This study sought to understand how individuals come to be educational developers, specifically, their individual and collective journeys toward entry to the profession, the drivers and conditions that shape developer pathways, a sense of how practitioners characterize their developer role and conceive the field overall, and, finally, the point at which they come to associate with the field and identify with what they do. To explore and examine these questions, a qualitative study was undertaken with a subset of the development community. Eighteen Canadian university educational developers, all formally associated with a campus-wide or discipline-based teaching and learning unit, were invited to share their stories. Drawing upon the metaphor of journey to conceptualize the research and storytelling process, and framing the analysis and discussion from a career development and community of practice perspective, the process of becoming an educational developer was revealed. Two trajectories to educational development were identified: (1) those coming from outside higher education and (2) those transitioning from within their academic institution. Various conditions, situational factors, social encounters, or drivers, often serendipitous in form, influenced their journeys, with some participants experiencing more direct paths to the profession and others encountering more twists and turns. Select types of individuals (gatekeepers, distractors, mentors, enablers) also significantly impacted their pathways. Participants characterized their developer role broadly (facilitator, connector, consultant, champion, change agent) and conceived educational development along service, professional, and academic lines. Commitment to the profession and their role solidified within two to four years upon entry. Currently, the field of educational development operates without any formalized career structures to guide entry to or facilitate advancement within the profession. As the community continues to grow and situate itself within the higher education landscape, identifying what attracts developers to the field, their individual pathways, as well as how and when they come to associate with the profession, especially in the absence of socialization and induction strategies, is crucial. With limited research examining the process of becoming a developer and the attraction of working in the field, this study provides a basis from which to continue to examine questions associated with growing and sustaining an emergent profession.

Nowadays, the swift augmentation of Indonesia¡¦s economy is projected to maintain well into the subsequently decade. Simultaneously, the nation is still experiencing a lack in managerial and professional personnel. The gist of this study was to investigate the purpose of study abroad and to analyze the factors that affect to the career choice of Indonesian students in Taiwan as example. This research was expected to know the directions of the Indonesian students (samples= 115 Indonesian students; population= 615 Indonesian students in Taiwan) in the future. The research was done by using the survey method. Initially the descriptive statistics was used and frequency distributions for questions were established. The result of this research was satisfied the purpose of study when it found out many factors and conditions of working had influenced on career choice of Indonesian students.

The aim of the current study is to investigate the some potential factors that contribute to career indecision of university students. In accordance with that, a mediational causal model based on Social Cognitive Career Theory (SCCT) was proposed to test / a) the direct and indirect relationships of locus of control, perceived parental attitudes, career decision-making self-efficacy, and career outcome expectations with career indecision and b) to what extend the combination of these variables explain career indecision. The sample of the study was composed of 723 (338 female, 383 male, 2 unspecified) university students. Demographic Information Form, Career Decision Scale, Career Decision Self-Efficacy Scale Short-Form, Career Outcome Expectations Scale, Parental Attitudes Scale, and Rotter

Thesis (Ph.D.)--Ohio University, June, 2009. / Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 98-111)

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 98-111)

Thesis (M.S. in Operations Research)--Naval Postgraduate School, September 1990. / Thesis Advisor(s): Milch, Paul R. Second Reader: Halwachs, Thomas E. "September 1990." Description based on title screen as viewed on December 18, 2009. DTIC Identifier(s): Naval Personnel, Career Planning, General Unrestricted Line Officer, Officer Personnel, Computerized Simulation, Forecaster Model, Billets (Personnel), Gen Url, Theses, Women, Community. Author(s) subject terms: General Unrestricted Line Officer Community, GEN URL, Career Paths, Forecaster Model. Includes bibliographical references (p. 112). Also available in print.

Thesis (Ph. D.)--University of Oklahoma, 1995. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 183-197). Available also in a digital version from Dissertation Abstracts.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.