Loading...
11 results
Search Results
Now showing 1 - 10 of 11
- Avaliação do Programa Boost 4 Career: programa a distância de promoção da empregabilidade de estudantes do ensino superiorPublication . Santos, Sandra; Monteiro, Sílvia; Seabra, Filipa; Sampaio, Célia; Almeida, Leandro
- Boost 4 Career: a distance intervention for the promotion of career resourcesPublication . Santos, Sandra; Seabra, Filipa; Monteiro, Sílvia; Almeida, Leandro
- Boost 4 Career: assessment of a distance-based career resource intervention according to social class and work statusPublication . Monteiro, Sílvia; Seabra, Filipa; Santos, Sandra; Almeida, Leandro
- Boost 4 Career: uma experiência de ensino híbrido em infusão curricularPublication . Seabra, Filipa; Santos, Sandra; Monteiro, Sílvia; Tomás, Ana
- Career intervention effectiveness and motivation: blended and distance modalities comparisonPublication . Monteiro, Sílvia; Seabra, Filipa; Santos, Sandra; Almeida, Leandro; Almeida, Ana PatríciaThis study evaluates the effectiveness of an intervention program on career resources in the blended and distance modalities and explores the relationship between changes in career resources and self-determined motivation. For this purpose, two groups of 68 and 72 higher education students participated in blended and distance career interventions, respectively. The blended program took place in a curricular infusion context, and was subject to assessment, while the distance program was fully voluntary. Students were assessed with pre- and post-tests regarding four career resources’ dimensions. Motivation over program experience was assessed after the intervention. The results indicate that despite some differences between the two modalities, both career interventions were effective, with gains in three of the four assessed career resources’ dimensions. Relatedness was higher in the blended format of the program, while participants in the distance format reported experiencing higher levels of autonomy during the program. Despite that, motivation variables did not present a relevant predictive power in career resources’ gains obtained through participation in the program. Implications for practice include the possibility of infusing the program into curricula of higher education degrees as a way of increasing program completion and reaching different audiences and highlighting the importance of using multiple approaches to broaden its reach.
- Efeito da intervenção a distância nos recursos de carreira de universitários estudantes-trabalhadores: resultados preliminaresPublication . Sampaio, Célia; Taveira, Maria do Céu; Silva, Ana Daniela; Monteiro, Sílvia; Santos, Sandra; Seabra, Filipa
- The role of motivation in a distance career intervention with higher education studentsPublication . Santos, Sandra; Monteiro, Sílvia; Seabra, Filipa; Almeida, LeandroDue to the challenges faced by higher education (HE) students in integrating or reintegrating into the workforce, career interventions have gained prominence for their critical role in enhancing students' readiness to tackle professional challenges. Distance career interventions have increasingly been adopted to reach a broader and more diverse audience, encompassing varying personal characteristics, socioeconomic contexts, and geographical regions, being its efficacy influenced by a range of variables. Based on the Self-Determination Theory, this study aims to analyze the influence of motivational variables on the gains obtained in a distance intervention program focused on promoting four dimensions of career resources – Knowledge and skills, Environment, Motivation, and Career management. Motivational variables include students' perception of Autonomy, Relatedness, Competence, Interest/Satisfaction, and Utility. The sample included 188 Portuguese university students from different academic years and fields of study enrolled in a distance career intervention for six weeks. Paired samples tests were run to analyze pre- and post-test results, and the differences between career resources' scores before and after the intervention were calculated. Pearson correlation coefficients were computed to examine the association between the career resources and the gains obtained with the program. Results showed an increase in career resources after the intervention. Results also evidenced: a) a positive association between the gains obtained in the Knowledge and skills dimension and every motivational variable; b) a lack of association between the gains obtained in the Environment dimension and any motivational variable; c) an influence of the motivational variables Autonomy, Competence, and Utility in the gains observed in the Motivation dimension; and d) an association between the gains in the Career management dimension and the variable Competence. These results suggest that the distance intervention program had an effect on the promotion of university students' career resources and that gains achieved with the intervention were either not associated or only weakly associated with motivational variables. Implications for practice and research will be discussed.
- Career development support among university students with special educational needsPublication . Martins, Ana Paula Loução; Seabra, Filipa; Monteiro, Sílvia; Santos, Sandra; Grandinho, PatríciaWithin an inclusive society every individual has rights and responsibilities, belongs to community life, has an active role to play, and has the right to feel valued, safe, connected, and cared for. Creating an inclusive society and higher education system is a worldwide challenge, particularly when related to employment and career resources. Therefore, we carried out a qualitative study to explore salient career development support among university students with special educational needs. Thus, influenced by an interpretative paradigm and qualitative methods, we developed a research based on multiple realities of a purposive sample of four students, two of them feminine and two male, aged between 18 and 41 years old, and self-reported having a diagnosis of specific learning disabilities (SLD) and attention deficit hyperactivity disorder (ADHD). They were enrolled in graduation degrees from the 1st and 2nd cycles of study, related to technologies, teaching, and social sciences, at two public Portuguese universities. This study was approved by the two universities’ ethics committees, participation was informed and voluntary, and ethics guidelines for educational research were carefully considered and implemented. We used partially structured open-ended interviews and inductive and deductive thematic analysis using MAXQDA, version 24. Criteria of credibility, transferability, dependability, and confirmability were considered. The two over-arching themes identified were the facilitators and the challenges of the career resources development throughout participants’ educational pathways from secondary to university. Preliminary results suggested that those students who had a diagnosis as children were able to recognize facilitators within their pre-university pathways, being those related to the inclusive legislation that since 1991 exist in all Portuguese schools, as well as the existence of specialized supports within the school system. Additionally, as examples of facilitators throughout the university pathway, participants reported: informal support from professors, friends and family, their own ability to self-motivate and learn, their own characteristics related to SLS or ADHD, and intervention of the university support office (one student). In what concerns challenges in their pre-university pathways, participants highlighted the impact that special educational needs had on academic and social adjustment, negative experiences regarding social and learning inclusion, lack of knowledge regarding the transition to adulthood, an atypical pathway in school development, and lack of support in what concerns career decisions. Among the challenges participants faced during their time at the university, the most notable were the fact that three of the participants did not ask for formal support from the university, and the lack of support and preparation they felt from some of their teachers to accommodate their needs and characteristics. On a more personal level, two participants mentioned difficulties with time management. Implications from this study will be discussed, focusing on its potential for higher education institutions to contribute to the development of graduates’ employability. Considering the lack of research concerning this topic, these results can promote awareness, curiosity, and suggest a major shift in how educational institutions promote career development for students with special educational needs.
- 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.
- Distance career intervention with Portuguese higher education students: programme overviewPublication . Seabra, Filipa; Monteiro, Sílvia; Santos, Sandra; Almeida, LeandroThe 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.