Political skills are an important factor in promoting career success. Although some scholars have paid attention to the relationship between political skills and some dimensions of career success, ...few have explored a complete framework of career success and its relationship with political skills. In this study, the meta-analysis technique is used to integrate 141 studies containing 209 effect values (N = 57,406) from 2004 to 2020 to create a quantitative review of the relationship between political skills and career success. The results show that political skills are significantly correlated with career success, with a medium effect value (d = 0.289). Compared with objective career success (d = 0.256), political skills have a stronger predictive effect on subjective career success (d = 0.325). The moderating effect test finds that there are certain differences in the correlation between political skills and career success across different cultures, industries, and groups. The predictive effect of political skills on career success is higher in eastern than in western cultures, higher in the tertiary sector than in the secondary sector, and higher at the management level than at the employee level. This study explores the influence of political skills on career success and its dimensions and proposes management implications.
Supplemental data for this article is available online at https://doi.org/10.1080/09585192.2021.1949626 .
John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker ...Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem.
The book is organized in four parts:
*Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study.
*Part II is an analysis of societal and school factors contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline.
* Community factors --the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does not mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities.
*In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community.
Black American Students in an Affluent Suburb: A Study of Academic Disengagement is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.
The concept of boundaryless careers characterizes emerging career patterns that are less dependent on traditional organizational career management. Based on an evidence-based review of literature on ...the relationship between career boundarylessness and career success published from 1994 to 2018, we found that boundaryless careers have mixed effects on the various indictors of career success, and these effects depend on the operationalization of career boundarylessness, the motives (voluntary vs. involuntary), career competencies, adaptive capabilities and career resources held by individuals, as well as the structural constraints and institutional support for boundary-crossing behaviors. In addition, career success was also found to predict subsequent career mobility. Based on these findings, we develop an integrative model to understand the complicated and dynamic relationship between boundaryless careers and career success. This review serves as an important step to integrate theories and research on boundaryless careers and career success, and more interdisciplinary work should be done in the future to examine this question.
•We reviewed studies on the relation between career boundarylessness and career success.•There are mixed effects of career boundarylessness on indicators of career success.•Individuals' motives, competencies and resources are important moderators.•Structural constraints and institutional support are important moderators.•More interdisciplinary research should be conducted on this important question.
Increasing dynamics of careers make the development and application of different career resources important for successful career development. The study aimed to understand how different career ...resources are related to each other and different forms of career success. Examining 574 employees with 3-waves of 1-month time lags, we assessed relations between key resources (i.e., self-esteem and optimism), career adaptability resources (i.e., concern, control, curiosity, confidence), and knowledge/skills, motivational, and environmental career resources and their predictive utility for different forms of subjective and objective career success (i.e., salary). Results showed that career adaptability resources are highly related to other types of career resources, but career adaptability and other career resources each explain unique variance in different facets of career success. Using relative weight analyses, we found that especially motivational and environmental career resources are meaningfully positively related to different facets of subjective career success, whereas knowledge and skills career resources are most prominently positively related to objective career success. Under consideration of other career resources, career adaptability related negatively to salary. The findings contribute to career construction theory by situating career adaptability within a broader resource framework in relation to career success.
•We consider career adaptability (CA) resources in a broader resource framework.•CFA support the theoretically presumed distinction between CA and other career resources.•Subjective career success (SCS) was assessed with a multidimensional measurement.•Objective career success (OCS) was assessed in terms of salary.•We found incremental utility of different career resources for SCS and OCS beyond CA.
The ever-growing information and communications within society require us to continuously update our knowledge. For this reason, higher education must provide students and lecturers with the ...opportunity to implement new learning approaches in the classroom. In this sense, teaching is adapting to a fast-changing world, and achieving a high-quality standard for our educational systems will ensure that the education standard appropriately adapts to both the current times and to new teaching–learning processes. This topic captures the attention of different socio-educational actors in order to achieve an education style that develops individuals and provides them with the necessary strategies to assist their learning throughout their lifetime.
This article conceptualizes and operationalizes ‘subjective entrepreneurial success’ in a manner which reflects the criteria employed by entrepreneurs, rather than those imposed by researchers. We ...used two studies to explore this notion; the first qualitative enquiry investigated success definitions using interviews with 185 German entrepreneurs; five factors emerged from their reports: firm performance, workplace relationships, personal fulfilment, community impact and personal financial rewards. The second study developed a questionnaire, the Subjective Entrepreneurial Success–Importance Scale (SES-IS), to measure these five factors using a sample of 184 entrepreneurs. We provide evidence for the validity of the SES-IS, including establishing systematic relationships of SES-IS with objective indicators of firm success, annual income and entrepreneur satisfaction with life and financial situation. We also provide evidence for the cross-cultural invariance of SES-IS using a sample of Polish entrepreneurs. The contribution of our research being that subjective entrepreneurial success is a multi-factorial construct, that is, entrepreneurs value various indicators of success with monetary returns as only one possible option.
In Low-fee Private Schooling and Poverty in Developing Countries, Joanna H rm draws on primary research carried out in sub-Saharan African countries and in India to show how the poor are being failed ...by both government and private schools. The primary research data and experiences are combined with additional examples from around the world to offer a wide perspective on the issue of marketized education, low-fee private schooling and government systems. H rm offers a pragmatic approach to a divisive issue and an ideologically-driven debate and shows how the well-intentioned international drive towards 'education for all' is being encouraged and even imposed long before some countries have prepared the teachers and developed the systems needed to implement it successfully. Suggesting that governments need to take a much more constructive approach to the issue, H rm argues for a greater acceptance of the challenges, abandoning ideological positions and a scaling back of ambition in the hope of laying stronger foundations for educational development.
Men and Masculinities Daniel Tillapaugh, Brian L. McGowan / Daniel Tillapaugh, Brian L. McGowan
2019, 2023-07-03, 2019-06-12
eBook
There continues to be much concern about the retention and persistent of men in college, particularly Black, Latinx, and Native American men. In addition, queer and trans* men also have found ...institutions to be problematic spaces. For those who do persist, we know that men are overrepresented in student conduct cases and engage in risky behaviors around alcohol, drug use, and sexual relationships. Additionally, we know that college men have historically avoided engaging in help-seeking behaviors for their academic and personal success. This book addresses the ways that theory can be put into practice for powerful, transformative learning to support college men and their development.This book synthesizes the research of the past three decades on college men to inform college student educators on the developmental needs of college men and illuminates how young men are socialized prior to their arrival to campus, but perhaps more importantly, how the collegiate environment becomes a training ground for the socialization of masculinities by students, their peers, and their environments.Beyond that, it sets out how practitioners can help young men understand why and how they have been socialized around their gender identity, but also what their gender identity and sense of masculinity means for their future selves. The book highlights programs and services designed to have college men engage with and dialogue around issues of hegemonic, toxic, or unhealthy aspects of masculinity. These promising practices can offer college men opportunities to understand their power, privilege, and identity in ways that can be affirming and healthier, leading to more life-giving chances. This is all the more important in the context of an ever-evolving society where traditionally held norms and expectations around gender--particularly masculinities--are shifting. This book equips student affairs staff, faculty, and administrators to better support college men's development. It offers
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