Title from title page of PDF (University of Missouri--St. Louis, viewed February 8, 2010). Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

No description available.

The present study investigates the relationship between educational and vocational indecision. It examines gender and cultural differences in relation to these two main variables. Three levels of educational and vocational indecision among first-entry university students were studied and designated the categories decided, tentatively decided and undecided. A biographical questionnaire and the Career Decision Scale (CDS) were used to gather quantitative data. The CDS was used to measure career indecision. Students here were arbitrarily categorised as decided, somewhat decided and undecided according to their CDS scores. Interviews were also conducted to gather qualitative data. A total of 404 students completed the questionnaire and CDS, and a total of 25 students were interviewed. The sample was drawn from the first year student population and comprised 153 male and 221 female students. There were 271 African, 1 Coloured, 99 Indian and 4 White students in the sample. The results from the data show that there is a significant relationship between educational and vocational indecision in the sample. There were significant differences for gender and culture in relation to educational and vocational indecision. Male students were found to be more decided than female students about their majors and vocation. African students were more decided about their vocation than their majors. The reverse was true for Indian students, that is, they were more decided about their majors than their vocation. There were also very interesting differences among the different language groups. The findings of this study show that the levels of educational and vocational indecision were high among the first-entry university students. Recommendations and implications for further study are discussed. KEY TERMS: Career decision-making; majors; vocation; indecision. / Thesis (M.Ed.) - University of Durban-Westville, 1997.

Employing Gramsci’s theory of hegemony, this study will examine the origins, creation, and implementation of Ontario’s Career Studies course as it relates to existing economic and workplace practices. Specifically, two broad aspects of the course will be addressed. First, the expectations for the course will be examined to determine the general approach to workplace education as outlined in course curriculum documents and approved-for-use textbooks. Also included in this analysis will be the ways Career Studies teachers interpret and deliver course material. Secondly, this study will uncover the opportunities students have to control and empower themselves in their career development. This includes an exploration of the alternatives to current workplace and economic practices as presented in the course materials, as well as the strategies emphasized for students to adopt in their career planning. At the moment Career Studies, like other career education and guidance programs in Canada, presents current neo-liberal market and labour trends as permanent and outside the control of human agency. In response to these trends, students are expected to improve their marketability for employment through individual and competitive career-development practices, in effect distancing themselves from others through formal credential attainment and attitudinal adjustments that best suit employers. Opportunities for students to experience collective empowerment through alternative workplace and economic practices are noticeably absent from the course. This study wishes to shed light on some of the shortcomings of career education in Ontario and to propose recommendations that truly situate students as architects of their career planning. Employing Hyslop-Margison and Graham’s (2003) Principles for Democratic Learning (PDL), this study concludes that opportunities for students to critically examine and question current workplace practices, explore alternatives to the status quo, and, most importantly, understand the social elements behind current workplace and economic conditions, will better position students to control their future work lives.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on May 11, 2009) Includes bibliographical references.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 95-97) and appendices.

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Gary Griffin. Dissertation Committee: Ann Lieberman. Bibliography: leaves 145-153.