The purpose of this study was to determine the relationship among three classifications of parental subsystems (intact/nuclear, blended, and single-parent), two educational levels (high school and college), and gender (male and female) on career self-efficacy, in addition to the five career self-efficacy subscales.The assessment of career development and parental relationship issues was undertaken through seven questions included on the demographic information questionnaire. The students responded to the vocational issues (awareness of interest, skills, and values) questions by rating each one on a Likert scale with ratings ranging from little (1) awareness, capability, or closeness to extreme (5) awareness, capability, or closeness. The questions were drawn from Palmer and Cochran's (1988) research on career development. Mean scores are shown for each of the vocational issues questions.A total of 516 students responded to a demographic information questionnaire, in addition to the Career Self Efficacy Decision-Making Scale (CDMSE; Taylor & Betz, 1983). There were disproportionate numbers of subjects representing each educational (354 high school and 162 college students) and gender grouping (320 females and 196 males). The three parental subsystem classifications were intact/nuclear, blended, and single-parent. The definitions for these parental subgroupings were adapted from research conducted by Dentler (1984) and Miller (1984). In this sample, the intact/nuclear subsystem classification was the most highly represented (349), followed by the single-parent (85), and then the blended subsystem (82).Analyzing the hypotheses required a between-subjects factorial multivariate analysis of variance (MANOVA). All five hypotheses failed to reach the .05 level of statistical significance.The results of the study suggest that varying classifications of parental subsystem, educational level, and gender difference were not related to statistically significant differences in levels of career self-efficacy. There was no significant difference in career self-efficacy levels between subjects who had older siblings as role models and those who did not. / Department of Counseling Psychology and Guidance Services

Responses of employees completing a career counseling program (n = 95) were collected to answer research questions about participant expectations and outcomes of the counseling program. The career counseling program was provided to management and non-management employees throughout the state of Indiana by an Indiana based communication company. During the first year, 202 employees completed the career counseling program. These employees were mailed a 19 item, researcher developed, survey instrument. The reported data were collected from 95 surveys (47%) that were returned.The purpose of the career counseling program was to assist current employees of the organization in establishing career and educational goals to better cope with a changing work environment. Research questions studied were (1) In what ways did the career counseling program help shape the career plans and goals of the participating employees, (2) In what ways were employees who completed career counseling making observable progress toward exploring and implementing career goals, (3) In what ways did career counseling successfully meet the initial counseling objectives of the participants, and (4) In what ways did the career counseling program meet the original expectations of the sponsoring organization.Response data indicated that meeting with trained career counselors and reviewing a LIFEPLAN career assessment instrument ranked as the top two activities helping to shape career plans and goals of program participants. Observable progress toward established goals was reported by 95% of the counseling participants enrolling in some type of educational program after completing the counseling program. Successful accomplishment of initial counseling objectives of the participants was reported by 73% of the counseling participants. They reported increased confidence in their career decisions and in their actions as a result of participating in the counseling program.Evidence from the data indicated that an individual meeting with a trained career counselor was the most often reported counseling activity assisting employees to better understand their career and educational goals. Data also indicated the career counseling program was meeting many of the initial counseling expectations reported by participating employees.Questions to be reviewed in future career counseling programs for employees are also presented. / Department of Educational Leadership

Based on Super's (1990) developmental model of career development and Spence and Helmreich's (1978) gender identity theory, this study examined the relationship between the gender-related traits of instrumentality and expressiveness and women's preferences for multiple life-career roles. Super (1990) suggested that a career, as represented by the major life roles of student, worker, citizen, homemaker, and leisurite, is influenced by sex role stereotyping and individual differences. It was hypothesized in this project that gender role orientation (levels of instrumentality and expressiveness) would have an effect on women's role preferences.Adult women (N = 100) from three medium-sized midwestern communities were recruited from churches and community sororities. The women ranged in age from 20 to 82, with a mean age of 44.8 years. A response rate of 53%% was obtained. Role preferences, as expressed by women's participation, commitment, and value expectations, were measured by Nevill and Super's (1986) Salience Inventory (SI). Gender role orientation was assessed by Spence and Helmreich's (1974) Personal Attributes Questionnaire (PAQ). Scores on the PAQ were grouped into the categories ofandrogynous, instrumental, expressiveness, and undifferentiated by the median split technique. A demographic questionnaire was also administered.The demographic variables were grouped conceptually into five categories: personal, occupational, role satisfaction, parental influence, and spousal support for the purpose of preliminary analyses. Results of these analyses (Pearson Productmoment correlations, canonical correlations, and discriminant function analyses) revealed that personal and role satisfaction variables may moderate women's gender role orientation and role preferences. The main analyses were then conducted with three separate between-subjects MANOVAs. Although the results of the MANOVAs involving women's participation and commitment to multiple life-career roles were nonsignificant, another MANOVA involving women's value expectations was significant. Post-hoc procedures indicated that androgynous women had greater expectations of achieving their values in their work role than did instrumental women. It was also found that androgynous women had higher value expectations in the community and home roles than did undifferentiated women.A number of theoretical, empirical, and counseling implications were discussed. Limitations of the study were discussed in terms of the sample characteristics and the statistics employed. / Department of Counseling Psychology and Guidance Services

The literature on female superintendents addresses both barriers and perceived characteristics and actions that facilitate career development. However, relatively little empirical evidence exists to verify the experiences of women who have reached this top-level position. This study examined the experiences and perceptions of females who were employed as school superintendents in Indiana during the 1996-97 school year.The population consisted of 15 females, 13 of whom (87%) agreed to participate. The purposes of the study were to determine (a) the population's demographic profile, (b) the extent to which common career barriers were experienced, (c) perceptions of the perceived difficulty associated with common barriers, (d) perceptions of positive characteristics, and (e) perceptions of positive career actions.The demographic profile indicates that these superintendents were highly qualified; 12 of the 13 had earned doctorates, and most had substantial experience as teachers and administrators prior to entering the superintendency. Not all attributed career planning to their success; some obtained their positions either because they were encouraged to become applicants or because they were given internal promotions.Findings indicated that three females had not encountered any barriers; three of the eight barriers were not encountered by any participants. No barriers were experienced by more than half of the population. Family responsibilities (cited by 46%) and gender discrimination (cited by 38%) were the most commonly cited. These barriers were also viewed as the most difficult; however, the effects of gender discrimination were seen as severe whereas the effects of family responsibilities were viewed as modest.Many characteristics and actions deemed positive in the literature were perceived to have been beneficial to the respondents' careers. All identified human interaction skills, effective leadership, quality of administrative experience, and self-confidence as highly important characteristics. All identified gaining visibility within the profession and gaining the support of family and friends as extremely influential tactics.Two distinct views of career development were identified: reliance on mentors and working within the system; reliance on independence, hard work, and tenacity. Respondents believed that they had to have better qualifications than their male counterparts to reach the superintendency.Recommendations for further study are included. / Department of Educational Leadership

Gottfredson's theory of circumscription and compromise provides a framework for the application of a cognitive perspective in redefining the integration of career development and choice. A schematic reconceptualization of Gottfredson's theory was proposed to reconcile the conflicting findings of the circumscription and compromise process. The current methods in measuring circumscription and compromise, however, were not adequate to measure them schematically. So the purpose of the present study was to develop a schema-based vocational scale to measure Gottfredson's compromise process.Two goals guided the development of the Vocational Schema Compromise Scale (VSCS), the establishment of an acceptable level of reliability and the establishment of construct validity. Goal 2, the establishment of construct validity, included the following four hypotheses: Hypothesis 1 - four factors similar to Gottfredson's dimensions, masculine and feminine sex type, prestige, and interest, would emerge from factor analyses; Hypothesis 2 - the VSCS would have convergent validity with another career measure, the Vocational Preference Inventory (VPI); Hypothesis 3 - the VSCS would have discriminant validity with a generalized locus of control measure; and hypothesis 4 - the VSCS was not a measure of socially desirable responding.Eight hundred and eighty-two undergraduate male and female students participated in the study. The findings of the study indicated that the goals of the study were partially accomplished and two of the four hypotheses were supported. For goal 1, reliability was establishedat an acceptable level on 11 of the 12 VSCS subscales. For goal 2, construct validity was partially accomplished. Hypothesis 1 was partially supported; internal construct validity was established for two of the three VSCS scales with four factors emerging on each scale. Hypothesis 2 was not supported; there was only a small relationship between the VSCS and the VPI, indicating that the VSCS may not really be measuring the dimensions of sex type, prestige, and interest or may be measuring them differently than the VPI. Hypothesis 3 was supported; the VSCS did not measure a generalized locus of control. Hypothesis 4 was also supported; the VSCS did not substantially measure social desirability. Limitations and implications for future research of the VSCS are discussed. / Department of Counseling Psychology and Guidance Services

This research study, based on 15 research questions, described demographic information, career patterns and career goals of 156 of Indiana's public school curriculum leaders. The two most common titles for curriculum leaders were curriculum director and assistant superintendent for curriculum and instruction. Significant associations were found in three areas: respondents with the highest degrees and those who had moved to the curriculum director's position from specific educational professions identified certain career goals; curriculum directors who planned to retire from their current positions chose curriculum as their ultimate career goal. Comparisons to Malone's (1999) study of Indiana's superintendents were included. Curriculum directors were evenly divided men and women, were 96% Caucasian, had a mean age of 51 years, and represented all sizes of school districts. / Department of Educational Leadership

New professional immigrants, who come to Canada with significant education and work experience, often find themselves underemployed after immigration. As a result, many immigrants undergo some form of re-training post-immigration. This study was a sub-study of a larger Canada Research Chair project exploring the career development and re-training experiences of new professional immigrants to Canada. This particular study focused on exploring such experiences from an existential perspective. Within a qualitative research framework, 10 semi-structured, in-depth interviews were conducted with new professional immigrants to Canada. A grounded theory approach was adopted for data analysis. Several themes emerged and key findings, including participants’ relationship with the core existential concepts of death, freedom, and meaning are introduced. Results also compare how existential considerations were related to participants’ level of career satisfaction in Canada. Results have theoretical implications for career and vocational psychology and implications for practice, including professional and self-helping.

In order to survive and compete in the new knowledge based economy, it is necessary for small and medium enterprise (SME) entrepreneurs in Thailand to enhance their human capital and entrepreneurial competencies, which are factors that can be improved through education and training. Career success implies an improvement in SME entrepreneurs' quantity and quality of life, which is the major theme of the Ninth (2002-2006) and Tenth (2007-2011) National Economic and Social Development Plan. Most of the previous studies concerning human capital, entrepreneurial competencies and career success of SME entrepreneurs, and the relationships among these factors, have been conducted in developed countries. Therefore it is important to conduct further research on these issues in the context of Thailand, which is identified as a developing economy. / This study aims to provide a better understanding of the effects of human capital and entrepreneurial competencies on the career success of Thai SME entrepreneurs. A total of 13 hypotheses have been developed based on an individual perspective by applying the human capital approach in examining the relationship between human capital factors and career success, and the competency approach in examining the relationship between entrepreneurial competencies and career success. The hypotheses, testing results from 388 questionnaires completed by SME entrepreneurs in Thailand, support a theoretical model of the career success of SME entrepreneurs. As all of the human capital and entrepreneurial competencies have positive relationships with objective and subjective career success, this study provides both theoretical and empirical evidence for the crucial role of these factors in determining the career success of SME entrepreneurs, particularly in the context of Thailand. It also corresponds to earlier research efforts to re-emphasize the individual perspective in entrepreneurship and career research. / As the instrument used to measure entrepreneurial competencies has been tested with SME entrepreneurs in Thailand, it could be used as a self-assessment tool for SME entrepreneurs to identify their own personal level in each area of entrepreneurial competencies, and identify areas requiring further development. Finally, as the Thai governmental and non-governmental organisations can play a pivotal role in encouraging entrepreneurial activities and the SME entrepreneurs, they can use the results of this study as guidelines for developing better training programs. / Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2007.

Thesis (PhD)--University of South Australia, 2002.

Thesis (MEd) -- University of South Australia, 1993