Loading...
3 results
Search Results
Now showing 1 - 3 of 3
- Career resources in higher education: characterization and diagnosis of psychoeducational needsPublication . Monteiro, Sílvia; Seabra, Filipa; Santos, Sandra; Almeida, Leandro da SilvaHirschi, Nagy, Baumeler, Johnston and Spurk (2018) propose a comprehensive framework to assess key predictors of career success based on meta-analytic research. Four types of career resources, defined as “anything that helps an individual attain his or her career goals” (p. 4, Hirschi et al., 2018), are identified as predictors of subjective and objective career success. Those resources integrate: (a) human capital resources, which refer to knowledge, skills, abilities and other characteristics that are important to meet performance expectations for a given occupation; (b) social capital resources, referring to resources external to the individual in terms of developmental networks, mentors, and available social support; (c) psychological resources, that include different positive psychological traits and states; and (d) career identity resources, which concern the conscious awareness of oneself as a worker and the subjective meanings linked with the work role. One crucial question from this theoretical proposal is to what extent different career resources can be fostered through e-learning, and what is the effect of such development? This study aims to contribute to responding to that question. A preliminary study was conducted to assess career resource needs among higher education students, in order to conceptualize and develop a distance career intervention program. For the needs´ diagnosis, the Career Resources Questionnaire (CRQ, Monteiro & Almeida, 2021, adapted from Hirschi et al., 2018), composed of twelve dimensions – Occupational Expertise; Job Market Knowledge; Soft Skills; Organizational Career Support; Job Challenge; Social Career Support; Career Involvement; Career Confidence; Career Clarity; Networking; Career Exploration; Learning -, was applied to 1898 students from the 1st, 3rd and 5th year of different graduation courses at two Portuguese universities. Most participants identify themselves with the feminine gender (67.7%), and their ages range from 17 to 74 years old (M = 23.33, SD = 8.52). Part of the students is engaged in a paid professional activity (24.5%). The percentage of students with special educational needs is 1.8%. Descriptive and inferential statistics of the collected data were computed in order to inform the intervention planning about: (I) the career resources with higher and lower scores among the total sample; (ii) the correlation between the different career resources dimensions; (iii) the potential needs related to singular characteristics (social and cultural background, course year, institution, professional experience and special education needs). The obtained results indicated higher scores for the dimensions of Social Support, Study Challenge and Course Involvement. Lower scores were identified in the dimensions of Market Knowledge, Career Exploration and Institutional Support. The CRQ dimensions were positively correlated with each other, which means an overall need for a homogeneous intervention across the dimensions was identified as relevant. Regarding singular characteristics, differences were identified according to the course year and professional experience.
- Distance career intervention with Portuguese higher education students: programme overviewPublication . Seabra, Filipa; Monteiro, Sílvia; Santos, Sandra; Almeida, Leandro da SilvaThe labour market has been facing significant changes over the last few years, fostered not only by technological advances but also by more competitive markets and new communication and interaction models within organizations and in the global society. Such trends are the basis for job perspectives that are becoming more flexible, but also less defined, insecure and unpredictable. From a future perspective, employable graduates will be those who are able to integrate scientific subject knowledge with transversal and career competencies, acting as agents in shaping their careers. This issue raises awareness of the graduates’ need to continuously learn and develop personal resources to facilitate their labour market integration and empower them for eventual job transitions. This paper aims to present a new distance intervention programme that seeks to promote the enrichment of the career resources of Higher Education (HE) students with different individual and socio-cultural characteristics, giving them the opportunity to engage in a development experience that can be valuable during HE studies and may have a positive impact afterwards, to meet the challenges of assuming a professional role. An overview of different aspects of the career intervention, that will be delivered through an e-learning platform, will be presented in this paper. Firstly, the theoretical support for the programme will be provided, including the Career Resources Model (Hirschi et al., 2017, 2018), the Self-Determination Theory (Ryan & Deci, 2017), Bloom's Taxonomy of Educational Objectives (Bloom, 2001; Krathwohl, 2002) and the virtual pedagogical model from Universidade Aberta (Pereira et al., 2007). Secondly, the needs identified in relation to career resources will be briefly displayed and it will be explained how they guided the programme’s construction. Career resources’ needs were identified through the Career Resources Questionnaire (Monteiro & Almeida, 2021, adapted from Hirschi et al., 2018), responded by graduates from two Portuguese universities, that surveyed the following career resources: occupational expertise, job market knowledge, soft skills, organizational career support, job challenge, social career support, career involvement, career confidence, career clarity, networking, career exploration, and continuous learning. Finally, the structure of the programme will be presented in conjunction with its goals and some specificities of the activities that will be proposed to students. What is planned for the assessment of the programme activities and the platform’s usability and accessibility, as well as for the evaluation of the intervention’s effectiveness is also included in this presentation. This programme is intended to be a socially and scientifically relevant contribution for academics, practitioners and policymakers, as well as for the graduates who will be enrolled in the programme, who, we expect, will engage in a set of activities suited to promote employability in efficient and effective ways. Given the flexibility concerning time and space of learning, this type of programme, supported by technologies, can contribute to student engagement, mainly among non-traditional publics, including workers, cultural minorities, or older students.
- Boost 4 Career: programa a distância de promoção da empregabilidade de estudantes do ensino superiorPublication . Monteiro, Sílvia; Seabra, Filipa; Almeida, Leandro S.; Santos, Sandra; Silva, Ana Daniela; Sampaio, CéliaO programa Boost for Career é um programa de intervenção a distância destinado à promoção dos recursos de carreira de estudantes do ensino superior. Registado no IGAC (Inspeção-Geral das Atividades Culturais - Direção de Serviços de Propriedade Intelectual), com o número: Registo de obra em co-autoria n.º 750/2023. Data de registo - 04/04/2023.