scholarly journals Valuing complex and diverse career pathways: the career trajectories and career-related choices of early career practitioners

2017 ◽  
Author(s):  
Rachel Turner
Keyword(s):  
Career Pathways ◽  
Early Career ◽  
Career Trajectories

Examining the Recruitment, Placement, and Career Trajectories of Secondary Mathematics Teachers Prepared for High-Need Schools

2019 ◽  
Vol 121 (2) ◽  
pp. 1-36
Author(s):  
William Zahner ◽  
Suzanne Chapin ◽  
Rich Levine ◽  
Lingjun A. He ◽  
Robert Afonso
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Early Career ◽  
School Mathematics ◽  
The Other ◽  
Attrition Rate ◽  
Secondary School Mathematics ◽  
Stem Majors ◽  
Career Trajectories ◽  
High Need Schools

Background School leaders are challenged by the relatively limited supply and high turnover of qualified secondary school mathematics teachers. In response, policy makers and teacher educators have developed various pathways and incentives to recruit, train, place, and support highly qualified mathematics teachers to work in hard-to-staff schools. Focus of Study In this study, we investigate the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers from two preparation programs focused on staffing “high-need” schools in the same region. Setting The contrasting programs were both supported by the same university in the Northeast United States. Participants & Programs The participants were 158 secondary school (Grades 6–12) mathematics teachers. Of these, 48 were recruited and prepared through a teacher education program with financial support from the National Science Foundation-funded Robert Noyce Teacher Scholarship Program. The other 110 school mathematics teachers were recruited and trained through the Greater Boston office of Teach For America. Both programs required two years of service in high-need schools. Research Design In this study, we used a comparative design. Descriptive profiles of teachers from each program were created. Then, participants’ early career trajectories were compared using logistic regression and survival analysis. Data Collection and Analysis We administered a longitudinal survey and created a database combining survey data and each program's administrative data. Conclusions Our data illustrate that the Noyce scholarship-supported pathway was generally successful in recruiting individuals with STEM majors, training them to be mathematics teachers, and placing those individuals as secondary school mathematics teachers in high-need schools. The comparison of the scholarship-pathway teachers with the secondary school mathematics teachers in the alternative-certification pathway provides a useful contrast. On the one hand, the alternatively certified secondary school mathematics teachers were less likely than the scholarship-pathway teachers to have STEM majors, and the attrition rate for the alternatively prepared teachers was higher than the attrition rate for the scholarship-supported teachers, particularly after they had completed the two-year service requirement. On the other hand, the alternative-certification program recruited a more diverse pool of potential teachers and placed these teachers in schools serving a higher proportion of low-SES students.

scholarly journals Gender and the MBA: Differences in Career Trajectories, Institutional Support, and Outcomes

2017 ◽  
Vol 31 (3) ◽  
pp. 310-332 ◽  
Author(s):  
Sarah E. Patterson ◽  
Sarah Damaske ◽  
Christen Sheroff
Keyword(s):  
Building Blocks ◽  
Career Pathways ◽  
Work History ◽  
Men And Women ◽  
Career Trajectories ◽  
Elite University ◽  
Promotion Process ◽  
Stable Employment ◽  
A Company ◽  
Better Than

This study asks how men’s and women’s careers diverge following MBA graduation from an elite university, using qualitative interview data from 74 respondents. We discover men and women follow three career pathways post-graduation: lockstep (stable employment), transitory (3 or more employers), and exit (left workforce). While similar proportions of men and women followed the lockstep pathways and launched accelerated careers, sizable gender differences emerged on the transitory pathway; men’s careers soared as women’s faltered on this path—the modal category for both. On the transitory path, men fared much better than women when moving to new organizations, suggesting that gender may become more salient when people have a shorter work history with a company. Our findings suggest that clear building blocks to promotions reduce gender bias and ambiguity in the promotion process, but multiple external moves hamper women, putting them at a clear disadvantage to men whose forward progress is less likely to be stalled by such moves.

scholarly journals Australian academic primary health-care careers: a scoping survey

2016 ◽  
Vol 22 (2) ◽  
pp. 167 ◽  
Author(s):  
Christopher Barton ◽  
Joanne Reeve ◽  
Ann Adams ◽  
Ellen McIntyre
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Online Survey ◽  
Research Capacity ◽  
Career Pathways ◽  
Early Career ◽  
Convenience Sample ◽  
Medical Background ◽  
Primary Health ◽  
Disciplinary Background

This study was undertaken to provide a snapshot of the academic primary health-care workforce in Australia and to provide some insight into research capacity in academic primary health care following changes to funding for this sector. A convenience sample of individuals self-identifying as working within academic primary health care (n = 405) completed an anonymous online survey. Respondents were identified from several academic primary health-care mailing lists. The survey explored workforce demographics, clarity of career pathways, career trajectories and enablers/barriers to ‘getting in’ and ‘getting on’. A mix of early career (41%), mid-career (25%) and senior academics (35%) responded. Early career academics tended to be female and younger than mid-career and senior academics, who tended to be male and working in ‘balanced’ (teaching and research) roles and listing medicine as their disciplinary background. Almost three-quarters (74%) indicated career pathways were either ‘completely’ or ‘somewhat unclear’, irrespective of gender and disciplinary backgrounds. Just over half (51%) had a permanent position. Males were more likely to have permanent positions, as were those with a medical background. Less than half (43%) reported having a mentor, and of the 57% without a mentor, more than two-thirds (69%) would like one. These results suggest a lack of clarity in career paths, uncertainty in employment and a large number of temporary (contract) or casual positions represent barriers to sustainable careers in academic primary health care, especially for women who are from non-medicine backgrounds. Professional development or a mentoring program for primary health-care academics was desired and may address some of the issues identified by survey respondents.

scholarly journals CAEP 2016 Academic Symposium: How to have an impact as an emergency medicine educator and scholar

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S16-S21 ◽  
Author(s):  
Jason R. Frank ◽  
Warren J. Cheung ◽  
Jonathan Sherbino ◽  
Robert Primavesi ◽  
Robert A. Woods ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Career Pathways ◽  
High Impact ◽  
Early Career ◽  
Snowball Sampling ◽  
Educational Mission ◽  
Education Practice ◽  
Protected Time ◽  
Area Of Interest ◽  
Canadian Association

Abstract Background In a time of major medical education transformation, emergency medicine (EM) needs to nurture education scholars who will influence EM education practice. However, the essential ingredients to ensure a career with impact in EM education are not clear. Objective To describe how to prepare EM educators for a high-impact career. Methods The Canadian Association of Emergency Physicians (CAEP) Academic Section commissioned an “Education Impact” working group (IWG) to guide the creation of consensus recommendations from the EM community. EM educators from across Canada were initially recruited from the networks of the IWG members, and additional educators were recruited via snowball sampling. “High impact educators” were nominated by this network. The high impact educators were then interviewed using a structured question guide. These interviews were transcribed and coded for themes using qualitative methods. The process continued until no new themes were identified. Proposed themes and recommendations were presented to the EM community at the CAEP 2016 Academic Symposium. Feedback was then incorporated into a final set of recommendations. Results Fifty-five (71%) of 77 of identified Canadian EM educators participated, and 170 names of high impact educators were submitted and ranked by frequency. The IWG achieved sufficiency of themes after nine interviews. Five recommendations were made: 1) EM educators can pursue a high impact career by leveraging either traditional or innovative career pathways; 2) EM educators starting their education careers should have multiple senior mentors; 3) Early-career EM educators should immerse themselves in their area of interest and cultivate a community of practice, not limited to EM; 4) Every academic EM department and EM teaching site should have access to an EM educator with protected time and recognition for their EM education scholarship; and 5) Educators at all stages should continuously compile an impact portfolio. Conclusions We describe a unique set of recommendations to develop educators who will influence EM, derived from a consensus from the EM community. EM leaders, educators, and aspiring educational scholars should consider how to implement this guide towards enhancing our specialty’s educational mission.

scholarly journals Career choices for obstetrics and gynaecology: recent updates from 40 years of national surveys of UK medical graduates

JRSM Open ◽  
2019 ◽  
Vol 10 (10) ◽  
pp. 205427041986161 ◽  
Author(s):  
Trevor W Lambert ◽  
Fay Smith ◽  
Michael J Goldacre
Keyword(s):  
Gender Gap ◽  
Career Choices ◽  
Career Pathways ◽  
Specialty Choice ◽  
Early Career ◽  
Medical Graduates ◽  
Obstetrics And Gynaecology ◽  
First Choice ◽  
Questionnaire Surveys ◽  
Career Specialty

Summary Objective To report doctors' early career choices for obstetrics and gynaecology, their eventual career destinations and factors influencing their career pathways. Design Multi-cohort multi-purpose national questionnaire surveys of medical graduates in selected graduation years between 1974 and 2015. Setting UK. Participants UK-trained medical graduates. Main outcome measures Career specialty choices; certainty about specialty choice; factors which influenced doctors' career choices; career specialty destinations 10 years after graduation. Results Obstetrics and Gynaecology was the first choice of career for 5.7% of post-2002 graduates in year 1, 4.3% in year 3 and 3.8% in year 5. A much higher percentage of women than men specified Obstetrics and Gynaecology as their first choice: in year 1, 7.7% of women and 2.3% of men did so. The gender gap has widened since the 1970s and 1980s. In recent years, of those who specified Obstetrics and Gynaecology as their first choice in year 1 after graduation, 48% were working in Obstetrics and Gynaecology in year 10 (63% of men, 45% of women). Looking backwards from career destinations, 85% of doctors working in Obstetrics and Gynaecology in year 10 had specified Obstetrics and Gynaecology as a first, second or third choice of preferred career in year 1. Conclusions Interest in Obstetrics and Gynaecology among UK graduates appears to be exceeding the demand for new specialists. Policy needs to address risks of over-production of trainees and ensure that some graduates interested in Obstetrics and Gynaecology consider alternative careers. The large gender imbalance should encourage consideration of the reasons for men choosing Obstetrics and Gynaecology in falling numbers.

scholarly journals Towards Contextualized Islamic Leadership: Paraguiding and the Universities and Muslim Seminaries Project (UMSEP)

Religions ◽  
2019 ◽  
Vol 10 (12) ◽  
pp. 662
Author(s):  
Alison Scott-Baumann ◽  
Alyaa Ebbiary ◽  
Shams Ad Duha Mohammad ◽  
Safiyya Dhorat ◽  
Shahanaz Begum ◽  
...  
Keyword(s):  
Mutual Recognition ◽  
Good Practice ◽  
External Validation ◽  
Career Pathways ◽  
Muslim Community ◽  
Arts And Humanities ◽  
Career Trajectories ◽  
Community Project ◽  
Key Issues ◽  
Islamic Leadership

The Universities and Muslim Seminaries Project (UMSEP) addresses three key issues in the narrative of Muslim communal identity and religious leadership in Britain today: firstly, the need for the accreditation of Darul Ulooms (Muslim seminaries) and external validation of their programmes; secondly, understanding the career trajectories of Darul Uloom graduates, and exploring good practice; thirdly, understanding emerging leadership models in the British Muslim community. This project is a community-led, positive response to a large Arts and Humanities Research Council (AHRC)-funded research project (Re/presenting Islam on campus) conducted between 2015–2018, which identified discrimination against Muslim staff and students and the politicization of their identity due to counter terror securitisation measures. The community project summarized here in interim form proposes powerful and informed antidotes to discrimination: pathways to mutual recognition in higher education. We used interviews, workshops, and surveys and triangulated our findings to draw our draft conclusions. Firstly, we found enough interest in universities and Darul Ulooms to proceed with accreditation for an Islamic course with the same standing as a degree. Secondly, we identified barriers to career pathways for Muslims. Thirdly, we developed new models of Muslim community leadership, most notably Muslim chaplaincy with spiritual components: a career path with specific significance for Muslim women.

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