Search Results

This study empirically investigates whether the relationship between the fraction of filled apprenticeships in a particular occupation in the past and the fraction of prospective apprentices having very early intentions to train in this occupation has an impact on the changes from occupational intention to actual choice of occupation. We use a unique dataset from Switzerland containing detailed information on students' very early occupational 'dreams' (ages 13-14) - before they undergo an intensive career counseling - and combine it with information on their ultimate choice of occupation at the end of compulsory schooling (ages 15-16). The estimation results show that although the majority of students revise their initial intentions, those students who dreamed of learning an occupation with more training positions filled in previous years than peers interested in learning this occupation have a significantly higher probability of choosing their dream occupation. Conversely, students who wished to train in an overly popular occupation have a higher probability of delaying the transition to upper-secondary education for at least one year, instead of switching to another occupation. In addition, if students in this latter category have very good grades in mathematics, they have an even higher probability of sticking with their 'dream'.

Published abstract.

This working paper was originally released in May 2018. It was revised and re-released in October 2018. Show less

This study investigates factors predicting hospitality management students' intention to enter employment in the hospitality industry upon graduation. Survey data were collected from 591 hospitality management students in a hotel management school in the Netherlands. Results of multiple regression analyses showed that study progress negatively predicted, while preferences for large organisations, engaging work content and growth opportunities positively predicted students' intention to enter the hospitality industry. Supplementary analyses further revealed that among higher study year students, growth opportunity was the most crucial predictor for intention to enter the industry. Theoretical and practical implications were discussed.

Published abstract. Show less

Career guidance and counselling are key features of comprehensive strategies aiming to reduce early leaving from education and training. They may assist students, not only in terms of decision-making but also in managing their transitions within education and training pathways or from education to employment. Minimising the risks of either insufficient information or unrealistic expectations, career guidance and counselling may support learners in making informed decisions based on their interests, talents, and future job aspirations, as well as preventing dropout and early leaving. For those who have left education and training early, career guidance and counselling may assist them to return to, and qualify in, upper secondary education.

This paper examines how national policies and practices in career guidance and counselling in EU Member States may support learners at risk and early leavers from education and training. It identifies common patterns and existing information gaps, and sets out future prospects.

Published abstract. Show less

Over 4,500 current postgraduate researchers undertaking doctoral degrees responded to a dedicated online survey in 2010. The study aimed to investigate the career intentions and aspirations of doctoral researchers, their career decision-making to date and what influenced those decisions. Responses were received from postgraduate researchers in 130 UK universities and research institutes. Sufficient numbers were obtained to make comparisons between those in different research discipline groupings and stages of programme, and between full-time and part-time doctoral researchers. The relatively large sample size and good comparison of certain demographic parameters with those in the national cohort suggest that the sample was representative of doctoral researchers in the UK, although with some over-representation of those with Research Council funding. The responses in this study showed that doctoral researchers in different disciplines displayed significant variations in their age, mode of study and career trajectories prior to postgraduate research. They confirmed that, overall, only a minority undertake doctoral research directly after a first degree. The majority enter research either from a Masters degree or from long-term employment, however, the respective proportions varied strongly with the research discipline. The picture for part-time respondents was different, with the majority in all disciplines, except arts and humanities and physical sciences, having progressed from long-term employment and only a very small minority directly from an undergraduate degree.

This study confirmed that the great majority of doctoral researchers were satisfied with their decision to undertake postgraduate research, and wished to pursue careers and occupations which were related to their research discipline and utilise their high level knowledge and expertise. Their choice to undertake research was largely aspirational rather than pragmatic and their future career thinking appeared to remain so. It was amongst respondents who were considering careers beyond research that issues such as job availability, career prospects and reward were more prominent, although a decision to change direction completely tended to be driven by new interests and aspirations. Most respondents believed that their doctoral qualification and experience would be essential or very helpful in achieving their desired career. However, satisfaction with the choice to undertake research declined slightly with length of study, and there was some evidence from the workplace of the lesser value of the qualification.

Excerpts from publication. Show less

This paper seeks to establish what constitutes ethical practice in the provision of guidance by further education health care tutors who hold a nursing, midwifery or health visiting qualification and are therefore bound by the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) Code of Professional Conduct. It considers potential ethical dilemmas which such tutors may encounter during guidance activities, in the context of the UKCC standards and the five key ethical principles of autonomy, beneficence, non-maleficence, justice and veracity. Whilst these professional standards and principles may appear to provide a comprehensive foundation for ethical guidance practice, in reality they fail to offer clear support in the resolution of many of the ethical dilemmas that face health care tutors undertaking guidance work. Since guidance provided by such tutors may not be fully impartial, the importance of ‘ethical sensitivity’ and ethical decision-making skills are also highlighted.

Published abstract reprinted by permission of the copyright owner. Show less

Young people entering tertiary education in postindustrial societies choose their courses in the context of widespread uncertainty about future career prospects. At the same time, choice of degree takes place against a dominant cultural backdrop that stresses the necessity of identity work and self-authenticity in the pursuit of 'the good life'. In response to concerns about employment outcomes, universities increasingly promote generalist Humanities and Social Sciences or Bachelor of Arts (BA) degrees by emphasizing the importance of transferable skills for the 'flexible' labour market. In choosing a course of study and formulating career aspirations, young people must navigate the neoliberal imperative to pursue an authentic career pathway, while at the same time aspiring toward material success. Drawing on qualitative analysis of a self-reflective assessment in which BA students recorded their motivations for choosing their degree, this article explores how young people narrate their career aspirations. We argue that a discourse of authentic selfhood informs how young people navigate career uncertainty and justify their choice of a degree that lacks a clear vocational outcome. Additionally, we show how the process of deciding on a course of study involves significant identity work and emotion management.

Published abstract reprinted by permission of the copyright owner. Show less

Objective: The aim of this study is to investigate the reasons for and the factors associated with deciding to enter a medical school in graduate and undergraduate medical students and whether differ between the two groups. Method: This is a cross-sectional study. The survey [the authors] developed to investigate demographic and socioeconomic data and possible reasons for deciding to enter a medical school. The responses were scored using Likert scale 4-options. Results: A total of 244 of 275 male students responded (a response rate of 89 per cent). Of the responders, 26 per cent were graduate students and 74 per cent were undergraduates. Thirty nine per cent of the students attended private schools. Compared to graduate students, undergraduate students were younger (p=0.0001), more likely to have gone to a private high school (p= 0.001) to have a father who is a doctor (p= 0.001) or a university graduate (p= 0.001), to belong [to] a household with a monthly income exceeding $5,333 (p= 0.001). Significantly more undergraduates than graduates reported that they were influenced to enter medical school by family (p=0.036), having had high academic achievement at high school (p=0.001), prestige of the profession (p=0.007), guaranteed employment (p=0.013) and desire to help others (p=0.003).

Excerpt from published abstract. Show less

To construct a career is a complex developmental task that involves several contextual and personal factors. The uncertainty and instability that characterise modern societies are evident in many European countries. The present study aimed to explore the processes of career development and meaning-making, and how cultural and contextual factors may affect students' career choices and development. Twenty-one Italian and 20 English first-year university students produced written narratives inspired by the same prompt. Findings confirm differences in career development and choices linked to the effect of contextual factors and to different life story trajectories.

Published abstract reprinted by permission of the copyright owner. Show less

Youth Employment UK CIC [YEUK] wanted to understand more about the current careers education experience of young people. A survey was conducted among 16-24 year olds who had a current or recent experience of careers education services. In this report, YEUK shares the responses of [the] survey, run from October 2014 to January 2015. Young people were asked questions based on the advice they had been given, what that advice was, employer engagement, work related learning and the importance of a good careers education. The views, experiences and recommendations of the young people included [in this report] help decision-makers to reflect on the impact and delivery of current policy. [This] report makes vital reading as it takes account of the end user of this service and the direct impact the service has on outcomes.

Excerpts from publication. Show less

The share of women achieving tertiary education has increased rapidly over time and now exceeds that of men in most OECD countries. Yet women are severely under-represented in maths-intensive STEM fields (Science, Technology, Engineering and Maths), which are considered to be especially important for productivity and economic growth. The lack of female participation is therefore seen as a constraint on economic growth within the European Union. Furthermore, STEM fields are associated with occupations that have higher earnings. As recently noted by Schleicher (2019), despite the huge growth in women's educational attainment over time, women still earn 15 per cent less than men. An important factor here is that men and women pursue different careers and these choices are often made early in life.

Excerpt from publication. Show less