Postgraduate Education and Career Mobility: A Case from Hospital Administration

1969 ◽  
Vol 28 (1) ◽  
pp. 11-21 ◽  
Author(s):  
Peter New ◽  
Mary New ◽  
J. May
Keyword(s):  
Career Choice ◽  
Education System ◽  
Occupational Mobility ◽  
Career Aspirations ◽  
Postgraduate Education ◽  
Career Mobility ◽  
Hospital Administration ◽  
American Education ◽  
Career Patterns ◽  
Determining Factor

Investigators analyzing the contingencies in career choice, occupational mobility, and other career aspirations have often recognized the relevance of college and postgraduate education. In most instances, however, education is by-passed in favor of other variables. We suspect that part of the reason for this is the generally accepted but unexamined assumption that education is a known quantity and can be taken for granted as a determining factor in career patterns. At the same time, education is a very nebulous concept. The great variety of opportunities available within the American education system makes it extremely difficult for the student of occupational mobility to determine exactly what is important about education.

Stability of Kindergarten Children's Career Aspirations

1991 ◽  
Vol 68 (3_suppl) ◽  
pp. 1378-1378 ◽  
Author(s):  
Ashton D. Trice ◽  
Robert King
Keyword(s):  
Inner City ◽  
Career Choice ◽  
Career Aspirations ◽  
Kindergarten Children ◽  
Lower Stability ◽  
First Choice ◽  
Inner City Schools ◽  
City Schools

211 kindergarten children were interviewed in September and again in May concerning their career aspirations. On both occasions the interviewer asked for a first career choice; if something other than a real job was given, the interviewer asked for a second choice. During the September interview, 74% supplied a “real” career as their first choice and 10% gave real career responses as a second choice. Eight months later, 89% gave real careers as a first choice. Of those giving a real career response on the first occasion 46% chose the same occupation at the second interview, suggesting that kindergarten children have realistic career aspirations, and these aspirations are stable. Nonreal career aspirations appear to diminish during this period. Children from inner city schools had higher rates of nonreal responses and lower stability of choice than other groups.

scholarly journals MOBILITAS KARIR DALAM ORGANISASI: IMPLIKASI DARI SISTEM KARIR DAN PERAN LEADERSHIP

2003 ◽  
Vol 2 (2) ◽  
Author(s):  
Imronudin .
Keyword(s):  
Career Choice ◽  
Selection Criteria ◽  
Organizational Context ◽  
Career Mobility ◽  
Training And Development ◽  
Leadership Role ◽  
Family Influence ◽  
Self Concept ◽  
Factors Affecting ◽  
And Training

Career development in organization is an issue that getting more and more attention, both from academicians and practitioners. Career mobility in organization can't be separated from leadership role within, Moreover, career system applied in organization also has effect toward career mobility. Career mobility in an organization can be viewed either in individual context or organizational context. In an individual context, there are several factors affecting career mobility, such as social class; education and training; self-concept regarding career; career choice; family influence; age; gender; and race. At the same time, career mobility in an organizational context is affected by factors such as internal tabor market; career ladder; promotion; training and development; selection criteria and method; and internal competition.

scholarly journals Embracing Education and Contesting Americanization: A Reexamination of Native Hawaiian Student Engagement in Territorial Hawai‘i’s Public Schools, 1920–1940

2018 ◽  
Vol 58 (3) ◽  
pp. 361-391 ◽  
Author(s):  
Derek Taira
Keyword(s):  
Public Schools ◽  
Student Engagement ◽  
Education System ◽  
Native Hawaiian ◽  
American Education ◽  
Native Students ◽  
Native Student ◽  
Native Hawaiian Students ◽  
Sociocultural Pressure

This article explores the efforts of Native Hawaiian students to appropriate and take control of their schooling as part of a broad Indigenous story of empowerment during Hawai‘i’s territorial years (1900–1959). Histories of this era lack a visible Indigenous presence and contribute to the myth that Natives passively accepted the Americanization of the islands. This article challenges this myth by examining Native student writings to tell a story of Native involvement in education as a pragmatic strategy designed to advance distinctly Indigenous interests through the American education system. These stories reveal schools as complex sites of negotiation where Native students regularly navigated sociocultural pressure from their friends, parents, teachers, and America's growing presence in the islands while testing and exploring their own identities.

scholarly journals Holland's Secondary Constructs of Vocational Interests and Career Choice Readiness of Secondary Students

2007 ◽  
Vol 28 (4) ◽  
pp. 205-218 ◽  
Author(s):  
Andreas Hirschi ◽  
Damian Läge
Keyword(s):  
Career Choice ◽  
Secondary Students ◽  
Career Counseling ◽  
Career Planning ◽  
Career Aspirations ◽  
Vocational Interests ◽  
Vocational Identity ◽  
Assessment Practice ◽  
Content Domain ◽  
Counseling And Assessment

Abstract. This study examined the relationship between the secondary constructs of Holland's (1997) theory of vocational interests and career choice readiness (career maturity) attitudes with 358 Swiss secondary students. The hypothesis was tested that the secondary constructs consistency, coherence, differentiation, and congruence are measures for the degree of vocational interest development. Thus, they should belong to the content domain in career choice readiness and should show meaningful relations to career-choice readiness attitudes. The hypothesis was confirmed for congruence, coherence, and differentiation. Interest-profile consistency showed no relation to career-choice readiness attitudes. Vocational identity emerged as a direct measure for career-choice readiness attitudes. Realism of career aspirations was related to career-choice readiness attitudes and coherence of career aspirations. Profile elevation was positively connected to more career planning and career exploration. Differences between gender, ethnicity, and school-types are presented. Implications for career counseling and assessment practice are discussed.

scholarly journals Pre-Service Teacher Career Choice Motivation: A Comparison of Vocational Education and Training Teachers and Comprehensive School Teachers in Germany

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Anne Stellmacher ◽  
Svenja Ohlemann ◽  
Jan Pfetsch ◽  
Angela Ittel
Keyword(s):  
Teacher Training ◽  
Career Choice ◽  
Vocational Education ◽  
Education System ◽  
Education And Training ◽  
Comprehensive School ◽  
Vocational Education And Training ◽  
School Teachers ◽  
Career Choice Motivation ◽  
And Training

Context: The current shortage of teachers in Germany, especially in vocational schools, is of relevance to the education system and labour market policy. To recruit future teachers more effectively, it is of great importance to gain a better understanding of pre-service teachers’ career choice motivation. However, research has concentrated so far mainly on teachers in the general education system. The present study investigates the career choice motivation of students who will become vocational education and training (VET) teachers and compares it to the career choice motivation of future comprehensive school teachers. Approach: We surveyed N = 79 teacher training students in total, 30 pre-service VET teachers and 49 pre-service comprehensive school teachers at the beginning of their university-based teacher training. To measure career choice motivation, we used the standardized questionnaire Motivation for Choosing Teacher Education (FEMOLA) including six subscales (Pohlmann & Möller, 2010). In order to compare pre-service VET and comprehensive school teachers with regard to the six scales of career choice motivation, we performed a multivariate analysis of covariance (MANCOVA). Findings: We found the highest means for the motives subject-specific and educational interest for the future VET teachers. In comparison to the pre-service comprehensive school teachers, they rated their educational interest, social influences, and utility as significantly less relevant in terms of their career choice motivation. There are no significant differences on the other three motivational scales. Conclusion: The findings show that the two groups partially differ in their motivations to become a teacher. Therefore, we can conclude that the measures for attracting new students should also be individually adapted to the motives for their career choice. For example, in a counselling interview, the motives for choosing a profession should be discussed and compared with the requirements for studying and later working life.

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