Career development learning and work-integrated learning: towards a self pedagogy

This paper is an exploration of the relationship between career development learning and work-integrated learning. First, it highlights research conducted by the National Association of Graduate Careers Advisory Services on behalf of the Australian Learning and Teaching Council. The research project explored the contribution of career development learning to work-integrated learning in Australian universities. Second, it highlights the conceptual linkages between career development learning and work-integrated learning which are expressed in notions of the career self-management competencies of self-awareness, opportunity awareness, decision learning, and transition learning

A research agenda for career development learning in higher education

The theme of the NAGCAS conference 2010—Through the Looking Glass: Career Development in the 21st Century—brings into focus notions that are inherent in higher education: self-assessment; reflection; surface and depth; the personal ideal that is held in hope, and the reality that is perceived. This paper is an exploration of those notions in terms of career development learning (CDL) and adult learning. Moreover, this paper explicates the correspondence between CDL and theories of adult learning with the intention of formulating a research agenda for CDL in higher education

Career development, management, and planning from the vocational psychology perspective

This chapter is a consideration of career development, planning, and management from the perspective of vocational psychology. Before describing career development, management, and planning, the chapter begins with a brief overview of the discipline of vocational psychology, highlighting recent trends toward its redefinition. This is followed by a description of the significant constructs and theories of vocational psychology, along with the paradigms under which they are subsumed. In concluding, there is reiteration of a call for paradigmatic diversity in theory, research, and practice

Academic credit and career education for engineering and surveying students

Research has indicated the potential of career education for academic credit at university. This case study describes how a university careers service integrated careers education workshops into the academic curriculum of an engineering and surveying faculty. Workshops on Job Skills and Career Transition were presented to 118 undergraduate students. Participants completed assignments for academic credit. These were 'marked' by career counsellors and follow-up careers counselling was provided to interested individuals. This pilot project confirms the utility of curriculum-integrated career education. Implications for career education across an entire undergraduate degree course and on-line education are raised

Internet career fairs in Australian higher education

[Abstract]: Internet Career Fairs have become a feature of the Australian graduate employment recruitment market. Internet Career Fairs offer considerable benefits in terms of resources and marketing by employers. They also offer an additional form of access to employment information that is used by students to explore their graduate employment opportunities. With the advent of Web.2 technology and sophisticated platforms such as Second Life, there is far greater potential to expand the interactivity and appeal of internet Career Fairs. In context of a description of the broader use of internet technology used for the delivery of career development services in Australia and its universities, this briefly paper describes the first 3-dimensional internet Career Fair established on the Second Life platform by an Australian university Career Service

A philosophical consideration of qualitative career assessment

This chapter entails a consideration of the philosophical dimensions of career assessment as an act of social construction. As a philosophical chapter that necessarily renders our own values in this text, we declare our endorsement of social constructionism (Berger & Luckmann, 1966; Gergen & Davis, 1985) and the Systems Theory Framework of career development (STF; Patton & McMahon, 2014). Indeed, we present this statement quite deliberately for we believe it is incumbent upon all scholars and practitioners who engage in a process of a philosophical consideration to metaphorically wear their epistemic and professional values on their sleeves to ensure transparency and understanding (Prilleltensky & Stead, 2013). Thus, the chapter begins with a selection of historical moments in the evolution of the field of career development. We present a caution that career assessment—qualitative and quantitative—is itself an historical, culturally constructed entity that manifests the power of career practitioners afforded them by clients’ unwitting collusion with the discourse of career. We then present a conceptualisation of narrative through the lens of social constructionism

Unemployment from the perspective of the psychology of working

Unemployment is a ubiquitous problem that is a complex of cultural, economic interpersonal, physical, and psychological dimensions. Whereas the pernicious negative outcomes of unemployment are empirically established in the literature, there is a need to better understand the psychological experiences of unemployment so as to inform interventions that ameliorate its impact. The present research is based on archival interview data and uses the psychology of working theory to understand 32 individuals’ experiences of unemployment. The findings include themes that are consistent with the hypothesized predictors posited in the theory, including: marginalization, economic constraints, volition, career adaptability, proactive personality, critical consciousness, social support, and economic conditions. The research findings affirm the conceptual precepts of the theory with regards to its predictors; thus this contribution to the literature on the psychology of working and unemployment opens new perspectives on a perennial problem

A semantic and pragmatic analysis of career adaptability in career construction theory

In this chapter, we begin with an overview of concepts that relates to the theoretical notion career adaptability (Savickas, 2005). Next we raise concerns about conflation of terminology and concepts. We subsequently present a semantic and pragmatic analysis of career adaptability in order to demonstrate its similarities and differences to social cognitive constructs and suggest how its conceptual articulation in the scientific literature may progress. We conclude the chapter by presenting some implications for research and practice, particularly with regards to measurement of constructs

A research agenda for the vocational psychology of agriculture

The Vocational Psychology of Agriculture—Farming Food and Fibre is advanced in this paper. It is argued that vocational psychology can and should provide a substantive contribution to agriculture by solving problems associated with labour supply and the quality of work, particularly the problems of poverty and hunger that blight the world. Despite its scientific and professional capability, the immediate problem is that vocational psychology lacks an epistemology and knowledge base on which to advance its contribution to agriculture. The Vocational Psychology of Agriculture—Farming Food and Fibre is motivated by the ethical vision of the psychology of working perspective. The Systems Theory Framework of career is used as a prism to render a research agenda for the Vocational Psychology of Agriculture—Farming Food and Fibre. The Systems Theory Framework enables the integration of conceptually different vocational psychology theories. When coherently organised by the Systems Theory Framework, these theories will furnish novel research questions that may populate the research agenda and, ultimately, foster research and development that enhance agriculture’s capacity to feed and clothe the world