scholarly journals Typology of career trajectories and motivation of their choice by teachers of higher education institutions

2021 ◽  
Vol 25 (3) ◽  
pp. 56-69
Author(s):  
G. Z. Efimova
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Work Experience ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Career Trajectory ◽  
Academic Field ◽  
Career Trajectories ◽  
Research Article ◽  
Career Strategies

This research article presents a typology of career trajectories for higher educational institutions’ teachers and examines their motives of a potential change in a career trajectory, their willingness to move to work in another university or leave the academic field. The motives for choosing a career path are systematized and ranked. There was carried out an empirical research using the method of semi-structured interviews with 108 professors and managerial staff representatives of Russian universities. The informants were selected according to gender, age, industry characteristics, their working experience in higher education and positions held.The results of the study identified three categories of workers: loyal to their organization (not meaning to change their working place and sphere of interests); dedicated to the profession (admitting a transfer to another university, but not planning to leave the academic field); and change-oriented (considering the possibility of choosing another job – outside the academic sector). The empirical research has shown that teachers with extensive work experience are most willing to change their current jobs.The originality of the study lies in developing a typology of career trajectories for teachers and in clarifying key motivations within the subgroups included in the typology presented, as well as in using a qualitative method for studying career trajectories in relation to scientific and pedagogical workers. A qualitative analysis of career strategies made it possible to analytically assess the informants’ opinions.The article is of interest to the higher education researchers involved in the process of personnel management and in training scientific and pedagogical workers. It will also be useful for heads of HR departments and for HEI vice-rectors dealing with personnel issues.

The non-cognitive challenge to a liberal egalitarian education

2011 ◽  
Vol 9 (3) ◽  
pp. 233-250 ◽  
Author(s):  
Jennifer M. Morton
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Political Institutions ◽  
Equal Opportunity ◽  
Political Liberalism ◽  
Educational Institutions ◽  
Wide Range ◽  
Primary Goods ◽  
Cognitive Challenge ◽  
Conception Of The Good

Political liberalism, conceived of as a response to the diversity of conceptions of the good in multicultural societies, aims to put forward a proposal for how to organize political institutions that is acceptable to a wide range of citizens. It does so by remaining neutral between reasonable conceptions of the good while giving all citizens a fair opportunity to access the offices and positions which enable them to pursue their own conception of the good. Public educational institutions are at the center of the state’s attempt to foster both of these commitments. I argue that recent empirical research on the role that non-cognitive dispositions (such as assertiveness) play in enabling students to have access to two important primary goods – opportunities for higher education and desirable jobs – creates a distinctive challenge for a liberal egalitarian education in remaining neutral with respect to conceptions of the good while promoting equal opportunity.

THE FACTORS OF SOCIAL PEDAGOGUE’S CAREER TRAJECTORIES

2019 ◽  
Vol 3 ◽  
pp. 414
Author(s):  
Vilija Stanišauskienė ◽  
Gintarė Edintaitė
Keyword(s):  
Work Experience ◽  
Spiritual Development ◽  
Human Life ◽  
External Factors ◽  
Career Stage ◽  
Career Trajectory ◽  
Career Trajectories ◽  
Social Pedagogue ◽  
Internal And External Factors ◽  
Social Pedagogues

Career is one of the most important sources of personality self-awareness, self-esteem, self-expression, social status and life income. Human satisfaction with their career affects all areas of life. The balance of human life depends on career, which consists of the most important areas of human life: love, finances, social activity, leisure, physical environment, personal and spiritual development and health (Clawson, 2010). Career is the attitude and human behaviour related with work experience throughout life. Career trajectory is perceived like professional life and work experience of personality projection in his/her biography. It highlights the human career stages, values and career satisfaction dynamics. Human career trajectory is determined by internal (education, qualification, aims, expectations, personal attitudes and values) and external (social, economic, political) factors. There are still not enough research that are intended to reveal the specific factors of professions and career trajectories. Therefore, what does the career trajectory of social pedagogue look like? What factors determine the particular profession career? These are the research questions of this article.The object of research - social pedagogues’ career trajectory. The aim - to reveal the factors of social pedagogue’s career trajectories. The article consists of three parts. In the first one it is theoretically the factors of social pedagogue career are grounded. In the second the research design is rationalized. The third is dedicated to the factors those influence the career trajectories of social pedagogues. Research methods: the analysis of scientific literature; semi-structured interview; qualitative content analysis. The results of research revealed that the trajectory of social pedagogue is determined by both internal and external factors. Trajectory has a clear layout in time, there are turning points, changes; each career stage is determined by various internal and external factors. 

scholarly journals The Impact of Prior Work-Experience on Student Learning Outcomes in Simulated Internships

2020 ◽  
Vol 17 (4) ◽  
pp. 44-61
Author(s):  
Leopold Bayerlein ◽  
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Work Experience ◽  
Affective Learning ◽  
Learning Needs ◽  
Prior Work ◽  
Structured Interviews ◽  
Challenges And Opportunities ◽  
Prior Literature ◽  
The Impact

In this paper, the extent to which a compulsory non-placement work-integrated learning (WIL) activity, in the form of a simulated internship, in an Australian undergraduate accounting program, created learning outcomes for students with different levels of prior work-experience is assessed. The paper extends prior, theoretically based literature by providing an exploratory evaluation of the experiences of students undertaking a specific simulated internship. This evaluation is important because it enables students and higher education providers to evaluate the extent to which a simulation is likely to meet the learning needs and expectations of individual students and student groups. Despite the critical importance of such an evaluation, prior literature has thus far focused on theoretically based evaluations and comparisons of simulated internships, with empirical evidence being largely absent from the literature. Using a series of semi-structured interviews with students, the current paper shows that the evaluated simulation was generally able to develop cognitive, skill-based, and affective learning outcomes, and that students’ learning outcomes were strongly influenced by their prior real-world work-experience. In addition, the paper also shows that the lived experiences of students within the simulation were much more multifaceted and diverse than anticipated in the prior literature. The findings of this paper are relevant for higher education providers and students planning to undertake a simulated internship, or other non-placement WIL activity. Potential challenges and opportunities for different groups of students arising in the analysed simulation are identified and discussed.

scholarly journals Foreign Language Interpretation in Teaching Soloist Singing

2021 ◽  
Vol 3 (1) ◽  
pp. 75-89
Author(s):  
Andrea Ujvárosi
Keyword(s):  
Higher Education ◽  
Quantitative Analysis ◽  
Empirical Study ◽  
Foreign Language ◽  
Central And Eastern Europe ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Original Language ◽  
Language Interpretation ◽  
Language Knowledge

The problems of singing in the original language have become a special feature of the soloist training in the Central and Eastern Europe. The linguistic aspects of soloist training is put to the test by international expectation that regards authentic singing in the original language as a natural part of professional efficiency. In this present paper we are looking for the answers to two questions. First, we examined what factors determine the choice of the language for vocal interpretation. Our second goal is to give an overview of a specific segment of today’s Hungarian students’ population in higher education. We examined institutional, personal and curricular components for perfecting singing in the original language. The empirical study field of our research was Hungary’s higher education institutions of music in the 2016/17 term. Our researches were based on two methodological techniques. Among the higher education instructors of solo singers we conducted structured interviews and students from six higher educational institutions with this profile were the respondents of our questionnaire. The quantitative analysis of the research unequivocally represented the stronger demand of students for the training of linguistic interpretation. Our empirical research showed that the language efficiency of the solo singer students does not meet professional expectations. Pronunciation, comprehension, vocabulary, command of language and intonation are not utilized while singing and using the mirror effect of singing in a foreign language does not help perfect language knowledge either.

scholarly journals Factors Contributing to Industrial Conflicts within Higher Education Institutions in Lesotho: A Case of the National University of Lesotho

2021 ◽  
Vol 11 (2) ◽  
pp. 319
Author(s):  
Mamoeletsi Limakatso Mojalefa
Keyword(s):  
Higher Education ◽  
Collective Bargaining ◽  
Working Conditions ◽  
Higher Education Institutions ◽  
Higher Learning ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Institutions Of Higher Learning ◽  
National University ◽  
Higher Institutions

Incidences of industrial actions, which have frequently paralyzed learning at most of the educational institutions, are frequent in Lesotho. Despite the safeguards for collective bargaining in Lesotho, the incidences of industrial actions at higher institutions of learning in Lesotho are still common. The study was conducted to investigate the factors which contribute to industrial conflict at the National University of Lesotho. In order to gain a deeper understanding of the participants’ unionism experiences, semi-structured interviews were used to collect data. This study reveals that lack of transparency, inconsistent application of policies, lack of communication, lack of motivation, poor salaries, bias as well as poor working conditions are some of the factors that cause strikes at the institutions of higher learning in Lesotho.

scholarly journals Teaching Digital Sustainability in Higher Education from a Transdisciplinary Perspective

2021 ◽  
Vol 13 (21) ◽  
pp. 12039
Author(s):  
Thomas J. Lampoltshammer ◽  
Valerie Albrecht ◽  
Corinna Raith
Keyword(s):  
Higher Education ◽  
Work Experience ◽  
Professional Training ◽  
Educational Institutions ◽  
Digital Products ◽  
Sustainable Solutions ◽  
Societal Challenges ◽  
Sustainability In Higher Education ◽  
High Level ◽  
Contemporary Education

Sustainability is gaining importance in society, government, and the economy, particularly during today’s rapidly changing environment, due to digitalization and digital transformation. Awareness, as well as systematic and critical thinking, are crucial to address the great societal challenges postulated within the SDGs, and thus should be reflected in contemporary education. Consequently, higher educational institutions face a high level of responsibility to prepare their students properly. Postgraduate programmes for professional training, in particular, have great potential, as the in-depth work experience of students can be leveraged to engage with them as co-leaders towards sustainable solutions in the digital age, from a transdisciplinary perspective. Thus, this paper introduces a teaching framework for digital sustainability in higher education under the light of transdisciplinarity. The framework and its inherent methods are discussed, followed by an exploratory analysis, covering the experiences of over 100 students over the course of two years in a postgraduate master’s programme. We present the results of the students’ learning and ideation process towards digital products/services to tackle challenges within the SDGs. In addition, we provide a critical reflection of prerequisites for teaching the framework, challenges experienced during teaching, and potential solutions, as well as ideas towards the future expansion of the framework.

scholarly journals Language Policy and Power in Out-of-Classroom EFL Contexts: The Case of English Departments in Saudi Arabian Higher Education Institutions

2019 ◽  
Vol 9 (2) ◽  
pp. 136
Author(s):  
Mohammad Almoaily
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
Online Survey ◽  
English Language ◽  
Higher Education Institutions ◽  
Educational Institutions ◽  
Language Policies ◽  
Structured Interviews ◽  
Staff Members ◽  
The Impact

Most of the research on language policies in educational institutions has hitherto focused on the creation, interpretation, or appropriation of language policies that govern language use in the classroom. Language policies, however, can be instantiated or implemented in out-of-classroom settings. Hence, the current study examines the impact of language policies, in terms of both beliefs and practices, as mechanisms of power in communication between staff members in official meetings taking place at higher education institutions in Saudi Arabia. An online survey taken by 208 members, in addition to semi-structured interviews with eight department chairpersons, revealed that the implementation of monolingual English language policies can minimize the proportion of engagement of staff members, who are less competent in English, in department council meetings, committee meetings, and other official meetings. The data also suggested that the majority of participants in the study believe that multilingual language policies (allowing the use of both Arabic and English) should be avoided in order to not exclude non-Arabic speaking staff members from participation in official dialogue. The study concludes with implications for language policy creation and implementation for out-of-classroom English use in EFL educational institutions.

scholarly journals state of post-secondary food studies pedagogy in Canada

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Phoebe Stephens ◽  
Lucy Hinton
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Food Systems ◽  
Food Studies ◽  
Postsecondary Institutions ◽  
Structured Interviews ◽  
Post Secondary ◽  
Canadian Higher Education ◽  
Undergraduate Programs

To date, there has been little empirical research on how food studies pedagogy has developed in Canada. Yet, across Canada, more and more postsecondary institutions are offering food studies in formalized programs and individual courses to undergraduate students. This paper contributes to the literature on food studies pedagogy by gathering insights from interviews with key faculty in food studies undergraduate programs at Canadian higher education institutions, and other food studies scholars in Canada. The purpose of this empirical research is to provide clarity regarding the ways that food studies programs are conceptualized and taught to better understand the evolution and future course of food studies pedagogy. Semi-structured interviews were undertaken to explore the normative commitments and philosophical underpinnings of food studies programs; various ways that scholars scope food studies; and challenges faced by food studies programs. We found that food studies programs in higher education in Canada and their associated pedagogy do not have a set of fixed attributes, but they do share common threads. Transformation is a defining characteristic of food studies and its pedagogy and puts critical thinking at the core of how food studies are taught in Canada at the undergraduate level. Interviewees also emphasized the importance of moving beyond critique towards solutions in their teaching to facilitate a transition towards more socially and ecologically just food systems.

scholarly journals Exploring the career pathways of four males nurses to the deanship position in higher education: A narrative inquiry

2018 ◽  
Vol 8 (11) ◽  
pp. 68
Author(s):  
Cecelia E. Fernan
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Narrative Inquiry ◽  
Career Pathways ◽  
Male Nurses ◽  
Structured Interviews ◽  
Faculty Shortage ◽  
Career Trajectories ◽  
Service To Others ◽  
Nursing Deans

Background and purpose: The career path to deanship for male nurses is still mostly unexplored. Male deans leading nursing schools is a new trend in the U.S.Methods: A narrative inquiry using semi-structured interviews with four male deans of schools of nursing in the Southwestern U.S. was the methodology used for this study.Results: The following themes emerged from the data: 1) service to others; 2) traditional career trajectories; 3) it is all about people; and 4) evolving leadership styles. Importance: The participants’ narratives provided first-hand accounts of how these men transitioned from the bedside to the boardroom in higher education. Their experiences could shed light on gender-related issues in nursing education and its leadership. Thus, this study can serve as a career compass for male nurses aspiring to academic leadership positions, inspire more men to join the profession, and aid educational institutions develop strategies for a more gender-balanced workforce.Conclusions: This study proved that men are assets to the nursing profession in both practice and academia. Recruiting more men is part of a solution to the dean and faculty shortage. Preparing the next generation of nursing deans needs a concerted effort to enhance the diversity of the deans and the faculty to reflect the student population today.

Doing and being: future graduates, careers and Industry 4.0

2019 ◽  
Vol 27 (3/4) ◽  
pp. 145-152
Author(s):  
David Starr-Glass
Keyword(s):  
Industry 4.0 ◽  
Educational Process ◽  
Fundamental Aspect ◽  
Educational Institutions ◽  
Career Trajectory ◽  
Content Type ◽  
Career Trajectories ◽  
Perceived Success ◽  
Challenges And Opportunities ◽  
Conceptual Study

Purpose The purpose of this conceptual study is to reflect on “career” and consider the ways in which its meaning and structure have changed and will continue to change during the era of Industry 4.0. It contends that career advice to students and soon-to-be graduates is an integral part of the educational process and that an understanding of the challenges and opportunities presented by career should be initiated within academia. Design/methodology/approach The study is a critical reflection on the literature and the present author’s experience and practice in student career advisement, particularly in the management and business sectors. The methodology used is essentially phenomenological, and the central approach is to make sense of the changing construct of career and the ways in which those changes impact relevant stakeholders. The work is not empirically based and may well have limited generalizability. Nevertheless, it is hoped that it will be of particular interest, value and relevancy to students, graduates and those engaged in career-related issues. Findings This study contends that the ongoing evolution of career is best understood as a shift from a progressive sequences of “doing” towards a more expansive and meaningful narrative of “being” and becoming. Recognition of this shift, especially for those studying business-centered subjects, will provide graduates with a better map and direction as they embark on their career trajectories. Originality/value Graduation success is critically important for individuals, educational institutions and society at large. A fundamental aspect of perceived success, particularly for business school graduates, is the ability to develop a rewarding career trajectory. This study offers original perspectives on career and presents suggestions that may be of value to those who are about to graduate, to their educational institutions and to those who will deal with them in their work and professional futures.

Sign in / Sign up

Export Citation Format

Share Document