Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (Ph. D)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xi, 127 p.: ill. Includes abstract and vita. Advisor: David S. Stein, School of Physical Activity and Educational Services. Includes bibliographical references (p. 120-127).

Thesis (Ph. D.)--Ohio State University, 1971. / Includes bibliographical references (leaves 199-204). Available online via OhioLINK's ETD Center.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xiii, 183 p. Includes abstract and vita. Advisor: Bruce S. Growick, College of Education. Includes bibliographical references (p. 180-183).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains v, 53 p. Includes abstract. Includes bibliographical references (p. 37-44).

This case study aimed to gain a holistic understanding of career guidance as implemented in a university in Guangdong province. The purpose of the research was to investigate (a) the identifiable content and approaches used in career guidance, (b) contextual factors inside and outside the university that influence career guidance, (c) how the people involved perceive the effect of career guidance on enhancing students' career competencies, (d) problems in delivering and receiving career guidance, and (e) how career guidance can be strengthened and improved. Qualitative data were collected between 2010 and 2012, using multiple methods including individual interviews, focus groups, observations, and documentary study. A total of 13 individual interviews and 5 focus group sessions were completed. The researcher collected information related to perceptions of university students, graduates, administrators, career practitioners, student tutors and teachers involved in the career guidance service. Evidence was also obtained from curriculum designs, reports, surveys, web pages, and documents produced by the school, faculties and student association. The researcher also conducted 17 participant and non-participant observations during relevant career activities. The data analysis involved coding, categorization, concept mapping, and theme generation. The themes that emerged were triangulated using data from the various sources. The findings reveal that a system has been built to provide career guidance through three separate channels. The Career Center is formally in charge of all career affairs; but currently ‘employment management’ is its main duty. Various career activities (conducted by students) are provided by the Students' Career Development Association (SCDA), which is supported by the Career Center. Also, in each faculty, career guidance related to specific majors is implemented. Contextual factors that influence career guidance can be summarized under four aspects: national policies and university support; management systems; political tradition of a centralization system; and various resources. The findings suggest that career guidance does enhance students’ career competencies, particularly in areas of self-understanding, career-related knowledge and skills, and in career-relevant networking. A variety of problems have existed in the university in relation to career guidance, including the lack of a comprehensive service, insufficient resources, a lack of credibility, uneven quality of career guidance, and a lack of professional training for the personnel involved. Many suggestions have been put forward by students and teachers for strategies to improve career guidance. In particular, it is believed that the Career Center, the faculties, and SCDA have to increase their coordination and cooperation at all levels, by a better integration of resources. The data analyzed in this study provide a unique picture of the implementation and content of career guidance with Chinese characteristics. In addition, factors influencing career guidance and its service delivery are identified and discussed within a Chinese context, taking socio-political factors into account. While the results provide evidence for an operational model of career guidance in a university, they also expand current theories of career guidance in China as a whole. Implications for practical solution of problems and for improvement of existing services are discussed in detail. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

Not available / text

Thesis (MTech. degree in Contact Centre Management) - Tshwane University of Technology, 2007. / The purpose of this study is to assess the experience of contact centre agents who have been trained according to the current Tshwane University of Technology curriculum for the Contact Centre Management qualification. The aim is to develop a more effective outcomes-based curriculum for contact centre agents.