A study of the career pathways of Canadian young adults during the decade after secondary school graduation : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy, Social Work and Social Policy at Massey University, Palmerston North, New Zealand
Notice bibliographique
Résumé
This study examined the career pathways taken by 47 young adults in Canada after \nthey graduated from secondary school. Based on a grounded theory analysis, this thesis \nexplored the way young adults made career decisions and how their resources (individual, \nfamily, social and environmental) and the messages that they heard from significant others \ninfluenced their career pathways. \nThe majority of the young people in this study either did not know what they \nwanted to do when they graduated from secondary school or subsequently changed their \nminds. Most engaged in a process of identity exploration through experimentation with \ntertiary programmes and different types of work as they tried to ascertain what constituted \nsatisfying work. As participants experimented with different career pathways, they obtained \na better sense of who they were and what types of work they found satisfying. Findings \nindicated that participants engaged in a process of finding a career-related place, an activity \nthat superficially involved selecting a career pathway but more substantively meant a \nsearch for identity and life purpose. Finding a career-related place was achieved through \nthe interchangeable use of five strategies: navigating, exploring, drifting, settling, and \ncommitting. These strategies emerged as a host of internal and external factors impinged on \na young person’s simultaneous search for a career and the identity that could potentially \ncome with it. \nThis contingent nature of finding a career-related place stood in sharp contrast to \nthe discourse of what is referred to in this thesis as the “career myth”. This discourse \nrelated to the belief that young people should follow a linear, predictable route from \nsecondary school to tertiary training, and then on to a permanent, full-time job. Based on \nthese findings, an argument is made that developmental and chaos-oriented approaches to \ncareer development should be moved into the foreground when professionals assist young \npeople in the immediate years after secondary school graduation. Accordingly, the trait and \nfactor ethos, which continues to dominate the career counselling field, should be \ndeemphasised. Six career design principles are identified that provide guidelines for how \nyoung people can engage in the process of finding a career-related place in a way that is \nproactive while at the same time accepting that career pathways and the identities that \nfollow may be uncertain.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,003 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».