Virginia VIEW (Vital Information for Education and Work) has provided Virginians with up-to-date-career information since 1980. This research furnished a descriptive, historical narrative of Virginia VIEW, the Virginia Career Information Delivery System (CIDS) from 1980-1995. The study included the major trends and events that led to Virginia VIEW's founding. Primary sources for this study were Virginia VIEW records contained in the Virginia VIEW archives, Virginia Occupational Information Coordinating Committee (VOICC) records, materials available from the National Occupational Information Coordinating Committee (NOICC), educational institutions, and private collections. Categorical sources comprised the Feasibility Study for a Career Information System for Virginia, 1979, Virginia VIEW Quarterly Reports 1980-95, Virginia VIEW Annual Reports 1991-1995, meeting proceedings, agreements of understanding, and other pertinent data. Secondary sources included data on events that demonstrated the necessity for career information development. Specific research problems consisted of finding out the answers to the following five research questions: What is the summation of the 15-year history of Virginia VIEW? How does the historical documentation reflect Virginia VIEW's mission of providing equity in career information delivery? How has the project remained faithful to, and forged on, its mission over the years? How has Virginia VIEW met the original goals and objectives as set forth in the 1979 study? How has Virginia VIEW's premise of maintaining a multi-media approach been received and recorded? What impact have various evaluation studies of Virginia VIEW had on the project? This investigation included an in-depth account of Virginia VIEW's funding, costs, products, specific services such as the Career Information Hotline and publications, workshops, information gathering, information dissemination, evaluation, comparison with other states, and project impact. Virginia VIEW's implementation proved to be an apt example of application of theory to practice and strong Federal-State cooperation. The project's mission compelled it to develop into its most effective form of service to its customers. This vitalistic force, which could be equated with clear vision of purpose, also compelled Virginia VIEW to shift and change. How these changes and shifts occurred played a vital role in this study. In summary, the results of this study showed that Virginia VIEW is a flexible, comprehensive, and accommodating career information delivery system which has the following components: microfiche and print materials, computer program, career information hotline, and a place on the world wide web. Constant project evaluation and networking with users and organizations such as the Virginia Counselors' Association ensured that the Virginia VIEW staff never lost touch with their users. In conclusion, Virginia VIEW knew its origins were in producing career information materials that would be available to the largest number of Virginia citizens. New products were added without ignoring the user demand for the older, still serviceable products. At the end of its 15-year history, Virginia VIEW can be used with paper, pencil, and microfiche reader as well as the career information hotline, the stand-alone computer program, and the Internet. A full range of career information products were available to a wide range of users. The program planners, from the start, were interested in information equity. / Ph. D.

Although originally conceived as an educational intervention for at-risk students, modern career academies have expanded their scope to programs designed to promote critical thinking, problem solving, and analytical skills to be successful in an advanced career path. Through the integration of career and technical education courses and a rigorous, college preparatory academic curriculum, career academies serve as a key piece of a larger strategy for developing a well- prepared STEM workforce. This study focuses on the Virginia Governor's STEM Academies, a state-wide initiative containing programs designed to expand options for the general student population to acquire STEM literacy and other critical skills, knowledge and credentials that will prepare them for high-demand, high-wage, and high-skill careers. Currently, 22 Academies exist serving students across 36 Virginia School Divisions. Using educational administrative data housed within the Virginia Longitudinal Data System, I examined the Virginia Governor's STEM Academies regarding characteristics of student participation and the relationship between Academy participation and high school and postsecondary outcomes. Using multi-level regression modeling, I found that male students, Asian and Hispanic students, and non-economically disadvantage students have a higher rate of Academy participation. After matching students with propensity score matching on demographic and early academic characteristics, I find that Academy participants are more likely to take Algebra II at an earlier grade, enroll in more Career and Technical Education and dual enrollment courses, and declare a STEM major after enrolling at a postsecondary institution. This research provides a valuable new contribution to the study of career academies after such educational programs have undergone a paradigm shift to preparing students for high-demand, high-wage, and high-skill careers. By incorporating propensity score matching and multi-level regression model, I employ a statistically rigorous approach that can serve as important benchmarking of the enrollment and academic outcomes of the Virginia Governor's STEM Academies. / Doctor of Philosophy / Although originally conceived as an educational intervention for at-risk students, modern career academies have expanded their scope to programs designed to promote critical thinking, problem solving, and analytical skills to be successful in an advanced career path. Through the integration of career and technical education courses and a rigorous, college preparatory academic curriculum, career academies serve as a key piece of a larger strategy for developing a well- prepared STEM workforce. This study focuses on the Virginia Governor's STEM Academies, a state-wide initiative containing programs designed to expand options for the general student population to acquire STEM literacy and other critical skills, knowledge and credentials that will prepare them for high-demand, high-wage, and high-skill careers. Currently, 22 Academies exist serving students across 36 Virginia School Divisions. Using educational administrative data housed within the Virginia Longitudinal Data System, I examined the Virginia Governor's STEM Academies regarding characteristics of student participation and the relationship between Academy participation and high school and postsecondary outcomes. Using multi-level regression modeling, I found that male students, Asian and Hispanic students, and non-economically disadvantage students have a higher rate of Academy participation. After matching students with propensity score matching on demographic and early academic characteristics, I find that Academy participants are more likely to take Algebra II at an earlier grade, enroll in more Career and Technical Education and dual enrollment courses, and declare a STEM major after enrolling at a postsecondary institution. This research provides a valuable new contribution to the study of career academies after such educational programs have undergone a paradigm shift to preparing students for high-demand, high-wage, and high-skill careers. By incorporating propensity score matching and multi-level regression model, I employ a statistically rigorous approach that can serve as important benchmarking of the enrollment and academic outcomes of the Virginia Governor's STEM Academies.

Yes / This study explores the impact of city-specific factors on skilled migrants’ career capital within the intelligent career framework. It compares global and secondary cities as distinct career landscapes and examines how differently they shape development and utilisation of three ways of knowing (knowing-how, knowing-whom and knowingwhy). Findings from 82 qualitative interviews with skilled migrants in global (London) and secondary (Newcastle) UK cities explain the importance of cities at an analytical level, as skilled migrants’ careers were differently constrained and enabled by three groups of city-specific factors: labour market, community and lifestyle. By exploring the two types of cities in career context, this article contributes to developing an interdisciplinary dialogue and problematises careers as a relational and contextually embedded phenomenon. Limitations and recommendations are discussed.

Internships provide a platform for students to apply theoretical knowledge in a practical setting and to gain hands-on experience (Simons et al., 2012). Moreover, internships can help students build networks and connections within their chosen industry, which can later prove valuable in their career development. This qualitative exploratory study investigated students' perceptions of their hospitality and tourism internships on how they perceive their career pathways after completing an internship in a four-year degree program. For this study, a group of Junior and Senior hospitality and tourism university students from a major university were interviewed. The researcher utilized a phenomenological approach to analyze the data to best understand their lived experiences and perceptions. This was further contextualized under the theoretical framework of Transformational Leadership Theory (Northouse, 2019) to help elucidate the students' perceptions of their internships on their career pathways. From this analysis process, four themes emerged from their perceptions: 1) Servant Leadership, 2) mission and vison alignment, 3) mentors, and 4) connection of learning. This study addressed the gap in the current literature of transformational leadership and college students' perceptions of their career pathways after completing an internship by understanding how the 4i's of idealized influence and charisma, inspirational motivation, intellectual stimulation, and individualized consideration are positively or negatively perceived. A key finding of the study was that students' perceptions of their career pathways were positive in both transformational and transactional internships, and only differed in the 4i's constructs. However, students who completed a transformational internship could see themselves as leaders within the organization and could see a pathway for career advancement increasing retention within the organization.

The purpose of this study was to examine the phenomenon of career plateauing from the point of view of professional/technical specialists employed by the federal government. Answers were sought to the following questions: What effect, if any, does plateauing have on those experiencing it? Does plateauing grow in importance and effect over time? What can be done to alleviate any adverse effects of plateauing? A qualitative, descriptive survey was conducted wherein thirty-five scientists and engineers participated in in-depth interviews relating to their jobs and careers. The data gathered was coded and displayed so that comparisons could be made across the five groups which comprised the sample. The groups were (a) younger, shorter plateaued, (b) older, shorter plateaued, (c) younger, longer plateaued, (d) older, longer plateaued, and (e) non-plateaued. It was found that the younger, shorter plateaued subjects who were in the early stages of their careers did not experience negative reactions to plateauing. It did become problematic in mid career for some respondents but not for others. The career anchor (a concept developed by Edgar Schein) of the subject was the determining factor as to whether or not plateauing was troublesome. Those respondents anchored in technical/functional competence were either slightly or not at all concerned with their plateaued status. Those anchored in managerial competence were greatly concerned. By late career, the negative reactions to plateauing had abated for the managerially anchored and had disappeared for those anchored in technical/functional competence. Suggestions made by the respondents to mitigate any negative effects to plateauing were presented. / Ph. D.

published_or_final_version / Business Administration / Master / Master of Business Administration

No description available.

No description available.

No description available.

No description available.