['The knowledge I acquired at Ifsi and the support provided during the course helped me to develop my career plan']. / « Les connaissances acquises à l'Ifsi et le suivi proposé lors du stage ont participé à l'élaboration de mon projet professionnel ¼.

This interview explains how internships and nursing training institute training form part of a professional project. The nurse, who is committed to the development of her profession, talks about her first job in a clinical and research department at the Toulouse Oncopole. She stresses the importance of providing students and young graduates with sympathetic support. It's all about mobilizing resources for building skills, for nursing sciences and, ultimately, encouraging them to develop professionally.

The effects of school career guidance on career choices of radiography undergraduate students at a University in Gauteng Province, South Africa.

BACKGROUND: Studies have revealed that learners begin to make their career choices at a reasonably early stage of their lives. Career guidance in South Africa was made part of the curriculum in schools to introduce learners to different careers and guide them in their career choices. Due to historical disparities, this has not been adequately implemented in all schools. As a result of this, some learners often make uninformed career choices. The aim of this study was to determine if students who enrolled in a radiography undergraduate program at Sefako Makgatho Health Sciences University (SMU) had prior knowledge about the radiography profession through career education and guidance at school level. The objectives of this study were to determine if there was prior knowledge of the radiography profession before enrolment at the institution; if career guidance and education was offered at school level as well as to investigate whether they will remain within the profession in the next five years. METHODS: An inductive exploratory qualitative method was used with a convenience sampling technique. Data were collected using semi-structured group interviews with open and closed-ended questions. Group interviews were conducted online and recorded. Thematic analysis was used to analyze exploratory data. Descriptive data were analyzed using SPSS software. RESULTS: A total of forty-four learners were interviewed in groups of 6-8 per interview, bringing the interviews to a total of seven groups. Majority of participants were females (59%, n=26) and the mean age of participants was 20.5 years. The majority of participants (68.2%) felt that career guidance would have played a role in their career choices and wished they could have had more knowledge about radiography profession before they enrolled in the program. CONCLUSION: This study confirmed that most learners had limited knowledge about the radiography profession before enrolment due to lack of career guidance at school level. However, for some, this lack of knowledge was altered by their first clinical practice exposure. Additionally, for participants who ended up in the radiography program as a second career choice without any prior knowledge and guidance, their views on progression and retention in the profession changed as a result of their first clinical exposure in the X-ray department. This study identified the need for career guidance to be addressed vigorously and universally in secondary schools. Work shadowing emerged as a significant factor to the choice of career, retention, and progression and therefore, further research is needed to explore this aspect in more depth.

A qualitative study of career decision making among African and Asian international medical students in China: process, challenges, and strategies.

China hosts around 68,000 international medical students (IMSs) primarily from lower income countries in Africa and Asia, who have the potential to contribute to international medical services. Understanding how these IMSs make career decisions can help better address the issue of global medical workforce shortage. However, such research is limited. Our study aims to explore the career decision-making process of China-educated IMSs, the challenges they experienced and the strategies they employed.In this exploratory qualitative study, we conducted semi-structured interviews with IMSs educated in China in 2022 using purposeful sampling. Twenty virtual one-on-one interviews were conducted, and data were analysed through directed qualitative content analysis. Cognitive Information Processing (CIP) theory was applied as the guiding framework for organising and analysing the data.The career decision-making process of the participants generally followed the stages of decision-making cycle in CIP theory, with a combination of urgent migration decisions and specialisation considerations adding layers of complexity to their career trajectories. Identified challenges encompassed lack of knowledge about oneself and career options, lack of decision-making skills, concerns of contextual complexities that limited the career decision-making process, low motivation and negative thoughts. Specific challenges due to their role as IMSs arose, which were related to career information access, self-capability evaluation, degree accreditation, employment competitiveness and mental states. Participants' proposed strategies were categorised into personal and institutional aspects, providing insights into addressing these challenges.This study substantiates and expands the application of the CIP theory within the sphere of the particular cultural and educational context of IMSs educated in China. It highlights the significance of integrating migration decision-making into career guidance for IMSs, and contributes to the literature by proposing an evidence-based tiered career intervention programme for IMSs.

A (mis)guidance of disabled youth: Post-secondary schooling transition experiences in South Africa.

Background: Globally, there is a disparity that exists between equal employment opportunities for people with disabilities post-schooling. While South Africa has aimed at the inclusion of people with disabilities, there has not been sufficient evidence of a successful transition from school to work environments. Objectives: This study documents the experiences and barriers that influence the preparation of high school students with disabilities for post-secondary education and work opportunities. Method: A qualitative research methodology employing multiple case study design was used where semi-structured in-depth interviews were conducted with youth between the ages of 18 years and 36 years who were currently employed. The participants were identified through purposeful sampling. Data were analysed by thematic analysis. Results: The findings indicate two overarching themes indicating that the career choices of participants, firstly, were significantly influenced by teacher and guidance counsellor expectations and, secondly, experiences of discouragement where personal agency and autonomy were limited. Conclusion: This study illuminates the need to enhance the decisions around careers for people with disabilities which should debunk the expectations of society. Contribution: This study will make teachers, mentors and counsellors more aware of their contribution, influence and support to youth with disabilities as they transition into the workplace.

Aspirations, apprehensions and the availability of career guidance among dental interns in Kerala, India.

Background: Dental graduates undergo stress owing to factors such as academic pressure and job uncertainty. Additionally, a lack of guidance with regard to clinical entrepreneurship is a cause of great concern. This study aimed to assess the aspirations and apprehensions of dental interns and to determine the availability of career guidance among them. Materials and Methods: A cross-sectional online survey was conducted using a self-designed electronic questionnaire. A total of 480 dental interns from both public and private dental institutions in the state of Kerala were included in this study. The stratified random sampling method was adopted, and the population proportion ratio was used to collect the samples. Data were analysed using the Chi-square test, Student's t-test, analysis of variance and multivariate linear regression. Results: The majority of the interns were females (87.5%); 75% of the participants had graduated from private institutions and 44% resided in rural areas. The apprehension score was high among interns from private institutions and those who belonged to a higher socioeconomic stratum (P < 0.05). However, the level was low among those who expressed strong aspirations (r = -0.213) and satisfaction (r = -0.329). Conclusion: The determinants for apprehension exhibited substantial disparities among the private and public educational sectors. Although the scenario of students who approached dentistry was similar, their plans for the future differed based on gender, sector and socioeconomic status. The lack of effective career guidance from institutions might impact the advancement of dentistry in future.

Beyond job placement: careers for refugees.

In this article, we highlight the Australian country context to advocate for career support that extends beyond initial job placement in a segmented labor market to strengthen refugees' skills and knowledge and future career development. We address systemic barriers while advocating for access to skilled career development practitioners, whose important expertise as members of multidisciplinary teams could enhance resettlement assistance. Strengthening the preparation of career development practitioners is essential for providing career support to refugees and for building capacity in the provision of resettlement services. We encourage debate within and between country contexts about ways to enhance refugees' career development.

Au-delà du placement: Carrières pour les réfugiés. Dans cet article, nous mettons en avant le contexte du pays australien pour plaider en faveur d'un soutien de carrière qui va au-delà l'insertion professionnelle initiale dans un marché du travail segmenté, afin de renforcer les compétences et les connaissances des réfugiées et leur futur développement de carrière. Nous abordons les obstacles systémiques tout en plaidant pour l'accès à des praticiennes qualifiées en développement de carrière, dont l'expertise importante en tant que membres d'équipes multidisciplinaires pourrait améliorer l'aide à la réinsertion. Le renforcement de la préparation des praticiennes en développement de carrière est essentiel pour fournir un soutien professionnel aux réfugiées et pour renforcer les capacités de prestation de services de réinsertion. Nous encourageons le débat au sein des contextes nationaux et entre eux sur les moyens d'améliorer le développement de carrière des réfugiées.

Más allá de la colocación: Carreras para refugiados. En este artículo destacamos el contexto del país australiano para abogar por un apoyo a la carrera profesional que vaya más allá de la colocación inicial en un mercado laboral segmentado para reforzar las habilidades y conocimientos de los refugiados y su futuro desarrollo profesional. Abordamos las barreras sistémicas a la vez que abogamos por el acceso a profesionales cualificados en desarrollo profesional, cuya importante experiencia como miembros de equipos multidisciplinares podría mejorar la asistencia al reasentamiento. Reforzar la preparación de los profesionales del desarrollo profesional es esencial para proporcionar apoyo profesional a los refugiados y para crear capacidad en la prestación de servicios de reasentamiento. Alentamos el debate dentro y entre los contextos nacionales sobre las formas de mejorar el desarrollo profesional de los refugiados.

Determinants of Choice of Specialty by Resident Doctors: A Multi-Center Based Study in South-West Nigeria.

BACKGROUND AND OBJECTIVES: An appropriately balanced specialty distribution in residency training will ensure adequate coverage and delivery of essential health needs to the people. An understanding of the factors which influence doctors' career choices is important for all those involved in the training of Resident doctors. The aim of this study is to examine the factors influencing the Resident Doctors' choice of specialty. METHODS: This was a cross-sectional study. A well-structured questionnaire was used as the instrument for data collection. RESULTS: A total of 110 Resident Doctors participated in the study with 74.5% falling within the age group 31-40 years, and 87 (79.1%) were males. A natural love for a specialty (66.4%), personal experience during medical school (47.3%) and the influence of mentors (30%), love for a particular class of patients (26.4%) and presumed higher income (17.3%) were reasons for initial choices of specialties. The most stated reasons for the change of specialty were because of the acquisition of more information (39.0%), the influence of mentors (26.8%), a change in perspective (24.4%), availability of vacancies (24.4%) and the influence of senior colleagues (17.1%). About 80% had no career guidance prior to the initial choice of specialty; likewise, 92% had no guidance prior to current program. However, 89% were happy with their final choices while only 21% would still consider a change of specialty. CONCLUSION: In our study, we found that personal interest in a specialty, previous experiences and mentorship were key to most individuals' choice or change in choice of specialties.

CONTEXTE ET OBJECTIFS: Une répartition équilibrée des spécialités dans le cadre de la formation des médecins résidents garantira une couverture adéquate et la satisfaction des besoins essentiels en matière de santé de la population. La compréhension des facteurs qui influencent les choix de carrière des médecins est importante pour tous ceux qui sont impliqués dans la formation des médecins résidents. L'objectif de cette étude est d'examiner les facteurs qui influencent le choix de la spécialité par les médecins résidents. MÉTHODES: Il s'agit d'une étude transversale. Un questionnaire bien structuré a été utilisé comme instrument de collecte des données. RÉSULTATS: Au total, 110 médecins résidents ont participé à l'étude, 74,5 % d'entre eux se situant dans la tranche d'âge 31­ 40 ans, et 87 (79,1 %) étaient des hommes. L'amour naturel pour une spécialité (66,4 %), l'expérience personnelle pendant les études de médecine (47,3 %) et l'influence des mentors (30 %), l'amour pour une catégorie particulière de patients (26,4 %) et un revenu présumé plus élevé (17,3 %) ont été les raisons des choix initiaux de spécialités. Les raisons les plus citées pour le changement de spécialité étaient l'acquisition de plus d'informations (39 %), l'influence des mentors (26,8 %), un changement de perspective (24,4 %), la disponibilité de postes vacants (24,4 %) et l'influence de collègues plus expérimentés (17,1 %). Environ 80 % n'ont bénéficié d'aucune orientation professionnelle avant le choix initial de la spécialité ; de même, 92 % n'ont bénéficié d'aucune orientation avant le programme actuel. Cependant, 89% sont satisfaits de leur choix final, tandis que seulement 21% envisageraient encore un changement de spécialité. CONCLUSION: Notre étude a révélé que l'intérêt personnel pour une spécialité, les expériences antérieures et le mentorat étaient des éléments clés dans le choix ou le changement de spécialité de la plupart des individus. Mots-clés: Faculté de médecine, Patients, Orientation professionnelle, Spécialité.

A novel intelligent agent-based framework for appropriate stream selection from perceptive of career counseling.

Picking a career stream profoundly influences people's abilities in different ways. Nowadays, choosing the correct career stream in advanced education is troublesome, as the number of people wanting to be in specific specializations is growing. Therefore, it is essential to be able to select the appropriate career path. This article proposes a system that can suggest streams in advanced education schools. This system is influenced by agent-based stream proposal systems (ASPS). The proposed system aims to make picking out the correct stream to study at school simpler for an individual. Different streams are evaluated based on seven pre-characterized models. In our system, three unique sorts of tests, learning styles, and coaching were coordinated in a way that caused the system to recognize an individual's interests and limits to an area of study. A sample of 238 participants was recruited for our questionnaire on accessibility, user-friendliness, accuracy, and satisfaction with the system. The incorporation of learning styles and coaching proved helpful in the study. The reliability and validity were proven in addition to incorporating a thinking-aloud protocol and immediate evaluation in the pre-, during and post-tests. To a large extent, respondents were satisfied with the model, as was revealed in the Likert scale response frequencies and percentages. The proposed system can be applied to undergraduates choosing engineering, medicine, arts and science degrees.

Online and computer-assisted career guidance: Are students prepared for it?

Career services should be a priority for any higher education institution. These structures should be prepared to support the design, implementation, and evaluation of academic and career plans and decisions, providing services properly aligned with students' needs, preferences, and characteristics. The present study addressed these questions by analyzing data from an online survey administered to 361 Portuguese higher education students. Results indicate that most students do not seek support in these structures, despite having various needs, particularly in the scope of exploring the world of work, developing goals and implementing career strategies. Most students are open to the use of online and computer-assisted career guidance, although their preference is for in-person interventions. These results allow Career Offices to identify new directions and opportunities to work with students, while demonstrating their value to the academic community and the labor market.

The Influence of Individual and Contextual Factors on the Vocational Choices of Adolescents and Their Impact on Well-Being.

Adolescents who have to make decisions regarding their future career or academic path can be greatly influenced by parental expectations and other individual and contextual factors. The aim of this study is to explore the impact of adolescent-parent career congruence on adolescents' well-being and future intention to enroll in a university course. The recruitment of participants took place through a combination of convenience sampling and snowball sampling. A sample of 142 high school students who are managing their decisions for the future completed an online questionnaire. Data were analyzed through a path analysis (SEM) with observed variables, and different indices were evaluated to check the model goodness of fit. The data show that congruence with parents' wishes has a significant effect on academic motivation, work hope and mattering, which in turn have a positive and significant effect on both future intentions to undertake university studies and on the participants' occupational well-being. In line with past studies, our results demonstrate correlations between adolescent-parent career congruence in career exploration and decision making, pointing out in particular the influence due to complementary congruence with mothers. Furthermore, our study underscores the important role played by both individual and contextual factors in adolescent well-being and intentions for their future. Finally, implications for the practice of vocational guidance practitioners are discussed.

Assessing factor structure and reliability of the career adaptability scale in students with special educational needs.

Despite the importance of career guidance and life planning education in helping students' career development, considerably limited research has been done to provide a good educational assessment to identify SEN students' strengths and weaknesses of career adaptability. This study aimed to assess the factor structure of the career adaptability scale in mainstream secondary students with special educational needs. The results support adequate reliabilities of the total scale and subscales of the CAAS-SF among over 200 SEN students. The results also support the four-factor structure of the career adaptability construct in assessing career concern, control, curiosity and confidence. We also found its measurement invariance across gender at the scalar invariance level. The positive and significant correlation patterns between boys' and girls' career adaptability and its sub-dimensions with self-esteem are similar. Overall, this study support that the CAAS-SF is a good measure with adequate psychometric properties for assessing and developing practical career guidance and life planning activities and programs for SEN students to support their career development needs.

Logics of career choice - concept and results of an approval-sensitive career guidance workshop.

To manage the transition from school to work, young people need to learn about occupations, explore their own (professional) interests, skills and values, and make career-related decisions. According to Gottfredson's Career Construction (CC) theory (1981), young people - influenced by their need for social approval - have already narrowed down their spectrum of acceptable occupations by the time they participate in school-based career orientation programs. Therefore, we focus on career guidance interventions that take into account their need for social approval. We present first results of an intervention study of a newly developed approval-sensitive workshop, "Logic of Career Choice." It challenges students' mostly unconscious need for social approval, raising awareness and prompting reflection and action on this aspect of their career choices. By analyzing a sample based on a quasi-experimental treatment-control group research design, we examine to what extent this workshop can contribute to reaching its objectives [n = 1236 students in secondary schools; treatment group (n = 766); control group (n = 470)]. Confirmatory factor analyses indicate the reliability of the new measurement instruments. The six examined constructs include (1) the relevance of social approval, (2) the feeling of autonomy, (3) interest in career choice, (4) reflection of needs, (5) intention to act, and (6) reported career choice activities. The results reveal partial confirmation of hypothesis (1) regarding the importance of social approval and (2) the feeling of autonomy. However, the constructs (4) reflection of needs and (5) intention to act show parallel developments in both the treatment and control groups, leading to the rejection of these hypotheses. The constructs (3) interest in career choice and (6) retrospectively reported activities regarding career choice show unexpected effects of the workshop. Interest in career choice decreases significantly more in the treatment group than in the control group, and the treatment group reports significantly more retrospective career choice activities. The discussion interprets the results in the context of their scientific and practical implications, with special attention given to the decrease in interest in career choice in the treatment group and the increased retrospective reporting of career choice activities.

C3-IoC: A Career Guidance System for Assessing Student Skills using Machine Learning and Network Visualisation.

Artificial Intelligence in Education (AIED) has witnessed significant growth over the last twenty-five years, providing a wide range of technologies to support academic, institutional, and administrative services. More recently, AIED applications have been developed to prepare students for the workforce, providing career guidance services for higher education. However, this remains challenging, especially concerning the rapidly changing labour market in the IT sector. In this paper, we introduce an AI-based solution named C3-IoC (https://c3-ioc.co.uk), which intends to help students explore career paths in IT according to their level of education, skills and prior experience. The C3-IoC presents a novel similarity metric method for relating existing job roles to a range of technical and non-technical skills. This also allows the visualisation of a job role network, placing the student within communities of job roles. Using a unique knowledge base, user skill profiling, job role matching, and visualisation modules, the C3-IoC supports students in self-evaluating their skills and understanding how they relate to emerging IT jobs. Supplementary Information: The online version contains supplementary material available at 10.1007/s40593-022-00317-y.

"Laying bricks to build integrated career guidance plans": Best practices in vocational education and training in Andalusia, Spain.

Vocational Education and Training (VET) policies are paying increasing attention towards the need to develop quality career guidance processes. Career guidance plays an essential role in this challenge by enabling people to develop the career management skills that allow them to become aware of their full potential and to construct life projects that facilitate the emotional management of uncertainty and complexity, participating as responsible agents in their environment. After conducting a literature review on each of these key elements, we set out to identify best practices in VET as "building blocks" for the construction of an integrated career guidance plan in VET. This study adopts an approach based on qualitative methodology, specifically a documentary type of research has been carried out. The documents analysed correspond to 88 best practices identified in Andalusia (Spain). The analysis strategy used was a content analysis. For this purpose, a system of categories has been designed, from a deductive perspective, which has contributed to a systematic analysis of them. One of the first conclusions of the study is the uneven development o best practices in the different VET professional pathways. The practices carried out in the centres begin to incorporate different elements and thus facilitate the creation of a suitable context for the development of comprehensive career guidance plans in VET. The article closes by offering implications for the development of guidance in the education system (at VET level) and discusses lines of future research.

Career Readiness Among Saudi Pharmacy Students: Exploring the Need for and the Impact of Career Counseling Services.

Purpose: Employers place emphasis on graduates' work experience and interpersonal skills while academia mainly focuses on developing students' learning ability. One proposed strategy is through career guidance by universities; however, supportive evidence is lacking. This study explored the career readiness of pharmacy students for the Saudi job market. It also examined the availability of career guidance services for pharmacy students and alumni in Saudi Arabia and the impact of such services on recipients' career path choices and development of competencies. Subjects and Methods: This cross-sectional study utilized an online-based survey. Pharmacy students in the last three years of their program and recent graduates participated in the survey. The study used descriptive statistics to describe participants' demographic data. Respondents were asked to rate aspects related to career readiness on a 5-point Likert scale, and their responses were reported as frequencies with percentages or means as appropriate. Comparisons between groups were made using t-test or one- way ANOVA as required. Results: A total of 576 responses were collected. About 25% of participants acknowledged the career guidance services provided at their pharmacy college, whereas the majority indicated that they have never reached out to a career counselor at their university (89.6%). The highest level of disagreement was noticed in impact of career guidance services on participants' establishment of their CV/portfolio (50.7%). Using the work readiness scale, the lowest mean was seen in the social intelligence domain (3.64 ± 0.94). Conclusion: Although substantial proportion of students reported the presence of career guidance services in their university or college, very few stated that they had utilized such services. This could have impacted the students' career readiness for the rapidly changing Saudi job market. Therefore, proper measures to advertise the availability of career guidance services in Saudi pharmacy schools have to be implemented.

"Employability in context": graduate employability attributes expected by employers in regional Vietnam and implications for career guidance.

This article examines how graduate employability is viewed by employers in six economically disadvantaged mountainous provinces in Vietnam. The study reported in this article identified continuous self-learning, resilience, adaptability, devotion and empathy for the local people and local community to be among the main employability attributes expected of graduates in regional Vietnam. The findings of the study raise the importance of context situatedness in looking at employability and show how employability is characterised by the local structural conditions, demographic features and socio-cultural norms. The study provides significant implications for career guidance and graduate employability development, especially in relation to regional areas.

"L'employabilité dans son contexte ¼: Attributs attendus par les employeurs·euses dans la région du Vietnam et implications pour l'orientation professionnelle Cet article examine comment l'employabilité des diplômé·e·s est perçue par les employeurs·ses dans six provinces montagneuses économiquement défavorisées du Vietnam. L'étude rapportée dans cet article a identifié l'auto-apprentissage continu, la résilience, l'adaptabilité, le dévouement et l'empathie pour la population locale et la communauté locale comme étant parmi les principaux attributs d'employabilité attendus des diplômés dans le Vietnam régional. Les résultats de l'étude soulignent l'importance de la situation du contexte dans l'étude de l'employabilité et montrent comment l'employabilité est caractérisée par les conditions structurelles locales, les caractéristiques démographiques et les normes socioculturelles. L'étude fournit des implications significatives pour l'orientation professionnelle et le développement de l'employabilité, en particulier en ce qui concerne les zones régionales.

"Empleabilidad en contexto": Atributos esperados por los empleadores en Vietnam regional e implicaciones para la orientación profesional Este artículo examina cómo los empleadores ven la empleabilidad de los graduados en seis provincias montañosas económicamente desfavorecidas de Vietnam. El estudio reportado en este artículo identificó el autoaprendizaje continuo, la resiliencia, la adaptabilidad, la devoción y la empatía por la población local y la comunidad local como uno de los principales atributos de empleabilidad que se esperan de los graduados en la región de Vietnam. Los hallazgos del estudio plantean la importancia de la situación contextual para observar la empleabilidad y muestran cómo la empleabilidad se caracteriza por las condiciones estructurales locales, las características demográficas y las normas socioculturales. El estudio proporciona implicaciones significativas para la orientación profesional y el desarrollo de la empleabilidad, especialmente en relación con las áreas regionales.

Four 'dirty words' in career guidance: from common sense to good sense.

This paper focuses on commonly used terms in career guidance in order to examine the impact they can have on the way problems are conceptualised and consequently on the solutions that are envisaged. Four such terms are considered, namely 'vulnerability', 'resilience', 'employability', and 'activation'. Drawing on critical social theory, this paper explores the relationship between language, thought, and action. It demonstrates the intimate relationship of the four terms to the neoliberal agenda in general and to responsibilisation in particular. The paper concludes by arguing that the career development field has a role to play in the struggle over the meaning of concepts in the public sphere, as the outcome has a bearing on the opportunities for people to flourish.

Quatre "gros mots" dans l'orientation professionnelle: du sens commun au bon sens Cet article se concentre sur les termes couramment utilisés dans l'orientation professionnelle afin d'examiner l'impact qu'ils peuvent avoir sur la façon dont les problèmes sont conceptualisés, et par conséquent sur les solutions qui sont envisagées. Quatre de ces termes sont considérés, à savoir 'vulnérabilité', 'résilience', 'employabilité', et 'activation'. S'appuyant sur la théorie sociale critique, cet article explore la relation entre le langage, la pensée et l'action. Il démontre la relation intime de ces quatre termes avec l'agenda néolibéral en général, et avec la responsabilisation en particulier. L'article conclut en affirmant que le domaine de l'évolution de carrière a un rôle à jouer dans la lutte pour la signification des concepts dans la sphère publique, car le résultat a une incidence sur les possibilités d'épanouissement des personnes.

Cuatro 'palabras sucias' en la orientación profesional: del sentido común al buen sentido Este documento se centra en los términos de uso común en la orientación profesional con el fin de examinar el impacto que pueden tener en la forma en que se conceptualizan los problemas y, en consecuencia, en las soluciones que se prevén. Se consideran cuatro de estos términos, a saber, «vulnerabilidad¼, «resiliencia¼, «empleabilidad¼, y «activación¼. Basándose en la teoría social crítica, este artículo explora la relación entre el lenguaje, el pensamiento y la acción. Demuestra la íntima relación de los cuatro términos con la agenda neoliberal en general, y con la responsabilidad en particular. El documento concluye argumentando que el campo del desarrollo profesional tiene un papel que desempeñar en la lucha por el significado de los conceptos en la esfera pública, ya que el resultado tiene una influencia en las oportunidades para que las personas prosperen.

An evaluation of a student-led career profiling project to support the exploration of a career in general practice and other specialties.

BACKGROUND: Choosing medical careers is complex but the undergraduate period is formative. St George's University of London (SGUL) students called for greater careers information. AIM: To develop and evaluate students' careers resources. DESIGN & SETTING: A quality improvement student-staff project at SGUL, UK. METHOD: A 'Plan-Do-Study-Act' (PDSA) cycle was completed. For the 'Plan' element, students' career intentions and information preferences were surveyed. For the 'Do' element, video interviews with clinicians and infographic posters were produced and published on SGUL's virtual learning environment. For the 'Study' element, feedback questionnaires were thematically analysed using Kirkpatrick's framework. For the 'Act' element, the model was rolled out across SGUL programmes. RESULTS: In the 'Plan' stage, 79 students ranked interest in specialties, with general practice being the second most popular. Students were unconfident in how to pursue careers and wanted more information. For the 'Do' element, 13 careers videos and infographics were created for 10 specialties. The 'Study' questionnaire showed changes across three of the four levels in Kirkpatrick's model of evaluation of training. Level 1 (Response): students found resources helpful and accessible. Level 2 (Learning): students reported increased understanding of careers. Level 3 (Transfer): students planned using checklists and made career comparisons by specialty. Level 4 (Results): students' career choices were not demonstrated, but there were tentative proxy measures such as copying and modelling career routes and choices. 'Act' involved rolling out and regularly updating resources. CONCLUSION: This PDSA model enabled development of resources by students mapped to students' needs. Changes were demonstrated in relation to students' response, learning, and transfer, with tentative suggestions of impact on career choice.

Teacher Evaluation of a Self-Directed Career Guidance Intervention for South African Secondary School Learners Amidst Severe COVID-19 Restrictions.

The South African government's COVID-19 pandemic risk mitigation strategies significantly limited social contact, which necessitated a novel approach to existing face-to-face career guidance practices. The Grade 9 Career Guidance Project, originally developed as a group-based career development intervention, required radical adaptation into a self-directed, manualized format to offer career guidance to Grade 9 learners from low-income communities amid a global pandemic. The adaptation and continuation of the project was deemed essential as secondary school learners in low-income communities have limited career guidance support. Furthermore, a close collaboration with the teachers at eight resource-constrained South African secondary schools was vital for successful implementation. To assess the success of the adaptation to a self-directed format, a mixed-methods design was employed, and Life Orientation teachers' evaluative feedback was solicited (n = 11). Favorable quantitative results were obtained; majority of teachers agreed that learners enjoyed the booklet (manualized format) and that it was deemed an adequate substitute to the previous contact-based format of the Career Guidance Project. This was also confirmed by the qualitative findings revealing teachers' satisfaction with the booklet's content, specifically that the booklet is complementary to the Life Orientation curriculum. Qualitative findings identified specific contextual barriers that contributed to some learners struggling to use the booklet optimally. The results suggest that it is feasible and acceptable to implement a self-directed career guidance intervention among secondary school learners amid a global pandemic. Teachers recommended ways to integrate the booklet, resources, and contact sessions as a preferred way forward. These findings have important implications for similar resource-constrained settings that may not have readily access to in-person career guidance and counseling human development.

New Frontiers in Computer-Assisted Career Guidance Systems (CACGS): Implications From Career Construction Theory.

This article addresses the use of computer-assisted career guidance systems (CACGS) in career interventions. Major CACGS developed in the past decades were based on the trait-factor or person-environment fit approaches in their conceptualization and design. The strengths and limitations of these CACGS in addressing the career development needs of individuals are discussed. The Career Construction Theory (CCT) is a promising paradigm to guide the development of new generations of CACGS. The narrative tradition, career adaptability model, and life-design interventions of CCT offer rich conceptual and practical applications that could expand the scope and breadth of career exploration and identity construction through using CACGS. A digital system developed in Hong Kong called Infinity is a case-in-point of a CACGS where users could learn about career planning, engage in self and career construction through using the quantitative and qualitative assessment applications and gamified tools, take career planning actions over time, and communicate with their social supportive systems. Initial findings suggested that users of the system reported lesser decision-making difficulties, higher levels of decision clarity, and better understanding of what is career planning than non-users. Users from high academic achievement schools reported higher levels of career adaptability than their counterparts in schools of similar academic background. Users from low achievement schools reported higher intention to pursue government-supported universities than non-users from schools of similar background. Research and practice implications in schools and organizational settings are discussed.