Evaluating MBA-Program Admissions Criteria: The Relationship Between Pre-MBA Work Experience and Post-MBA Career Outcomes

It has become common practice among U.S. business schools to require potential students to have substantial work experience before admission to MBA programs. Yet, the benefits of this selection criterion have not been fully articulated nor empirically examined. This article explores the relationships between years of pre-MBA work experience and post-MBA career outcomes. Specifically, we examine the effects of prior work experience on cash compensation, career satisfaction, number of promotions, and individuals' propensity to stay with their first post-MBA employer. Results indicate that previous work experience is not significantly related to graduates' tenure in their first post-MBA position. Furthermore, counter to conventional wisdom, MBAs without prior work experience were more satisfied, had received more promotions, and earned more cash compensation than some of their more experienced counterparts. The implications of these findings for those responsible for admissions in graduate professional schools and for corporate recruiters are discussed, along with suggestions for future research.     

Relationship of sex,achievement, and science self-concept to the science career preferences of black students

Science career preferences of junior high school-aged students, while not stable predictors of ultimate career choice, do serve to direct and maintain individuals along the paths to careers in science. In this study, factors relevant to science career preferences of black eighth grade students were investigated. This issue is of particular import to blacks since they are severely underrepresented in the scientific fields. The sample consisted of 113 males and 148 females in an inner city junior high school. The Science Career Preference Scale, the Peabody Picture Vocabulary Test, and the Self-Concept of Ability Scale (Form B-Science) were administered. Mathematics and science grades were obtained from class rating sheets. Treatment of the data involved multiple regression analysis according to a hierarchical model. Results showed that of all the independent variables, sex was the strongest predictor of science career preferences, accounting for 25% of the criterion variance. The findings suggest that early adolescent science career preferences are related more to interests that are consonant with sex-role considerations than realistic assessment of mathematics or science achievement.     

Enhancing Career Development Through the Career Success Club

The career development of students, demonstrated by students performing appropriate career developmental tasks, is important to institutions of higher education because career developed students are more likely to have career objectives, persist in their academic goals, gain career-related work experience, find employment in their chosen fields, and graduate. The purpose of this study was to determine if the career development of students by class level had been enhanced by participation in a career management plan specifically prepared for undergraduates. The intervention of a career management plan (i.e., the Career Success Club) was successful, especially for seniors and middles, in enhancing the career development of undergraduates. Career management plans may help students that are academically undecided to become more connected to their majors by focusing more on academic and career matters.     

客房基层员工职业倦怠研究——以厦门市五星级饭店为例

目前关于职业倦怠的研究在许多领域开展,但是,饭店行业基层员工职业倦怠的研究偏少,而且主要是集中在影响因素方面的研究。通过借鉴国内外在职业倦怠方面的研究,以厦门市8家五星级饭店客房基层员工为调查对象,考察客房基层员工在职业倦怠三个维度的反应情况,得出如下结论:饭店客房基层员工的职业倦怠主要表现在情感耗竭和去人性化两个维度,而在个人成就感降低的维度上表现不强;不同人口学特征的客房基层员工在职业倦怠的三个维度上有显著的差异。     

Career Placement Concerns of International Graduate Students: A Qualitative Study

This qualitative study investigates the career placement concerns of international graduate students returning to their home countries, heading to other countries, or remaining in the United States after their education. Using a phenomenological framework, structured interviews were conducted with 24 participants (i.e., 18 international students, 1 naturalized status student, 3 faculty members, and 2 career counselors). Assertions that emerged suggested that the students possess diverse career plans influenced by numerous unique factors. Major, gender, and geography were not salient factors affecting the students' career placement needs. Students used contacts in their academic fields far more than they used campus career services, due to negative perceptions of or limited services that the center could provide. Based on these findings, more outreach to the international student community and collaboration between the career counseling and placement center and other campus departments are recommended.     

教师如何制定职业发展规划

教师制定职业发展规划具有重要的意义,制定职业发展规划要强化内驱力。要进行个人现状分析,要确定规划的领域和发展目标,要确定职业发展规划的行动策略。     

Women planning to major in computer science: Who are they and what makes them unique?

Despite the current growing popularity of the computer science (CS) major, women remain sorely underrepresented in the field, continuing to earn only 18% of bachelor’s degrees. Understanding women’s low rates of participation in CS is important given that the demand for individuals with CS training has grown sharply in recent years. Attracting and retaining more women to high-paying fields like CS may also help narrow the gender pay gap. Further, it is important that women participate in developing new technology so that technology advances serve the needs of both women and men. This paper explores the background characteristics, career aspirations, and self-perceptions of 1636 female first-year college students in the United States who intend to major in CS and compares them with 4402 male CS aspirants as well as with 26,642 women planning to major in other STEM sub-fields. The findings reveal a unique profile of women who pursue the CS major and notes many significant differences between men and women in CS and between women in CS and those in other STEM fields. For instance, women in CS tend to earn lower high school grades than women in other STEM fields, but earn higher SAT verbal scores. They also rate themselves higher than men in CS and women in other STEM fields on measures of their artistic ability, but rate themselves lower on other self-ratings, including academic and leadership ability. Further, women in CS are more likely to be undecided in their career plans than men in CS and women in other STEM fields. Understanding the unique characteristics of women in CS will help inform policies and recruitment programs designed to address the gender gap in computing.     

Career change teachers: pragmatic choice or a vocation postponed?

For the last decade, international bodies have warned of a teacher shortage and sought to find ways of attracting more applicants to the profession. This article reports on a pilot study undertaken at one Australian university which asked why some applicants to preservice teaching courses had given up existing careers in order to become teachers. It then asked if their career change had been successful. Using open-ended questions and interviews, this paper recorded the view of 35 teachers who had been in teaching for 2–5?years. The findings suggest that reasons for selecting teaching as a second career are more complex and nuanced than existing research suggests, combining pragmatic, deeply personal and spiritual elements. It also found a significant connection between career change teachers’ satisfaction with their new occupation and the status of their occupation, indicating that further study of career change teachers’ experiences and personal beliefs is warranted.     

Choice of Academic Major at a Public Research University: The Role of Gender and Self-Efficacy

Females are underrepresented in certain disciplines, which translates into their having less promising career outlooks and lower earnings. This study examines the effects of socio-economic status, academic performance, high school curriculum and involvement in extra-curricular activities, as well as self-efficacy for academic achievement on choices of academic disciplines by males and females. Disciplines are classified based on Holland’s theory of personality-based career development. Different models for categorical outcome variables are compared including: multinomial logit, nested logit, and mixed logit. Based on the findings presented here, first generation status leads to a greater likelihood of choosing engineering careers for males but not for females. Financial difficulties have a greater effect on selecting scientific fields than engineering fields by females. The opposite is true for males. Passing grades in calculus, quantitative test scores, and years of mathematics in high school as well as self-ratings of abilities to analyze quantitative problems and to use computing are positively associated with choice of engineering fields.     

研究生择业观相关因素分析

随着研究生招生规模的不断扩大,研究生就业问题越来越受到社会各方面的关注。研究生职业的选择受到来自社会、家庭和个人因素的影响。分析这些相关因素,可以对研究生的就业选择提供帮助。     

Occupational sex segregation and job satisfaction of women

The results of this study indicate wide variation in the effect of occupational sex segregation on the job satisfaction of women college graduates employed in public and private organizations. Women employed in sex-balanced and male- and female-dominated occupations in the public sector have comparable levels of job satisfaction. In private firms, however, women college graduates employed in sex-balanced careers are more satisfied with theintrinsic andoverall nature of their jobs than those employed in female-dominated occupations, and those in female-dominated jobs are more satisfied with theextrinsic nature of their careers than women in male-dominated jobs. The implications of these findings for those who conduct research on the career consequences of women employed in sex-dominated career fields and for college officials responsible for the educational and professional development of women college students are discussed.     

职业生涯规划的理论基础

大学生职业生涯规划教学日益受到重视,而厘清职业生涯规划的理论基础是成功开展职业生涯规划教学工作的首要任务。支撑职业生涯规划的理论涉及哲学、心理学、教育学、管理学、社会学各个领域。人的全面自由发展、人与社会和谐进步为职业生涯规划提供了哲学理论基础;人的天赋差异、无限潜能以及动机行为学等理论成果为职业生涯规划提供了心理学基础;个人价值与社会价值的统一、合理配置人才资源、构建和谐社会则是职业生涯规划的社会学基础。     

“团学合力 协同培养”--浅谈如何立足育人的“三个阵地”推进高校体验式职业生涯规划教育

将思政育人、社团文化育人、竞赛育人、创新创业育人、专题讲座育人等与职业生涯规划教学有机融合,立足课堂教学、校园文化、社会实践这三个育人阵地,增强生涯规划教学的体验感,形成系统的生涯规划教学体验式育人模式,从而发挥职业生涯规划教育在高校人才培养方面的作用。     

澳大利亚职业生涯教育的"蝴蝶模型":介绍及启示

澳大利亚职业生涯的蝴蝶模型源于洛仑兹的蝴蝶吸引子和职业生涯的混沌理论,关注职业生涯教育中计划之外的意外事件。该模型由简洁的双圈图及操作步骤组成,主要具有三方面特点:设计与实施中学生本位思想的贯穿与融合;职业生涯教育微观领域的延展与推进;对传统职业生涯教育方式的挑战与革新。其对我国职业院校职业生涯教育的启示是:构建具有本土特色的职业生涯教育体系;创新职业生涯教育的方式方法;提高职业生涯教育师资队伍专业化水平。     

Initial Evidence on the Influence of College Student Engagement on Early Career Earnings

Using data from three waves of longitudinal surveys of the 2001 freshman cohort of the Gates Millennium Scholars (GMS) program, this study examined linkages between student engagement in college activities and early career earnings in the labor market. The results indicated that social engagement was positively related to early career earnings of college graduates while academic engagement was not. When considering students who majored in STEM fields versus those in non-STEM fields, results showed academic engagement to be positively related to early career earnings for non-STEM students but slightly negatively related to earnings in the labor market for STEM students. Social engagement was positive for graduates in the STEM fields but not significant for non-STEM students. Altogether, results show a complex relationship between student engagement and early career earnings. Implications for research and institutional policy are discussed.     

Motives and circumstances: Occupational-change experiences of prospective late-entry teachers

Faced with a shrinking teacher work force, some nations are increasingly turning to adults who enter teaching from other fields. Using a variant of the life history method, this study examines employment patterns and career motives of a sample of 40 prospective late-entry teachers. As in prior research, subjects report being drawn primarily by teaching's intrinsic rewards. Wider variation was found, however, in the circumstances under which they left their previous occupations, with socioeconomic concerns and self-fulfillment accounting for most such decisions. Implications are considered for teacher recruitment and other policy issues.     

大学生的就业能力探析

上个世纪90年代末期以来,大学毕业生待业的人数逐年增加,因此就业机会和就业能力是大学生和学校就业指导部门关注的两个重要问题.相比较而言,提高大学生的就业能力更符合教育的本质和目标,更具有发展和竞争的意义.因此,就业工作的重点应该放在就业能力而不是就业机会上.     

STEM Professionals Entering Teaching: Navigating Multiple Identities

In this qualitative study, we identify the complexity of the transitioning identities of four STEM career changers to better inform teacher education programs on how to be more mindful of the needs of this population as they return to the life of a student again on their path toward a new career in teaching. Findings suggest the career changers relied upon their identities from their previous careers to engage students in science; however, support is needed, both in terms of the coursework and returning to be a student again. Additionally, support is necessary for intervening in difficult placements and work situations as these STEM career changers make the transition to their newly chosen career of teaching science.     

中西方大学生生涯辅导比较

西方国家的大学生生涯辅导起步早,专业化水平较高,呈现专业化、职业化、全程化、发展性的特点,而我国的大学生生涯辅导由于起步较晚,重视程度不够,仍保留着形式化、阶段化、职责化、功利性等特点。结合实际,我国应构建社会化、开放式和立体式的生涯辅导体系,建立全程化、全员化和个性化的生涯辅导模式,并培养职业化、专业化、专家化的师资队伍,以形成"本土化"的中国大学生生涯辅导。     

大学生职业价值观测评要素与职业特点分析

职业价值观是大学生选择职业时的重要标准。基于回顾和总结国内外对职业价值观内涵意义和测评要素的研究,着重探讨了职业价值观测评要素的优化与职业特点,旨在促进我国大学生的职业选择与职业发展。