scholarly journals LINKING THE CEAB GRADUATE ATTRIBUTE COMPETENCIES TO EMPLOYABILITY SKILLS 2000+: EQUIPPING STUDENTS WITH THE LANGUAGE AND TOOLS FOR CAREER/EMPLOYMENT SUCCESS

2017 ◽  
Author(s):  
Jillian Seniuk Ciceka ◽  
Lynda Peto ◽  
Sandra Ingram
Keyword(s):  
Adult Learners ◽  
Career Success ◽  
Developmental Process ◽  
Career Goals ◽  
Employability Skills ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Future Career ◽  
Employment Success ◽  
Career Employment

Graduate attributes are a relevant and pressing topic for engineering educators as we work to find innovative ways to teach and assess them in our courses and programs. The graduate attributes defined by the Canadian Engineering Accreditation Board (CEAB) are left to faculty of accredited Canadian Engineering programs to characterize into manageable,authentic and assessable indicators. Faculty are then responsible for demonstrating that their students possess these competencies, and that their programs are effective in training students in the skills, knowledge, behaviours, attitudes and values that are fundamental to the 12 graduate attributes. It has been a mammoth task that is still, in many cases, in its inception.What if we could approach identifying and assessing the CEAB graduate attributes in another way? Should we be expecting faculty to be solely responsible for assessing students’ graduate attribute competencies? Applying Knowles Theory of Andragogy and Super’s Theory on Developmental Process of Vocational Behaviour, we are able to explain how students, as adult learners, are motivated to identify and assess their own skills and competencies, influenced by their life situations and therelevance of employment to their immediate and future career goals.If we provide the framework for establishing the transference of the CEAB graduate attributes to their employment and career goals, students can be given the motivation to identify, and indeed, showcase their own competencies. Connecting the CEAB graduate attributes to the Conference Board of Canada Employability Skills 2000+ translates the attributes into a language recognizable and relevant to all engineering stakeholders, and may inspire students to seek understanding of the required engineering competencies as they focus on gaining employment, and ultimately achieving career success

scholarly journals BAKALAURO PAKOPOS STUDENTŲ KETINIMO EITI PASIRINKTU PROFESINIU KELIU YPATUMAI: DVIEJŲ IMČIŲ ANALIZĖ

Psichologija ◽  
2009 ◽  
Vol 39 ◽  
pp. 45-58
Author(s):  
Ieva Urbanavičiūtė
Keyword(s):  
Career Choice ◽  
Regression Model ◽  
Career Planning ◽  
Career Goals ◽  
Personality Factors ◽  
Job Fit ◽  
Career Goal ◽  
Future Career ◽  
Two Samples ◽  
Choice Satisfaction

Straipsnyje nagrinėjami ketinimo eiti pasirinktu profesiniu keliu ypatumai. Pagrindiniai tyrimo uždaviniai – įvertinti, kaip ketinimą eiti pasirinktu profesiniu keliu prognozuoja pasitenkinimo pasirinkta profesija lygis, įsivaizduojamas realaus ir idealaus bei realaus ir prestižinio darbo atitikimas bei asmenybės ypatumai (neurotizmas ir sąmoningumas), ir palyginti, kuo skiriasi abiejų imčių ketinimo eiti pasirinktu profesiniu keliu prielaidos.Dviejų imčių – nepatenkintųjų pasirinkta profesija (n = 55) ir patenkintųjų pasirinkta profesija (n = 76) – hierarchinės regresijos analizė parodė, kad šių imčių ketinimo eiti pasirinktu profesiniu keliu prielaidos yra nevienodos. Prognozuojant ketinimą eiti pasirinktu profesiniu keliu pirmuoju atveju reikšmingi kintamieji yra pasitenkinimo pasirinkta profesija lygis, realaus ir prestižinio darbo atitikimas ir neurotizmo lygis. Antruoju atveju gautas vyraujantis kintamasis – pasitenkinimo pasirinkta profesija lygis. Gauti rezultatai turi tiek teorinių, tiek praktinių pritaikymo galimybių ir nubrėžia tolesnių tyrimų šioje srityje gaires.Pagrindiniai žodžiai: karjeros planavimas, profesijos pasirinkimas, ateities lūkesčiai, asmenybės veiksniai.University undergraduates’ career choice commitment: An analysis of two samples Ieva Urbanavičiūtė SummaryCareer development is a rather popular research area. Previous studies have revealed numerous factors that are relevant for the process of career planning during various stages of life. The constantly changing and challenging world, as well as the demand of new competencies in the labour market, draw attention to the time when an individual leaves school and sets future career goals preparing to enter the world of work. There is still an open question which psychological factors could be crucial for the smooth career goal setting at this time.The present study aims to explore one’s future career intentions after one has already chosen a study major. The study had the following goals: to analyse whether career choice commitment (having future career goals related to one’s major) can be predicted by the level of career choice satisfaction, expected real-ideal and real-prestigious job fit, and personality factors such as neuroticism and conscientiousness, conducting analysis in two samples; to explore the differences of the predictors of career goal commitment between Sample 1 and Sample 2.185 Vilnius University undergraduates (131 females, 54 males) took part in the study. The primary sample was then subdivided into two parts, excluding the middle range data: Sample 1 consisted of participants whose career choice satisfaction was low (n = 55), and Sample 2 consisted of participants whose career choice satisfaction was high (n = 76). A two-step hierarchical regression model analysis was run in both samples. The results revealed multiple significant predictors of career choice commitment in Sample 1: the level of career choice satisfaction (low level in this sample), expected real-prestigious job fit, and, to a lesser extent, expected real-ideal job fit were significant predictors in the primary regression model. Adding neuroticism and conscientiousness to the regression model significantly changed it by increasing its R2, although only neuroticism was a significant predictor. On the contrary, in Sample 2, the level of career choice satisfaction (high in this sample) was the dominant predictor of career choice commitment, followed only by expected real-prestigious jog fit. Adding personality variables to the model didn’t produce a significant change in this case. The results provide the basis for further theoretical and practical implications in career counselling and set guidelines for the future research.Keywords: career planning, vocational choice, outcome expectations, personality factors.

scholarly journals Graduates employability: An exploratory Literature Review

2021 ◽  
Vol 119 ◽  
pp. 05010
Author(s):  
Aniss Moumen ◽  
Nezha Mejjad
Keyword(s):  
Literature Review ◽  
Education And Training ◽  
Experimental Methodology ◽  
Development Model ◽  
Employability Skills ◽  
Career Management ◽  
Conceptual Frameworks ◽  
Graduate Attributes ◽  
Graduate Employability ◽  
And Training

This paper aims to present an exploratory literature review from the “Education and Training” journal indexed in Scopus, which has published 99 articles about “Graduate Employability” from 2005 to 2021. After cleaning, classifying and reading these articles with NVIVO; As a result, we have found that authors utilize: quantitative, qualitative, mixed and experimental methodology to address problems related to graduate attributes, graduate employability skills and constructs, enhance employability, self-employability perception and employers perceptions. Also, we have identified three famous conceptual frameworks to measure graduate employability: the Graduate Employability Development model [1], the CareerEDGE model [2] and the Career Management Employability model [3].

‘It’s all about action’: An Interview with Lubaina Himid

2019 ◽  
pp. 301-312
Author(s):  
Hannah Durkin
Keyword(s):  
Career Goals ◽  
Future Career ◽  
Activist Art

This section of the book contains an interview with Himid, conducted a few weeks after she won the Turner Prize, in which she reflects in detail on her activist art. The interview contains information about Himid’s style, influences and future career goals.

scholarly journals Cohort Analysis and Reporting for Graduate Attribute Assessment

2018 ◽  
Author(s):  
Aneta George ◽  
Liam Peyton
Keyword(s):  
Performance Management ◽  
Performance Indicators ◽  
Cohort Analysis ◽  
Information Analysis ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Historic Data ◽  
And Performance ◽  
Analysis System ◽  
The University

The Graduate Attribute Information Analysis system (GAIA) was developed at the University of Ottawa to support data collection and performance management of graduate attributes for engineering programs at the program level and at the course level [10]. This paper reports on our research to develop support for cohort analysis and reporting by providing a single consistent view of graduate attributes (GA) and performance indicators for groups of students who started and finished an engineering program at the same time. This is supported by two special purpose reports: Graduate Attribute Report per Cohort (GAR/C) and Course Progression Report per Cohort (CPR/C). The former shows average GA data per attribute, the latter tracks student achievement as students progress in their program. It also adds to the historic data trend analysis for a program. Furthermore, a COOP Progress Report per cohort (COOPR/C) is generated.

Personality maturation among emerging adults and future career success

2019 ◽  
Vol 24 (2) ◽  
pp. 146-162
Author(s):  
Maor Kalfon Hakhmigari ◽  
Yossi Michaeli ◽  
Daniel J. Dickson ◽  
Miri Scharf ◽  
Shmuel Shulman
Keyword(s):  
Emerging Adulthood ◽  
Emerging Adults ◽  
Career Success ◽  
Design Methodology ◽  
Personality Change ◽  
Negative Experiences ◽  
Content Type ◽  
Future Career ◽  
Reflective Capacity

Purpose The purpose of this paper is to examine the role of maturation processes – personality change and reflectivity as characterized by greater awareness to self and others – during emerging adulthood in predicting career success. Design/methodology/approach A sample of 205 of Israeli emerging adults was followed over a 12-year period. Participants completed measures of self-criticism at age 23 and 29, reflectivity at the age of 29 and subjective and objective career outcomes such as satisfaction with work and level of income at the age of 35. Hierarchical regressions determined the extent that decreases in self-criticism as well as greater reflectivity that predicted future career success. Findings The findings of this paper indicated that greater decreases in self-criticism were longitudinally associated with less frequent negative experiences at work and lesser tendency to have doubts about one’s career. Greater reflective capacity was longitudinally associated with a future higher income, greater career satisfaction and a stronger perception of one’s career as a means to implement inner interests. Research limitations/implications The results of this paper suggest that decreasing negative self-perception and enhancing awareness about self and others might facilitate a future career success. Originality/value This is among the first studies that demonstrate the role of personality maturation during emerging adulthood for future career success.

Delayed-Entry Undergraduates in Physical Education Teacher Education: Examining Life Experiences and Career Choice

1996 ◽  
Vol 15 (2) ◽  
pp. 205-223 ◽  
Author(s):  
Gayle E. Hutchinson ◽  
Craig A. Buschner
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Adult Learners ◽  
Program Analysis ◽  
Life Experiences ◽  
Career Goals ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Delayed Entry ◽  
Physical Education Teacher Education

Nearly 40% of all undergraduates are adult learners (age 25 and older; Kasworm, 1990). As the number of adult learners rises, physical education teacher education (PETE) faculty members must begin to explore how these learners differ from traditional 18- to 24-year-old students. The purpose of this phenomenological study was to describe the events leading to a career decision in PETE and to examine participant-described behaviors as PETE students of two delayed-entry students actively enrolled in a university PETE program. Analysis of three 90-minute, in-depth, open-ended interviews revealed that significant life experiences prompted participants to reevaluate their career goals and pursue a career teaching physical education. As PETE candidates, participants frequently utilized a reservoir of life experiences to make sense of their career decisions and navigate their career paths. The adult learners described themselves as self-motivated and self-directed with clear career goals and timelines.

scholarly journals Fostering Narrative Post-writing through Authentic Designed Learning Objects

2018 ◽  
Vol 9 (6) ◽  
pp. 1209 ◽  
Author(s):  
María C. Caro ◽  
Diana A. Parra
Keyword(s):  
Adult Learners ◽  
Research Study ◽  
Developmental Process ◽  
Writing Skills ◽  
Learning Objects ◽  
Language Teachers ◽  
Process Writing ◽  
Writing Difficulties ◽  
Writing Students ◽  
Short Narrative

One of the challenges language teachers face is how to engage learners to empower their writing skills. Teacher’s feedback is a key feature when developing writing, but it seems not to be effective when learners remain having the same difficulties. It is imperative to examine pedagogical actions for motivating and tackling learners post writing difficulties. This action research study states a new alternative in which students autonomously learn and experience strategies to become better writers. The analysis focused on the influence that the process writing approach, focalized on the monitoring strategy of the post-writing stages, and the implementation of authentic designed learning objects (LOs) had on young adult learners’ short narrative compositions. Outcomes indicate that students improved their writing since the tasks responded to their cognitive and affective profiles. Findings also suggested that the PRWRITE LOs clearly guided learners in the developmental process of writing. Students perceived those technological tools as interesting, applicable and motivating for their learning. This pedagogical experience promotes the design of innovative tools based on learners’ needs and goals, which motivate and engage them in an improving process.

scholarly journals Microcredential learners need quality careers and employability support

2021 ◽  
Vol 12 (1) ◽  
pp. 21-23
Author(s):  
Michael Healy
Keyword(s):  
21St Century ◽  
Labour Markets ◽  
Career Goals ◽  
Lifelong Learner ◽  
Employment Success ◽  
Workplace Competencies

Providers, industry, and governments have embraced microcredentialing as a solution to the volatility and velocity of changes in labour markets, workplace competencies, and the needs of the 21st century lifelong learner (Oliver, 2019). However, microcredentials do not, in and of themselves, guarantee career or employment success. Seeking a microcredential is one adaptive career behaviour that people might enact in pursuit of their career goals (Lent & Brown, 2013). Similarly, holding a microcredential is one form of employability capital that people might highlight when seeking employment (Tomlinson & Anderson, 2020).

scholarly journals CREATING FACULTY BUY-IN: LEADERSHIP CHALLENGES IN IMPLEMENTING CEAB GRADUATE ATTRIBUTES

2013 ◽  
Author(s):  
Govind Gopakumar ◽  
Deborah Dusart-Gale ◽  
Ali Akgunduz
Keyword(s):  
Course Design ◽  
Program Improvement ◽  
Faculty Members ◽  
Curricular Innovation ◽  
Engineering Programs ◽  
Leadership Challenges ◽  
Graduate Attributes ◽  
Educational Culture ◽  
Program Innovation ◽  
High Degree

In 2009 the Canadian Engineering Accreditation Board (CEAB) announced its intention requiring all undergraduate engineering programs in Canada to utilize twelve graduate attributes for assessing the capacities of its students. In response, engineering faculties across the country have been experimenting with creating processes that incorporate these graduate attributes as a means to stimulate program improvement to achieve curricular and program innovation. Many of the support resources (like the inter-university collaboration EGAD, for example) have focused largely in three directions – definitional, programmatic and information management challenges faced by different engineering programs.Less attention has been given to identifying and addressing leadership challenges faced by faculty administrators in piloting curricular and programmatic changes such as the CEAB graduate attributes. We argue that these challenges result from fundamental features of university educational culture: faculty members place great value upon autonomy in their workplace, and likewise expect a high degree of intellectual independence in designing courses. The introduction of CEAB attributes, together with the mandated changes they will bring to course design, is perceived by faculty members as an external imposition. Such a perception we suggest introduces some scepticism in the faculty about its efficacy leading to a disengagement from the change process. Thorough attention to these cultural factors impacting on graduate attributes adoption is crucial to the implementation of successful curriculum development.Describing these challenges in detail, this paper will outline some pathways that can circumvent these impediments to curricular innovation.

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