Faculty Intentions, Preparation and Learning Processes Influencing Student Career Development
Notice bibliographique
Résumé
Career education has become central to the lives of young people as it has moved from the periphery to the core (Ho, 2017, Shea, 2010) in secondary and post-secondary school activities. In Ontario, the integration of practical career planning tools (such as myBlueprint) and work-integrated learning (such as internships, field placements, co-ops and professional practicums) into some university programs has occurred and increased (Co-operative Education and Work-Integrated Learning Canada [CEWIL], 2021). Underpinning these activities has been a focus on career development theory, a “continuous lifelong method of developmental experiences that focuses on seeking, getting and processing information regarding self, occupational and educational alternatives, lifestyles and role choices” (Firmante, 2019, p. 2). The concept of career influencers (CIs) has emerged within the literature, to reflect how key players in student career development activities have the “ability to support students [to] thrive in this uncertain world of work” (Ho, 2017, 2019; Stebleton & Ho, 2023, pp. 189-190). Recent studies reveal, however, that it remains a challenge for faculty to see themselves in career influencing roles (Ho, 2017, 2019; Stebleton & Ho, 2023). This challenge is complicated further by a limited understanding of the extent to which faculty have exposure to the foundations of career development theory or to effective career-influencing principles and practices (Ho, 2017). Faculty uptake of the role of career influencer is relevant to an institution’s graduate employability success since students highly value their interactions with faculty members and rely on them for guidance and support (Ho, 2019; Grantham et al., 2015). In the Ontario context, where new performance-based metrics are intended to increasingly inform post-secondary funding, graduate employability outcomes figure centrally. The preparation of faculty to do the effective work of career influencing, and the need to understand the extent of their preparation to do so, is set against complex and long-standing relationships between the labour market and higher education which have never been more fraught. The following study explored a small sample of post-secondary teaching faculty: their attitudes and views about the importance of student career development and the extent to which they intend and prepare to influence student career development within the learning processes. This study took place in a large teaching-intensive undergraduate Canadian university, located in Ontario. Participants indicated that the integration of career elements into the curriculum was important and were motivated to try. The study helped to locate and distinguish between career influencing and skill development activities undertaken by participants and suggests that the preparation of faculty to do the work of student career development more coherently inside the classroom should be explored.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
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 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| 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 ».