Managing Global Careers: Challenges for the 21st Century     

Roberta?A.?NeaultEmail author 《International Journal for Educational and Vocational Guidance》2005,5(2):149-161

Immigrants, expatriates, and other global careerists face similar career challenges as they prepare to work abroad, find work, settle in, manage their careers, and/or repatriate. Based on previous research and experience teaching and counselling individuals in international careers, the author explores challenges including the logistics of international moves, culture shock, language limitations, and concerns about risk and personal security. The financial implications of working abroad and the challenges of engaging in lifelong learning and achieving work-life balance in an international career are also presented. The paper concludes with recommendations for counselling and advocating for individuals as they navigate global careers.

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Zusammenfassung. Globale Berufsverläufe bewältigen: Herausforderungen für das 21. Jahrhundert Einwanderer, Vertriebene und andere weltumspannend Erwerbstätige sehen sich ähnlichen Herausforderungen gegenüber, wenn sie sich darauf vorbereiten, im Ausland zu arbeiten, Arbeit zu finden, sich einzugewöhnen, ihre Berufslaufbahn zu organisieren, und/oder wieder eine Heimat zu finden. Auf der Grundlage früherer Forschungsarbeiten und praktischer Unterrichts- und Beratungserfahrungen in der Arbeit mit Personen mit internationalen Berufsverläufen untersucht die Autorin die Problemfelder, einschließlich der Logistik internationaler Umzüge, Kulturschock, Sprachbarrieren, sowie Sorgen um Risiken und persönliche Sicherheit. Die finanziellen Fragestellungen im Zusammenhang mit Arbeit im Ausland werden ebenso behandelt wie die Herausforderungen, Lebenslanges Lernen und eine Lebens-Arbeits-Balance innerhalb eines internationalen Berufsverlaufs zu erreichen. Der Artikel schließt mit Empfehlungen für die Beratung und die Erteilung von Ratschlägen an Personen, die sich in einer internationalen Berufslaufbahn zurechtfinden wollen.

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Resumen. Gestionando las Carreras Globales: Retos para el Siglo XXI Los inmigrantes, expatriados, exiliados, y otros trabajadores “globalizados” se enfrentan a retos profesionales similares cuando se preparan para trabajar en el extranjero, encontrar un trabajo, establecerse, gestionar sus carreras, y/o retornar a su país de origen. Basándose tanto en investigaciones previas como en la experiencia acumulada enseñando y orientando a personas con carreras internacionales, la autora explora retos tales como la logística de los movimientos migratorios internacionales, el choque cultural, las limitaciones del idioma, y cuestiones sobre riesgo y seguridad personal. También presenta las implicaciones económicas de trabajar en el extranjero y los retos de involucrarse en el aprendizaje continuo y conseguir el equilibrio trabajo-vida en una carrera de carácter internacional. El artículo concluye con unas recomendaciones para la orientación y el apoyo a los individuos que se embarcan en carreras globales.

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Résumé. Gestion des carrières globales: les défis du 21ème siècle Les immigrés, les expatriés et autres travailleurs globaux se trouvent placés face à défis de carrière semblables lorsqu’ils se préparent à travailler à l’étranger, à trouver du travail, à s’établir, à gérer leur carrière et/ou à se rapatrier. Basé sur la recherche antérieure et l’expérience de l’enseignement et du conseil de personnes dans des carrières internationales, l’auteur explore les défis que constituent la logique des mouvements internationaux, le choc des cultures, les contraintes linguistiques ainsi que les problèmes liés au risque et à la sécurité personnelle. On présente aussi les implications financières liées au travail à l’étranger et les défis posés par l’engagement dans un apprentissage tout au long de la vie ainsi que par l’atteinte d’un équilibre entre travail et vie personnelle dans une carrière internationale. L’article conclut par des recommandations concernant le conseil et l’aide à des individus qui sont engagés dans des carrières globales.

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Specific quotes throughout this paper are used, with permission, from students and alumni of the Asia Pacific Management Cooperative Program, McRae Institute, Capilano College, North Vancouver, BC.  相似文献   

Information and Communication Technology Challenges to Scientific Professional Identity   总被引：2，自引：0，他引：2  

Roberta Lamb  Elizabeth Davidson 《The Information Society》2005,21(1):1-24

Increasingly, information and communication technology (ICT) uses are transforming professional activities and interactions in ways that challenge traditional assumptions about professional identity. In this article, we consider the ways in which the professional identities of research scientists in oceanography and marine biology are shaped by the use of ICTs. We draw empirical data from an ongoing study of scientific research collaborations that examines uses of basic communication technologies, as well as scientific technologies with embedded ICT components. Our analysis suggests that development and use of ICT-enabled scientific technologies are identity enhancing for many scientists, facilitating their development of unique areas of scientific knowledge. ICT-related changes in data collection, collaborative coordination, and scientific interaction also challenge traditional definitions of expertise and professional identity. An examination of these challenges directs attention to the project identities that form around ICT-enabled scientific technologies and the ways that those project identities are enacted through ICTs.  相似文献   

Building Vocabulary Knowledge in Preschoolers Through Shared Book Reading and Gameplay     

Brenna Hassinger‐Das  Katherine Ridge  Amira Parker  Roberta Michnick Golinkoff  Kathy Hirsh‐Pasek  David K. Dickinson 《Mind, Brain, and Education》2016,10(2):71-80

This study moves beyond previous investigations to examine whether an educational intervention combining shared book reading with a vocabulary game increases children's vocabulary knowledge. Four‐year‐olds (N = 44) were randomly assigned to dyads in either an intervention (shared book reading plus vocabulary review game) or comparison condition (shared book reading, after‐reading vocabulary review, and game that did not teach vocabulary). After two 30‐min sessions, results demonstrated that the intervention condition outperformed the comparison condition on measures of receptive and expressive knowledge of taught vocabulary words. Children in the intervention group who scored the lowest at pretest on the receptive measure saw the most gains in taught word knowledge. Findings suggest that combining vocabulary gameplay with shared book reading improved children's learning of the vocabulary words in comparison to a comparison group.  相似文献   

Disrupting racialization: considering critical leadership in the field of physical education     

Katie Fitzpatrick  Lorri J. Santamaría 《Physical Education & Sport Pedagogy》2015,20(5):532-546

Background: The field of physical education (PE), overlapping as it does with the field of sport, has been critiqued for marginalizing those positioned as ‘different’. This difference is typically conceptualized in regard to a white, masculine, heterosexual, and able-bodied norm. Students who do not identify as white are not represented in any significant way in physical education discourses, culture, or the demographics of PE teachers in many international contexts.

Purpose: This article explores links between the literature in critical leadership and physical education. Drawing on the theoretical foundations of transformational leadership, critical pedagogy, and critical race theory, we draw links between the field of PE and applied critical leadership.

Design and analyses: Drawing on the theoretical tools of Bourdieu, we argue that physical education can be conceptualized as a field of practice. As such, the field values contain certain practices and norms. We argue that disrupting these norms relies on leadership in the field and may require insights from other fields, in this case applied critical leadership.

Conclusion: We conclude that leaders (both teachers and teacher educators) in the field of PE have a responsibility to take up practices which work against racialization and challenge current norms. This is both a theoretical and pedagogical challenge but can begin in classrooms.  相似文献   

An evaluative case study of the dilemmas experienced in designing a self‐assessment strategy for Community Nursing students     

Jane Fitzpatrick 《Assessment & Evaluation in Higher Education》2006,31(1):37-53

The Dearing Report’s (1997 Dearing, R. 1997. Higher education in the learning society: report of the National Committee of Inquiry into Higher Education, London: Her Majesty’s Stationery Office. (Chair) [Google Scholar]) radical proposals challenged lecturers in higher education to develop innovative assessment strategies. This paper explores the dilemmas experienced by one teaching team in designing and implementing a student self‐assessment strategy within a community nursing degree programme. The paper reviews the impact on students’ sense of autonomy and critical thinking skills. In addition, it considers, in depth, the risks associated with developing and implementing a strategy involving self‐assessment. Drawing on a range of sources it examines the drivers for the initiative, the response from the range of stakeholders involved and the impact on the student experience. The academic team found that developing such a creative initiative is time consuming, provokes anxiety and requires extensive negotiation and collaboration between academic and practice colleagues. However, the adoption of a self‐assessment initiative has a significant effect on students’ critical thinking skills and warrants the effort.  相似文献   

The All-Heterosexual World of Children’s Nonfiction: A Critical Content Analysis of LGBTQ Identities in Orbis Pictus Award Books, 1990–2017     

Thomas Crisp  Roberta Price Gardner  Matheus Almeida 《Children‘s Literature in Education》2018,49(3):246-263

Despite increased attention toward children’s nonfiction and informational texts in recent decades, there is still little research that investigates the ways in which various cultural identities are depicted in nonfiction children’s books. Focusing specifically on the 143 winners and honor recipients of the Orbis Pictus Award for Outstanding Nonfiction Literature for Children (1990–2017), this article reports the findings of a critical content analysis of depictions of lesbian, gay, bisexual, transgender, and queer (LGBTQ) identified people in award-winning nonfiction youth literature. The authors look across this set of texts as a literary construction of the world, making explicit where and how LGBTQ people are visible in these award-winning books for young readers. By analyzing specific depictions of queer-identified people, the authors argue the creators of these books rely upon heteronormative constructions, queer erasure, and compulsory heterosexuality to minimize (and even eliminate) queerness.  相似文献   

Parental satisfaction with disabled children’s school inclusion in Italy     

Mirella Zanobini  Paola Viterbori  Valentina Garello  Roberta Camba 《欧洲特需教育杂志》2018,33(5):597-614

The principal aim of the present study is to examine the level of parental satisfaction with inclusive education for their children with disability attending Italian schools of any grade level. The survey involved 285 parents of pupils randomly selected from the population of students with disability certificates. On average, parents expressed a high level of satisfaction. Four principal components of parental satisfaction were extracted from the item scores of the questionnaire: inclusive educational practices; environment and special equipment; classmates’ and families’ acceptance; integration between education and rehabilitation activities. Various correlations were found between these aspects and both child-related and context-related variables. In particular, children’s emotional regulation abilities evaluated by teachers are involved in various dimensions of the parents’ satisfaction. On the other hand, satisfaction with the integration between the educational and rehabilitation activities showed a significant negative correlation with the fathers’ and mothers’ educational level. Lastly, parental satisfaction towards classmates’ and families’ acceptance appears to be the most critical aspect and tends to decrease in relation to school level, while it is positively linked with the number of hours the support teacher spends in class. Taken together, these results stimulate useful considerations to promote better practices in inclusive education.  相似文献   

Knowledge space oddity: How to increase the intensity and relevance of the technological progress of European regions     

Roberta Apa  Ivan De Noni  Luigi Orsi  Silvia Rita Sedita 《Research Policy》2018,47(9):1700-1712

This work contributes to previous research on the relationship between specific features of a regional knowledge space and the technological progress of the region. In particular, the main element of originality of this work is to have singled out the determinants of the technological progress intensity and relevance. We acknowledge the importance of knowledge assets for new knowledge production, and we identify path-dependent processes that allow a region to become increasingly competitive in terms of innovation potential. In particular, adopting an evolutionary view of regional development, we describe the regional knowledge space through four crucial characteristics: 1) technological knowledge base, 2) technological cumulativeness, 3) technological diversification, and 4) technological relatedness. We then measure to what extent each of the knowledge space’s characteristics differently affects the technological progress intensity and relevance of the region. A longitudinal study of 269 European regions over the period 1996–2012 was organized using data from REGPAT and Eurostat databases. Results show that technological relatedness affects positively both the intensity and relevance of the technological progress of European regions and that the other components of the knowledge space show a different impact on the two features of the technological progress. Finally, implications for EU policies supporting and stimulating regional technological progress are discussed.  相似文献   

Student voice as risky praxis: democratising physical education teacher education     

Eimear Enright  Leanne Coll  Deirdre Ní Chróinín  Mary Fitzpatrick 《Physical Education & Sport Pedagogy》2017,22(5):459-472

Background: Student voice agendas have been slow to permeate higher educational institutions. Curricula in universities, like those in primary and secondary education, are still usually made for students by teachers who, while they may have the best interests of the students in mind, rarely if ever engage students in curriculum decision-making. The need for more equitable, dialogic and democratic engagement by students is particularly relevant in the context of teacher education. It has been argued that pre-service teachers should experience democratic practices during their teacher education experiences in order to have the confidence, knowledge and skills to support democratic opportunities in schools.

Purpose: Through the participatory action research project described in this paper we sought to position pre-service teachers as pedagogical consultants who would design feedback strategies, gather feedback with faculty and co-construct physical education teacher education (PETE) curricula. We saw this process as a democratic possibility that might create opportunities for pre-service teachers to critique and transform their own educational experiences. In this paper we detail the process we used to support dialogue about teaching and learning between students and faculty members and draw on the perspectives of the students, pedagogical consultant, lecturer and teaching and learning advocate involved in this project.

Participants and setting: The project was undertaken with one cohort (77) of pre-service teachers during the final year of a four-year undergraduate PETE programme in an Irish university and focuses on the democratization of one PETE course.

Data collection: Data were generated with and by the pre-service teachers, the pedagogical consultant, the lecturer and the regional teaching and learning advocate. The primary data collection methods were interviews and observation.

Data analysis: The data were reviewed repeatedly looking for patterns, themes, regularities, paradoxes, variations, nuances in meaning and constraints [Rubin and Rubin 1995. Qualitative Interviewing. The art of Hearing Data. London: Sage]. The authors coded all data sets independently using constant comparison [Glaser 1965. “The Constant Comparative Method of Qualitative Analysis.” Social Problems 12 (4): 436–445] and then shared their processes and subsequent codes. Our analysis engages Greene’s [1988. The Dialectic of Freedom. New York: Teachers College Press] dialectical theory, to explore how naming and holding the tensions involved in this research and pedagogical enterprise was not stultifying but generative.

Findings: Three key dialectics were constructed from the data: student–teacher, critical reflection–learning and responsibility–accountability. We speak to each of these themes from the perspectives of the students, the pedagogical consultant and the lecturer who participated in this project.

Discussion and conclusion: Our discussion turns to the challenges and benefits associated with the pursuit and realization of democratic possibilities in PETE.  相似文献