inequality therefore is not a great predictor of career choice in science and/or mathematics teaching. However, to increase enrolments in the course, in-service science and mathematics teachers should focus on enhancing and developing the factors which influence the students' career choices. [Author abstract]
URL (open access) : http://www.iier.org.au/iier26/morales.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=212082
Record No: 212082 From EdResearch online
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| Early career teachers' resilience and positive adaptive change capabilities.
| Bowles, Terry
Arnup, Jessica L. | 2016 |
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Title: Early career teachers' resilience and positive adaptive change capabilities.
Author(s): Bowles, Terry | Arnup, Jessica L. |
Journal Details: Australian Educational Researcher v.43 n.2 p.147-164
Published: April 2016
ISSN: 0311-6999
Abstract: This research is an investigation of the link between adaptive functioning and resilience in early career teachers (ECT). Resilience is considered an important capability of teachers and research has shown that teachers who are resourceful, demonstrate agency and develop positive management strategies overcome adversity. In this research, we aim to examine more closely the strategic processes associated with resilience and whether these vary in a cohort of ECT. A sample of ECT (n = 160; M = 31.09, SD = 6.92) participated in the study. The findings showed that, consistent with previous research on adaptive change, three groups emerged from the cohort: stabilisers, adapters, and innovators. Stabilisers were the least resilient, adapters were more resilient, and innovators were most resilient. Length of service was not significantly associated with resilience, while a weak interaction was found between years of service and adaptive functioning. Resilience was strongly associated with adaptive functioning. Findings are discussed in relation to resilience and ECT's self-care. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-015-0192-1
Record No: 211985 From EdResearch online
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| Environmental and sustainability education research, past and future : three perspectives from late, mid, and early career researchers.
| Stevenson, Robert
Ferreira, Jo-Anne
Emery, Sherridan | 2016 |
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Title: Environmental and sustainability education research, past and future : three perspectives from late, mid, and early career researchers.
Author(s): Stevenson, Robert | Ferreira, Jo-Anne | Emery, Sherridan |
Journal Details: Australian Journal of Environmental Education v.32 n.1 p.1-10
Published: March 2016
ISSN: 0814-0626
Abstract: The first research symposium, organised in conjunction with the Australian Association for Environmental Education (AAEE) biennial conference, began with a dialogue between scholars at three different academic career stages. As the authors entered the field at different periods in its development, the first part of the presentation and this article provide their perspectives on the context, approaches and issues that characterised the field at the time they became involved in environmental education (EE) and EE research. The second part of this article presents the lessons the authors have learnt from EE research, and where they see the field headed in the future. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1017/aee.2015.49
Record No: 210349 From EdResearch online
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| The experience is in the journey : An appreciative case study investigating early career teachers' employment in rural schools.
| Hazel, Sarah
McCallum, Faye | 2016 |
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Title: The experience is in the journey : An appreciative case study investigating early career teachers' employment in rural schools.
Author(s): Hazel, Sarah | McCallum, Faye |
Journal Details: Australian and International Journal of Rural Education v.26 n.2 p.19-33
Published: 2016
ISSN: 1839-7387
Abstract: Rural communities play a vital role in the Australian economy; their viability can be determined by the school, located at the centre of most towns. Yet rural communities struggle to attract and retain professionals, including teachers, who are central to their livelihood. This study investigated the positive experiences of five early career teachers' attracted to teach in one rural school in South Australia. A case-study methodology collected data through surveys, digital representations, narrative inquiries, and semi-structured interviews. Early career teachers reported they faced: economic factors associated with relocation; social challenges in building relationships; having to learn about rural communities; and, dealing with personal preconceptions, expectations and possible anxieties as a result of being moved from one's comfort zone. However, a key factor that contributed to their sustained employment included their own personal approach or attitude to the change, as this helped them to participate in and be accepted by the rural community. Other contributing factors included: a focus on rurality in initial teacher education; and, personal and professional support that built a sense of belonging to the rural community. The positive experiences of these early career teachers in sustained employment is shared through their views on how to adjust to living and working in a rural area. These perspectives may be applicable to other communities and professional groups considering rural employment: how the change impacts on an individual's attraction to particular work in rural areas; the extent to which certain professionals are retained in rural towns; and, ultimately the long-term sustainability of rural communities. [Author abstract]
URL (open access) : http://journal.spera.asn.au/index.php/AIJRE/article/download/51/55
URL (conditional access) : https://library.acer.edu.au/document/?document_id=215651
Record No: 215651 From EdResearch online
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| Female participation in school computing : Reversing the trend.
| Burleigh, Kate | 2016 |
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Title: Female participation in school computing : Reversing the trend.
Author(s): Burleigh, Kate |
Journal Details: Quick n.133 p.20-28
Published: 2016
ISSN: 0811-5222
Abstract: Computing occupations are predicted to make up two thirds of all new jobs in STEM (Science, Technology, Engineering & Mathematics) related fields and Computer Science education has risen to prominence to become a national priority. Computer Science education has been highlighted as an essential subject for Australian students in political debate and in 2015 it was incorporated into Australian compulsory school curricula for the first time. But will all Australian children have equal opportunities to take advantage of the opportunities envisaged and engage with the new Computer Science curriculum? The percentage of women participating in many STEM areas has been steadily increasing, and in some areas achieving parity (Figure 1). However the number of women participating in Computer Science has continued to steadily decrease since the mid 80's. While university female participation rates are low, senior school female participation rates in computer education are lower still. With this context, a research process was commenced to understand why female participation rates in school are so low, the attempts that have been made to address low participation rates of school age girls, and which of the approaches are most likely to have the strongest impact on female participation rates in schools. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=213860
Record No: 213860 From EdResearch online
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| Focusing on what counts : using exploratory focus groups to enhance the development of an electronic survey in a mixed-methods research design.
| Galliott, Natal'ya
Graham, Linda J. | 2016 |
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Title: Focusing on what counts : using exploratory focus groups to enhance the development of an electronic survey in a mixed-methods research design.
Author(s): Galliott, Natal'ya | Graham, Linda J. |
Journal Details: Australian Educational Researcher v.43 n.5 p.567-585
Published: November 2016
ISSN: 0311-6999
Abstract: This paper illustrates the use of exploratory focus groups to inform the development of a survey instrument in a sequential phase mixed-methods study investigating differences in secondary students' career choice capability. Five focus groups were conducted with 23 Year 10 students in the state of New South Wales, Australia. Analysis of the focus group data helped inform the design of the instrument for the second phase of the research project: a large-scale cross-sectional survey. In this paper, we discuss the benefits of using focus groups as an initial exploratory phase in a sequential phase mixed-method design and demonstrate how the findings from this initial exploratory phase informed the development of the survey questionnaire to be used in the main phase of the research. The paper will be of interest to researchers considering the use of exploratory qualitative methods to enhance the quantitative phase in a mixed-methods study. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-016-0216-5
Record No: 215007 From EdResearch online
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| Is creative work sustainable? Understanding identity, motivation, and worth.
| Reid, Anna
Petocz, Peter
Bennett, Dawn | 2016 |
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Title: Is creative work sustainable? Understanding identity, motivation, and worth.
Author(s): Reid, Anna | Petocz, Peter | Bennett, Dawn |
Journal Details: Australian Journal of Career Development v.25 n.1 p.33-41
Published: April 2016
ISSN: 1038-4162
Abstract: This article explores the 'value' of creative workers' work from their perspective. The work of this group is often ephemeral and intangible, contributes to the development of society, and is often very poorly remunerated. Qualitative responses from a large survey of creative workers' work experience and attitudes have provided the material analysed for this paper. The data were analysed using a naturalistic coding process leading to the emergence of themes describing the data. Five 'elements of worth' emerged which included identity representation, motivation, catalysts of creativity, interactions with society, and recognition. Knowing how creative workers experience these five elements provides educators and local/national policy makers data on which to base their pedagogical and financial judgments. To date, there has been no other study that examines how creative workers perceive the value of their work and how that notion of value is derived from their lived experience. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=210596
http://dx.doi.org/10.1177/1038416216637089
Record No: 210596 From EdResearch online
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| Is self-reflection dangerous? Preventing rumination in career learning.
| Lengelle, Reineke
Luken, Tom
Meijers, Frans | 2016 |
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Title: Is self-reflection dangerous? Preventing rumination in career learning.
Author(s): Lengelle, Reineke | Luken, Tom | Meijers, Frans |
Journal Details: Australian Journal of Career Development v.25 n.3 p.99-109
Published: 2016
ISSN: 1038-4162
Abstract: Reflection is considered necessary and beneficial within career learning and is deemed to be a condition for successful career-identity development. Indeed, reflection is generally seen as a key competency in learning how to respond effectively to a complex and dynamic post-modern world in which individuals are increasingly exposed to risk. Paradoxically however, reflection can itself form a risk when it results in rumination. It is therefore important to identify the conditions and personal (risk) factors that make reflection a detrimental or beneficial activity and to identify elements within career-learning interventions that promote benefit. The purpose here is to increase awareness about reflective versus ruminative processes and promote responsible use of interventions that aim to stimulate reflection in the process of career-identity formation. Based on the 'career writing' method, the authors conclude that a successful career intervention must especially provide good facilitation and a safe holding environment. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=213933
http://dx.doi.org/10.1177/1038416216670675
Record No: 213933 From EdResearch online
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| Outstanding university lecturers : Ambitious altruists or mavericks of the academy?
| Lierse, Sharon | 2016 |
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Title: Outstanding university lecturers : Ambitious altruists or mavericks of the academy?
Author(s): Lierse, Sharon |
Journal Details: Australian Journal of Teacher Education v.41 n.12 p.1-12
Published: 2016
ISSN: 0313-5373
Abstract: The paper discusses the results of a research study to determine what characteristics outstanding university lecturers have in common. Academic staff and graduate students at an Australian university were invited to participate in a survey questionnaire followed by voluntary interviews. Lecturers who had been identified as outstanding were also interviewed. The five characteristics were expertise, holistic approach to learning, engaging the student, open door policy and ambitious altruists. This study found that outstanding lecturers were unconventional in their work practices and valued student learning often at the sacrifice of their own career paths. Outstanding university lecturers are ambitious altruists who are working in an increasingly bureaucratized system. [Author abstract]
URL (open access) : http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3166&context=ajte
URL (conditional access) : https://library.acer.edu.au/document/?document_id=214388
Record No: 214388 From EdResearch online
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| Personal worldview in constructing theological expertise? Avoidance goals and their narrative explanations in the context of career choice.
| Hirsto, Laura
Buchert, Maria | 2016 |
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Title: Personal worldview in constructing theological expertise? Avoidance goals and their narrative explanations in the context of career choice.
Author(s): Hirsto, Laura | Buchert, Maria |
Journal Details: Journal of Religious Education v.64 n.1 p.15-32
Published: April 2016
ISSN: 1442-018X
Abstract: This paper investigates theology students' goals with respect to their career motivation and career decisions during theological studies. The aim is to investigate the career motivation of Finnish theology students, focusing especially on students aiming at general theological education. Faculties of Theology in Finnish universities provide general theological and teacher education and qualifications for students who want to become pastors for the Evangelical-Lutheran church. In study 1, the reasons given for the curriculum choices were investigated and classified. According to the results, students on different curriculum paths gave different kinds of reasons for their choices. It was especially interesting that students following the general theological curriculum path most often explained their curriculum choice by avoiding the other curricula. The aim of study 2 was to investigate further the perspectives of avoidance, so we focused on the students aiming at a general theological degree. In study 2, the narratives of career choice were analysed. The narratives were classified into four groups: students struggling with adversity (n = 26), searchers (n = 32), rejecting and rejected (n = 29), and general theological degree as a possibility (n = 44). When the studies were taken together, a picture of heterogeneity of student profiles in the general theological curriculum emerged along with the wide range of challenges these students face. These results are discussed in the light of theoretical viewpoints of personal worldview, career choice, and avoidance goals, and some implications for developing theological education are presented. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s40839-016-0025-1
Record No: 215132 From EdResearch online
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| PhD-educated employees and the development of generic skills.
| Jackson, Denise
Michelson, Grant | 2016 |
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Title: PhD-educated employees and the development of generic skills.
Author(s): Jackson, Denise | Michelson, Grant |
Journal Details: Australian Bulletin of Labour v.42 n.1 p.108-134
Published: 2016
ISSN: 0311-6336
Abstract: While considerable research on skills and training exists, less is known about employee perceptions of their skill development. This issue is particularly salient among the most highly educated members of the labour market, given the duration of their training. This study draws on survey data of almost four thousand PhD graduates in Australia. We explore perceived skill development and the importance of these skills among PhD graduates, and the factors that influence these perceptions. The findings reveal a number of factors that explain skill development and skill importance including age, gender, and career destination (for example higher education or industry). Perceived skill importance also depends on discipline area, organisation size, occupation, and sector. We conclude that the most highly educated members of the labour market do not always consider that they obtain the requisite skills during their PhD training; greater attention is needed to ensure that skills are better matched to career decisions and to the demands of high-level professions. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=213553
Record No: 213553 From EdResearch online
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