Search

Career development learning is increasingly emphasized as a curricular strategy to prepare students for their post-compulsory school transitions to further study or employment. Educators require career development frameworks and resources to support students' reflective learning. The present research tested a hypothesized Career Education and Development Framework (CEDF) comprising eight factors: The understanding of self; opportunities; influences; goal setting; decision-making; taking action; reflecting/reviewing; and confidence. The hypothesized framework was tested by confirmatory factor analysis (CFA) using data from two independent studies with samples (n = 567, n = 272) of senior secondary school students from different schools and jurisdictions. In addition to acceptable overall fit, invariance testing revealed consistency across gender on most factors.

The Work Volition Scale (WVS) is a brief measure of the perceived capacity to make career decisions despite constraints; however, systematic validation of item responses to the scale is still in its infancy. The present article reports on research conducted to investigate the latent structure of WVS, its invariance across gender, and mean differences in work volition across income in a sample of retail workers. A bifactor structure of the WVS accounted for construct-relevant multidimensionality in scores due to the presence of general and specific volition dimensions. Tests of gender invariance revealed the equivalence of item loadings, thresholds, uniquenesses, and factor means. Support was also found for plausible latent mean differences in general volition across income, with retail workers earning high wages reporting greater volition than those earning low wages. Finally, evidence was obtained for theoretically meaningful relations of the general and specific volition dimensions with career control.

Higher education broadly assumes a conceptual link between generic skills and employability. We accessed a large sample of data collected by the Australian Government to investigate whether the Course Experience Questionnaire (CEQ) subscales Good Teaching (GTS), Graduate Skills (GSS), and Graduate Qualities (GQS) predicted graduates' employment status, overall course satisfaction, and decisions to take further studies. GTS was found to predict graduates' overall course satisfaction; however, GSS and GQS scales combined predicted negligible increases in employment outcomes. Our findings highlight the imperative for higher education leaders to critically examine discourse about the link between employability skills and employment outcomes.

Greater attention than ever is being placed on how universities enable their graduates to achieve their career goals as a key return on significant private and public investment. Scholars in two distinct fields of research have explored the characteristics and conditions that promote or constrain graduates' career success: graduate employability and career development. In this article, we present visualisations of direct citation networks among 4068 journal articles focused on graduate employability and career development and consider the disciplinary landscapes that they reveal. Our findings show that despite a clear alignment of research concerns and educational goals, there has been limited theoretical or practical exchange between the two fields. We argue that purposeful exchange between the two fields will enrich both and, when applied to practice, could inform an evidence-based, integrative pedagogy of careers and employability learning in higher education.

Background: Hitherto, little work has examined the proposition that teachers may simultaneously invest varying degrees of their energetic resources in the teaching and learning environment. Aims: Drawing on a multidimensional, person-centred perspective, the study aimed to identify profiles of teacher engagement, reflecting distinct configurations of teachers' energetic investments, and their generalizability across Canadian and Australian teachers. Additionally, we examined teachers' self-efficacy beliefs as predictors of engagement profile membership and the cross-country generalizability of these relations. We also examined emotional exhaustion (EE) and job satisfaction (JS) as outcomes of profile membership in Canadian and Australian teachers, respectively. Samples: The samples comprised 586 Canadian and 595 Australian teachers. Methods: Data on teachers' multidimensional engagement and teacher self-efficacy were collected in both the Canadian and Australian samples. Additionally, data on Canadian teachers' burnout and Australian teachers' job satisfaction were collected. Results: Latent profile analyses revealed three engagement profiles, representing distinct configurations of teachers' multidimensional energetic investments, which were found to mostly generalize. Additionally, self-efficacy beliefs were found to predict the likelihood of engagement profile membership equally in Canadian and Australian teachers, and EE in Canadian teachers and JS in Australian teachers were found to differ significantly across the profiles. Conclusions: The results of the study constitute among the first evidence that teachers may be differentially engaged in the teaching environment with respect to their distinct energetic investments, and such differential profiles of engagement have differential implications for well-being-related outcomes and can be predicted by their teaching capability beliefs.

We measured 16 career-related metaphors' salience to university students and graduates (N = 577). The JOURNEY metaphor recorded the highest score (62%) with moderate levels for ENCOUNTERS AND RELATIONSHIPS, A STORY, and ROLES. Exploratory structural equation modelling revealed four factors labelled as Constraint (i.e. entrapped, struggling, or living within constraints), Personal Experience (i.e. humanistic, person-centred qualities), Complexity (i.e. complex, integrated parts of an unfolding whole), and Procedure (i.e. established protocols or systems of meaning making). This study demonstrates a framework for conceptualizing relations among career-related variables: career agency, job search self-efficacy, and negative career outlook.

The present research demonstrates initial evidence of validity of a model of pedagogical practice for teacher educators, the Pre-Service Teacher Motivation Model, which is conceptually based in self-determination theory. The study deployed a survey comprising items constituting the proposed model's factors, and measures of satisfaction of basic psychological needs and teacher self-efficacy, which were completed by pre-service teachers (N = 402) in two independent cohorts (n = 185; n = 217). The final model comprised three factors, Relational Dynamics, Student-Centered Organization, and Connected Learning. The findings are evidence of the model's potential utility as a tool for informing the design of learning and teaching, and reflective practices in teacher education.

As university graduates face increasingly changing and challenging labour markets and work environments, universities are prioritising the work of helping students develop their graduate employability. As a result, university Career Services and career development practitioners are subject to changing strategic and operational approaches to the provision of careers and employability learning opportunities at institution-wide scale. In this study, we examine current conceptualisations of careers and employability practice through the analysis of three sources of data: program descriptions of postgraduate career development qualifications, position descriptions for careers and employability jobs advertised in Australia over the past four years, and focus groups with career development practitioners. We evaluate how well existing career development qualifications align with the work of contemporary university career development practitioners, and identify opportunities to continue evolving the profession, to better help our students meet the demands of future life and work.

This article reports on the measurement properties of the Vietnamese versions of the Career Education and Development Scale‐Senior and the Career Education and Development Scale‐Tertiary. The International Labour Organization Vietnam facilitated collection of data from students in high schools (N = 1463) and universities (N = 645) who completed these new measures along with comparator measures of self‐efficacy and career‐related beliefs, and expectations. Confirmatory factor analyses revealed an eight‐factor model equivalent for high school and university students. Correlations with comparator measures provide evidence of concurrent validity. These new measures of career preparedness support Vietnam's national efforts to advance career development, research, and practice. Future research recommendations focus on testing the measures' properties across different sociocultural factors and gender. [ABSTRACT FROM AUTHOR]

Objective: Work‐related violence remains a significant problem in healthcare settings, including EDs. Violence risk assessment tools have been developed to improve risk mitigation in this setting; however, incorporation of these tools into standard hospital processes remains scarce. This research aimed to explore nurses' perspectives on the Bröset Violence Checklist used in routine violence risk assessment and their recommendations for additional items. Methods: Thirty nursing staff who used the Bröset Violence Checklist (BVC) as standard practice for 5 years participated in two focus groups where 23 violence risk factors were presented. Using multiple methods, participants were asked to select and elaborate from a pre‐determined list what they considered most useful in violence risk assessment in respect to descriptors and terminology. Results: Quantitative data showed most risk factors presented to the group were considered to be predictive of violence. Ten were regarded as associated with risk, and overt behaviours received the highest votes. The terms 'shouting and demanding' was preferred over 'boisterous', and 'cognitive impairment' over 'confusion'. Patient clinical characteristics and staff perceptions of harm, inability to observe subtle behaviour, imposed restrictions and interventions and environmental conditions and impact were also important considerations. Conclusions: We recommend that violence risk assessment include: history of violence, cognitive impairment, psychotic symptoms, drug and alcohol influence, shouting and demanding, verbal abuse/hostility, impulsivity, agitation, irritability and imposed restrictions and interventions. These violence risk factors fit within the four categories of historical, clinical, behavioural and situational. [ABSTRACT FROM AUTHOR]

In this paper, we present the Metaphor Identification Procedure Vrije Universiteit (MIPVU) for the reliable detection of metaphoric language that may be interpreted using extant vocational psychology theory. Metaphors are ubiquitous in communication and carry influential meaning for people. To illustrate MIPVU, we use transcripts of interviews with university students who discussed their experiences of student life. In addition, an adjunct software tool is used to enhance the efficiency of the method to propose metaphoric themes. The method could fill a void in the complex and rich methodological repertoire for the study of career and work.

Aim: Work‐related violence is a significant problem in healthcare settings and emergency departments are one of the highest at‐risk locations. There have been significant challenges in identifying successful risk‐mitigation strategies to reduce the incidence and impact of work‐related violence in this setting. This research explores the perspectives of clinical staff who routinely use violence risk assessment to provide recommendations for improvements. Design: This qualitative research used interviews of staff who routinely use of the Bröset Violence Checklist in an emergency department. The study was conducted in April 2022. Method: Interview transcripts were subjected to Thematic Analysis to explore participants' clinical experiences and judgements about the utility of the Bröset Violence Checklist. Results: Eleven staff participated in semi‐structured interviews. Participants described themes about the benefits of routine violence risk assessment and the influence of the subjective opinion of the scorer with respect to the emergency department patient cohort. Four categories of violence risk factors were identified: historical, clinical, behavioural and situational. Situational risks were considered important for tailoring the tool for context‐specificity. Limitations of the BVC were identified, with recommendations for context‐specific indicators. Conclusion: Routine violence risk assessment using the Bröset Violence Checklist was deemed useful for emergency departments, however, it has limitations. Impact: This study's findings offer potential solutions to reduce violence affecting front‐line workers and practical processes that organizations can apply to increase staff safety. Implications: The findings produced recommendations for future research and development to enhance utility of the Bröset Violence Checklist. Reporting Method: EQUATOR guidelines were adhered to and COREQ was used. Patient or Public Contribution: No patient or public contribution was involved in this study. [ABSTRACT FROM AUTHOR]