Career plateauing: Implications for career development specialists

Conclusion While career plateauing is a major challenge facing contemporary organizations, possible solutions are available. The career development specialist possessing a variety of skills geared toward both proaction and reaction can be instrumental in designing interventions which minimize the negative impact of plateauing. While career plateauing can be a devastating problem for many high achieving, self-sacrificing baby boomers, for others it may present an opportunity to escape the internal pressures for success. Much of what happens to a plateaued employee is determined by the resources possessed by the employee as well as the organization's response to the employee. The activities of the career development specialist constitute much of what is considered the organization's response. A career plateau may mark the beginning of a period characterized by frustration and depression or it may present the opportunity for a new challenge or reappraisal of life direction and goals.     

Career education and career guidance: Strategies for implementing career development

Dedmond is Supervisor, Career Education and Career Guidance, Virginia Department of Education.     

Students’ career concerns: challenges facing guidance providers in higher education

The study reported here examined higher education career guidance at the University of Jyväskylä in Finland. In a survey (N = 880), students were asked to describe how much thinking they had done about their future career and forthcoming transition from university to working life. The use of different sources of guidance and counselling service providers was examined from the perspective of a student-centred holistic model of guidance. On the basis of the empirical findings, challenges facing career guidance in higher education are discussed.     

美国高校网站的就业教育与服务

就业率和就业质量是美国高校发展的生命线之一,高校网络服务是就业教育与服务的重要工具。本文介绍了美国高校就业教育与服务网站的主要特色和发展的政策环境,并对我国高校就业教育与服务网站建设提出了相关建议。     

Producing knowledge for sustainable development in Africa: Implications for higher education

This article complements the critique of thedevelopment policies and practices implementedin Africa's local communities by Africangovernments and international developmentagencies by linking them to a specifichegemonic form of knowledge and knowledgeproduction which largely structures the way inwhich Africans, including African scholars,know development, Africa and the world. Theyoften exclude, marginalize and inferiorizeAfrican traditions, knowledges and ways ofknowing. With food policy making in Africa as acase, I examine how higher education isimplicated in the process by which developmentknowledges are generated and become dominant inAfrica as well as its consequences. Borrowingfrom critical theory I raise questions aboutwhich knowledges are promoted, privileged andbecome dominant and how. I argue that highereducation in Africa should be rethought andrestructured to better reflect the actual livedexperiences of the vast majority of Africans.This requires that local communities, includingtheir various segments, participatemeaningfully in the generation of knowledgeabout their development to ensure the relevanceand acceptance by the people of the policiesand programs that these knowledges engender.Institutions of higher learning and researchcan do this by becoming true centres ofcritical inquiry into knowledges and ways ofknowing, including non-hegemonic knowledges andways of knowing in the West. They canfacilitate this by creating spaces for theexpropriation of what is suitable in modernscience and technology and theirre-articulation with elements of Africa'straditions, values, practices and relationshipwith nature in order to pursue developmentpolicies that are African-centred andsustainable.     

Approaches to career development and support for sessional academics in higher education

Levels of career support for sessional academics vary widely. This paper surveyed 109 sessional academics and demonstrates that a lack of career development for them is a widespread issue. The study finds that some sessional academics receive career support opportunities, while others receive nothing. As the number of sessional academics continues to grow and they become an ever larger part of the higher education workforce, while at the same time tenured positions are still the objective of many in academia, this paper contributes to current scholarship by identifying a clear stratification in the sessional workforce that has implications for the academics who hope to secure tenured positions.     

高等教育大众化与高校就业教育

根据人才市场的需求及其变化,以提高学生适应就业需要的素质和能力为目标,开展全程性、全方位的就业教育,体现了大众化背景下高等教育市场化的特征。地方高等学校要以强化就业教育为契机,积极应对高等教育大众化的挑战,开展自身教育理念、教育机制和内涵的变革与创新。     

Career counselor education: A postal career that delivers

Lee J. Richmond is a professor, Loyola College, Baltimore, Maryland 21210. This article was written in association with Linda K. Kemp, Career Development Specialist, U.S. Postal Services.     

Contract cheating in Australian higher education: a comparison of non-university higher education providers and universities

Abstract

This article reports on one aspect of a nationally funded research project on contract cheating in Australian higher education. The project explored students' and educators’ experiences of contract cheating, and the contextual factors that may influence it. This article reports the key findings from non-university higher education providers (NUHEPs). It compares survey responses from 961 students and 91 educators at four NUHEPs with previously reported findings from eight universities (14,086 students and 1,147 staff). NUHEP and university students report engaging in contract cheating in similar ways. However, while NUHEP educators spend more time teaching academic literacies and discussing contract cheating, NUHEP students are 12 times more likely than university students to report use of a professional academic writing service. Both NUHEP and university educators require systematic professional development regarding the relationship between the teaching and learning environment and students’ contract cheating behaviour. NUHEPs need to be cognisant of students’ vulnerability to commercial contract cheating services, and ensure they have access to timely academic and social support.     

Career maturity of Lebanese students in higher education

The purpose of this study was to investigate the extent to which Lebanese Baccalaureate II students' (Freshmen in american colleges) perceptions of their academic abilities match their actual achievements in both school and government examinations. A population sample of 2999 students were selected from a representative school sample (n = 122) throughout Lebanon. Students' demographic data, occupational choices and perceptions of their achievement were collected by a three-part questionnaire. Their cumulative grade averages in school and in government examinations were standardized and used to assess their career maturity. Findings indicated that most students wanted to become engineers or physicians while their actual achievement scores in school was average and in the government examination below average. Most correlational values between perceptions and actual achievement scores were either negative or insignificant. Students were found to make immature career decisions mainly because of the lack of any formal guidance programs in schools.     

Graduate attributes for 2020 and beyond: recommendations for Australian higher education providers

Given global uncertainty related to rapid technological developments and the world of work, alongside other equally (if not more) concerning social and political disruptions – the assurance of graduate attributes of importance to employability and citizenship are arguably more important than ever. In this paper, we investigate three areas of practice by Australian universities, and non-university higher education providers who have been omitted from past analyses of this kind. First, we examine the graduate attributes most frequently published by institutions and discipline groups and whether emphasis has changed over time. Second, we investigate how graduate attributes are assured, including a scan of the inputs put in practice by higher education providers, and comparison of graduate and employer perceptions of achievement gathered through recent national surveys. Third, we connect our findings in the first two areas and make recommendations for the attributes needed to equip 2020+ graduates for citizenship and employability. Based on these analyses, we recommend that all providers, university and non-university, and the discipline groups within them: make graduate attributes more visible to the public and especially to students; continue embedding them in the assessed curricula, but also ensure that assessment is explicit and that attributes are communicated and explained repeatedly throughout the course; continue to use stakeholder perception measures, but more consistently align skills in data collection instruments to allow a more constructive comparison, and also draw on more objective measures such as actual assessment of achievement; continue to emphasise attributes associated with global citizenship, teamwork and communication; give more emphasis to independence, critical thinking and problem-solving, and the fundamental foundational skills of written and spoken communication. Most importantly, continue to revise the attributes regularly to ensure fitness for purpose in the rapidly changing environment within which we and our graduates operate.     

对高职院校大学生职业教育的几点思考

在当前就业竞争日益激烈的新形势下,本文分析了高职院校开展职业教育的必要性和紧迫性,阐述了高职院校职业教育的发展现状,提出从把握职业教育重点、开展全程化职业教育、利用校企合作的优势资源和依托学生社团活动平台等四个方面进行的实践,为高职院校大学生职业教育的发展提供重要的借鉴.     

以就业为导向,发展高等职业教育

高等职业教育是以就业为导向培养高级技术应用型人才的教育。就业工作对高等职业教育生存与发展有着重要的导向作用，高等职业教育必须面向市场办学，坚持以就业为导向，以提高学生就业能力为目标，坚持以人为本的科学发展观，大力推进办学模式的转变和教学课程体系的改革。本文着重阐述了就业在高等职业教育办学中的导向作用及对教学课程体系改革的重要性。     

The California Career Education Association: Working to advance career education

Gerald Olson is Consultant, Division of Curriculum and Instructional Strategies, Los Angeles County Office of Education. He is also a Past President of the California Career Education Association.     

Implications of technological change for higher education reform

Technological change and social change are viewed as interdependent in this paper. At the same time technology's push is seen as outpacing the capability of social institutions to respond. Consequently, America risks losing its competitive edge economically and, further, is rapidly evolving toward a two-tiered occupational and social structure. This paper examines the relationship between technological and social change, the nature and significance of technological innovation and dissemination, and impacts on organizational life. Finally, the paper explores the role of higher education as well as strategies the university must adopt if it is to participate effectively in addressing the changes that are emerging as society moves from being production-and-material based to an information-based system.