Career Sustainability: Framing the Past to Adapt in the Present for a Sustainable Future
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The emerging literature concerning sustainable careers posits that career development is an adaptive and dynamic process of creating person–career fit, in pursuit of a career that is happy, healthy, and productive. Our goal is to advance this literature by delving deeper into the intrapersonal processes involved in constructing career sustainability—which involves meeting one’s needs in the present without sacrificing one’s needs in the future—and clarifying the role of time in this process. We articulate a fundamentally subjective, intrapersonal process of enacting career sustainability that draws upon career construction theory, prospective and adaptive sensemaking, conservation of resources theory, and career adaptability to articulate how individuals reflect, frame, envision, re-frame, and ultimately, adapt to effect and maintain their career sustainability over time. This expansion brings added conceptual depth to earlier sustainable careers models by situating the career firmly within the agency of the career actor and articulating how this process unfolds with specific recognition of the past, present, and future. Educators, career counselors, HR representatives, and community organizations are called upon to promote and support career sustainability and support individuals through this dynamic and adaptive process.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.013 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it