Opportunities for the implementation of career lift technology in higher educational institutions

Abstract

Introduction. The article is devoted to the involvement of higher education stakeholders in the process of building students and graduates’ careers. The purpose of the article is to summarize modern ideas about the phenomenon of ‘a career lift’ and present author's views on the possibilities of implementing a career lift technology in higher educational institutions. Materials and Methods. The paper presents a subject-centered conceptual model of implementing the career lift technology, based on the methodology of systemic, subject-activity and environmental approaches to scientific cognition. The research methods included etymological and bibliographic analysis used to summarize and clarify the concepts of ‘career’ and ‘career lift’. The modeling method was employed for the complex study and reproduction of the structure and the properties of the career lift technology in universities. Results. The author presented an analysis of existing world approaches to the interpretation of the concept of ‘career’, summarized their main features and presented a clarified definition of this phenomenon. Based on the etymological and bibliographic analysis of the concepts ‘career’, ‘lift’ and ‘career lift’, reflected in dictionaries and scholarly literature (both Russian and international), the author proposed and justified her approach interpreting the career lift phenomenon. As a result, the author proposed two ways of interpreting the concept of the career lift. According to the first one, a career lift is a type of career building chosen by a person. The second one considers career lift as a technology of career support for students, graduates, and professionals. Based on the analysis and personal experience, the author developed and justified a subject-centered model of the career lift technology, implemented in several stages related to individual goals of a person as a subject of education. It is important to note that the model contains links between student's goals and goals and activities of higher education institutions and other stakeholders. The author argues that all the components of each level relatively exist as independent, since they always act interconnected with each other. Conclusions. The author concludes that the subject-centered implementation of the career lift technology, based on the principles of consistency, flexibility, individual and environmental determination, and multidimensionality, is designed to ensure the effectiveness of actions and interactions within its structure.