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1.
Student non‐completion of an undergraduate degree: wrong program selection or part of a career plan?
Institution wide comparisons of students who leave university before completing their degree and students who complete their studies, have identified ‘wrong course selection’ and a lack of vocational focus as common reasons for non‐completion. It is not fully understood, though, whether these trends are constant across different disciplines and programs and whether all relevant contributing factors, in particular career intentions, have been considered. This study was undertaken to explore reasons for student non‐completion in more detail in one program. Students enrolled in an undergraduate health sciences degree completed a questionnaire at enrolment and another 12 months later, regarding their reasons for enrolment, career intentions and expectations for/experiences of learning. Students who did not re‐enrol after the first year were invited to complete a separate exit questionnaire regarding their reasons for not re‐enrolling. Many students who did not re‐enrol after the first year of study transferred to another degree that was more aligned with their career intentions. In this context rather than a ‘wrong’ selection, non‐completion of the initial undergraduate degree formed part of a career plan. 相似文献
2.
Tony Hooper 《高等教育研究与发展》2009,28(5):509-522
The motivation of mid‐career students can be expected to be more considered and intense than students whose studies continue from undergraduate programmes. How students perceive their personal circumstances and their career when they first make the decision to enrol and what happens as a result of their studies can reveal how mid‐career management programmes can be structured to ensure greater alignment with student needs and therefore greater student satisfaction. It can also inform curriculum development and marketing strategy. This investigation indicates that the motivators that triggered the enrolment decision often evolve into intrinsic motivators as a result of the study experience and this can lead on to deeper learning and greater satisfaction with learning outcomes. Self‐determination theory posits the need for autonomy as an antecedent of intrinsic motivation. Providing autonomy support in course content and curriculum design as well as competence support and relatedness in assignments and assessment can be expected to result in greater intrinsic motivation and deeper learning. 相似文献
3.
Karen A. Conklin 《Community College Journal of Research & Practice》2013,37(3):201-211
This paper describes results of a five‐year statewide follow‐up study of first‐time, full‐time community college students and documents the academic and career progress of these students from first entry into college to subsequent experiences after leaving the community college. Results detail students’ success in reaching their personal, academic, and career objectives and describe the variables affecting progress in achieving those objectives. Over 75% had achieved their original educational objective and, if starting again, 80% would attend the same community college. Lack of funds, change in life‐style, or a change in goals were most often cited as the reasons for not achieving educational objectives. One surprising finding was that 27% of respondents transferred from one Kansas community college to another during the course of the study. Additional studies are indicated to identify continuing educational pursuits of students who formerly may have been assumed to be community college dropouts. 相似文献
4.
对高职院校开设就业指导课的思考 总被引：1，自引：1，他引：0
闫学林 《兰州石化职业技术学院学报》2009,9(2):71-73
目前高职毕业生就业难的问题日益突现,在高职院校开设就业指导课、对高职学生进行系统的就业指导就显得尤为必要。在高职院校开设就业指导课,必须研究就业指导课的几个主要问题,即就业指导的概念、就业指导课的性质和目标、就业指导课的主要内容、方法以及加强就业指导教师团队建设。 相似文献
5.
Abstract An Introduction to Teaching course was strategically developed to allow university students of many backgrounds to access, synthesize, and evaluate the teaching profession as a possible career. The authors planned a multi‐layered course that included Web‐based assignments, required and suggested readings, targeted writing assignments, and field experiences. In this study, student perceptions of the usefulness and effectiveness of the Web‐based assignments were investigated. A survey was administered to 92 students across three course sections. Most students (85%) were positive about Web‐based research, despite some difficulty with completing the assignments. Reasons for their difficulty included lack of knowledge, incompatible software, and outdated address information. Students reported that the Web‐based assignments were one effective way to learn about the teaching profession but that more contextual projects, such as field work and writing ethnographies, were more powerful learning took. The authors examined the construction of the course for possible reasons for this perception and suggested ways to enliven the Web assignments to make them more interactive. 相似文献
6.
Nancy Hirschinger‐Blank Michael W. Markowitz 《Journal of Criminal Justice Education》2013,24(1):69-86
This article focuses on a pilot service‐learning program implemented with undergraduate students enrolled in a juvenile delinquency course. An evaluation of the service‐learning program on students’ attitudes toward diversity, interpersonal skills, personal and intellectual development, and citizenship behavior using qualitative analysis is presented. The results indicate that the majority of students came to view the youth in a positive light, reported learning how to work with youth, experienced a reduction in stereotypes, gained career insights, learned how to apply academic theory to real‐life experiences and developed attitudes about how society addresses delinquency that were sympathetic to the youths’ condition. 相似文献
7.
高职院校人才培养应该服务于区域社会经济结构的需求与发展,学涯与职业规划课程是解决学生学习目标与职业目标理想对接的有效途径与方法,该课程设置必须紧紧围绕优化人才培养模式这个主题,因地制宜,因材施教,以软、硬环境的建设确保学涯与职业规划课程的有效实施。 相似文献
8.
《Journal of Further & Higher Education》2012,36(1):17-23
Abstract This study surveyed the initial post‐course destinations, the retrospective perceptions on the validity of their degree course and the future career intentions of the Early Childhood Studies students who graduated from University College Suffolk in 1996. Data collection was via postal questionnaires. The majority of graduates had found employment or been accepted onto post‐graduate courses allied to their Early Childhood Studies Degree. They appeared to he satisfied with the relevance of the programme of study to their initial post‐course destinations. The course team, however, identified three issues for consideration when the curriculum and student experience are reviewed. 相似文献
9.
This study examined the separate and combined effects of a career planning course and a computer-assisted career guidance system (SIGI PLUS) on undecided university students. Seventy first and second year university students were randomly assigned to one of four treatment groups (career planning course only; career planning course and SIGI PLUS; SIGI PLUS only; wait-listed control group). Pre and posttest measures were administered and an analysis of covariance was conducted to determine differences among groups for each measure. Significant overall differences were found for each measure. Follow-up procedures revealed significant differences between specific career treatment groups and the control group. Implications for counselors are discussed. 相似文献
10.
William E. Hitchings Darrell Anthony Luzzo Robert Ristow Michael Horvath Paul Retish Adam Tanners 《Learning disabilities research & practice》2001,16(1):8-17
The career development and disability knowledge of 97 students with learning disabilities from three postsecondary institutions in the Midwest was examined through semi‐structured interviews. Students with disabilities who were eligible for services while in high school generally did not engage in transition planning as required by federal law. Their career development activities were limited despite having unique career needs. The majority of students had difficulty describing their disability and its impact on their career exploration and planning. For students with learning disabilities at the postsecondary level, career development services should be provided, including training in self‐advocacy and career exploration in the first two years. Instruction in career self‐management skills should be ongoing. 相似文献
11.
This article reports a follow‐up study of students who had failed or had not completed the first year of an Advanced General National Vocational Qualification (GNVQ‐‐an academic qualification with a vocational focus intended mainly for 16‐18 year‐olds) in Business Studies in 1995‐96. Failure is usually attributed to student deficiency or deficient course‐related factors. Yet student accountability assumes capability, understanding and lack of coercion in making choices. In the present research these assumptions were critically examined and found misleading. The students’ career histories since the end of the course first year are sketched and the way in which the subjects made sense of their decisions and experience is reported. It is argued that simple ideas of choice, while supporting assignment of blame to failing students and exonerating their institutions, do not illuminate factors involved in making poor choices, or the way in which students who are ‘at risk’ can be supported. 相似文献
12.
Madelyn Flammia 《Technical Communication Quarterly》2013,22(4):43-57
Technical writing programs housed in geographically isolated universities face great challenges in regard to getting students career‐related work experience. A course in desktop publishing can provide students at rural schools with experience equivalent to internships. In the desktop publishing course I taught at Murray State University, in addition to learning principles of layout and design, students faced many challenges like those that will confront them in the workplace. They worked on projects that entailed real financial constraints and deadlines; they were required to modify their work after receiving reviews from several different individuals. In addition to providing students with experience, the course provided benefits to the university in terms of services and public relations. 相似文献
13.
P. Clay Rowell A. Keith Mobley Gulsah Kemer Amanda Giordano 《Journal of College Counseling》2014,17(2):163-174
The authors examined the effectiveness of a group career counseling model (Pyle, 2007 ) on college students’ career decision‐making abilities. They used a Solomon 4‐group design and found that students who participated in the career counseling groups had significantly greater increases in career decision‐making abilities than those who did not participate in the groups. Implications for counseling and future research are discussed. 相似文献
14.
We examine the role of the Big Five personality traits in the job exploration process of Latino undergraduate business students to ascertain the personality traits and socio‐cognitive variables that lead to greater success of students in their job searches. We find that personalities such as extraversion and conscientiousness are positively associated with career self‐efficacy, career expectations, and interests in both academic and professional skills, which in turn positively influence job exploration behaviors. Additionally, we find that personalities such as agreeableness and neuroticism have a negative influence on career exploration behaviors. Our findings provide Latino business students with college vocational guidance that can help enhance their career confidence, job beliefs, and career interests in the job‐seeking process. 相似文献
15.
近几年,全国各高校都相继开设了大学生就业指导课程,以帮助在校学生树立正确的人生观和就业观,提高其进入社会的就业能力以及工作能力,有力地推动了高校的学生就业工作。基于就业指导课程在建设和实施过程中存在的诸如重视程度不够、课程体系不完善、教学方法和手段单一等缺陷进行了分析研究,提出了相关措施,以促进就业指导课程教学的有效开展。 相似文献
16.
Measuring the benefits of a psychology placement year 总被引：1，自引：1，他引：1
Placement programmes are considered to provide students with an induction into the work environment and a valuable learning experience. Aston University maintains one of the highest success rates of any UK university for graduate employment and it is thought that the placement year plays a large role in this success. However, the benefits of placements in theoretical subjects like Psychology are often less obvious than those for practical subjects like Optometry or Engineering. Here we compared Psychology students on the 3‐year vs. the 4‐year sandwich course on a number of attributes using both quantitative and qualitative methodologies. Final year students who had taken a placement year achieved significantly higher marks in their final year (F1,407 = 31.52, p<0.001) and were rated more favourably by academic staff on a measure of transferable skills (F1,43 = 11.08, p<0.005). In addition, post‐graduation, students who had taken a placement year reported a better idea of their career direction and could be argued to be further on in terms of their career progression and pay levels. Qualitatively, focus groups of placement and non‐placement students suggested a number of benefits of taking a placement year, including better time management, confidence and responsibility. Whether the benefits of a sandwich placement in a psychology degree outweigh the costs to students and their families, and the need for further research to identify the scope and longevity of possible early career benefits are discussed. 相似文献
17.
大学生就业及职业发展是当今社会与高校关注的焦点,高校职业生涯规划课程辅导是引导大学生明确职业选择与定位、提高学习积极性、实现人职匹配、个人发展与社会需求相统一的重要措施.我国高校大学生职业规划起步较晚,仍存在诸多问题,近年来针对大学生职业生涯规划的现状与改进措施,国内学者进行了一系列研究探索,就近年来大学生职业生涯规划... 相似文献
18.
大学生职业生涯规划是帮助大学生在了解自我和对环境分析的基础上确定自己的职业方向、目标,并制定相应的计划,为个人走向职业成功提供最有效率的途径,也是避免所学专业和就业不对口造成教育资源浪费的可行性方法。文章针对重庆高职院校学生职业规划现状,努力开发并建设贯穿高职学生在校三年学习全程的职业生涯规划课程教育体系,从制度上扶持大学生职业规划的实现,实现高技能人才的培养目标。 相似文献
19.
Reports published since 1977 indicate that African Americans are underrepresented among Ph.D.‐holding scientists. Although researchers have identified numerous factors that correlate with career choice, they have failed to address students' reasons for choosing or not choosing science and science‐related careers. This study examines the career decisions of three African‐American college students. All three students began college aspiring toward science‐related careers. However, by the end of data collection only one student was working toward a science‐related career. Data were collected by means of eight, open‐ended, 1‐hour interviews conducted over a period of 6 months. Findings indicate that students' interest in a science‐related career is directly related to the degree to which they perceive that career as being supportive of deep‐seated life goals; and that a deeper view of the nature of science better enables students to perceive a science‐related career as supportive of life goals. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 599–621, 2001 相似文献
20.
Although college readiness is a centerpiece of major educational initiatives such as the Common Core State Standards, few systems have been implemented to track children's progress toward this goal. Instead, college‐readiness information is typically conveyed late in a student's high‐school career, and tends to focus solely on academic accomplishments—grades and admissions test scores. Late‐stage feedback can be problematic for students who need to correct course, so the purpose of this research is to develop a system for communicating more comprehensive college‐readiness diagnoses earlier in a child's K‐12 career. This article introduces college‐readiness indicators for middle‐school students, drawing on the National Education Longitudinal Study of 1988 (NELS), a nationally representative longitudinal survey of educational inputs, contexts, and outcomes. A diversity of middle‐school variables was synthesized into six factors: achievement, behavior, motivation, social engagement, family circumstances, and school characteristics. Middle‐school factors explain 69% of the variance in college readiness, and results suggest a variety of factors beyond academic achievement—most notably motivation and behavior—contribute substantially to preparedness for postsecondary study. The article concludes with limitations and future directions, including the development of college‐readiness categories to support straightforward communication of middle‐school indicators to parents, teachers, and students. 相似文献