The aim of this study was to look at how digital career counseling works in Sweden and if it needs to evolve. The digital and global world we live in today calls for a change in approach, this includes career counseling. Because of Covid-19 more schools and workplaces have had to implement digital solutions. Two questions were chosen:•What advantages and disadvantages can be found with the implementation of digital career counseling?•What can career counselors do to create an appropriate environment and good relationships with the clients in a digital context?Theories taken into account are communication, context, career counseling models, the professional dialogue, the career counselor’s skills and the possibility of anonymity. The method was a qualitative one, with semi-structured interviews for which the respondents was selected based on expertise and knowledge. The result showed that there was no big difference between career counseling in a traditional context compared to a digital one. The difference lied in making sure the technology works and knowing that the non-verbal communication might deteriorate. The main differences was managing the technology, controlling the environment seen through the camera, and awareness that the non-verbal communication might deteriorate. Another discovery was that anonymity in the form of having the choice of turning on the camera was a positive thing, where people open up easier.

A dissertation submitted to the Faculty of Arts in partial fulfilment of the requirements for the Degree of Master of Arts (Clinical Psychology) in the Department of Psychology at the University Of Zululand, South Africa, 2013 / The study used a mixed methods methodology to investigate the factors that influence university students’ career decisions. This was motivated by the fact that students in disadvantaged communities are challenged by the negative socio-political conditions that resulted from the South African Apartheid system and these conditions limited the resources for people in disadvantaged communities. As more opportunities became available, it is vital that students entering tertiary education are equipped with the necessary skills and support to make informed career decisions. The sample consisted of 155 third year students from four faculties at the University of Zululand. Data was collected using a questionnaire. The data was analysed using a systematic approach. The results indicated that the factors influencing influence university students’ career decisions are the students’ educational background, home background, parental marital status parental occupation socio- economic status, the love for their careers, financial aid and high employment opportunities. The dissertation concludes that appropriate career education and guidance are essential for previously disadvantaged tertiary education students in order for them to maximize the opportunities available to them.

A mini dissertation submitted to the Faculty of Arts in partial in fulfillment of the requirements for the Degree of Master of Arts in Counselling Psychology at the University Of Zululand, 2017 / Career guidance and counselling services are an important and essential starting point in career development. In the South African context, career guidance services are often under-utilised by high school learners, as a result, a large proportion of matriculants leave school with uncertainty about what careers they want to pursue. Much focus has been placed on improving matriculation results but it is almost counterproductive when career guidance is given minimal attention. The college and career-readiness agenda seems to be given very little attention and this weakness results in a number of challenges which negatively affect society, as the normative expectation in today's society is for a person to complete high school and acquire skills which will contribute to the improvement and rebound of the economy and for people to give back to the communities in which they live and thrive. There are presently limited trained personnel in South Africa to provide career guidance services and the Department of Higher Education and Learning has observed this problem and is currently reviewing the competency framework of career guidance services. The general aim of this study was to investigate the role and impact of formal career guidance and counselling, and the absence thereof, during high school. The study sought to unveil whether recipients of formal career guidance and counselling during high school had more career insight than non-recipients. Further, the study looked into the roles played by career guidance material and informal sources utilised by learners during high school before making career choices and also assessed the level of satisfaction which the participants experience in their current careers. The study was conducted at the University of Zululand main campus in KwaDlangezwa in northern KwaZulu-Natal. The target population was 50 academic staff from all four faculties at the University of Zululand. However, due to circumstances beyond the researcher’s control, only 34 questionnaires could be used at the time of the data collection. Stratified random sampling was employed in the study. The data was collected using a self-developed questionnaire by the researcher and data was analysed using the Statistical Package for Social Sciences (SPSS) Version 10.0 computer programme. Descriptive statistics (frequency tables, percentages, cross tabulations, graphs and charts) were used in data analysis. The study revealed that the majority of the participants left school without career guidance. As a result, they stumbled in finding suitable careers post matric. It was also observed that learners from all school types faced a similar problem regarding the lack of career guidance services, career material and other sources of information regarding careers. The limitation of this study was that the sample was not a large sample due to time and budget constraints and the results were only from the study area.

Deficits in career decision making self-efficacy, career decidedness, and academic motivation have contributed to prolonged cycles of poverty, an increase in the number of years it takes to complete an undergraduate degree, and an upsurge in the amount of financial debt incurred. Recurrently, students are saddled with large amounts of debt for a degree that was never attained. One group heavily affected by this phenomenon is African American urban adolescents (AAUA). This quantitative study used a social cognitive career theory framework and a repeated-measures research design to examine whether a significant change in scores occurred from Time 1 to Time 2 on the Career Decision Self- Efficacy Scale—Short Form (CDSE-SF), Career Decision Scale (CDS), and Academic Motivation Scale—High School (AMS-HS). African American adolescents attending an urban high school in a midwestern state participated. Students were surveyed before and after completing the Strong Interest Inventory and participating in an educational session designed to aid them in making career and educational choices. Paired-samples t tests revealed no significant changes in scores on the CDSE-SF, CDS, or AMS-HS. However, findings from Pearson correlations suggest that career self-efficacy is largely correlated with both intrinsic and extrinsic motivation. This research contributes to social change by informing urban school districts and families of the need to deliver comprehensive career exploration programming for AAUA. This programming has the potential to aid students in making educational choices that align with their expected career paths, reduce their time to completion in postsecondary programs, and increase their potential for economic stability. Assessing

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Facebook (FB) is a ubiquitous category of web 2.0 technology that has embedded itself in the present day reality of people worldwide. It represents the constantly evolving online environment and brings to light the associated implications of synthesising people’s online private and work life. FB can act as a platform for employees to create and manage the impressions formed of them in their work context. On the backdrop of the social capital theory, this research explored the relationships between FB experience, perceptions of FB privacy and FB career impression management (FB CIM) and specifically whether perceptions of FB privacy moderated the impact of FB experience on FB CIM. Phase 1 was concerned with creating reliable scales through the implementation of a pilot study. Phase 2 initiated the main study with a convenience sample of 217 respondents, made up of FB users and non- users, recruited online on social networking sites and within a South African based IT organisation. They completed an online survey consisting of biographical information; FB experience, perceptions of FB privacy and FB CIM items (self-developed scales). From the analyses conducted it was found that the constructed scales were reliable, with co-efficient alpha’s yielding scores of above 0.6; and structurally valid as seen with the factor analyses. It was found that younger respondents experienced higher FB experience than older respondents (r=-0.39). FB experience was related to perceptions of FB privacy with an increase in FB experience being related to increased levels of trust (r=0.16) (part of the perceptions of FB privacy subscale). FB experience was associated with increased FB CIM activities (self- monitoring r=0.26; work relations r=0.23) with FB experience being the strongest predictor of FB CIM. As such FB experience and one’s perceived importance of FB privacy may have an influence on the degree to which one actively engages in FB CIM.

Market-responsive college leaders are challenged to navigate external relationships with business and industry, government officials, and community leaders, as well as the resulting pressures of multiple missions of the comprehensive community college. The leaders are faced with three predominant issues involving the market-responsive college and its relationship to the overall comprehensive college. These issues include: (a) its relationship to the transfer role, (b) difficulty of defining and measuring its success, and (c) its placement within the organization. Bolman and Deal’s (2013) leadership frames provide a model to understand how framing by market-responsive college leaders influences their organizations. A qualitative case study research method was used to explore how organizational frames used by market-responsive college leaders affect the market-responsive organization. The participants were five market-responsive college leaders from comprehensive community colleges in Mississippi. The findings suggest that market-responsive leaders, guided by their framework, affected their market-responsive college through reorganization, setting the tone of the relationship with academic transfer division, and establishing division priorities through the selection and recognition of measures for success. They used the structural frame to change the college structure to fit the task and environment, the political frame to set the agenda and create a power base, and the symbolic frame to create faith in the market-responsive college. This study provides aspiring and existing leaders of market-responsive colleges with possible lenses to view commonly experienced issues and to gain insight into the benefits of reframing and multiraming.

Mentoring research contends that although the benefits of a mentoring relationship are primarily directed towards the protégés, mentoring relationships are mutually beneficial and provide substantial career benefits to the mentor. Despite increased attention on mentoring in development networks, the mentor’s perspective has been notably neglected and the objective and subjective career benefits of mentors have not been articulated. This dissertation seeks to redress this lack of understanding by hypothesizing that mentoring fosters personal learning and objective and subjective career success by leveraging the mentor’s network centrality. I also suggest that emotional intelligence and proactive personality will enhance these career outcomes with moderating effects. In addition to articulating the heretofore unexplored process through which the positive career effects of participating in developmental networks are derived, this paper extends knowledge by theorizing how providing mentoring creates stores of social capital, which contributes to career success. In the mentoring literature, the career success outcomes of mentors are more assumed than empirically known due to the privation of longitudinal evidence to support these claims. This dissertation utilizes a longitudinal study to examine the social networks and career success outcomes of mentors within a developmental network with an investigation of the effects that a mentor’s network centrality, proactive personality, and emotional intelligence have on the career outcomes of mentoring others.

The purpose of the study was to investigate students’ perceptions about the need for more student training on making the transition from community college enrollment to employment. The hypothesis was that community college students would perceive that additional career counseling services would help them transition successfully into the world of work. Examination of students’ thoughts about career counseling services assisted in finding factors that facilitate and impede students’ desires for career counseling services including career courses. A researcher-developed pen and paper self-report survey instrument was administered to students enrolled in English courses at Meridian Community College during the 2009 fall semester. Out of the 1242 students enrolled in English classes, 359 chose to participate in the study. Descriptive characteristics of study participants and study participant preferences related to career counseling services are reported as frequencies and percentages. Data from this study indicated that there is a need for further student training in career transition from the community college to employment. The perception of freshmen, sophomores, and non-degree students who participated in this study is that there is a need for a course in basic career seeking skills in order to help students find employment after graduation. Logistic regression analysis findings predicted that a model did exist that could determine whether a community college student will seek career counseling services based on a combination of gender, ethnic group, and internet use for employment. Results from this study indicate that the majority of community college students who responded perceive that more career counseling services would assist them in their transition into the world of work after graduation.

The purpose of this study was to determine the relationship between career education and the career maturity of eighth-grade students as measured by the Attitude Scale and the Competence Test of the Career Maturity Inventory. A posttest only experimental design was used for the study. The subjects were selected from a population of eighth-grade students in a suburban school district in north central Texas and randomly assigned to treatment and control groups. The treatment group had a career education class for forty-five minutes each day for eighteen weeks. The control group selected an additional elective. Multiple t tests were used to test the hypotheses of the study. The hypotheses were grouped into the areas of maturity of career attitudes, maturity of career competencies, sex and career maturity, school and career maturity, and teacher and career maturity.