This book addresses a critically important question regarding human capital learning in our present neo-liberal schooling context: How can contemporary career education programs be integrated into public school curricula without impacting negatively on the liberal learning, intellectual autonomy, and democratic citizenship of students? Using Aristotelian and Deweyan approaches to career education, this new work argues for a new approach to vocational education that is both liberal and democratic in nature.

Research integrity (RI) is defined as adherence to ethical principles, deontological duties, and professional standards necessary for responsible conduct of scientific research. Early training on RI, especially for early-career researchers, could be useful to help develop good standards of conduct and prevent research misconduct (RM).The aim of this study is to assess the effectiveness of a training course on RI, by mapping the attitudes of early-career researchers on this topic through a questionnaire built upon the revised version of (...) the Scientific Misconduct Questionnaire and administered to all participants at the beginning and at the end of the course.Results show that after the course, participants reporting a high understanding of the rules and procedures related to RM significantly increased (pre-course: 38.5%, post-course: 61.5%), together with the percentage of those reporting a lack of awareness on the extent of misconduct (pre-course: 46.2%, post-course: 69.2%), and of those who believe that the lack of research ethics consultation services strongly affects RM (pre-course: 15.4%, post-course: 61.5%). Early-career researchers agree on the importance to share with peers and superiors any ethical concern that may arise in research, and to create a work environment that fosters RI awareness.As a whole, results suggest the effectiveness of the course. Institutions should introduce RI training for early-career researchers, together with research methodology, integrity and ethics consultation services to support them. Senior scientists should promote RI into their research practices, and should stimulate engagement in peer-to-peer dialogue to develop good practices based on RI principles. (shrink)

While, in some professions, the gender balance seems to be changing in the direction of equality, the participation of males in early childhood education has not expanded because of stereotypical perceptions of this occupation, low salaries and status, and fear of being accused of sexual abuse. Males may make important contributions to the field of early childhood education as well as female teachers. Male teachers could provide support for children as nurturing adults. It is critical to improve the (...) perceptions about gender?related issues in the profession of early childhood education. This study aimed to explore the perceptions and thoughts of male students. Five main categories were identified: attitudes towards male teacher identity; the advantages and disadvantages of being a male teacher; the future positions of male teachers and their future plans related to their job. The main issue was the identification and perception of early childhood teaching as ?women?s work? (shrink)

L’article présente les activités éditoriales du mathématicien Albert Châtelet (1883-1960), dont résulte une bibliographie particulièrement étendue par les types de publics auxquels elle s’adresse. Il montre la part importante prise par le mathématicien dans la vie des éditions Bourrelier et précise les objectifs poursuivis par Châtelet à travers la publication de manuels scolaires en mettant en évidence la manière dont ce travail a consolidé son engagement en faveur de la pédagogie et de l’enseignement scientifique.

The purpose of the present study was to identify and categorize career motivations in highly educated married Korean women. Twenty five participants who are working were interviewed and asked why they continue their work despite various difficulties. Sixty-seven career persistence motivations were elicited and reliably organized into 6 categories: low interest in childcare and household labor, family-related motives, high need for achievement, financial problems/needs, self-actualization and job satisfaction, and positive perception of working women. This study is significant as (...) it conceptualizes the motivation for career persistence as the major variable affecting highly educated married women’s decision to continue their careers and establishes the theoretical basis for future research. (shrink)

A partir de las deficiencias detectadas en la evaluación de los objetivos educativos en la asignatura Morfofisiología I de la carrera de Estomatología, determinadas en un estudio previo realizado en la Facultad de Estomatología de Camagüey, se diseñó una metodología para facilitar a los docentes indicadores que les permitan considerar los objetivos educativos dentro de la evaluación final de los estudiantes. Se incluyen etapas, procedimientos y pasos para la instrumentación de la misma. Se considera que la misma facilitará un juicio (...) de valor más objetivo respecto al cumplimiento de los objetivos educativos. Starting from the analysis of the difficulties found in the evaluation of the educative objectives of the subject Morphophysiology I in the dental career, the findings were taken from a previous study carried out in the dental faculty in Camagüey a methodology was designed to give teacher's parameters to include the educative objectives within the final evaluation of the students. Stages, procedures and steps have to be followed to put it into practice. Its implementation is considered to give a better judgment in the fulfillment of the educative objectives. (shrink)

This qualitative case study examines early career social studies educators’ knowledge of the role of emotion in teaching and learning. More specifically, we examine how our efforts to expand social studies educators’ understanding of emotion, shifted their perception of the role of emotion in learning social studies content and how they can use this knowledge to plan instruction. Prior to beginning their “emotion education,” all participants described the role of emotion in teaching and learning as important for relationship-building (...) and as something to be carefully managed. They focused their efforts in the classroom on creating a welcoming environment for their students and managing their students’ emotions. Though they described their classrooms as emotional spaces, none had explicitly considered the role of emotion in learning content.As they learned about the role of emotion in cognitive processes like memory and problem-solving, participants began to recognize the need to rethink their pedagogical choices. However, none of the participants embraced or accepted an expanded view of emotions as social and political forces. Reluctant to consider how emotions shape our identities, our communities and our politics, these social studies educators did not meaningfully engage in a critical examination of how social studies curriculum can contribute to “schooling” students’ emotions. Findings from this initial study suggest it is important to engage social studies educators in critical awareness of their own emotions and critical examination of what emotions “do” in the world and how the social studies content we teach can contribute to the “schooling” of our students’ emotions. (shrink)

We will need to consider some general questions pertaining to teacher education as well as to the specifics of preparation to be a professional in the sense developed so far in this book. We will consider: the selection of potential teachers, different models of initial teacher education, early career qualification and career professional development. In the course of doing so, we will look at some of the contemporary debates concerning teacher education that are relevant to (...) this question. (shrink)

Drawing on goal setting theory and social cognition career theory, this study empirically proposes an operational definition of career success criteria clarity (CSCC) and further explores its impact on career satisfaction, person-job fit, and subjective well-being through the mediating role of career decision-making self-efficacy (CDSE). A pilot study of 231 samples showed that the CSCC scale had good reliability and validity. To further test the effects of CSCC on crucial employment outcomes, as well as the mediating (...) role of CDSE, 240 employees were included in an additional survey. Structural equation modeling path analysis supported all the expected hypotheses. Results indicated that: 1) CSCC was positively correlated to career satisfaction; 2) CSCC was positively correlated to person-job fit; 3) CSCC was positively correlated to subjective well-being; 4) CSCC was positively correlated to CDSE; 5) CDSE fully mediated the relationship between CSCC and career satisfaction; 6) CDSE fully mediated the relationship between CSCC and person-job fit; and 7) CDSE partly mediated the relationship between CSCC and subjective well-being. The results contributed to social cognition career theory model and provided suggestions for both the career educators and consultants. (shrink)

In the study of gender and society, science is a strategic analytic research site—because of the hierarchical nature of gendered relations, generally, and the hierarchy of science, particularly. Academic science, especially, is crucial to, and revealing of, status in science and society. This article focuses on three questions: What is the status of women in scientific careers and the role of graduate education in these careers? What are the implications for the analysis of gender? Where can we intervene, and (...) how? In addressing these questions, the arguments concentrate on the social and organizational context of science and its relationship to gender and status. (shrink)

Supporting young researchers to peer-review and edit journal submissions will also accelerate their training, says Quan-Hoang Vuong. -/- *Citation: -/- Quan-Hoang Vuong. (2022, Sept. 11). Early career researchers can help fix peer review delays. Times Higher Education.

Vocational Education and Training policies are paying increasing attention towards the need to develop quality career guidance processes. Career guidance plays an essential role in this challenge by enabling people to develop the career management skills that allow them to become aware of their full potential and to construct life projects that facilitate the emotional management of uncertainty and complexity, participating as responsible agents in their environment. After conducting a literature review on each of these key (...) elements, we set out to identify best practices in VET as “building blocks” for the construction of an integrated career guidance plan in VET. This study adopts an approach based on qualitative methodology, specifically a documentary type of research has been carried out. The documents analysed correspond to 88 best practices identified in Andalusia. The analysis strategy used was a content analysis. For this purpose, a system of categories has been designed, from a deductive perspective, which has contributed to a systematic analysis of them. One of the first conclusions of the study is the uneven development o best practices in the different VET professional pathways. The practices carried out in the centres begin to incorporate different elements and thus facilitate the creation of a suitable context for the development of comprehensive career guidance plans in VET. The article closes by offering implications for the development of guidance in the education system and discusses lines of future research. (shrink)

This narrative study explores the late-career issues among 15 senior teacher educators from Israeli Academic Colleges of Education (ACEs), in light of the growing conversation about pre-pension maintenance of senior faculty members employed in teacher education institutions. The data analysis of semi-structured interviews highlighted dedication to daily tasks (research activity, administration, teacher education and leading Professional Learning Communities), and a sense of mission during career experiences (leaving legacy to student teachers and colleagues). It was reflected (...) in two parallel work patterns: the ‘work pattern of sharing’, and the ‘work pattern of expertise’. The discussion raises similarities between the literature and the first work pattern, in line with the unique culture of teacher education systems in the world. However, the existence of the ‘work pattern of expertise’ in the literature remains vague and requires more in-depth thinking and research. (shrink)

Women music educators in the USA have been active in public and private schools, churches, and community organizations. In the nineteenth century, Julia E. Crane founded the Crane Institute of Music, the first institution to train music supervisors; and women developed kindergarten programs throughout the US. In the "private sphere," women taught in home studios and Sunday schools, and published children's songs and hymns. In 1907, the Music Supervisors National Conference (which became the Music Educators National Conference) was founded under (...) the leadership of Frances E. Clark, although only thirteen women have been president of MENC between 1907 and 2010. In the twentieth century, women have edited music textbook series and served on editorial boards of music education journals. This survey of nationally prominent music educators shows the importance of quality education, guiding personal philosophies, positive supportive mentors, and leadership opportunities within the profession for developing successful lifetime careers. (shrink)

Satisfaction with life is a core dimension of well-being that can be of great importance in the workplace, in light of the close link between worker health and organizational success highlighted by the perspective of healthy organizations. This study aimed at analyzing the factors associated with satisfaction with life, focusing on the role of resilience, career adaptability, self-efficacy, and years of education. A sample of 315 workers filled out the Satisfaction with Life Scale, General Self-Efficacy Scale, Career (...) Adapt-Abilities Scale, the 10-item Connor-Davidson Resilience Scale, and a demographic questionnaire. Data were analyzed by implementing a chained mediation model. Results showed a significant and positive relationship between resilience and satisfaction with life, partially moderated by the chained effect of career adaptability and self-efficacy, controlling for education. When inserted as a covariate, education showed a significant and negative association with satisfaction with life. Such findings contribute to enriching the field of research on the factors that contribute to the well-being of workers and may have important practical implications for interventions in organizations. (shrink)

The landscape of graduate science education is changing as efforts to diversify the professoriate have increased because academic faculty jobs at universities have grown scarce and more competitive. With this context as a backdrop, the present research examines the perceptions and career goals of advisors and advisees through surveys of PhD students and faculty mentors in science, technology, engineering, and math disciplines. Study 1 examined actual preferences and career goals of PhD students among three options: research careers, (...) teaching careers, and non-academic careers in industry, and compared the actual preferences of students with what they perceived as being the normative preferences of faculty. Overall, students had mixed preferences but perceived that their advisors had a strong normative preference for research careers for them. Moreover, students who ranked research positions as most desirable felt the most belonging in their academic departments. Further analyses revealed no differences in career preferences as a function of underrepresented minority student status or first-generation status, but URM and FG students felt less belonging in their academic departments. Study 2 examined faculty preferences for different careers for their advisees, both in general and for current students in particular. While faculty advisors preferred students to go into research in general, when focusing on specific students, they saw their preferences as being closely aligned with the career preference of each PhD student. Faculty advisors did not perceive any difference in belonging between their students as a function of their URM status. Discrepancies between student and faculty perceptions may occur, in part, because faculty and students do not engage in sufficient discussions about the wider range of career options beyond academic research. Supporting this possibility, PhD students and faculty advisors reported feeling more comfortable discussing research careers with each other than either non-academic industry positions or teaching positions. Discussion centers on the implications of these findings for interpersonal and institutional efforts to foster diversity in the professoriate and to create open communication about career development. (shrink)

This case study was undertaken to explore the way postgraduate management students relate their personal values to their current education and future career aspirations. The research primarily focused on the per ceptions of students enrolled in an elective course offered by the Management Centre for Human Values, Indian Institute of Management, Calcutta. Students' attitudes towards Western postgraduate man agement programme were elicited through interviews and group discussions. Their diverse attitudes are analysed under the themes of gender; personal identity; (...) age and status; ethics, religion and spirituality; profit and wealth; as well as consumerism and environmentalism. The opinions of the students are quoted directly to illustrate their experience of tension and ambiguity, as they anticipated movingfrom an academic to a business role. (shrink)

This case study was undertaken to explore the way in which postgraduate management students relate their personal values to their current education and future career aspirations. The research primarily focused on the perceptions of students taking an elective offered by the Management Centre for Human Values at the Indian Institute of Management, Calcutta. Students' attitudes toward western postgraduate manage ment programme were elicited using interviews and group discussions. Part A of the paper had presented the aiverse range of (...) attitudes analysed under the themes ofgender; personal identity; age and status; ethics, religion and spirituality; profit and wealth: as well as consumerism and environmentalism. Part B extends this exploration by direct quotes from students to illustrate their experience of tension and ambiguity, as they anticipated moving from an academic to a business role. (shrink)

Why do some Ph.D.'s languish in positions with little authority, and what does educational background have to do with it? Hypotheses predicted that life scientists with Ph.D.'s from elite programs would be the most likely, those from middle-ranked programs the next most likely, and those from lower ranked programs the least likely to achieve supervisory positions. A sample of 2,062 life scientists with doctorates from U.S. universities was collected from records archived from 1983 to 1995. In contrast to hypotheses, Ph.D.'s (...) from elite and lower ranked schools did not have a significantly different chance of supervising. Within prestigious organizations, however, Ph.D.'s from top 10 programs did have a greater likelihood of leading. Ph.D.'s from middle-ranked programs were less likely to advance into supervisory positions. Qualitative interviews explored how, in a knowledgeexpanding field such as the life sciences, being stuck on the bottom rung early on can adversely affect a scientist's career. (shrink)

In this paper we evaluate and confirm the effectiveness of including curriculum training on career management as a component of university studies. The behaviour of the students in this study was modified by the uncertainty created by the crisis in the labour market due to the pandemic.Our results confirm that universities need to develop the generic and academic skills demanded by the labour market in order to provide their students with comprehensive training while also taking joint responsibility for developing (...) their students’ career management skills. (shrink)

Higher education provides crucial public and private goods. Especially in the United States, however, higher education reflects and sometimes compounds enduring inequities and inefficiencies. Higher education, critics argue, inefficiently provides a credential that is often crucial for career advancement but whose value is mainly to signal skills one already had. This paper explores the moral significance of an oversupply of higher education, especially for persons disadvantaged because of uncorrected historic injustice. I review the moral costs (...) of credentials inflation. Focusing on those who already have independent claims to reparation for historic injustice, I set out whether and how some such persons might have additional claims to repair for the increased credential demands for work. I close by considering what sorts of repair corrective justice might prescribe. (shrink)

Higher education plays the role of cultivating talents in national development and meets the talent sources needed by the development of the state, industries and enterprises. Besides, for students, higher education can provide stimuli to improve the development of family and personal career. Especially for socioeconomically disadvantaged Students, higher education means the main factor for turning over the Socio- Economic Status. Universities endow students with abundant employment skills, so as to make them more confident in contending (...) with the challenges in the job market. However, innate pessimism or negative attitudes and cognition may exist in socioeconomically disadvantaged Students, thereby providing effective learning context to improve their learning engagement. This study explores the influence on students’ career decision status from deep approach to learning, problem-based learning, self-efficacy and employability. A total of 627 valid questionnaires are collected in this study. PLS-SEM was adopted to verify the structural relationship in data analysis via SmartPLS. The results indicate that deep approach to learning and problem-based learning have significant impacts on students’ self-efficacy and employability; self-efficacy has significant impacts on employability and career decision status; employability has significant impact on career decision status; and that self-efficacy and employability play significant mediating roles in the research framework. (shrink)

The educational area is a social sector where the COVID-19 pandemic impact involves making many exponential changes. In many countries, the transition from face-to-face education to on-line education implies a revolution in the hierarchy of job domains/jobs offer. Young people’s career plans may be different under the impact of internal and external factors generated by this new context. Theoretical framework revealed that under the influence of the COVID-19 pandemic, the career decision-making process becomes more difficult to (...) assume by taking into consideration the job nature, the sense of belonging, and the balance between passions and risks involved. By referring to these aspects a question arises: Will the pandemic also create a crisis in the career-making decision process for young people? The research group consisted of 108 undergraduates' from 12 grades, attending high schools from cities under 10,000 inhabitants. Hypothesis: There is a tendency to focus on training areas dominated by the practical aspects than the theoretical one as a result of the COVID-19 pandemic. We used a Romanian adapted version of the Myer-Briggs Type Indicator Questionnaire used in counseling and carrier orientation services for identification of professional interests of the students. The obtained results show that it is important for high school students to receive quality services for carrier guidance and psycho-educational support to prevent over-introversion and over-critical attitude about others and themselves, self-isolation correlated with a high level of sensing and sensitiveness. (shrink)

The issue of employability has already become a well-delineated topic of study among interpreting educators. However, the current literature still lacks descriptive research on interpreting students' employability development and ignores the developmental effects of interpreter competences in this process. Moreover, the advantage of using career adaptability for measurement is also under-researched. This exploratory case study aims at taking an initial step forward, surveying interpreting students' career adaptability development and the developmental effects of different interpreter competences on major adaptability (...) resources, and ultimately diagnosing curriculum problems and making modifications accordingly. Thirty grade 2019 interpreting students from three Chinese universities contributed to data collection, through six questionnaires in a two-wave survey. The results highlight that, throughout the Chinese MTI program, interpreting students could become more concerned and well prepared for their future, more curious to explore themselves and their surroundings, and more capable of solving problems. The results also indicate that students' knowledge and language competence serve as the major facilitators in this process, and that other interpreter competences, such as psychological competence, transfer competence, professionalism, and cross-cultural competence, are also instrumental. In order to further boost their adaptability constructs, the results suggest that students' language and knowledge competence, professionalism, and cross-cultural and mental agility still need to be improved. Five suggestions for curriculum revision have been raised accordingly. As an initial effort, the current study will hopefully inspire further studies on interpreting students' career adaptability and add more knowledge to the curriculum design from this viewpoint. (shrink)

The fundamental changes that took place at the beginning of the 21st century in all spheres of public life actualized the personalized trend of the modern personality, namely its social and professional development, which is associated with the concept of “career”. The purpose of the article is to characterize the pool of factors that determine a career as a socio-cultural phenomenon of modern society. Based on macro- and microsociological approaches, the parameters of career transformation are determined. Economic (...) ones consist in the transition from working professions to expert-type professions that require a high level of education and specialization. Technological - in the development of information technologies, which led to changes in the technical and technological component of social production and the growth of a separate social group of intellectual workers. The transformation of interests and value orientations of a person has led to a shift in the emphasis of personal performance from external signs to individualistic factors. The patterns of new realities in the world of work, which led to the transformation of the concept of career and new trends, are characterized. The first model includes the presence of higher education, intellectual work in the specialty and a fairly low level of income. The second model is based on ideas about the American dream and the unlimited possibilities of the individual, where the main component is a high material status and own business as a symbol of success. The third model is a highly paid professional with a high level of prestigious education and a good profession. A new type of career is defined - “polyvariant”. These days, success in career strategies requires constant professional development and gaining experience. Through the individualization and pluralization of lifestyles and consumption, people are more able to choose their own path to success, including various forms of life and career development. The tendencies of the spread of self-employment and the development of professional qualities in the career strategies of a modern person are determined. Through the individualization and pluralization of lifestyles and consumption, people are more able to choose their own path to success, including various forms of life and career development. (shrink)

IntroductionTaking on an identity lens, we explore how young working fathers, experience their careers in the context of their changing family roles. We propose that working fathers’ work experiences, work decisions, and career identity are the product of social and cognitive processes in a dual-earner relationship.Materials and methodsThis qualitative study was conducted using an interpretive, and qualitative survey. The data was collected amongst a purposive sample of 45 young South African, well-educated, working fathers, using semi-structured interviews, until data saturation (...) was reached. Interviews were recorded, transcribed, and analyzed using thematic analysis.ResultsThe three main themes extracted from the data were: “the meaning of family identity,” “the impact of family identity on career identity,” and finally, “the types of negotiation scenarios” used by working fathers in dual-earner relationships, and how they balance the work-family challenges they face.ConclusionThis study provides strong empirical support for the family-relatedness of the work decisions perspective, as we highlight the roles of working fathers as indicative of their family identities, and how these then influence their career decisions. Furthermore, our findings shed light on how dual-earner couples negotiate their work-family needs to foster positive work-family outcomes. (shrink)

In the early days of the second wave of the women's movement, women on the liberal end of the feminist spectrum began to work together on issues of equity in economics and education. They developed strategies for lobbying for legislation and administrative regulations affecting women and began to build political networks through which they could accomplish reforms. Women associated with the Women's Equity Action League played an important part in this process and, in so doing, shaped or even transformed (...) their own careers. (shrink)

Although Olympic athletes are celebrated for their sports achievements, they often face serious difficulties in their post-sport career employment. Factors of development that are affecting the quality of post-sport career transition of Olympic athletes are important to acknowledge in the dual career development perspective. Due to the side lining of academic activities, athletes are often not well prepared for the labor market. If they do not gain sufficient financial background in their careers, it can lead to a (...) lack of proper economic inclusion of athletes in their post-sport career employment and further impact their lives. Career transitions of athletes have been the subject of research in different aspects of DC support, but most research is linked to the student-athlete DC perspective. Therefore, the aim of our research was to examine the impact of factors directly contributing to the quality of the post-sport career transition in Slovenian elite and Olympic athletes and the social class position and employment of these athletes after the termination of their sports career. From DC support practice, we learned that although athletes often have a proper level of education, their post-sport career transitions were not successful. To fill this gap, 168 elite athletes from Slovenia were asked to complete online questionnaires. The results showed a significant contribution of education and DC support-related finances to the quality of post-sport career transition. Regarding developing a national DC model and based on empirical research, this study identifies the social class position and employment status of former elite athletes from Slovenia. It also identifies opportunities for further research on the quality of the post-sport career transitions and perspectives on DC support. Understanding how different factors contribute to the integrated development of individual athletes to reach their potential in sports, education, and their post-sport career employment is important for theorists, DC practitioners, and stakeholders working with DC athletes. To develop a sufficient mechanism, DC support providers should consider supporting education along with the financial support of athletes during their sports careers and recognizing study-training ecosystems, based on good practices to successfully transition to their post-sport careers. These findings can also be useful for athletes and their athletic triangle support network as a support in the decision-making. (shrink)

Numerous authors indicate that the influence of academic education extends beyond the growth of specialized knowledge gained by the graduates. Scholars are trying to identify and examine the potential impact of higher learning on students’ attitudes and choices. One of the dimensions considered by the researchers is the effect of university training on students’ moral choices. Our paper attempts to identify differences between the students’ declared moral choices and their majors (fields of studies). Working with a sample of university (...) students of Economics and Sociology (N = 181), and using three variants of the Trolley Problem, the subjects’ responses are used to identify the similarities and differences between their choices. The participants were asked to respond to three hypothetical situations regarding a runaway trolley. Their decision in the first scenario could save a person’s life or let her be run over by the trolley. In the second scenario, their decision could either let one person die and save five lives or save one life and let five people be killed. These two scenarios required pulling a lever to switch the trolley from one track to another. The third scenario requires pushing an obese person in front of the runaway trolley to stop it from killing five persons. As expected, we found a significant difference between the two groups (the economists and the sociologists) in the case of our third scenario, however, we found no evidence supporting the indoctrination hypothesis. We conclude that the existing differences between the choices made by the future economists and sociologists may support the preselection hypothesis. (shrink)

This edited collection examines the intersections between career guidance, social justice and neo-liberalism. Contributors offer an original and global discussion of the role of career guidance in the struggle for social justice and evaluate the field from a diverse range of theoretical positions. Through a series of chapters that positions career guidance within a neoliberal context and presents theories to inform an emancipatory direction for the field, this book raises questions, offers resources and provides some glimpses of (...) an alternative future for work. Drawing on education, sociology, and political science, this book addresses the theoretical basis of career guidance's involvement in social justice as well as the methodological consequences in relation to career guidance research. (shrink)