Career researchers have focused on the mechanisms related to career progression. Although less studied, situations in which traumatic life events necessitate a discontinuous career transition are ...becoming increasingly prevalent. Employing a multiple case study method, we offer a deeper understanding of such transitions by studying an extreme case: soldiers and Marines disabled by wartime combat. Our study highlights obstacles to future employment that are counterintuitive and stem from the discontinuous and traumatic nature of job loss. Effective management of this type of transitioning appears to stem from efforts positioned to formulate a coherent narrative of the traumatic experience and thus to reconstruct foundational assumptions about the world, humanity, and self. These foundational assumptions form the basis for enacting future-orientated career strategies, such that progress toward establishing a new career path is greatest for those who can orientate themselves away from the past (trauma), away from the present (obstacles to a new career), and toward an envisioned future career positioned to confer meaning and purpose through work.
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Background
A sample of 1448 students in grades 7 and 9 was drawn from public schools in Atlantic Canada to explore students’ knowledge of science and mathematics requirements for science, technology, ...engineering, and mathematics (STEM) careers. Also explored were their mathematics self-efficacy (MSE), their future career interests, their preferences for particular career activities, and their likelihood to pursue a STEM career.
Results
Analysis revealed that while older students had more knowledge about mathematics/science requirements for STEM careers, this knowledge was lacking overall. Also, students with higher MSE were more knowledgeable about STEM career requirements. Furthermore, students with higher MSE and STEM career knowledge were more likely to choose a STEM career. Students with greater interest in technical and scientific skills were also more likely to consider a STEM career than those who preferred career activities that involved practical, productive, and concrete activities.
Conclusions
The results of this study show that students in middle school have a limited STEM career knowledge with respect to subject requirements and with respect to what sort of activities these careers involve. Furthermore, students with low MSE have a declining interest in STEM careers. Our data thus support the need to improve access to knowledge to facilitate students’ understanding of STEM careers and the nature of STEM work. Exposure of students to STEM careers can enhance their interest in pursuing careers involving science, technology, engineering, and mathematics.
The organizational career has been portrayed as increasingly irrelevant in a world where organizations are either unwilling or unable to offer job security, and where individuals are seeking greater ...independence and flexibility with regard to career development. In theory, new models of career, such as boundaryless or protean career, offer a better fit for both individuals and organizations. This paper argues, however, that not only does the organizational career still exist, but it is also still relevant and desirable. Rather than simply discarding it there is much to be learned from exploring how it has evolved and then redefining it to meet the needs of contemporary organizations.
Career indecision may be the primary reason people go to career counselors. Much effort has been exerted to identify and investigate the causes of clients' career decision‐making difficulties. With ...the aim of facilitating clients' career decision making, the use of career indecision assessments can promote the effectiveness and efficiency of face‐to‐face career counseling. The authors review three evidence‐based, cost‐free assessments derived from decision theory: the Career Decision‐Making Difficulties Questionnaire, the Emotional and Personality‐Related Career Decision‐Making Difficulties questionnaire, and the Career Decision‐Making Profile questionnaire. The unique features of these assessments are described, and the ways they can contribute to facilitating career decision making in career counseling are explored with a case study example.
Career adaptability, a psychosocial resource for managing career-related tasks, transitions, and traumas, is a central construct in career construction theory and the field of vocational psychology. ...Based on the career construction model of adaptation, we conducted a meta-analysis to examine relationships of career adaptability with measures of adaptivity, adapting responses, adaptation results, and demographic covariates. Results based on a total of 90 studies show that career adaptability is significantly associated with measures of adaptivity (i.e., cognitive ability, big five traits, self-esteem, core self-evaluations, proactive personality, future orientation, hope, and optimism), adapting responses (i.e., career planning, career exploration, occupational self-efficacy, and career decision-making self-efficacy), adaptation results (i.e., career identity, calling, career/job/school satisfaction, affective organizational commitment, job stress, employability, promotability, turnover intentions, income, engagement, self-reported work performance, entrepreneurial outcomes, life satisfaction, and positive and negative affect), as well as certain demographic characteristics (i.e., age, education). Multiple regression analyses based on meta-analytic correlations demonstrated the incremental predictive validity of career adaptability, above and beyond other individual difference characteristics, for a variety of career, work, and subjective well-being outcomes. Overall, the findings from this meta-analysis support the career construction model of adaptation.
•This meta-analysis considers career adaptability (CA).•Measures of adaptivity are associated with CA.•CA is associated with various adapting responses.•Several adaptation results are linked to CA.•Evidence suggests incremental predictive validity of CA.
At the beginning of the 21st century, a new social arrangement of work poses a series of questions and challenges to scholars who aim to help people develop their working lives. Given the ...globalization of career counseling, we decided to address these issues and then to formulate potentially innovative responses in an international forum. We used this approach to avoid the difficulties of creating models and methods in one country and then trying to export them to other countries where they would be adapted for use. This article presents the initial outcome of this collaboration, a counseling model and methods. The life-designing model for career intervention endorses five presuppositions about people and their work lives: contextual possibilities, dynamic processes, non-linear progression, multiple perspectives, and personal patterns. Thinking from these five presuppositions, we have crafted a contextualized model based on the epistemology of social constructionism, particularly recognizing that an individual’s knowledge and identity are the product of social interaction and that meaning is co-constructed through discourse. The life-design framework for counseling implements the theories of self-constructing Guichard, J. (2005). Life-long self-construction.
International Journal for Educational and Vocational Guidance, 5, 111–124 and career construction Savickas, M. L. (2005). The theory and practice of career construction. In S. D. Brown & R. W. Lent (Eds.),
Career development and counselling: putting theory and research to work (pp. 42–70). Hoboken, NJ: Wiley that describe vocational behavior and its development. Thus, the framework is structured to be life-long, holistic, contextual, and preventive.
Recent studies have emphasized the importance of applying positive psychological theories in the context of career development (Hull et al., 2020; Vela et al., 2015, 2019). However, limited research ...has been carried out on how specific positive personality traits might contribute to optimal career functioning. We addressed this gap by exploring the link of a triarchic model of grit dimensions (i.e., perseverance of effort, consistency of interests, and adaptability to situations) to career maturity, career decision‐making self‐efficacy, and career goal setting among Hong Kong Chinese secondary school students. Perseverance of effort positively predicted career goal setting and career decision‐making self‐efficacy. Consistency positively predicted career goal setting and career maturity. Adaptability to situations positively predicted career maturity, career decision‐making self‐efficacy, and career goal setting. Results point to the importance of designing school‐based grit interventions to facilitate optimal career‐related functioning.
Despite the rise of teaching academic (teaching only) roles in Australia, the UK, the USA, and Canada, the experiences of teaching academics are not well documented in the literature. This article ...reports from a university-wide study that responded to the introduction of teaching academic roles during a major restructure of academic staff. Thirteen focus groups involving 115 academic staff employed in a range of roles were held approximately 12 months after teaching academic roles were introduced. In conveying the results, we first report on the teaching academic experience, highlighting the perceived low value of the teaching academic (TA) role and confusion about what the role entails. We then focus on teaching academic career pathways. The findings highlight the uncertainty surrounding career paths for teaching academics, who noted the absence of career or promotion scripts. Respondents noted also an absence of role models within the professoriate. They expressed widespread concerns about developing the traditional academic skill set required to transition between roles and institutions, with many TAs finding themselves in boundaried careers with an uncertain future. The construct of career or promotion scripts is used to examine multiple perceptions of career pathways for teaching academics. The findings highlight the importance of systematic change management processes when new academic roles are introduced within the context of university-wide academic restructure, and the critical role of human resources in designing and implementing the same.
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Using contemporary digital technology offers possibilities for better engaging youth in constructing their future careers. This study describes and initially tests the effectiveness of an online ...career intervention based on life‐design principles. Middle school students were assigned to either a traditional test interpretation‐based intervention group or an online intervention group. Analysis conducted to evaluate pre‐ and posttest differences between the 2 groups indicated that students in the online intervention group showed higher levels of career adaptability and life satisfaction than did students in the traditional intervention group. Results also suggested that intervention increased students' narratives future aspirations.
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