scholarly journals Career development told through narrative research: exploring the stories of Italian and English young people

2018 ◽  
Vol 19 (1) ◽  
pp. 129-149
Author(s):  
Tiziana Di Palma ◽  
Hazel Reid
Keyword(s):  
Career Development ◽  
Young People ◽  
Narrative Research

Power and politics in migration narrative methodology: Research with young Congolese migrants in Uganda

2009 ◽  
Vol 6 (2) ◽  
pp. 131-141 ◽  
Author(s):  
Christina Clark-Kazak
Keyword(s):  
Qualitative Research ◽  
Young People ◽  
Life Histories ◽  
Narrative Research ◽  
Power Dynamics ◽  
Methodological Issues ◽  
Personal Boundaries ◽  
Migration Narratives ◽  
Narrative Methodology

This paper explores the power dynamics inherent in qualitative research involving migration narratives. Drawing on the author’s experiences collecting life histories and constructing narratives of Congolese young people in Uganda, this article addresses the ethical and methodological issues of representivity, ownership, anonymity and confidentiality. It also explores the importance of investment in relationships in migration narrative research, but also the difficulties that arise when professional and personal boundaries become blurred.

Intentional Engagement in the Transition to Adulthood

2018 ◽  
Vol 23 (4) ◽  
pp. 311-323 ◽  
Author(s):  
Elina Marttinen ◽  
Julia Dietrich ◽  
Katariina Salmela-Aro
Keyword(s):  
Career Development ◽  
Young People ◽  
Identity Development ◽  
Personal Identity ◽  
Transition To Adulthood ◽  
Developmental Process ◽  
Developmental Regulation ◽  
Future Research ◽  
Occupational Transitions

Abstract. During the transition to adulthood, young people need to choose their career and overall life pathway and cope successfully with the transitions they face. The theories of personal identity development ( Luyckx, Goossens, Soenens, & Beyers, 2006 ; Luyckx et al., 2008 ), career development ( Savickas, 2005 ), and goal developmental regulation ( Nurmi, 2004 ; Salmela-Aro, 2009 ) address the question of how people commit and engage in the changes faced during the transition from adolescence to adulthood, and particularly how they deal with educational and occupational transitions. We reviewed how each of these theories discusses both adaptive and maladaptive processes during the transition to adulthood, including such themes as the feeling of competent, exploring choices, crystallizing and making decision, forming certainty, managing transition, changing direction and rumination. We propose that these theories are in fact presenting different perspectives on the same developmental process of intentional engagement. Finally, suggestions for future research and intervention outcomes are discussed.

scholarly journals Skills and Career Development for Young People with Higher Education in Business

2014 ◽  
Vol 7 (4) ◽  
Author(s):  
Eugenia Campeanu-Sonea ◽  
Adrian Sonea ◽  
Vasile Paul Bresfelean
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Young People

scholarly journals THE OPPORTUNITIES AND OBSTACLES OF SCHOOL PATHS OF FINNISH YOUNG PEOPLE WITH INTELLECTUAL DISABILITY (ID)

2017 ◽  
Vol 75 (1) ◽  
pp. 19-33
Author(s):  
Anneli Hermanoff ◽  
Kaarina Määttä ◽  
Satu Uusiautti
Keyword(s):  
Special Education ◽  
Young Adults ◽  
Intellectual Disability ◽  
Young People ◽  
Vocational Education ◽  
Basic Education ◽  
Narrative Research ◽  
Research Approach ◽  
Special Education School ◽  
Vocational Special Education

The experiences and perceptions that people with intellectual disability (ID) who have participated in vocational education have about their study paths is a less studied theme in Finland and also internationally. The purpose of this research was to find out whether their transitions from basic education to vocational education have been successful in their opinion and how their parents perceived the study paths. The purpose of this research was to analyze the study paths of young adults with ID and their school experiences as described by themselves and their parents. The focus was on memories of basic education, transition to vocational education, and studies at the vocational special education school. The research participants comprised 14 young adults with ID (aged 17-23, 10 boys and 4 girls) and their parents (N= 14). They all had personal study plans in basic education, and except for one, they all had completed basic education according to their study plans. The research leaned on the narrative research approach. The youngsters and their parents were interviewed personally in 2012 and 2014. The study paths of young people with ID could be grouped into three narratives: the fluent, complex, and interrupted study paths. Study success in young people with ID is a sum of many factors. The study illustrates four core factors directing the study processes: the student, school community, curriculum, and teacher. In addition, support from home is extremely important to the fluency of study paths. The purpose of education should be to prepare train, rehabilitate, and guide students with ID into good life that includes work, health, and relationships. Based on this study, educational options for people with ID are limited and should be developed so that secondary education would educate future experts to work markets and promote learning and societal participation in the young who need special support. Key words: intellectual disability, narrative research, vocational special education, personal study plan, study path.

scholarly journals CAREER DEVELOPMENT EXPECTATIONS OF YOUNG PEOPLE

2019 ◽  
Vol 34 (6) ◽  
pp. 1743-1748
Author(s):  
Snezhana Ilieva ◽  
Valeria Vitanova
Keyword(s):  
Career Development ◽  
Young People ◽  
New Technologies ◽  
Age Groups ◽  
Age Group ◽  
Development Programs ◽  
Career Expectations ◽  
Managerial Competence ◽  
Two Age Groups

The main purpose of the research is to explore the career orientations - functional/technical competence, general managerial competence, security/stability, entrepreneurial creativity (Schein, 1978; 1990) and career development expectations of young people. The sample consists of 160 respondents divided in two age groups – up to 25 years old and between 26-35 years old. All of them have full-time or part-time job positions in organization where information technologies are applied. The respondents are on different stages in their career according the typologies of career development (Savickas, 1995; Schein, 1990). First age group till 25 years old represents the generation “Z” which is just starting their first job and this is the beginning of their career path. Individuals in their mid-twenties are within a stage of exploration and narrow their work preferences. Several career expectations could be unrealistic but individuals within this age seek opportunities to explore careers through work experience and try a variety of job activities in a number of organizations. The second age group (26-35 years old) represents “Y” generation. They are in their establishment career stage where their expectations and preferences are stabilized and realistic. These individuals are highly motivated to succeed and strive for challenge, creativity, achievement and development of their own personal potential. The representatives of those two generations are active workforce at the current moment and their career expectations and orientations should be considered in HRM strategies and practices.The main results of the study show that young people expect in their career to have autonomy and independence, to work with new technologies and to be involved in challenging, innovative and long-term projects. The results from descriptive statistics indicate the expectations of young people to work with new technologies, to strive to promotion and hierarchical career development and to take part in trainings and skills development programs and long-term projеcts. The T-test analysis was made to establish the differences between the age groups. There were not found any differences between the two age groups. The respondents have an orientation more to hierarchical career than to horizontal career and prefer to engage in long-term work projects as well as to develop themselves working in innovative and challenging projects and job tasks. They also tend to invest in improvement of their skills including professional competences, new and diverse soft skills.The main conclusion of the research is that young people strive to combine hierarchical promotion or vertical career with horizontal career. There are no differences between two age groups in their career expectations. Results from regression analysis indicate the existing influence of managerial competence and entrepreneurial creativity on the career expectations. Career profile of the young people combines autonomy/independence, managerial competency and entrepreneurial creativity. The autonomy is a leading career anchor and confirms the assumption that the new generations strive to be more independent and to have self-control in their jobs. This creates career expectation which gives opportunity for personal control, flexibility and aims to go beyond organizational restrictions, rules and procedures. The opportunities for hierarchical career growth are desirable but only if they allow engagement in innovative projects that satisfy the entrepreneurial orientation of the young people. They are ready to develop diverse skills, to be engaged in different challenging innovative projects and to participate in variety of career and personal development programs such as talent management and coaching.

scholarly journals Digest of U-Report surveys: 4th quarter of 2020 (youth career development, creative potential of youth, healthy lifestyle)

2020 ◽  
Vol 75 (4) ◽  
pp. 156-166
Author(s):  
Ye. O. Nesterenko ◽  
◽  
K. V. Liudohovska ◽  
Keyword(s):  
Job Satisfaction ◽  
Career Development ◽  
Young People ◽  
Healthy Lifestyle ◽  
Creative Potential ◽  
Factors Influencing ◽  
Youth Career Development ◽  
Satisfaction Factors

Paper presents the results of the innovative youth project U-Report. Report for October – December 2020: job satisfaction; factors influencing the choice of profession by young people; career development skills; creative leisure; opportunities for the realization of the creative potential of adolescents; the healthy lifestyle of young people.

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