The contemporary world of work is undergoing far-reaching changes as a result of global economic developments and technological progress. This has necessitated an appraisal of the school curriculum in order to identify the life skills necessary for vocational success. As the concept of a lifetime career has become obsolete, the accent has shifted to a life chance approach in education. This approach emphasises the wide repertoire of life skills required by learners for successful participation in a range of career possibilities and in the sphere of their personal lives, the two being perceived as inseparable. A literature survey investigated the development of professional careers in historical perspective, the contribution of developmental theorists regarding trends in contemporary career progression, various dimensions of success and what motivates successful men and women in their public and private domains. Furthermore, the adjustments required by dual career couples were examined. Various dimensions of life skills for lifespan competence were investigated, with particular reference to South African society. The life orientation approach currently advocated by the new curriculum in South Africa was briefly described. A qualitative study of the life histories of twelve professionals, forty five years and over was conducted in natural settings in order to explore the life skills responsible for career and personal success. Semi-structured interviews elicited descriptive data from participants, selected by judgement sampling. Data was analysed, discussed and synthesised. The major findings emanated: Success in public and private domains was only possible if a balance between them was maintained. Family background, values and educational experiences created a facilitating environment which contributed to early character development. Certain enabling attributes were essential to achieve both career success and self-fulfilment, even among the less privileged participants. Personal obstacles were confronted and managed. Self-discipline, time management and the maintenance of a healthy lifestyle was vital. The interpenetration of public and private domains was emphasised. A sound work ethic and healthy interpersonal relationships with family, colleagues and the community were crucial. Middle and late adulthood emerged as periods of continuing, dynamic self-development. Based on these findings, recommendations for relevant life skills education were proposed. / Educational Studies / D. Ed. (Comparative Education)

Bisher erhalten potenzielle Studienanfänger, Studenten und Hochschulabsolventen kaum empirisch begründete Antworten auf ihre Frage, was den beruflichen Erfolg beflügeln könnte. Im Vordergrund der hochschulpolitischen Diskussion stehen vor allem Studiendauer und Alter der Absolventen. Wie groß oder klein deren Einfluss auf den (individuellen) beruflichen Erfolg aber tatsächlich ist, wird selten reflektiert. Andere, in der Ratgeberliteratur vielfach genannte Einflussmöglichkeiten für den beruflichen Erfolg wie zum Beispiel die Nutzung persönlicher Kontakte zu Hochschullehrern, aus Praktika usw., aber auch Indikatoren sozialer Kompetenzen wurden bisher kaum untersucht. Auch die Auswirkung einer Berufsausbildung vor dem Studium wurde bislang oft nur aus der Perspektive der Ausbildungskosten und der geringeren zur Verfügung stehenden Lebensarbeitszeit der Absolventen diskutiert. Und schließlich kann auch die soziale Herkunft der Absolventen Einfluss haben. Im Rahmen der Dresdner Absolventenstudien konnten bereits für einige Fakultäten bzw. Fachrichtungen der TU Dresden Untersuchungen zu Bestimmungsgründen beruflichen Erfolges unternommen werden. In dem vorliegenden, neu aufgelegten und überarbeiteten Bericht zu Bestimmungsgründen beruflichen Erfolges konnten nun erstmals Daten der Absolventenstudien aller Fakultäten bzw. Fachrichtungen der TU Dresden, d.h. von knapp 2.000 Befragten einbezogen werden. Damit liegen wohl erstmals in Deutschland derartig detaillierte Untersuchungen für alle Fakultäten einer großen Universität vor. In der hiermit vorgelegten Publikation soll - ergänzend zu den bereits vorgelegten fachspezifischen Analysen - eine fächerübergreifende Analyse von Bestimmungsgründen beruflichen Erfolges dokumentiert werden. Hiermit wird immer wieder gestellten Fragen entsprochen, welche individuellen Merkmale von Absolventen - also welche (Vor)Erfahrungen und gegebenenfalls Brüche im Lebenslauf, welche (zusätzlichen) Qualifikationen, sozialen und beruflichen Kompetenzen, Einstellungen, soziodemographischen Eigenschaften und Strategien - und welche Rahmenbedingungen der Bildungsbiographie (mit Fokus auf die Hochschul- und Studienqualität) fächerübergreifend Einfluss auf den beruflichen Erfolg haben. Hierzu war zunächst zu definieren und auf Eignung zu prüfen, was als Maßstab des Erfolges gelten soll. Allein das Einkommen - vor allem wenn es nur zu einem Zeitpunkt erfasst wird - ist als Erfolgskriterium nicht hinreichend zu bewerten. Außerdem ist für die Absolventen selbst das Einkommen wesentlich weniger wichtig als z.B. eine interessante Tätigkeit oder ein gutes Arbeits- und Betriebsklima, so dass diese sich im Zweifelsfall wohl für eine geringer bezahlte, aber interessantere Stelle entscheiden würden. Und dies gilt für fast alle Fächergruppen. Daher wurden für den Berufserfolg das Einkommen zu mehreren Zeitpunkten sowie als weitere Kriterien die aktive Suchdauer bis zur ersten beruflichen Tätigkeit, die Zufriedenheit mit der beruflichen Situation und - zusätzlich zur vorangegangen Untersuchung - nun auch die Ausbildungsadäquanz der Beschäftigung operationalisiert. Die Analysen erfolgten in zwei Schritten: Im ersten Schritt werden für einen ersten Eindruck von der Stärke (und gegebenenfalls Richtung) des wechselseitigen Zusammenhangs jeweils zweier Variablen die Korrelationskoeffizienten auf Hochschul- und Fakultäts- bzw. Fachrichtungsebene ermittelt. Der zweite Schritt und Schwerpunkt der Untersuchungen sind die Regressionsanalysen. Da dieses komplexe Analyseverfahren deutlich größere Fallzahlen erfordert, konnte es für die Dresdner Absolventenstudien an den einzelnen Fakultäten bislang nur vereinzelt eingesetzt werden. Jetzt können mit dessen Hilfe auch Zusammenhänge zwischen mehr als zwei Variablen berücksichtigt werden (multivariate Analyse).

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2018-02-28T18:20:12Z No. of bitstreams: 1 Fabian de Souza Silva.pdf: 1546502 bytes, checksum: 2815770db4b2426fce7bb3d472c86db5 (MD5) / Made available in DSpace on 2018-02-28T18:20:12Z (GMT). No. of bitstreams: 1 Fabian de Souza Silva.pdf: 1546502 bytes, checksum: 2815770db4b2426fce7bb3d472c86db5 (MD5) Previous issue date: 2017-09-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present research studies the factors that motivate the permanence of citizen security officials in a profession that presents a high risk of death for themselves as well for their family, resulting from excessive violence present throughout the national territory, with a cut for this study the Metropolitan Civil Guard from Sao Paulo. It uses a quantitative approach from the following constructs: Career Success Perception Scale; Organizational Entrenchment Scale; Affective Organizational Engagement Scale; and finally, two variables to evaluate the intention to remain in the organization. With descriptive statistics, categorization and correlations, different characteristics were identified between new and experienced police professionals, as well as relationships between the constructs and the intention to remain in the police career. The conclusion can guide management actions in citizen security, especially regarding the commitment and retention of current and future professionals; understanding of the reasons that lead professionals to remain in high-risk occupations, and contribute with research on retention of professionals. / A presente pesquisa estuda os fatores que motivam a permanência dos servidores da segurança pública numa profissão que apresenta um alto risco de morte para si e sua família, resultante da violência desmedida e presente em todo o território nacional, tendo como recorte para este estudo a Guarda Civil Metropolitana de São Paulo. Utiliza abordagem quantitativa a partir dos seguintes constructos: Escala de Percepção de Sucesso na Carreira, Escala de Entrincheiramento Organizacional, Escala de Comprometimento Organizacional Afetivo e, por fim, duas variáveis para avaliar a Intenção de Permanência na Organização. Com estatísticas descritivas, categorização e correlações, foram identificadas características distintas entre os profissionais novos e os mais experientes na polícia, bem como relações entre os constructos e a intenção de permanecer na carreira policial. A conclusão aponta para o direcionamento de ações de gestão na segurança pública, sobretudo quanto ao comprometimento e à retenção dos atuais e futuros profissionais; à compreensão dos motivos que levam profissionais a se manterem em profissões de alto risco; e à contribuição com pesquisas sobre retenção de profissionais.

The contemporary world of work is undergoing far-reaching changes as a result of global economic developments and technological progress. This has necessitated an appraisal of the school curriculum in order to identify the life skills necessary for vocational success. As the concept of a lifetime career has become obsolete, the accent has shifted to a life chance approach in education. This approach emphasises the wide repertoire of life skills required by learners for successful participation in a range of career possibilities and in the sphere of their personal lives, the two being perceived as inseparable. A literature survey investigated the development of professional careers in historical perspective, the contribution of developmental theorists regarding trends in contemporary career progression, various dimensions of success and what motivates successful men and women in their public and private domains. Furthermore, the adjustments required by dual career couples were examined. Various dimensions of life skills for lifespan competence were investigated, with particular reference to South African society. The life orientation approach currently advocated by the new curriculum in South Africa was briefly described. A qualitative study of the life histories of twelve professionals, forty five years and over was conducted in natural settings in order to explore the life skills responsible for career and personal success. Semi-structured interviews elicited descriptive data from participants, selected by judgement sampling. Data was analysed, discussed and synthesised. The major findings emanated: Success in public and private domains was only possible if a balance between them was maintained. Family background, values and educational experiences created a facilitating environment which contributed to early character development. Certain enabling attributes were essential to achieve both career success and self-fulfilment, even among the less privileged participants. Personal obstacles were confronted and managed. Self-discipline, time management and the maintenance of a healthy lifestyle was vital. The interpenetration of public and private domains was emphasised. A sound work ethic and healthy interpersonal relationships with family, colleagues and the community were crucial. Middle and late adulthood emerged as periods of continuing, dynamic self-development. Based on these findings, recommendations for relevant life skills education were proposed. / Educational Studies / D. Ed. (Comparative Education)

Rapid forces for change in the post-modern society have left their mark on the labour market, creating a metamorphosis in the nature of work and the way in which careers should be approached. This has resulted in the need for individuals to possess a combination of attributes that will enable them to take an adaptive, proactive approach to their careers, which involves managing their employability. Employability is especially relevant to graduates, who are expected to acquire more than academic capabilities to ‘hit the ground running’ in their transition from higher education to the workplace. Despite the significance of the topic, it remains conceptually ambiguous with few empirical studies that explain its foundation, and fewer still that have constructed a measure explicitly gauging employability, particularly in South Africa. The main purpose of this study was to develop and evaluate a measure of graduate employability in the context of the new world of work. A theoretical model of graduate employability was developed based on an extensive review of the literature and the Graduate Employability Measure (GEM) was subsequently constructed. A cross-sectional survey was utilised to collect data from a random sample of final-year undergraduates and postgraduates from the College of Economic and Management Sciences at a higher distance learning institution in South Africa. The 272 useable questionnaires returned were subjected to exploratory factor analysis, which revealed a reliable three-factor model consisting of the dimensions of career self-management drive, career resilience and cultural competence, and explaining 36.42%, 3.5% and 2.97% of the variance respectively. Analysis of variance was used to determine whether there were any significant differences between the biographical variables of the sample and the GEM factors. It was found that females and final-year undergraduates obtained significantly higher means on all the GEM dimensions than males and postgraduates respectively. The findings inform the conceptualisation of the employability construct, the elements it consists of, and how it can be measured in a valid and reliable manner. The GEM has the potential to be useful to students in a career guidance context, to employers that desire to select and develop highly adaptable employees, and to higher education, which can incorporate these important employability attributes in the curriculum to deliver highly employable graduates. / Dissertation (MCom)--University of Pretoria, 2011. / Human Resource Management / unrestricted

Statistics on the gender profile of academics in South African Higher Education Institutions (HEIs) reveal women academics are still concerted at the junior levels of the hierarchy with a small number of women at professorship. By the time of this report, in South Africa there were 4034 associate professors and professors. Of this 4034, 2174 (54%) were full professors. Of this 2174, only 534 (25%) were female professors. The fundamental aim of this research was to tell the story behind these statistics by exploring, describing and giving explanation to the subjective experiences of women academics. The objectives of the research were broken down into: (1) to examine studies that explain discourses for women in academia, identify success and inhibiting factors to career development of women academics, identify gaps in knowledge and explain how this research seeks to address the gaps identified, (2) to investigate models and theories of career development, particularly in so far as they affect women, (3) to explore, describe and explain the career development trajectories of senior women academics in HEIs in SA, and (4) to develop a substantive career development theory that explains career trajectories of women in academia. Utilizing data from 13 in-depth interviews with women professors and associate professors in a diversity of higher educational institutions in South Africa and different fields of study, this research situates the senior women academics’ experiences within the social constructivist context. I posed the question: “Tell me how your career journey as an academic started, up to the level where you are now”. The questioning revolved around family background; social context; educational history; career development trajectory; professional experiences; and work-family integration. All interviews were audiotaped and then transcribed. The analysis and interpretation of data was informed by the theoretical underpinnings of the study, which is located within feminism and social constructivism. The mean age of the participants was 53 years; years in service, 10 years and more. The findings revealed four themes associated with the career success of women academics: enabling and constraining factors; intrapsychic factors, behavioural patterns and differentiated career development trajectories. All these factors are inextricably linked and mutually affect the career success of women academics. The study ended up with a career development theory that came up with five phases and explained preoccupations at each phase. The phases are career exploration, career establishment, career maintenance, work life adjustment and disengagement. These phases are neither age related, nor cyclical at all times, but they are related to the stage in career development, and the needs of women academics / Industrial and Organisational Psychology / D. Com. (Industrial and Organisational Psychology)

Alors que de plus en plus d’immigrants intègrent le marché de travail au Québec, il y a un intérêt grandissant pour comprendre les facteurs qui influent leur succès de carrière. Des études actuelles qui focalisent sur les antécedents de succès de carrière montrent que les organisations sont au cœur de ce processus non seulement parce qu’elles forment le contexte dans lequel évoluent les carrières mais surtout parce qu’elles ont la capacité de mettre en place des pratiques et des politiques organisationnelles qui peuvent promouvoir de façon active le succès de carrière chez les employé(e)s (Bagdadli and Gianecchini, 2019). Outre ces pratiques et politiques organisationnelles, des recherches ont montré que des facteurs sociodémographiques, tels la race, le genre et le statut d’immigrant des individus peuvent aussi avoir un impact sur le succès de carrière des individus. Dans le cadre de cette étude exploratoire, nous nous sommes penchés sur le sentiment de réussite de carrière des femmes noires d’origine immigrante au Québec. Nous nous sommes intéressés tout particulièrement à leurs perceptions de leur succès de carrière ainsi qu’à ses déterminants. Nous avons examiné à la fois l’influence des facteurs organisationnels et celle de leur identité de femme noire immigrante sur leur succès de carrière. Bien que nos résultats montrent que certaines femmes ont pu bénéficier des pratiques organisationnelles qui visent à promouvoir le développement de leurs carrières, la plupart ont indiqué qu’elles ont dû faire face à d’importantes barrières en lien avec leur identité sociale. Ces barrières ont eu une influence négative sur leurs perceptions de leur succès de carrière. Les résultats de notre recherche sont importants du point de vue organisationnel et institutionnel car ils jettent un regard critique sur l’impact des pratiques et politiques qui sont en place dans les organisations au Québec et pointent dans la direction des solutions afin de réduire ou d'enrayer les barrières existantes et leurs effets auprès des femmes noires immigrantes. / As increasing numbers of immigrants integrate the labour market in Quebec, there is growing interest in understanding the factors that influence their career success. Existing research examining the antecedents of career success shows that organizations play a key role in the process not only because they provide the context in which careers unfold but especially because they can, though various organizational career management (OCM) practices and policies, actively promote the career development of their employees (Bagdadli and Gianecchini, 2019). In addition to OCM practices, which may take various forms, research has also shown that factors related to an individuals’ social identity can influence their career outcomes as well. Among the different facets of an individual’s social identity researchers have identified race, gender, and immigration status as some of the factors that are most likely to influence individuals’ career outcomes. In this exploratory research, which focused on Black immigrant women in Quebec, we examined their perceptions of career success as well as investigated the perceived role of OCM practices and social identity factors in their career outcomes. While our study found that some women benefitted from OCM practices that contributed to their career success, for the most part, the women faced important barriers to their career success, which can linked to the different facets of their social identity. These findings are important from both an organizational and institutional standpoint as they provide useful information regarding the impact of existing practices on this category of employees as well point towards possible solutions that are geared towards minimizing or removing existing barriers and their effects.

No description available.

Heat stress (HS) induced changes in energy metabolism, proteolysis, lipogenesis, and oxidative balance have meat quality ramifications for livestock. However, several knowledge gaps exist in understanding heat stressed finishing pig physiology and pork quality characteristics and how dietary zinc may ameliorate undesirable outcomes. Research was completed to determine zinc supplementation effects on carcass composition, meat quality, and oxidative stability of fresh and processed pork from pigs subjected to a chronic, cyclic heat stress using a 2×2×2 factorial arrangement of treatments with main effects of environment (HS vs. thermoneutral; TN), added zinc level (50 vs. 130 mg kg^-1 available zinc), and zinc source (inorganic vs. organic). Commercial crossbred mixed-sex pigs (initially 72.0 kg) were group-housed under either TN (18.9-16.7°C) or cycling HS conditions with chronic diurnal heat (30-29°C/26-27°C for 12h:12h) on days 24-71 with acute heat waves (32-33°C/29-30°C for 12h:12h) on days 21-24, 42-45, and 63-65. One representative pig (<i>n</i>=80) per pen was slaughtered on day 64. The HS pigs were lighter bodyweight (<i>P</i>=0.039), yielded lighter carcasses (<i>P</i>=0.011), less last rib backfat (<i>P</i>=0.032), tended to have smaller loin eye area (<i>P</i>=0.062) but similar percent lean in belly center slices (<i>P</i>>0.10). Compared to TN, HS carcasses had higher 24-h pH (<i>P</i>=0.001) and decreased drip loss (<i>P</i>=0.034). Shifts in individual fatty acid profile of sausage product derived from HS carcasses were observed but were of insufficient magnitude to affect iodine value. Initially, sausage from HS carcasses tended (day 0, <i>P</i>=0.071) to have less thiobarbituric acid reactive substances than TN but over a 10-day simulated retail display, no treatment induced lipid oxidation differences (<i>P</i>>0.05) were observed in either sausage or displayed loin chops. Consistent treatment differences in CIE L*a*b* of products throughout the 10-day display were not observed. The relationships between physiological changes in pigs receiving supplemental zinc and their body and ambient temperatures were also investigated. A representative gilt (<i>n</i>=96) was selected for thermal monitoring from each pen of the 2×2×2 treatments plus 4 additional treatments representing 2 intermediate levels of Zn in both environments. Core body temperatures (T_core) during the day 42-45 acute heat wave were continuously recorded via indwelling vaginal thermometers and infrared thermal imaging was used to measure skin temperatures at 12-hour intervals. From a 64-gilt subset of the 2×2×2 treatments, jejunum and ileum samples were collected on day 64 for analysis of villus height, crypt depth, and jejunal gene expression of heat shock proteins (27, 70, 90), occludin, and mucin (MUC2). The HS model induced thermoregulatory changes and increases in T_core (<i>P</i><0.05). Day 42-45 ambient temperature was negatively correlated with expression of HSP-27 (r=-0.42, <i>P</i>=0.047), HSP-90 (r=-0.49, <i>P</i>=0.014), and occludin (r=-0.69, <i>P</i><0.001) in HS pigs. For the organic Zn supplemented pigs, ambient temperature was positively correlated with expression of HSP-27 (r=0.42, <i>P</i>=0.034) and MUC2 (r=0.45, <i>P</i>=0.017) and negatively correlated with villus height in jejunum (r=-0.42, <i>P</i>=0.027) and ileum (r=-0.38, <i>P</i>=0.048). Thermal Circulation Index (measure of heat dissipation) of HS pigs was negatively correlated with their ileum villus height (r=-0.51, <i>P</i>=0.015) and positively correlated with HSP-70 expression (r=0.46, <i>P</i>=0.041). The T_core lacked correlation with most variables. This research demonstrates cyclic HS affects carcass composition and quality but does not appear to reduce display shelf-life of pork as indicated by lack of differences in lipid oxidation and color stability. In this HS model, zinc level or source imparted negligible benefits and thermal correlations with gut integrity characteristics existed for organic zinc supplemented and HS pigs. The degree of heat dissipation by heat stressed pigs appeared to be associated with classic HS damage and intestinal responses which may be useful indicators of HS in the grow-finish pig. Another agricultural challenge is maintaining higher education programming which establishes a successful career trajectory for agricultural students amid generational shifts in attitudes and background experiences. Undergraduates studying Animal Science and/or Agricultural Economics were surveyed to understand their perception of how collegiate curricular, co-curricular, and extracurricular experiences (coursework, club participation, relevant work experience, international experience, advising/mentoring, college life, and professional networking) contribute to their anticipated career success. A best-worst scaling experiment was used to force respondents (<i>n</i>=487) to make unbiased tradeoffs between the collegiate experience attributes. Responses were then related back to additional demographical and experience/perception characteristics of respondents. Students indicated relevant work experience was overwhelmingly the most critical of the 7 factors (57% preference share), followed by professional networking (19%), and coursework (14%). Students solely in a pre-veterinary Animal Science curriculum represented a distinct category of students regarding their beliefs and experiences. Further research is needed to investigate possible disconnects between student perceptions and reality in higher education and agricultural careers.

In the shift to a globalised creative economy where innovation and creativity are increasingly prized, many studies have documented direct and indirect social and economic benefits of the arts. In addition, arts workers have been argued to possess capabilities which are of great benefit both within and outside the arts, including (in addition to creativity) problem solving abilities, emotional intelligence, and team working skills (ARC Centre of Excellence for Creative Industries and Innovation, 2007). However, the labour force characteristics of professional artists in Australia and elsewhere belie their importance. The average earnings of workers in the arts sector are consistently less than other workers with similar educational backgrounds, and their rates of unemployment and underemployment are much higher (Australian Bureau of Statistics, 2005; Caves, 2000; Throsby & Hollister, 2003). Graduating students in the arts appear to experience similar employment challenges and exhibit similar patterns of work to artists in general. Many eventually obtain work unrelated to the arts or go back to university to complete further tertiary study in fields unrelated to arts (Graduate Careers Council of Australia, 2005a). Recent developments in career development theory have involved discussion of the rise of boundaryless careers amongst knowledge workers. Boundaryless careers are characterised by non-linear career progression occurring outside the bounds of a single organisation or field (Arthur & Rousseau, 1996a, 1996b). The protean career is an extreme form of the boundaryless career, where the careerist also possesses strong internal career motivations and criteria for success (Baruch, 2004; Hall, 2004; Hall & Mirvis, 1996). It involves a psychological contract with one's self rather than an organisation or organisations. The boundaryless and protean career literature suggests competencies and dispositions for career self-management and career success, but to date there has been minimal empirical work investigating the predictive value of these competencies and dispositions to career success in the boundaryless or protean career. This program of research employed competencies and dispositions from boundaryless and protean career theory to predict career success in professional artists and tertiary arts graduates. These competencies and dispositions were placed into context using individual and contextual career development influences suggested by the Systems Theory Framework of career development (McMahon & Patton, 1995; Patton & McMahon, 1999, 2006a). Four substantive studies were conducted, using online surveys with professional artists and tertiary arts students / graduates, which were preceded by a pilot study for measure development. A largely quantitative approach to the program of research was preferred, in the interests of generalisability of findings. However, at the time of data collection, there were no quantitative measures available which addressed the constructs of interest. Brief scales of Career Management Competence based on the Australian Blueprint for Career Development (Haines, Scott, & Lincoln, 2003), Protean Career Success Orientation based on the underlying dispositions for career success suggested by protean career theory, and Career Development Influences based on the Systems Theory Framework of career development (McMahon & Patton, 1995; Patton & McMahon, 1999, 2006a) were constructed and validated via a process of pilot testing and exploratory factor analyses. This process was followed by confirmatory factor analyses with data collected from two samples: 310 professional artists, and 218 graduating arts students who participated at time 1 (i.e., at the point of undergraduate course completion in October, 2005). Confirmatory factor analyses via Structural Equation Modelling conducted in Study 1 revealed that the scales would benefit from some respecification, and so modifications were made to the measures to enhance their validity and reliability. The three scales modified and validated in Study 1 were then used in Studies 3 and 4 as potential predictors of career success for the two groups of artists under investigation, along with relevant sociodemographic variables. The aim of the Study 2 was to explore the construct of career success in the two groups of artists studied. Each participant responded to an open-ended question asking them to define career success. The responses for professional artists were content analysed using emergent coding with two coders. The codebook was later applied to the arts students' definitions. The majority of the themes could be grouped into four main categories: internal definitions; financial recognition definitions; contribution definitions; and non-financial recognition definitions. Only one third of the definition themes in the professional artists' and arts graduates' definitions of career success were categorised as relating to financial recognition. Responses within the financial recognition category also indicated that many of the artists aspired only to a regular subsistence level of arts income (although a small number of the arts graduates did aspire to fame and fortune). The second section of the study investigated the statistical relationships between the five different measures of career success for each career success definitional category and overall. The professional artists' and arts graduates' surveys contained several measures of career success, including total earnings over the previous 12 months, arts earnings over the previous 12 months, 1-6 self-rated total employability, 1-6 self-rated arts employability, and 1-6 self-rated self-defined career success. All of the measures were found to be statistically related to one another, but a very strong statistical relationship was identified between each employability measure and its corresponding earnings measure for both of the samples. Consequently, it was decided to include only the earnings measures (earnings from arts, and earnings overall) and the self-defined career success rating measure in the later studies. Study 3 used the career development constructs validated in Study 1, sociodemographic variables, and the career success measures explored in Study 2 via Classification and Regression Tree (CART - Breiman, Friedman, Olshen, & Stone, 1984) style decision trees with v-fold crossvalidation pruning using the 1 SE rule. CART decision trees are a nonparametric analysis technique which can be used as an alternative to OLS or hierarchical regression in the case of data which violates parametric statistical assumptions. The three optimal decision trees for total earnings, arts earnings and self defined career success ratings explained a large proportion of the variance in their respective target variables (R2 between 0.49 and 0.68). The Career building subscale of the Career Management Competence scale, pertaining to the ability to manage the external aspects of a career, was the most consistent predictor of all three career success measures (and was the strongest predictor for two of the three trees), indicating the importance of the artists' abilities to secure work and build the external aspects of a career. Other important predictors included the Self management subscale of the Career Management Competence scale, Protean Career Success Orientation, length of time working in the arts, and the positive role of interpersonal influences, skills and abilities, and interests and beliefs from the Career Development Influences scale. Slightly different patterns of predictors were found for the three different career success measures. Study 4 also involved the career development constructs validated in Study 1, sociodemographic variables, and the career success measures explored in Study 2 via CART style decision trees. This study used a prospective repeated measures design where the data for the attribute variables were gathered at the point of undergraduate course completion, and the target variables were measured one year later. Data from a total of 122 arts students were used, as 122 of the 218 students who responded to the survey at time 1 (October 2005) also responded at time 2 (October 2006). The resulting optimal decision trees had R2 values of between 0.33 and 0.46. The values were lower than those for the professional artists' decision trees, and the trees themselves were smaller, but the R2 values nonetheless indicated that the arts students' trees possessed satisfactory explanatory power. The arts graduates' Career building scores at time 1 were strongly predictive of all three career success measures at time 2, a similar finding to the professional artists' trees. A further similarity between the trees for the two samples was the strong statistical relationship between Career building, Self management, and Protean Career Success Orientation. However, the most important variable in the total earnings tree was arts discipline category. Technical / design arts graduates consistently earned more overall than arts graduates from other disciplines. Other key predictors in the arts graduates' trees were work experience in arts prior to course completion, positive interpersonal influences, and the positive influence of skills and abilities and interests and beliefs on career development. The research program findings represent significant contributions to existing knowledge about artists' career development and success, and also the transition from higher education to the world of work, with specific reference to arts and creative industries programs. It also has implications for theory relating to career success and protean / boundaryless careers.