Thesis advisor: David L. Blustein / This study sought to better understand the complex relationship between family, social class, and career development. Social class, which is largely influenced by family of origin, contributes to work opportunities and work, in turn, can determine social class (Diemer & Ali, 2009). As such, work has the potential to promote social mobility among individuals from low-income backgrounds (Blustein, 2006; Matthys, 2012). For young people who have not yet entered the workforce, career expectations, which have been shown to lead to positive outcomes in work and overall wellbeing (Koen et al., 2012; Perry, 2008; Taber & Blankenmeyer, 2015; Zacher, 2014), provide a promising entry point for understanding and influencing the relationship between social class, career development, and social mobility (Perry & Wallace, 2013). Previous research has shown that family, a crucible for the development of social class identity (Brown, 2004), is also a significant predictor of career expectations (Whiston & Keller, 2004). Given the intergenerational nature of social class (Wagmiller & Adelman, 2009), the current study postulates that family, social class identity, and career expectations interact to perpetuate social inequality. The purpose of the present study was to tease apart these interactions through the lens of Social Cognitive Career Theory (Lent, Brown & Hackett, 2002). Broadly, it was hypothesized that one of the ways in which family influences both social class identity and career development is through vicarious learning; children integrate information about class and the world of work through observing their parents’ work experience. This relationship was examined by surveying 298 young adults online and in person. Individuals responded to a survey asking about their caregivers’ work experiences, as well as their own social class identity, parent support, mentoring experiences, and career expectations. Data were analyzed using structural equation modeling and findings revealed that, overall, the hypothesized model describing social class as partially mediating the relationship between caregiver work experiences and work expectations was an excellent fit to the data. Results of the model also suggested that the quality of caregiver work experiences and work expectations is more important to overall work experience than actual occupation. Gender differences were found in the overall fit of the model, as well as the influence of specific variables, such as mentoring. The results are discussed in the context of their contribution to existing literature on intergenerational social mobility and career development. Theoretical and practical implications, as well as limitations of the study, are considered.

Submitted by Marcia Silva (marcia@latec.uff.br) on 2016-06-07T21:22:26Z No. of bitstreams: 1 Dissert Ivini de Oliveira Bruni.pdf: 1750502 bytes, checksum: ab5afc4d3014e4c7b041386af69eb6b1 (MD5) / Made available in DSpace on 2016-06-07T21:22:26Z (GMT). No. of bitstreams: 1 Dissert Ivini de Oliveira Bruni.pdf: 1750502 bytes, checksum: ab5afc4d3014e4c7b041386af69eb6b1 (MD5) Previous issue date: 2015-10-28 / Este estudo tem como objetivo analisar se valores pessoais e tipos motivacionais apresentados por estudantes de uma universidade privada do município de Cabo Frio (RJ) são condizentes com as suas expectativas de carreira. Como principal referencial teórico, foram utilizados o Inventário de Valores Pessoais e os dez Tipos Motivacionais apregoados por Schwartz (2005). A investigação foi realizada através da aplicação de questionários com o objetivo de coletar informações sobre as expectativas de carreira dos universitários. Foram pesquisados estudantes dos dois últimos períodos de seus respectivos cursos. Fizeram parte da pesquisa alunos de graduações em Administração de Empresas e Direito, alocadas na área de Ciências Sociais Aplicadas; Sistema de Informação e Engenharia do Petróleo e Gás, pertencentes à área de Ciências Exatas; Fisioterapia e Gestão Ambiental, incluídas na área de Ciências Biológicas/Saúde. As conclusões mostraram que, em diferentes escalas, os valores pessoais e tipos motivacionais estão relacionados às expectativas de carreira dos graduandos pesquisados, independentemente da área de conhecimento em que estão inseridos. Recomenda-se, para futuras pesquisas, que seja analisado o desempenho dos recém-formados inseridos no mercado de trabalho, como forma de verificar a concretização de suas expectativas de carreira. / The aim of this study is to analyze if human values and motivational types presented by students of a private university in the city of Cabo Frio (RJ) agree with and determine the fulfilment of their career expectations. The Human Values System and the Ten Motivational Types proclaimed by Schwartz (2005) were used as the main theoretical reference. The investigation was accomplished through the use of questionnaires with the goal to collect information about the students’ career expectations. Senior students in their last year of study were investigated. Students in this research were: undergraduate students in Business Administration and Law, allocated in the area of Social Sciences Applied; Information System and Oil and Gas Engineering, which belong to Exact Sciences; Physiotherapy and Environmental Management, included in the Biological Sciences. Conclusions showed that, in different scales, human values and motivational types are related to students’ career expectations, irrespective of their knowledge area. For future researches, it is recommended that the performance of newly graduated students inserted in the job market is analyzed, as a way to verify the fulfilment of their career expectations

A preparação dos jovens para o trabalho é preocupação mundial, tendo desencadeado o movimento de Educação para a Carreira em países desenvolvidos. Mas no Brasil não há registros dessa prática, embora relatos de experiência junto a adolescentes em situação de desvantagem socioeconômica aproximem-se de seus propósitos, na escola pública ou outros contextos educativos, destacando-se a Aprendizagem Profissional. Nesses estudos evidencia-se a apatia dos jovens quanto a perspectivas de futuro e planejamento da carreira, possivelmente relacionada a crenças de autoeficácia negativas; mas não se registra avaliação sistemática dessa realidade nem dos resultados das intervenções. Diante dessas lacunas, foram objetivos do presente trabalho: (a) verificar evidências de validade e precisão de instrumentos de medida adaptados para uso nesse contexto, especificamente o Questionário de Educação à Carreira QEC e o Inventário de Autoeficácia no Desenvolvimento da Carreira CD-SEI; e (b) analisar a realidade socioprofissional de uma amostra de adolescentes aprendizes, identificando possíveis efeitos de variáveis demográficas, acadêmicas e da carreira em sua maturidade vocacional e autoeficácia. Para adaptação do QEC, foi realizada a análise dos itens junto a grupo de aprendizes e a dois comitês de especialistas (profissionais vinculados à Aprendizagem Profissional e juízes peritos em Orientação Profissional-OP), seguida de ensaio experimental. Já para adaptação do CD-SEI, foram realizadas a tradução, retradução, análise dos itens, validação de conteúdo por juízes especializados em OP e ensaio experimental. A amostra foi composta por 470 adolescentes, de 14 a 20 anos, de ambos os sexos, a maioria cursando o ensino médio público, vinculados a instituições para qualificação/inserção profissional de jovens de baixa renda. Foram realizadas análises fatoriais, testes de confiabilidade e de correlação, estatísticas descritivas e testes de comparação entre grupos. Os resultados evidenciaram boas qualidades psicométricas dos instrumentos (validade e precisão), apesar da estrutura fatorial do CD-SEI não se confirmar, e nortearam uma proposta alternativa para apuração dos escores. Quanto aos aprendizes, identificou-se que a maioria buscou Aprendizagem Profissional por influência da família ou vontade própria, visando oportunidade de emprego ou qualificação, com expectativas de melhores oportunidades futuras de trabalho, o que os mantém vinculados às instituições formadoras. Dentre os jovens, 25,3% relataram experiências de trabalho anteriores ao ingresso na Aprendizagem Profissional, sendo que 66,4% da amostra contribui no custeio das despesas domésticas dispondo do salário parcial ou integralmente. Os dados demonstram eficácia dos serviços na inserção profissional e os aprendizes apontam alta satisfação com a experiência e as instituições. A maturidade e a autoeficácia de carreira da amostra revelaram-se elevadas e a comparação de grupos evidenciou diferenças significativas, mais notadamente em favor daqueles que tornaram-se aprendizes por livre vontade, planejavam qualificar-se em nível técnico e/ou superior e apresentavam melhor desempenho escolar. Considerou-se os instrumentos adequados para usos futuros, seja no diagnóstico inicial e direcionamento das intervenções ou na avaliação de resultados, diante das mudanças de apuração sugeridas. Além disso, o contexto da Aprendizagem Profissional mostrou-se eficaz enquanto iniciação no trabalho e propício à Educação para a Carreira, realidade que merece atenção de pesquisadores e formuladores de políticas públicas em educação, trabalho e carreira. / The preparation of young people for working is a worldwide concern, having led to the movement of Career Education in developed countries. However, in Brazil there are no records of this practice, reports of experience with adolescents from disadvantaged socioeconomic draw closer to their purpose in the public school or other educational settings, highlighting the Professional Learning. In these studies it is evident the apathy of young people regarding the future prospects and career planning, possibly related to negative self-efficacy beliefs, but the systematic evaluation of neither this scenario nor of the results of interventions is on record. Considering these gaps, the objectives of this study were: (a) to verify the validity and precision of measuring instruments adapted for use in this context, specifically the Career Education Questionnaire - QEC and Career Development Self-Efficacy Inventory - CD-SEI; and, (b) analyze the socio-professional reality of a set of young apprentices, identifying the possible demographic, academic and career variations effects in their vocational maturity and self-efficacy. To adapt the QEC an analysis of the items was performed with the group of apprentices and two committees of experts (professionals linked to Professional Learning and judges who are experts in Vocational Guidance - VG), followed by an experimental trial. As for adaptation of CD-SEI were performed translation, back translation, item analysis, content validation by judges specialized in VG and an experimental trial. The sample consisted of 470 adolescents, ranging from 14 to 20 years old, both sexes, the majority attending high school at public institutions linked to the qualification / professional integration of young people with low incomes. Factor analyzes were conducted, reliability testing and correlation, descriptive statistics and comparison tests among groups. The results showed good psychometric properties of the instruments (validity and reliability), even though the factor structure of the CD-SEI was not confirmed, and guided an alternative proposal to calculate the scores. In relation to the apprentices, it showed that most of them sought Apprenticeship by family influence or self-will, seeking employment opportunities or qualification, expectations of better opportunities for future work, which keeps them tied up to educational institutions. Among young people, 25.3% reported work experiences prior to entering the Professional Learning, and 66.4% of the sample contributes to defray expenses of the household providing partial or full salary. The data demonstrate the effectiveness of the service concerning the employability and apprentices indicate high satisfaction with the experience and institutions. The maturity and self-efficacy career sample were high and the comparison between the groups showed significant differences, most notably in favor of those who become apprentices by free will, planned to qualify for technical and / or higher education and had better school performance. The instruments were considered appropriated for future use, either as an initial diagnosis and targeting of interventions or as the evaluation of results considering the suggested polling changes. Moreover, the context of the Professional Learning was effective as initiation for working and conducive to Career Education, a reality that deserves attention from researchers and public policies makers in education, work and career areas.

A preparação dos jovens para o trabalho é preocupação mundial, tendo desencadeado o movimento de Educação para a Carreira em países desenvolvidos. Mas no Brasil não há registros dessa prática, embora relatos de experiência junto a adolescentes em situação de desvantagem socioeconômica aproximem-se de seus propósitos, na escola pública ou outros contextos educativos, destacando-se a Aprendizagem Profissional. Nesses estudos evidencia-se a apatia dos jovens quanto a perspectivas de futuro e planejamento da carreira, possivelmente relacionada a crenças de autoeficácia negativas; mas não se registra avaliação sistemática dessa realidade nem dos resultados das intervenções. Diante dessas lacunas, foram objetivos do presente trabalho: (a) verificar evidências de validade e precisão de instrumentos de medida adaptados para uso nesse contexto, especificamente o Questionário de Educação à Carreira QEC e o Inventário de Autoeficácia no Desenvolvimento da Carreira CD-SEI; e (b) analisar a realidade socioprofissional de uma amostra de adolescentes aprendizes, identificando possíveis efeitos de variáveis demográficas, acadêmicas e da carreira em sua maturidade vocacional e autoeficácia. Para adaptação do QEC, foi realizada a análise dos itens junto a grupo de aprendizes e a dois comitês de especialistas (profissionais vinculados à Aprendizagem Profissional e juízes peritos em Orientação Profissional-OP), seguida de ensaio experimental. Já para adaptação do CD-SEI, foram realizadas a tradução, retradução, análise dos itens, validação de conteúdo por juízes especializados em OP e ensaio experimental. A amostra foi composta por 470 adolescentes, de 14 a 20 anos, de ambos os sexos, a maioria cursando o ensino médio público, vinculados a instituições para qualificação/inserção profissional de jovens de baixa renda. Foram realizadas análises fatoriais, testes de confiabilidade e de correlação, estatísticas descritivas e testes de comparação entre grupos. Os resultados evidenciaram boas qualidades psicométricas dos instrumentos (validade e precisão), apesar da estrutura fatorial do CD-SEI não se confirmar, e nortearam uma proposta alternativa para apuração dos escores. Quanto aos aprendizes, identificou-se que a maioria buscou Aprendizagem Profissional por influência da família ou vontade própria, visando oportunidade de emprego ou qualificação, com expectativas de melhores oportunidades futuras de trabalho, o que os mantém vinculados às instituições formadoras. Dentre os jovens, 25,3% relataram experiências de trabalho anteriores ao ingresso na Aprendizagem Profissional, sendo que 66,4% da amostra contribui no custeio das despesas domésticas dispondo do salário parcial ou integralmente. Os dados demonstram eficácia dos serviços na inserção profissional e os aprendizes apontam alta satisfação com a experiência e as instituições. A maturidade e a autoeficácia de carreira da amostra revelaram-se elevadas e a comparação de grupos evidenciou diferenças significativas, mais notadamente em favor daqueles que tornaram-se aprendizes por livre vontade, planejavam qualificar-se em nível técnico e/ou superior e apresentavam melhor desempenho escolar. Considerou-se os instrumentos adequados para usos futuros, seja no diagnóstico inicial e direcionamento das intervenções ou na avaliação de resultados, diante das mudanças de apuração sugeridas. Além disso, o contexto da Aprendizagem Profissional mostrou-se eficaz enquanto iniciação no trabalho e propício à Educação para a Carreira, realidade que merece atenção de pesquisadores e formuladores de políticas públicas em educação, trabalho e carreira. / The preparation of young people for working is a worldwide concern, having led to the movement of Career Education in developed countries. However, in Brazil there are no records of this practice, reports of experience with adolescents from disadvantaged socioeconomic draw closer to their purpose in the public school or other educational settings, highlighting the Professional Learning. In these studies it is evident the apathy of young people regarding the future prospects and career planning, possibly related to negative self-efficacy beliefs, but the systematic evaluation of neither this scenario nor of the results of interventions is on record. Considering these gaps, the objectives of this study were: (a) to verify the validity and precision of measuring instruments adapted for use in this context, specifically the Career Education Questionnaire - QEC and Career Development Self-Efficacy Inventory - CD-SEI; and, (b) analyze the socio-professional reality of a set of young apprentices, identifying the possible demographic, academic and career variations effects in their vocational maturity and self-efficacy. To adapt the QEC an analysis of the items was performed with the group of apprentices and two committees of experts (professionals linked to Professional Learning and judges who are experts in Vocational Guidance - VG), followed by an experimental trial. As for adaptation of CD-SEI were performed translation, back translation, item analysis, content validation by judges specialized in VG and an experimental trial. The sample consisted of 470 adolescents, ranging from 14 to 20 years old, both sexes, the majority attending high school at public institutions linked to the qualification / professional integration of young people with low incomes. Factor analyzes were conducted, reliability testing and correlation, descriptive statistics and comparison tests among groups. The results showed good psychometric properties of the instruments (validity and reliability), even though the factor structure of the CD-SEI was not confirmed, and guided an alternative proposal to calculate the scores. In relation to the apprentices, it showed that most of them sought Apprenticeship by family influence or self-will, seeking employment opportunities or qualification, expectations of better opportunities for future work, which keeps them tied up to educational institutions. Among young people, 25.3% reported work experiences prior to entering the Professional Learning, and 66.4% of the sample contributes to defray expenses of the household providing partial or full salary. The data demonstrate the effectiveness of the service concerning the employability and apprentices indicate high satisfaction with the experience and institutions. The maturity and self-efficacy career sample were high and the comparison between the groups showed significant differences, most notably in favor of those who become apprentices by free will, planned to qualify for technical and / or higher education and had better school performance. The instruments were considered appropriated for future use, either as an initial diagnosis and targeting of interventions or as the evaluation of results considering the suggested polling changes. Moreover, the context of the Professional Learning was effective as initiation for working and conducive to Career Education, a reality that deserves attention from researchers and public policies makers in education, work and career areas.

The hospitality industry has seen rapid growth through the last three decades. The hospitality industry in New Zealand is still growing steadily. According to the Ministry of Tourism (2008, para. 3), “Visitor expenditure is forecast (from 2008 to 2014) to increase from $13.73 billion to $19.05 billion per annum, an increase of 41.4%” (Ministry of tourism, 2008b). Therefore, in response to the needs of the industry, training providers have established a number of hospitality, leisure, travel and tourism degrees (O'Mahony & Sillitoe, 2001). However, previous studies have identified that hospitality management degrees tend to lack importance in the actual world (Harkison, 2004a, 2004b; Steele; 2003). Hospitality management students seem to rate the value of their degrees higher than do employees in the industry (Collins, 2002; Raybould & Wilkins, 2005). Therefore, there are gaps between the expectations and assumptions of students and those of hospitality professionals, which have led to problems in the hospitality industry. This study has taken three steps to identify: 1) how career expectations, assumptions and requirements differ between undergraduate hospitality management students and management employees in the hospitality industry; 2) The working histories of managerial employees and their perceptions of the industry’s needs; 3) Establish the perceived value of hospitality management degrees amongst hospitality management undergraduate students and the hospitality industry. To do so, a comprehensive literature review was undertaken, and questionnaires were collected from 137 undergraduates enrolled in a Bachelor of International Hospitality Management degree at AUT University and 74 managerial employees in the hotel industry. After an analysis of the data, the researcher examined and compared the results of both groups’ data with relation to the findings of the literature review. The following key points emerged from the research: most students expected that they would work in the hospitality industry after completing their course and supposed that their first work field would be in a Food and Beverage department at a management trainee level. The results of the survey show a match between students’ long-term career expectations and the working history of employees. Students also seem to understand the environment of the hospitality industry well. These results show that students organise well, planning for their future careers, and these results were similar with those of some previous studies (Brien, 2004; Harkison, 2004b; Jenkins, 2001). The results of this study identified similarities and differences of perceptions between undergraduate students and managerial employees in the hotel industry. Similarities of students’ perceptions and managerial employees’ perceptions are; • Commitment is rated as the most important factor in determining success, while personality is rated the most important attribute for an employee in the hospitality industry. • A degree in hospitality management is not recognised as an important qualification by students or employee respondents. Working experience is more important than a bachelor degree of hospitality management for a prospective employee. • Students and managerial employees believe that the hospitality educators know the industry well, although educators and employees have different understandings of career expectations. • Both parties believe that internship might help hospitality students’ careers in the industry. Differences of perceptions between undergraduate students and managerial employees are; • Students believe that knowledge of the industry and experience are the most significant factors for a new employee in the hospitality industry but employees indicate personality. • Employees believe that using initiative skills are the most important factor for an employee’s career development, whereas students answer communication skills. • Students believe that a hospitality management bachelor degree will contribute more to the hotel business but employees believe that having three years’ experience will contribute more. • Students consider that an employee with a bachelor’s degree in hospitality will receive higher starting salaries than someone without, but employees disagree. • Students suggest that a bachelor of hospitality management degree will affect opportunities for promotion, but employees do not share that opinion. This study found that even if students and managerial employees share some common opinions, many gaps still exist between them. Therefore, the researcher suggests recommendations relating to students’ expectations and assumptions of their job entry level, the working environment in the hospitality industry, the needs of the hospitality industry, and the value of a bachelors degree of hospitality management. Furthermore, the researcher identifies some limitations of this study and areas for further research.

The hospitality industry has seen rapid growth through the last three decades. The hospitality industry in New Zealand is still growing steadily. According to the Ministry of Tourism (2008, para. 3), “Visitor expenditure is forecast (from 2008 to 2014) to increase from $13.73 billion to $19.05 billion per annum, an increase of 41.4%” (Ministry of tourism, 2008b). Therefore, in response to the needs of the industry, training providers have established a number of hospitality, leisure, travel and tourism degrees (O'Mahony & Sillitoe, 2001). However, previous studies have identified that hospitality management degrees tend to lack importance in the actual world (Harkison, 2004a, 2004b; Steele; 2003). Hospitality management students seem to rate the value of their degrees higher than do employees in the industry (Collins, 2002; Raybould & Wilkins, 2005). Therefore, there are gaps between the expectations and assumptions of students and those of hospitality professionals, which have led to problems in the hospitality industry. This study has taken three steps to identify: 1) how career expectations, assumptions and requirements differ between undergraduate hospitality management students and management employees in the hospitality industry; 2) The working histories of managerial employees and their perceptions of the industry’s needs; 3) Establish the perceived value of hospitality management degrees amongst hospitality management undergraduate students and the hospitality industry. To do so, a comprehensive literature review was undertaken, and questionnaires were collected from 137 undergraduates enrolled in a Bachelor of International Hospitality Management degree at AUT University and 74 managerial employees in the hotel industry. After an analysis of the data, the researcher examined and compared the results of both groups’ data with relation to the findings of the literature review. The following key points emerged from the research: most students expected that they would work in the hospitality industry after completing their course and supposed that their first work field would be in a Food and Beverage department at a management trainee level. The results of the survey show a match between students’ long-term career expectations and the working history of employees. Students also seem to understand the environment of the hospitality industry well. These results show that students organise well, planning for their future careers, and these results were similar with those of some previous studies (Brien, 2004; Harkison, 2004b; Jenkins, 2001). The results of this study identified similarities and differences of perceptions between undergraduate students and managerial employees in the hotel industry. Similarities of students’ perceptions and managerial employees’ perceptions are; • Commitment is rated as the most important factor in determining success, while personality is rated the most important attribute for an employee in the hospitality industry. • A degree in hospitality management is not recognised as an important qualification by students or employee respondents. Working experience is more important than a bachelor degree of hospitality management for a prospective employee. • Students and managerial employees believe that the hospitality educators know the industry well, although educators and employees have different understandings of career expectations. • Both parties believe that internship might help hospitality students’ careers in the industry. Differences of perceptions between undergraduate students and managerial employees are; • Students believe that knowledge of the industry and experience are the most significant factors for a new employee in the hospitality industry but employees indicate personality. • Employees believe that using initiative skills are the most important factor for an employee’s career development, whereas students answer communication skills. • Students believe that a hospitality management bachelor degree will contribute more to the hotel business but employees believe that having three years’ experience will contribute more. • Students consider that an employee with a bachelor’s degree in hospitality will receive higher starting salaries than someone without, but employees disagree. • Students suggest that a bachelor of hospitality management degree will affect opportunities for promotion, but employees do not share that opinion. This study found that even if students and managerial employees share some common opinions, many gaps still exist between them. Therefore, the researcher suggests recommendations relating to students’ expectations and assumptions of their job entry level, the working environment in the hospitality industry, the needs of the hospitality industry, and the value of a bachelors degree of hospitality management. Furthermore, the researcher identifies some limitations of this study and areas for further research.

The purpose was to investigate career expectations and goals of junior and senior fashion merchandising majors at North Texas State University and to compare findings with expectations for trainees of retail employers with executive training programs in the Dallas-Fort Worth Metroplex. The findings indicated that most female students are planning their career goals in business for the next five years. Students are confused as to what employee benefits they might receive at the entry level. College recruitment is an important method of hiring executive trainees. Length of training programs vary from six months to three years. At the time of the study, trainees could expect a beginning salary of nine to ten thousand dollars.

No description available.