The Impact of Professors' Transformational Leadership on University Students' Employability Development based on Social Cognitive Career Theory

2018 ◽  
Author(s):  
Michael Yao-Ping Peng ◽  
Tuan Sheng-Hwa ◽  
Wang Han-Yu
Keyword(s):  
Transformational Leadership ◽  
University Students ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Career Theory ◽  
The Impact ◽  
Social Cognitive Career

Combining the social cognitive career theory, contextual factors and entrepreneurship education programs in intention-based model: a tale of two diverse regions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hina Munir ◽  
Sidra Ramzan ◽  
Miao Wang ◽  
Yasir Rasool ◽  
Muhammad Saleem Sumbal ◽  
...  
Keyword(s):  
University Students ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Entrepreneurial Intentions ◽  
Entrepreneurial Activity ◽  
Asian Countries ◽  
Career Theory ◽  
Content Type ◽  
Contextual Support ◽  
Social Cognitive Career

Purpose Drawing on the entrepreneurial event model (EEM), entrepreneurship education programs (EEPs) and perceived contextual support (adapted from social cognitive career theory) and perceived contextual barriers, this study aims to unravel the differences in entrepreneurial activity among university students in higher education institutes in two diverse Asian countries. Design/methodology/approach This study uses a cross-sectional survey-based data collection technique using paper and electronic methods. The study analyzes data using descriptive statistics, principal component analysis, reliability analysis and logistic regression analysis via SPSS version 25. Findings The findings show the positive influence of perceived desirability and feasibility on entrepreneurial intentions; however, the stronger desirability was found among university students in China and stronger feasibility toward entrepreneurial intentions among Pakistani students. The study reveals the negative significant influence of EEPs on entrepreneurial intentions, and this finding is consistent across both samples. Furthermore, the findings show that university students in both countries show insignificant impact of perceived contextual support in predicting entrepreneurial intentions. Finally, the study confirms the negative influence of perceived barriers on entrepreneurial intentions in both contexts. Originality/value This study provides differences in entrepreneurial activity by combing EEM, EEPs, perceived contextual support and barriers in two diverse Asian countries, and to the best of author’s knowledge, no previous study considered these factors in a single framework. Furthermore, the findings of the study enrich existing literature and also provide policy recommendations for practitioners.

Predicting 4-Year Graduation: Using Social Cognitive Career Theory to Model the Impact of Prescriptive Advising, Unit Load, and Students’ Self-Efficacy

2018 ◽  
Vol 22 (4) ◽  
pp. 655-675
Author(s):  
San Bolkan ◽  
William C. Pedersen ◽  
Kaitlyn N. Stormes ◽  
Beth Manke
Keyword(s):  
Graduation Rates ◽  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
Academic Goals ◽  
Career Theory ◽  
Prescriptive Advising ◽  
The Impact ◽  
Social Cognitive Career

In this study, we investigated how environmental, cognitive, and demographic variables influenced students’ ability to graduate from a 4-year university in 4 years. Specifically, we examined how behaviors related to social cognitive career theory (i.e., self-efficacy, outcome expectations, and academic goals) were influenced by contextual experiences related to prescriptive academic advising to ultimately predict students’ ability to graduate in 4 years. After holding students’ demographic characteristics constant, results from structural regression analyses indicated that prescriptive advising had a direct effect on students’ 4-year graduation rates. In addition, prescriptive advising had indirect effects on students’ 4-year graduation rates through its impact on students’ self-efficacy and the serial path involving students’ self-efficacy and their academic goals. Our results suggest that if institutions want to ensure they maximize 4-year graduation rates, helping students understand that it is possible to graduate in 4 years is critical.

Mentorship in the engineering professoriate: exploring the role of social cognitive career theory

2017 ◽  
Vol 6 (4) ◽  
pp. 302-316 ◽  
Author(s):  
Sylvia L. Mendez ◽  
Valerie Martin Conley ◽  
Rebecca S. Keith ◽  
Comas Haynes ◽  
Rosario Gerhardt
Keyword(s):  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Career Progression ◽  
Underrepresented Minority ◽  
Continuous Training ◽  
Career Theory ◽  
Content Type ◽  
The Usa ◽  
The Impact ◽  
Social Cognitive Career

Purpose The purpose of this paper is to explore a new mentoring and advocacy-networking paradigm sponsored by the National Science Foundation (15-7680) Office for Broadening Participation in Engineering in the USA. The Increasing Minority Presence within Academia through Continuous Training (IMPACT) program pairs underrepresented minority (URM) faculty with emeriti faculty in engineering for career mentorship. Design/methodology/approach Researchers utilized a phenomenological qualitative research design to explore the influence of the three domains of the mentoring and advocacy-networking paradigm (career development, sponsorship, and coaching) through participant interviews of URM and emeriti faculty. Interviews, grounded by Social Cognitive Career Theory (SCCT), offered an in-depth understanding of the nature, meaning, and ways in which the IMPACT participants perceived the value of the mentoring experience. Findings Phenomenological findings suggest mentees viewed IMPACT participation as a means for career progression, and mentors saw it as an opportunity to “give back” to the engineering field. Neither believed cultural or generational gaps would hamper their mentoring relationships, as their shared academic interests would facilitate a bridge for any gaps. Research limitations/implications This paper identifies new questions related to the expectations and interests of both mentors and mentees who are engaged in a mentoring relationship. A longitudinal approach would offer deeper insight into mentoring as the relationship persists over time. Originality/value Evidence at this stage indicates that the IMPACT program has the potential to contribute to the career progression of URM faculty through the inclusion of an often overlooked resource of emeriti faculty.

scholarly journals Predictive Model of the Intent of Work-Family Multiple-Role Planning among Female University Students: Integration of Social Cognitive Career Theory and Theory of Planned Behavior

2020 ◽  
Vol 58 (4) ◽  
pp. 539-560
Author(s):  
Jieun Kim ◽  
Mee Sok Park
Keyword(s):  
University Students ◽  
Predictive Model ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Multiple Role ◽  
Career Theory ◽  
The Social ◽  
Multiple Role Planning ◽  
Work Family ◽  
Social Cognitive Career

This study presents work-family multiple-role planning by female university students as a new approach to work-life balance. Accordingly, this study examines university years as a key time frame during which students establish their career paths. This study integrates the social cognitive career theory and the planned behavior theory to design and evaluate a model that explains the work-family multiple-role planning process; in addition, it develops an optimal model to predict the intentions of female university students in work-family multiple-role planning. This study has conducted a structural survey with 500 female university students. After inspecting the data, the responses of 435 participants were used in the data analysis (SEM) with SPSS 21.0 and AMOS 21.0. The findings include the following. First, suitability of predictive model presents a satisfying fit. The major factors in this study’s model (parental support, subjective norms, attitudes toward multiple-role planning, career decision self-efficacy, and outcome expectations) are verified as direct and indirect predictors of the work-family multiple-role planning intent of female university students. Second, the strongest predictive factor for the work-family multiple-role planning intent is the social environment factor (subjective norms), indicating that the influence of social pressure on intent is relatively large. The predictive model formulated under this study’s integrated theoretical framework supplements existing research that focused on attitudes toward multiple-role planning as well as provides a more profound theoretical foundation on which work-family multiple-role planning behaviors can be better understood.

Sign in / Sign up

Export Citation Format

Share Document