This qualitative study aims to examine what career opportunities the Swedish employment service Arbetsförmedlingen can provide, as well as how the employees perceive their career development opportunities. Furthermore, we have touched on what it is that makes employees feel satisfied with their job and workplace, and also stay in the organization. The study was conducted on one of Arbetsförmedlingen’s offices in northern Sweden and the informants consisted of six employment agents, an executive assistant and a head of division. The result of the study has been analyzed using theories within the field of career development. Most of the informants have conveyed a positive description of their development opportunities and believe that it is possible to advance vertically as well as horizontally, and within their current role. However, differences were found among the informants regarding the importance of career. In addition several informants believe that the level of stress in the workplace is a problem and that Arbetsförmedlingen should do more to prevent stress.

Projection of the future supply of physician services has attracted considerable attention all over the world, especially in North America and Europe. Supply projections, however, have not taken into account physicians’ patterns of service provision. To date, no research on supply projections has examined the relative contribution to supply life-cycle activity patterns of physicians. This study examined the life-cycle activity patterns of two groups of non-postgraduate Directory Active fee-for-service physicians in British Columbia who had practised medicine for the period 1974-84 or 1980-84. Practice activity, the dependent variable, was measured by fee-adjusted payments made to individual physicians. Practice activity was conceptualized to be influenced by three groups of interrelated factors-- personal, professional, and environmental--each comprised of a number of distinct contributory variables. Data analyses included descriptive, logistical regression and time-series/ cross-section regression methods. The time-series/cross-section regression results showed that about 35% of the variance in practice activity could be explained by all variables except past practice activity. Including this variable in the regression equations increased the variances explained to about 90%. Specialty- and sex-specific analyses showed that variances explained by the three factors, and especially the variables comprising each of the factors, varied considerably. The personal factor accounted for most of the variances; the contributions of the professional factor were very small, while those of the environmental factor were negligible. A low previous year’s income emerged as the best predictor of self-declared retirement. Most GPs, medical, and surgical specialists retired long after the usual retirement age of 65 years. The practice activity of female GPs and medical specialists was significantly lower than those of their male counterparts; this observation did not apply to female surgical specialists. Sex-specific results showed that activity levels and patterns of childbearing-aged females did not differ significantly from their non-childbearing aged counterparts. The research provides comprehensive data on the major variables influencing physician activity in a setting with comprehensive, universal, first dollar health care insurance. It also offers many insights for those interested in policy respecting physician supply and requirements, physician retirement patterns, and sex- and specialty-specific differences in practice patterns.

African American women compose a critical proportion of the potential science, technology, engineering, and mathematics (STEM) workforce of the future, yet are disproportionately represented and largely underutilized. While various programs and initiatives have been designed and implemented to target women and underrepresented minorities, the voices and experiences of African American women have been insufficiently heard or studied. This study investigates the experiences of four African American female students who participated in a 10-week undergraduate research experience (URE) program designed for the recruitment and retention of women and underrepresented minorities in STEM disciplines. Through autobiographical narratives and interviews participants shared how and in what ways the URE program influenced their career development (namely academic/career interests and choices), what they learned about their interests and choices, and what it means to them to be African American women pursuing science-related careers. Using a qualitative case study analysis, this study focuses on the unique stories of young African-American women participating in their own career development. Seven major themes emerged from the analysis of the data. Each of the participants initially entered the URE with an established interest in science, with an expressed desire for research experience, and with an interest in exploring career options in science. Through their involvement in the URE program, participants experienced a significant increase in self-knowledge and confidence, recognized the existence of social and/or science communities, and either discovered or clarified career interests and possibilities. All participants recognized value in their participation and expressed gratitude for having had the opportunity. Overall, the URE program provided a vital opportunity for participants to play an active role in their own career development. The results of this study emphasize the importance of and need to expand the URE as an avenue for career development and exploration in order to address the lack of such programming for African American women in STEM disciplines.

This study documents and analyses Aboriginal post-secondary students' perceptions of selected influences on their career development and planning. Six areas are examined: 1) parental influence; 2) teacher influence; 3) peer influence; 4) ethnic and gender expectations; 5) academic self-efficacy; and 6) the role of negative social events. A questionnaire based on the Career Interest Inventory (Fisher & Stafford, 1999) was administered to 150 undergraduate students. Three factors were significant for this population: 1) positive influence in the form of support from parents, teachers, peers, and students' academic experiences and self-efficacy; 2) negative social events in the context of having friends in trouble with the law, addictions, teen pregnancy, indifference to schooling, dropping out of high school, and deaths of friends; and 3) ethnic and gender expectations emanating from parents and teachers. Based on these findings, directions for further research, and implications for counselors and educators, are outlined. / viii, 63 leaves ; 29 cm.

This study examined the perspectives of agencies providing career development services in Canada concerning the current state of efficacy assessment. The central question guiding this research was: How do representatives of career services agencies perceive their evaluation practices and the results they are obtaining? A total of 147 (n=147) agency representatives participated in an on-line survey. The data obtained through the use of this survey were analyzed using a mixed methods design - methods included frequency analysis, Chi square analysis and qualitative methods (to conduct content analysis). A number of conclusions were drawn from this study. It appears that the vast majority of agencies value reporting on the outcomes of the services they provide and do engage in efficacy measurement. However, it is also apparent that certain types of career development agencies do not value and do not engage in efficacy measurement to the same extent as other types of career development agencies. In addition, it appears that a strong emphasis is currently being placed on tallying the number of clients who secure employment or return to school with a lack of emphasis being placed on other outcomes. Finally, according to the sample in this survey, agency representatives are encountering many obstacles in their attempts to measure the effectiveness of the services they provide. The results of this study have many implications for the field of career development. In order to provide a sound body of evidence attesting to the efficacy of career development services much work will have to be done to build a strong framework to ensure accountability. / xiv, 151 leaves ; 29 cm.

The purpose of this study was to assess the career aspirations, career maturity and career decision-making self-efficacy among youth in the Texas 4-H Healthy Lifestyles Program. While career development is a life-long process, the adolescent years are a critical time for youth to explore and confirm their career choices, which is seen as a major turning point in one’s life. A random sample of 350 was used to gather information from senior 4-H members who participate in the 4-H healthy lifestyles program. Data were collected with the use of an online survey instrument and resulted in a total of 170 responses (48.6%) with 127 of the responses (36.3%) being complete and usable. A scale developed by the researcher was used to measure the impact involvement in the 4-H healthy lifestyles program had on youths’ career development. Very low, positive relationships were discovered between the healthy lifestyles program impact statements and years in 4-H; however, they were not significant. The Career Maturity Inventory (CMI) was incorporated into the online research instrument. The career maturity of the 4-H members was found to be greater than the high school norms. Significant differences were discovered based upon age. Very low, positive correlations were found for the CMI scores based upon years in 4-H; however, correlations were not significant. No significant differences were found for career maturity based upon gender. The Career Decision Self-Efficacy – Short Form (CDSE-SF) was also used in the data collection process to reveal the confidence in youth to make career decisions. Results indicate the 4-H members have good confidence in making career decisions. Females outscored males on the total mean score and four of the five sub-scales; however, the only significant difference based on gender was for problem solving. Significant differences were also discovered based upon age. When compared to years in 4-H, very low, positive correlations were found for the CDSE-SF mean score and all five sub-scales; however, only some were found to be significant. The results indicate that participation in the 4-H healthy lifestyles program has had an impact on career choice and development. Youth have a readiness to make career decisions, and high levels of confidence in completing tasks necessary to make decisions about careers. However, years in 4-H and the highest level of participation in healthy lifestyles program activities did not have a statistically significant impact on youths’ career development. Feedback provided by youth on what the 4-H program can do to promote youth career interests and choice, guided some of the recommendations provided by the researcher.

Dissertation presented to the Faculty of Health at Durban University of Technology in partial compliance with the requirements for the Master’s Degree in Technology: Chiropractic, 2008. / Aims and Objectives: To assess the demographics, career paths and factors affecting chiropractic graduates of Durban University of Technology (DUT) from June 1994 to June 2007. Method: A retrospective qualitative survey was conducted on 62 chiropractic graduates of DUT. The sample represented 25.5% of the total chiropractic population. Raw data regarding the demographics, respondents’ perception of their education, current career paths, the factors responsible for affecting these career paths, as well as a profile of chiropractic practices in South Africa (SA) was obtained. All data acquired was assessed using SAS (Statistical Analysis System) version 9.1.3. The data was purely descriptive, describing respondents’ career paths and their experiences, and no specific hypothesis was investigated. Results: The average respondent was found to be a married, white male who started his chiropractic career at age 25-26 years. A total of 98.4% (n = 61) of the respondents were currently in practice, with 80.6% (n = 50) indicating career satisfaction. The majority (62.9%; n = 39) of respondents perceived there to be a growing acceptance of chiropractic within the medical community, whilst 98.4% (n = 61) stated that they are currently part of an active referral system between various other medical practitioners. 46% (n = 23) listed DUT as their preferred choice of chiropractic institution. Conclusion and Recommendations: The majority of respondents’ indicated DUT as the preferred choice of chiropractic institution due to its location and the system of chiropractic taught (diversified). However, shortcomings in the education were highlighted to be a lack of practically applicable knowledge taught at undergraduate level, most especially business skills and speciality areas and that respondents’ perceived the qualification not to be as versatile and widely accepted as other international chiropractic qualifications. Factors responsible for positively affecting the career paths of chiropractic graduates were indicated to be the personality type of the graduate, the means to finance a practice, support from parents and spouse or partner and the level of acceptance graduates received from the public and other professions within the medical sector. A recommendation for future studies is that a longer time period be given for questionnaires to be returned and a larger sample group be established in order to ensure that the sample group and total population is homogenous.

This research study is an exploration of the self-directed professional development of teachers, teaching in public schools in an era of democracy and educational change in South Africa. Amidst an ever-changing educational system, these teachers - Mbeje, Shabeer, Carolina, Shakila and Tasneem - position themselves as self-directed teacher-learners. As self-directed teacher-learners they adopt particular learning practices which enable change within the broader discourses of public schooling. Life-story interviews were used to enter into the public and private spaces of these five teachers which offered me glimpses of how particular systems shaped their identities, and how the meanings of teacher-learner shaped their learning practices. I employed the thematic restorying approach to represent the narratives. Through collaboration with the teachers in this study, I identified critical moments in their lives which shaped their self-directed learning for change within the broader discourses of public schooling. The reconstructed narratives are located within the social, political and educational systems of apartheid and post-apartheid South Africa Positioning this study in the critical paradigm, I developed a multi-layered framework of analysis and interpretation. I offer my interpretations of the stories through three lenses: restorying the field texts - the self through story; the teacher-learner in relation to socio-cultural contexts, and practices of self-directed learning. This study shows that as teacher-learners learn for change through self-directed learning , they develop their agency as transformative intellectuals, which is necessary for the reworking of South African public schools. Self-directed learning is critical for the transformation of the teacher-learner: as their race, class and gender meanings are disrupted for new meanings of teacher- learner. In their becoming they consciously and subconsciously create a “new professional teacher-learner” for South African public schooling. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2012.

Darbe analizuojamas pedagogų profesionalumo tobulinimas karjeros valdymo aspektu. Šiandieniniame veiklos pasaulyje profesionalui keliami reikalavimai tapo bendriniu modernybės raiškos bruožu: kiekvienas pedagogas privalo būti profesionalas. Šiuolaikinis pedagogas turi imtis naujų vaidmenų, įgauti profesinių įgūdžių, siekti profesionalumo nuolat ir sistemingai tobulintis. Nagrinėjama mokslinė problema: kaip pedagogų profesionalumo tobulinimas siejasi su jų karjeros valdymu. Šio darbo tikslas - teoriškai išanalizuoti ir empiriškai pagrįsti pedagogų profesionalumo tobulinimą karjeros valdymo aspektu Klaipėdos „Žemynos“ gimnazijoje. Profesionalumo tobulinimas ir karjeros valdymas yra visą gyvenimą trunkantis procesas. Vadinasi profesionalumo tobulinimas yra nenutrūkstamas procesas, kuris priklauso nuo pačio pedagogo asmenybės, gebėjimo ir noro mokytis, gebėjimo tinkamai pritaikyti naujai įgytą patirtį profesinėje veikloje bei gebėjimo valdyti asmeninę karjerą. Tyrimo duomenų analizė rodo, kad dauguma pedagogų, dirbančių ne pirmus metus gimnazijoje, yra susipažinę su gimnazijos misija, vizija, bei suvokia, ko trūksta jiems profesionalumo tobulinimo srityje. Todėl vienas iš svarbiausių pedagogų tikslų yra visur ir visada siekti profesionalumo siekiant būti savo srities profesionalais; gimnazijos administracija suteikia galimybes pedagogams nuolatos tobulėti, sudarydama sąlygas mokytis, tokiu būdu siekdama geresnių gimnazijos darbo rezultatų bei darbo našumo; ir kt. Darbe... [toliau žr. visą tekstą] / The development of teachers‘ professionalism in the aspect of career management is analysed in this work. Nowadays world‘s requirements for the professional has become a common feature of the up-to-date realisation, it means that every teacher has to be professional. Nowadays educator has to be capable for new roles, gain professional skills, study and refresh professionalism constantly and systematically. The scientific problem: the link between the development of teachers‘ professionalism and development of the career management is described. The aim of this work is to analyse the development of teachers‘ professionalism theoretically and to present evidence of this at Klaipeda Zemyna Gymnasium practically. The development of the professionalism and the management of the career are the long- life issues. Moreover, the professional development is all life lasting process, which depends on the personality of an educator, ability and willingness to study, ability to adapt to newly gained information in the professional activity as well as ability to manage his personal career. The analysis of the research shows that most educators, who have been working for several years at the Gymnasium are aquainted with mission and vision of the gymnasium and they clearly understand what they lack in the development of the professionalism. Due to this aspect, the main aim of the educators is constant objective to be professionals. The authority of gymnasium provides the opportunities... [to full text]

At present globalisation has engulfed the world in what has been described as a whirl wind effect, in that is has swirled around the globe and encapsulated it; almost to the extent that the effects of globalisation appear completely inescapable to most nations and citizens. One can assume thus that the influence of globalisation on education, and in particular teacher education, is inevitable. This study focuses on teachers' conceptions of globalisation and its relationship to teacher professional learning with an aim to understand how six teachers exposed to global discourses conceive globalisation and its effect on their professional learning. Given that an effect of globalisation is the merging of various ideas and the exertion of simultaneous influences on such ideas from a variety of sources, a single focus group discussion was used for the generation of dat in this study to produce an environment very similar to the one achieved by globalisation (i.e. an environment in which various ideas are generated simultaneously and are subjected to influences from a variety of sources). From this, rich data emerged highlighting that the teachers in this study have very similar and in some cases very different conceptions of globalisation, teacher professional learning, and the relationship between the two. Interestingly, what stands out is the teachers involved in this study conceive that context, plays an integral role in contemporary teacher learning. The analysis generated theses such as retrogression, inequity, contradictions as well as the experiences of these teachers in learning and not learning. In essence, globalisation and teacher professional learning are shown to be inseparable in this area in which teachers are currently forced to learn for specific contexts and in most cases have to relearn as their contexts change in accordance with the ever evolving nature of globalisation. Indeed teacher professional learning at present is placed under tremendous strain, and so an understanding of the links between globalisation and teacher professional learning is expressed in this study. In addition, what emerges as a plausible solution to the problem of how teacher professional learning may keep up with globalisation, appears to be a need for teachers to take charge of their professional learning and to move away from positions of dependency and passivity to a position of active agency. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2012.