Perceived Importance of Portfolios in a Smart CV after an Education Reform: An Empirical Analysis

Recent developments in recruitment processes have demonstrated that job applicants are increasingly using online Smart CVs instead of traditional approaches like hardcopy or emailing CVs. This study aims at examining perceived importance university undergraduate students of Hong Kong place or put on portfolios of Smart CVs, such as internship experience, exchange experience, scholarships & awards, participation in competitions, academic performance, and extra-curricular activities when building a Smart CV, and on investigating potential effects of the 3+3+4 academic reform in Hong Kong and admission mode. Participants were 256 undergraduate students in BBA majoring either in Information Management or in Electronic Commerce. A survey consisting of 44 items, which measured perceptions on the importance of the 6 proposed portfolios of Smart CVs, was used to collect data. Principal component analysis was used to analyze the items and 34 items were included in the final factor structure out of which 27 items got retained after subsequent reliability analysis. The 6 portfolios were positively inter-correlated. Students who were admitted under the new 4-year undergraduate curriculum using examination results of the new Hong Kong Diploma of Secondary Education (HKDSE) perceived internship experience and participation in competitions as more important in their Smart CVs, which was not the case with those who were admitted under the 3-year undergraduate curriculum using the results of the Hong Kong Advanced Level Examination (HKALE), which is no longer in use since 2012. The admission routes of students did not affect perceived importance in a Smart CV of the 6 proposed portfolios

Women with Disabilities in the State of Qatar

The launch of "Qatar University Research Magazine" marks the university's numerous achievements in the field of scientific research. It will also serve as a platform to highlight all our research related initiatives and activities carried out by the various research centers and colleges within the university

How Are Egyptian Agricultural Students Preparing for a Career?

Egypt has made substantial progress in access to education. However a high unemployment rate among university graduates and employers being unable to find a skilled workforce are of great concern. A pragmatic approach for education that enables student to participate in career preparation activities in and outside the classrooms and prepare them for a job following their graduation is of paramount importance. Soliciting opinions from undergraduate students and professors in five agricultural universities and employers from major agricultural industries in Egypt this study aimed to identify student participation in career preparation activities, ascertain major sources for career advice and information about their prospective careers and preparation for those careers. The findings revealed that students had limited opportunities to practice in their career skill-building through their coursework activities. For a majority of the students, professors and university graduates were the primary sources for career advice. Students seldom visited career services offices and did not quite utilize their services, but frequently browsed websites of potential employers. Career advising services appeared to be below the students’ expectations across the universities. Strategies and policies are needed to strengthen career advisory services at universities to improve graduates’ chances of obtaining meaningful employment in their fields of study

The Role of Learning Experiences, Supports and Barriers in Career Development for the Doctoral Student

Abstract THE ROLE OF LEARNING EXPERIENCES, SUPPORTS AND BARRIERS FOR THE DOCTORAL STUDENT By Madeline B. Goldman, DDS, MEd A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2018 Major Director: Robin Hurst, Ed.D., Assistant Professor, Department of Teaching and Learning This study seeks to understand the role of career development classes offered by the graduate school at a large public research university as part of its Leadership and Entrepreneurs for Professional Development (LEAPD) program and the LEAPD program effects on doctoral students’ career development and choices. The study also aims to understand the contextual influences on doctoral students, specifically the perceived supports and barriers that influence their career choices. The study’s goal in understanding these issues is to discover how the LEAPD courses impact these students as well as identify perceived supports and barriers in career development for doctoral students. The Social Cognitive Career Theory (SCCT) serves as a theoretical foundation for the study. This qualitative interview study involved students from different STEM programs at the doctoral level. Results of this study showed that the LEAPD program raised the career development confidence and inferred self-efficacy of these students. Furthermore, performance accomplishments were a significant factor in the persistence of these students to the doctoral level. Teachers and professors were most frequently reported as sources of support for these doctoral students, and the presence of supports seemed to minimize barrier perceptions. Keywords: doctoral students, career development, learning experiences, SCCT, supports, barriers, performance accomplishments, vicarious learning, teacher support, STE