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The way in which modern careers are maintained, especially by performing artists, is no longer linear in its trajectory. Instead, to have a successful and sustainable income from music there is growing research articulating the prevalence of multiple roles and different amounts of work types (e.g. part-time, full-time and casual) across an artist’s career. The subsequent crafting of a non-linear career pathway is commonly referred to as a ‘portfolio career’. With an understanding grounded in pre-existing literature, this thesis aimed to explore the different approaches which classically trained percussionists in Perth (Australia) have undertaken when formulating their music career and their found benefits, with particular interest in what skills aid in their success. These skills were evaluated across four skill themes identified by Ruth Bridgstock and Greg Hearn. Following semi-structured interviews and a theoretical thematic analysis approach across four themes of distinct skills (disciplinary agility, social networking capabilities, creative enterprise and career self-management), six classically trained Perth-based percussionists gave interview accounts of how their approaches to their successful portfolio career lifestyle showcases the breadth of their career skills. Results informed discussion of any commonalities of skills amongst local working Perth percussionists with disciplinary agility being the strongest. There were eleven skills coded across two themes of ‘hard skills’ and ‘soft skills’ which participants expressed were skills they felt underprepared for since their formal education. Furthermore, it was uncovered intrinsic motivation, work-life balance and community fulfilment were as important as career skills for a Perth percussionists career path beyond the four themes initially investigated. This research offers suggestions into how to understand and better support the portfolio career approach of upcoming musicians with knowledge of the skills req

The way in which modern careers are maintained, especially by performing artists, is no longer linear in its trajectory. Instead, to have a successful and sustainable income from music there is growing research articulating the prevalence of multiple roles and different amounts of work types (e.g. part-time, full-time and casual) across an artist’s career. The subsequent crafting of a non-linear career pathway is commonly referred to as a ‘portfolio career’. With an understanding grounded in pre-existing literature, this thesis aimed to explore the different approaches which classically trained percussionists in Perth (Australia) have undertaken when formulating their music career and their found benefits, with particular interest in what skills aid in their success. These skills were evaluated across four skill themes identified by Ruth Bridgstock and Greg Hearn. Following semi-structured interviews and a theoretical thematic analysis approach across four themes of distinct skills (disciplinary agility, social networking capabilities, creative enterprise and career self-management), six classically trained Perth-based percussionists gave interview accounts of how their approaches to their successful portfolio career lifestyle showcases the breadth of their career skills. Results informed discussion of any commonalities of skills amongst local working Perth percussionists with disciplinary agility being the strongest. There were eleven skills coded across two themes of ‘hard skills’ and ‘soft skills’ which participants expressed were skills they felt underprepared for since their formal education. Furthermore, it was uncovered intrinsic motivation, work-life balance and community fulfilment were as important as career skills for a Perth percussionists career path beyond the four themes initially investigated. This research offers suggestions into how to understand and better support the portfolio career approach of upcoming musicians with knowledge of the skills req

The way in which modern careers are maintained, especially by performing artists, is no longer linear in its trajectory. Instead, to have a successful and sustainable income from music there is growing research articulating the prevalence of multiple roles and different amounts of work types (e.g. part-time, full-time and casual) across an artist’s career. The subsequent crafting of a non-linear career pathway is commonly referred to as a ‘portfolio career’. With an understanding grounded in pre-existing literature, this thesis aimed to explore the different approaches which classically trained percussionists in Perth (Australia) have undertaken when formulating their music career and their found benefits, with particular interest in what skills aid in their success. These skills were evaluated across four skill themes identified by Ruth Bridgstock and Greg Hearn. Following semi-structured interviews and a theoretical thematic analysis approach across four themes of distinct skills (disciplinary agility, social networking capabilities, creative enterprise and career self-management), six classically trained Perth-based percussionists gave interview accounts of how their approaches to their successful portfolio career lifestyle showcases the breadth of their career skills. Results informed discussion of any commonalities of skills amongst local working Perth percussionists with disciplinary agility being the strongest. There were eleven skills coded across two themes of ‘hard skills’ and ‘soft skills’ which participants expressed were skills they felt underprepared for since their formal education. Furthermore, it was uncovered intrinsic motivation, work-life balance and community fulfilment were as important as career skills for a Perth percussionists career path beyond the four themes initially investigated. This research offers suggestions into how to understand and better support the portfolio career approach of upcoming musicians with knowledge of the skills req

A lucrative career and meet the personality of the individual is the dream of every human being. Yet, the diversity of human personalities causes each individual to need a different career path to obtain a career that is in line with their personalities. This study was conducted to develop different career development pathways according to the profile of each individual. This qualitative study used Multiple Case Study with Delphi technique Interview Method as the data collection method. There were 15 informants who were graduated from TVETs background and have been successful in their careers. The results of the analysis using Thematic Analysis and Fuzzy Delphi have produced Seven (7) different career paths according to profile namely Opportunist Path, Aggressive Path, Systematic Path, Cognitive Path, Conventional Path, Roe Path and Roe-Supportive Path. All these Career Routes are then agreed by experts using Focused Group Discussion techniques consisting of lecturers and alumni of TVETs. These different paths can give a new dimension to students to make their own career planning based on their personalities.

A lucrative career and meet the personality of the individual is the dream of every human being. Yet, the diversity of human personalities causes each individual to need a different career path to obtain a career that is in line with their personalities. This study was conducted to develop different career development pathways according to the profile of each individual. This qualitative study used Multiple Case Study with Delphi technique Interview Method as the data collection method. There were 15 informants who were graduated from TVETs background and have been successful in their careers. The results of the analysis using Thematic Analysis and Fuzzy Delphi have produced Seven (7) different career paths according to profile namely Opportunist Path, Aggressive Path, Systematic Path, Cognitive Path, Conventional Path, Roe Path and Roe-Supportive Path. All these Career Routes are then agreed by experts using Focused Group Discussion techniques consisting of lecturers and alumni of TVETs. These different paths can give a new dimension to students to make their own career planning based on their personalities.

Four prominent career researchers – Dorothee Alfermann (Leipzig University), Natalia Stambulova (Halmstad University), Miquel Torregrossa (Universitat Autònoma de Barcelona) and Paul Wylleman (Vrije Universiteit Brussel) – discuss the associations between their research during the past 20 to 30 years and their own professional careers. Some of the most important findings from their research on topics such as career transitions, career termination/retirement, psycho-socio-cultural factors/holistic development, and athletes’ crises include that: * a career and its termination are the result of multiple factors (athlete and social environment); * transitions have the power to change the development of careers in sport and life; * research should include retrospective accounts and rationalizations and also future prospects; * athletes’ careers are influenced by their concurrent development in different domains and the occurrence of transitions.Challenges in their own career included balancing career and family, coping with life-long mobility requirements, making Russian career research meaningful internationally, balancing personal career with the growth of the own research team, and applying research findings.After four brief career narratives the researchers will discuss: * How their thinking about athlete careers evolved during their research career; * The associations between a research-based ‘career-type-of-thinking’ and their own career; * The people and organizations having influenced their career; * The major lessons learned and what recommendations could be given to younger career researchers and sport psychology/career/dual career practitioners?Questions from the audience also will be encouraged.

A concern commonly raised in literature and in media relates to the declining proportions of students who enter and remain in the ‘science pipeline’, and whether many countries, including Australia and New Zealand, have enough budding scientists to fill research and industry positions in the coming years. In addition, there is concern that insufficient numbers of students continue in science to ensure an informed, scientifically literate citizenry. The aim of the research presented in this paper was to survey current Australian and New Zealand scientists to explore their reasons for choosing to study science. An online survey was conducted via a link to SurveyGizmo. The data presented are from 726 respondents who answered 22 forced-choice items and an open-ended question about the reasons they chose to study science. The quantitative data were analysed using t tests and analyses of variance followed by Duncan’s multiple range tests, and the qualitative data were analysed thematically. The quantitative data showed that the main reasons scientists reported choosing to study science were because they were interested in science and because they were good at science. Secondary school science classes and one particular science teacher also were found to be important factors. Of much less importance were the prestige of science and financial considerations. The qualitative data expanded on these findings and showed that passion for science and/or curiosity about the world were important factors and also highlighted the importance of recreational pursuits, such as camping when a child. In the words of one respondent, ‘People don’t go into science for the money and glory. It’s passion for knowledge and science that always attracted me to the field’.

A concern commonly raised in literature and in media relates to the declining proportions of students who enter and remain in the ‘science pipeline’, and whether many countries, including Australia and New Zealand, have enough budding scientists to fill research and industry positions in the coming years. In addition, there is concern that insufficient numbers of students continue in science to ensure an informed, scientifically literate citizenry. The aim of the research presented in this paper was to survey current Australian and New Zealand scientists to explore their reasons for choosing to study science. An online survey was conducted via a link to SurveyGizmo. The data presented are from 726 respondents who answered 22 forced-choice items and an open-ended question about the reasons they chose to study science. The quantitative data were analysed using t tests and analyses of variance followed by Duncan’s multiple range tests, and the qualitative data were analysed thematically. The quantitative data showed that the main reasons scientists reported choosing to study science were because they were interested in science and because they were good at science. Secondary school science classes and one particular science teacher also were found to be important factors. Of much less importance were the prestige of science and financial considerations. The qualitative data expanded on these findings and showed that passion for science and/or curiosity about the world were important factors and also highlighted the importance of recreational pursuits, such as camping when a child. In the words of one respondent, ‘People don’t go into science for the money and glory. It’s passion for knowledge and science that always attracted me to the field’.

Brytpunkter innebär skiften mellan olika sysselsättningar och områden på utbildnings- och arbetsmarknaden. För att hantera en brytpunkt använder individen olika rutiner. Syftet med studien är att studera sex kvinnors berättelser om brytpunkter och rutiner i karriären. Sex semistrukturerade intervjuer har genomförts. Vid bearbetningen och analysen av kvinnornas berättelser har en hermeneutiskt ansats använts. Resultatet visar att de sex kvinnorna har upplevt ett flertal brytpunkter i sina karriärer samt att de har använt olika rutiner för att hantera dessa brytpunkter. De flesta brytpunkter är svåra att klassificera som frivilliga eller påtvingade, samt svåra att skilja från rutiner och tidigare brytpunkter. En slutsats blir att karriär kan beskrivas som en livslång process av brytpunkter och rutiner., Turning points involves shifts between different occupations and areas of education and labor. The individual processes turning points using various routines. The purpose of this study is to examine six women's stories of turning points and routines in their careers. Six semi structured interviews were conducted. A hermeneutic approach has been used in processing and analyzing the stories. The results show that the six women have experienced several turning points in their career and that they have used several different routines to deal with these turning points. Most turning points have been difficult to classify as self-initiated or forced, as well as difficult to distinguish from routines and previous turning points. One conclusion is that career can be described as a lifelong process of turning points and routines.

Brytpunkter innebär skiften mellan olika sysselsättningar och områden på utbildnings- och arbetsmarknaden. För att hantera en brytpunkt använder individen olika rutiner. Syftet med studien är att studera sex kvinnors berättelser om brytpunkter och rutiner i karriären. Sex semistrukturerade intervjuer har genomförts. Vid bearbetningen och analysen av kvinnornas berättelser har en hermeneutiskt ansats använts. Resultatet visar att de sex kvinnorna har upplevt ett flertal brytpunkter i sina karriärer samt att de har använt olika rutiner för att hantera dessa brytpunkter. De flesta brytpunkter är svåra att klassificera som frivilliga eller påtvingade, samt svåra att skilja från rutiner och tidigare brytpunkter. En slutsats blir att karriär kan beskrivas som en livslång process av brytpunkter och rutiner., Turning points involves shifts between different occupations and areas of education and labor. The individual processes turning points using various routines. The purpose of this study is to examine six women's stories of turning points and routines in their careers. Six semi structured interviews were conducted. A hermeneutic approach has been used in processing and analyzing the stories. The results show that the six women have experienced several turning points in their career and that they have used several different routines to deal with these turning points. Most turning points have been difficult to classify as self-initiated or forced, as well as difficult to distinguish from routines and previous turning points. One conclusion is that career can be described as a lifelong process of turning points and routines.

This study examines the relationship between international fee-paying students and career pathways through courses of study in Science and Engineering. International education is a significant endeavour in Australia in terms of any measure (students, dollars, associated employment). Over the last two decades it has grown in scope, beyond international fee-paying students, so that it now crosses all sectors of education and training (schools, vocational education and training, and higher education). Australian institutions have expanded their enrolment offshore and engaged in a variety of joint venture activities to capitalise on this surge of interest. The study examined international fee-paying students and career pathways shortly after the Organisation of Economic Co-operation and Development (OECD) conducted two major studies in 2004 into career education and transnational education amongst member countries. The links between course and career intentions were investigated by focusing on the subject fields of Science and Engineering. The term career pathway is used as a metaphor to describe the way students move through the Australian education and training system, with such movements possibly occurring through sequential levels or by sectors. A literature review was conducted initially, and a mixed research methodology (involving both quantitative and qualitative approaches) was adopted for the study. A survey instrument was used with a sample of 110 international fee-paying students drawn from students studying Science and/or Engineering at nine institutions across sectors of Australian education and training, then a further sample of 22 students was interviewed in order to gain an understanding of the underlying reasons for students making the decisions, in relation to courses and careers that they do.These samples provide the opportunity to evaluate international students' understandings of the Australian education and training system, especially the entry pro

peer-reviewed, While the term specialist in nursing can be traced to the turn of the 20th Century, it is only since 2001 that a framework was developed for a clinical career pathway in Ireland. This framework has promoted the development and expansion of the clinical nurse/midwife specialist (CNS/CMS) throughout Ireland over the past 10 years guided by the National Council for the Professional Development of Nursing and Midwifery (NCNM). To build upon the achievements of the NCNM and advance nursing practice, it is imperative that CNS/CMS’s adopt and fulfil the components of their role. Since CNS/CMS practice is relatively new to Ireland, there is the opportunity to learn from experiences of other countries. This article outlines the development and challenges of the CNS role in Ireland.