This small-scale study establishes a pathway model to explain how variables with emotional content affect career indecision in higher education. We investigated a total of 240 undergraduate students and a pathway model of direct and indirect effects surrounding career indecision was made by using structural equation modeling (SEM). Our pathway model shows a positive direct effect of procrastination on career indecision (β = .13, p < .001), with negative direct effects on EI, life satisfaction, CDSE, and planning, in terms of career conflict. EI shows a positive correlation with CDSE (β = .51, p < .001). Findings indicate that emotionally-related variables are good predictors of psychology students’ career concerns.
本研究建立了一个路径模型来解释具有情绪内容的变量如何影响高等教育中的职业犹豫不决。本研究以240名大学生为研究对象，运用结构方程模型建立了职业优柔寡断直接影响和间接影响的路径模型。我们的路径模型显示，拖延对职业优柔寡断有正向的直接影响(β = 0.13, p < 0.001)，在职业冲突方面对EI、生活满意度、CDSE和规划有负向的直接影响。EI与CDSE呈正相关(β = 0.51, p < 0.001)。研究结果表明，情绪相关变量能较好地预测心理专业学生的职业关注。
{"title":"A Pathway Model of Emotionally-Associated Predictors of US College Students’ Career Indecision","authors":"Seungyeon Lee, Magnus Gray, Minsung Kim","doi":"10.53379/cjcd.2022.329","DOIUrl":"https://doi.org/10.53379/cjcd.2022.329","url":null,"abstract":"This small-scale study establishes a pathway model to explain how variables with emotional content affect career indecision in higher education. We investigated a total of 240 undergraduate students and a pathway model of direct and indirect effects surrounding career indecision was made by using structural equation modeling (SEM). Our pathway model shows a positive direct effect of procrastination on career indecision (β = .13, p < .001), with negative direct effects on EI, life satisfaction, CDSE, and planning, in terms of career conflict. EI shows a positive correlation with CDSE (β = .51, p < .001). Findings indicate that emotionally-related variables are good predictors of psychology students’ career concerns.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41587903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to explore faculty perspectives about employability and employability skill development through curricular activities in non-professional programs. Using pre and post semi-structured interviews, this study embedded employability skills in three academic courses to gain insight into faculty members’ perspectives on employability skill development. Results reveal that the faculty members involved in the study addressed employability to differing degrees in their courses, yet each recognized the importance for students. The outcomes of this study support the need for the development of employability initiatives in higher education and highlights that faculty members can benefit from support in identifying and assessing the employability skills practiced in academic courses.
{"title":"Employability Skill Development: Faculty Members’ Perspectives in Non-Professional Programs","authors":"E. Gregory, Heather Kanuka","doi":"10.53379/cjcd.2022.120","DOIUrl":"https://doi.org/10.53379/cjcd.2022.120","url":null,"abstract":"The purpose of this study was to explore faculty perspectives about employability and employability skill development through curricular activities in non-professional programs. Using pre and post semi-structured interviews, this study embedded employability skills in three academic courses to gain insight into faculty members’ perspectives on employability skill development. Results reveal that the faculty members involved in the study addressed employability to differing degrees in their courses, yet each recognized the importance for students. The outcomes of this study support the need for the development of employability initiatives in higher education and highlights that faculty members can benefit from support in identifying and assessing the employability skills practiced in academic courses.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44091899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adoptant une perspective intersectionnelle, cette revue de la portée s’est intéressée à ce que la littérature des derniers cinq ans a identifié en termes de barrières découlant des différents systèmes d’oppression qui réduisent l’inclusivité des services de relation d’aide pour les populations marginalisées. L’analyse des résultats des 13 articles retenus a révélé la présence d’obstacles et discriminations dans les services sociaux et de relation d’aide pour les adultes avec un trouble du spectre de l’autisme sans déficience intellectuelle (barrières découlant du capacitisme); pour les individus vivant de l’itinérance et les personnes de classe ouvrière (barrières découlant du capitalisme et du classisme); pour les personnes noires (barrières découlant du racisme); pour les personnes dont l’orientation sexuelle diverge des normes hétéronormatives dont des personnes âgées (barrières découlant de l’hétérosexisme, de l’hétéronormativité, de l’homophobie et de l’âgisme) et pour les personnes dont l’identité ou l’expression de genre divergent des normes cisnormatives (barrières découlant du cissexisme, de la transphobie et de l’enbyphobie). Ce portrait des barrières systémiques émergeant de la littérature récente soulève un important besoin d’agir pour accompagner les professionnel.le.s en développement de carrière à mieux tenir compte des systèmes d’oppressions afin d’intervenir de façon plus inclusive et intersectionnelle.
{"title":"Oppressions et barrières systémiques en relation d’aide pour les populations marginalisées","authors":"I. Langlois, Patrizia Villotti","doi":"10.53379/cjcd.2022.227","DOIUrl":"https://doi.org/10.53379/cjcd.2022.227","url":null,"abstract":"Adoptant une perspective intersectionnelle, cette revue de la portée s’est intéressée à ce que la littérature des derniers cinq ans a identifié en termes de barrières découlant des différents systèmes d’oppression qui réduisent l’inclusivité des services de relation d’aide pour les populations marginalisées. L’analyse des résultats des 13 articles retenus a révélé la présence d’obstacles et discriminations dans les services sociaux et de relation d’aide pour les adultes avec un trouble du spectre de l’autisme sans déficience intellectuelle (barrières découlant du capacitisme); pour les individus vivant de l’itinérance et les personnes de classe ouvrière (barrières découlant du capitalisme et du classisme); pour les personnes noires (barrières découlant du racisme); pour les personnes dont l’orientation sexuelle diverge des normes hétéronormatives dont des personnes âgées (barrières découlant de l’hétérosexisme, de l’hétéronormativité, de l’homophobie et de l’âgisme) et pour les personnes dont l’identité ou l’expression de genre divergent des normes cisnormatives (barrières découlant du cissexisme, de la transphobie et de l’enbyphobie). Ce portrait des barrières systémiques émergeant de la littérature récente soulève un important besoin d’agir pour accompagner les professionnel.le.s en développement de carrière à mieux tenir compte des systèmes d’oppressions afin d’intervenir de façon plus inclusive et intersectionnelle.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42109724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eddy Supeno, Sabruna Dorceus, Geneviève Rivard, Yann Le Corff, S. Bourdon
Although career development theories underline the central role of information in career choice and studies show that guidance practitioners are among the main information sources of people making career choices, the actual information practices of these practitioners in their career interventions remain fragmented. Moreover, the studies on the theme of career choice associating information, information sources and information practices (whether it is among guidance practitioners or individuals in career choice) offer little conceptualization on these notions. In order to fill this gap, an online survey of 330 guidance practitioners in Quebec was conducted to document specifically their career information practices (information sources consulted and categories of career information sought). Statistical analysis show that the main career information sought relates to central elements of career choice (training programs and occupations) and the main information sources consulted are non-human and institutional. In addition, some contextual elements are associated with seeking and selecting certain categories of information and sources. The discussion highlights the importance of digital sources in the information practices of these practitioners, the association between the populations served and the choice of information sources and categories of career information and the role of co-workers as information support on career and beyond.
{"title":"Career Information Practices of Guidance Practitioners","authors":"Eddy Supeno, Sabruna Dorceus, Geneviève Rivard, Yann Le Corff, S. Bourdon","doi":"10.53379/cjcd.2022.336","DOIUrl":"https://doi.org/10.53379/cjcd.2022.336","url":null,"abstract":"Although career development theories underline the central role of information in career choice and studies show that guidance practitioners are among the main information sources of people making career choices, the actual information practices of these practitioners in their career interventions remain fragmented. Moreover, the studies on the theme of career choice associating information, information sources and information practices (whether it is among guidance practitioners or individuals in career choice) offer little conceptualization on these notions. In order to fill this gap, an online survey of 330 guidance practitioners in Quebec was conducted to document specifically their career information practices (information sources consulted and categories of career information sought). Statistical analysis show that the main career information sought relates to central elements of career choice (training programs and occupations) and the main information sources consulted are non-human and institutional. In addition, some contextual elements are associated with seeking and selecting certain categories of information and sources. The discussion highlights the importance of digital sources in the information practices of these practitioners, the association between the populations served and the choice of information sources and categories of career information and the role of co-workers as information support on career and beyond.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42609162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article puts forward a new typology of workers, based on an enhanced set of indicators of psychosocial risks and well-being, and examines the character traits associated with each class membership. This article innovates by simultaneously taking into account how hostile behaviours, poor working conditions and employment precariousness are associated with different subjective measures of well-being. This study uses a person-centered approach by conducting latent class analysis on a representative sample of 5,867 Canadian employees. Six distinct clusters are revealed: “heavily suffering”, “unfulfilled precarious”, “unhealthy stressed”, “untroubled harassed”, “optimistic precarious” and “not exposed”. This article thus shows that it is not harassment or lack of social benefits per se that affect workers’ well-being. It demonstrates that workers’ well-being deteriorates only when hostile behaviours/conflicts and poor working/employment conditions overlap. Binary logistic regression analyses reveal that, controlling for other worker characteristics, this typology of workers is related to work ethic and resilience. The results suggest two key trends: overlapping exposure to precariousness, procedural injustice and poor prospects for career advancement reduces hard work ethic, while overlapping exposure to hostile behaviour/conflicts and competition reduces resilience.
{"title":"Psychosocial Risks and Subjective Well-Being in the Canadian Workplace","authors":"S. Moulin","doi":"10.53379/cjcd.2022.327","DOIUrl":"https://doi.org/10.53379/cjcd.2022.327","url":null,"abstract":"This article puts forward a new typology of workers, based on an enhanced set of indicators of psychosocial risks and well-being, and examines the character traits associated with each class membership. This article innovates by simultaneously taking into account how hostile behaviours, poor working conditions and employment precariousness are associated with different subjective measures of well-being. This study uses a person-centered approach by conducting latent class analysis on a representative sample of 5,867 Canadian employees. Six distinct clusters are revealed: “heavily suffering”, “unfulfilled precarious”, “unhealthy stressed”, “untroubled harassed”, “optimistic precarious” and “not exposed”. This article thus shows that it is not harassment or lack of social benefits per se that affect workers’ well-being. It demonstrates that workers’ well-being deteriorates only when hostile behaviours/conflicts and poor working/employment conditions overlap. Binary logistic regression analyses reveal that, controlling for other worker characteristics, this typology of workers is related to work ethic and resilience. The results suggest two key trends: overlapping exposure to precariousness, procedural injustice and poor prospects for career advancement reduces hard work ethic, while overlapping exposure to hostile behaviour/conflicts and competition reduces resilience.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43439101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katrina Monton, Anna-Maria Broomes, Sophie Brassard, P. Hewlin
The present study explores the role of sport-life balance and well-being on athletic performance. Canadian athletes who competed at the 2019 Pan American and Para Pan American Games in Lima, Peru were invited to participate in the survey via email. A mixed-methods design was utilized, consisting of an online survey and semi-structured, follow-up interviews. The sample consisted of 72 athletes, spanning eighteen different sports. Our findings demonstrate that while many Olympic and Paralympic athletes are successful in maintaining a strong support network, significant concerns arose regarding meagre finances, a lack of free time, and minimal support both within and outside of sport. Perspectives on the benefits of sport-life balance on performance were mixed, with the majority of athletes revealing that they were unsure of the benefits, did not experience benefits, or experienced negative effects. Feelings of dissatisfaction with performance, experiences of being overwhelmed in managing an athletic career, and tensions in developing a self outside of sport were prevalent among the athletes.
{"title":"The Role of Sport-Life Balance and Well-Being on Athletic Performance","authors":"Katrina Monton, Anna-Maria Broomes, Sophie Brassard, P. Hewlin","doi":"10.53379/cjcd.2022.330","DOIUrl":"https://doi.org/10.53379/cjcd.2022.330","url":null,"abstract":"The present study explores the role of sport-life balance and well-being on athletic performance. Canadian athletes who competed at the 2019 Pan American and Para Pan American Games in Lima, Peru were invited to participate in the survey via email. A mixed-methods design was utilized, consisting of an online survey and semi-structured, follow-up interviews. The sample consisted of 72 athletes, spanning eighteen different sports. Our findings demonstrate that while many Olympic and Paralympic athletes are successful in maintaining a strong support network, significant concerns arose regarding meagre finances, a lack of free time, and minimal support both within and outside of sport. Perspectives on the benefits of sport-life balance on performance were mixed, with the majority of athletes revealing that they were unsure of the benefits, did not experience benefits, or experienced negative effects. Feelings of dissatisfaction with performance, experiences of being overwhelmed in managing an athletic career, and tensions in developing a self outside of sport were prevalent among the athletes.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44532157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Thomson, Bennett King-Nyberg, Janet Morris-Reade, Cassie Taylor, Roberta Borgen
Like many other professionals, career development practitioners (CDPs) in British Columbia were forced to transition their services to virtual delivery at the beginning of the COVID-19 pandemic. In 2012, a BC Centre for Employment Excellence sponsored study found that among various delivery methods, virtual services were least preferred by practitioners (Neault & Pickerell, 2013). The rapid shift to virtual work in 2020, unsurprisingly, left CDPs uneasy, unprepared, and unaware of how best to move forward. This research conducted a needs assessment of CDPs through a comprehensive survey based on the new pan-Canadian competency framework (Canadian Career Development Foundation [CCDF], 2021) and nine focus groups with practitioners working with underrepresented populations in the workforce. We found a small effect of age on how difficult CDPs found the move to virtual services - older CDPs found it more difficult than younger CDPs - and numerous areas of challenge for practitioners of all demographics. This report identifies which areas and competencies of service delivery have become easier for CDPs since the move to virtual services, and which areas have become harder, supporting survey results with focus group conversations.
{"title":"A Needs Assessment of Virtual Career Practitioners","authors":"E. Thomson, Bennett King-Nyberg, Janet Morris-Reade, Cassie Taylor, Roberta Borgen","doi":"10.53379/cjcd.2022.334","DOIUrl":"https://doi.org/10.53379/cjcd.2022.334","url":null,"abstract":"Like many other professionals, career development practitioners (CDPs) in British Columbia were forced to transition their services to virtual delivery at the beginning of the COVID-19 pandemic. In 2012, a BC Centre for Employment Excellence sponsored study found that among various delivery methods, virtual services were least preferred by practitioners (Neault & Pickerell, 2013). The rapid shift to virtual work in 2020, unsurprisingly, left CDPs uneasy, unprepared, and unaware of how best to move forward. This research conducted a needs assessment of CDPs through a comprehensive survey based on the new pan-Canadian competency framework (Canadian Career Development Foundation [CCDF], 2021) and nine focus groups with practitioners working with underrepresented populations in the workforce. We found a small effect of age on how difficult CDPs found the move to virtual services - older CDPs found it more difficult than younger CDPs - and numerous areas of challenge for practitioners of all demographics. This report identifies which areas and competencies of service delivery have become easier for CDPs since the move to virtual services, and which areas have become harder, supporting survey results with focus group conversations. ","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70798420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Kozma, Anne Meyer-Miner, Jonathan Chio, Stefanie Mak, Ahmed El‐Boraie, D. Sealey
In the life sciences, many graduate students and postdoctoral fellows find it challenging to enter the non-academic workforce after completing their programs. Through experiential learning, trainees can develop the knowledge, technical skills, soft skills, and project portfolio that employers value, and compete effectively in the job market. In this article, we share design considerations for developing a job simulation program based on our experience over five years with the Industry Team Case Study program at the University of Toronto. In this program, which is focused on the biopharmaceutical sector, trainees identify a business or policy challenge, conduct in-depth research, develop a solution to address the problem, and present their findings to industry professionals. For mentorship and coaching, trainees are matched with industry professionals. This article covers four areas of program development: starting the program, recruiting advisors and trainees, designing the program and project framework, and evaluating program effectiveness. Academic institutions and student organizations can use this information to start their own job simulation programs focused on their employment sector of interest. Employers can participate in these programs to develop and scout talent.
{"title":"Developing an industry job simulation program for graduate and postdoctoral trainees in life sciences","authors":"K. Kozma, Anne Meyer-Miner, Jonathan Chio, Stefanie Mak, Ahmed El‐Boraie, D. Sealey","doi":"10.53379/cjcd.2021.102","DOIUrl":"https://doi.org/10.53379/cjcd.2021.102","url":null,"abstract":"In the life sciences, many graduate students and postdoctoral fellows find it challenging to enter the non-academic workforce after completing their programs. Through experiential learning, trainees can develop the knowledge, technical skills, soft skills, and project portfolio that employers value, and compete effectively in the job market. In this article, we share design considerations for developing a job simulation program based on our experience over five years with the Industry Team Case Study program at the University of Toronto. In this program, which is focused on the biopharmaceutical sector, trainees identify a business or policy challenge, conduct in-depth research, develop a solution to address the problem, and present their findings to industry professionals. For mentorship and coaching, trainees are matched with industry professionals. This article covers four areas of program development: starting the program, recruiting advisors and trainees, designing the program and project framework, and evaluating program effectiveness. Academic institutions and student organizations can use this information to start their own job simulation programs focused on their employment sector of interest. Employers can participate in these programs to develop and scout talent.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45303485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This mixed method research project investigated the impact and utility of online discussion forums (ODFs) hosted by the The Open University (UK) Careers and Employability Services in supporting the career identity, learning and development of Open University students. Despite a substantial evidence base underpinning the use of ODFs within online learning environments for pedagogical applications there is a paucity of scholarly activity linking student participation within ODFs for specific career learning and career development purposes. In addressing this gap, this novel research draws upon influential career theory relating to career learning and career identity to situate student and staff perceptions of careers focussed ODFs and their impact. To achieve this the interactions of higher education students were analysed within six selected ODFs whilst more in-depth insights were captured through student questionnaires and staff interviews. The findings of this study demonstrate the wide-ranging benefits of ODFs for the growth of career identity and learning, and also as a space where critical community inquiry can occur, contributing to deeper approaches to learning for participants.
{"title":"The impact of career focused online discussion forums","authors":"Leigh Fowkes","doi":"10.53379/cjcd.2021.141","DOIUrl":"https://doi.org/10.53379/cjcd.2021.141","url":null,"abstract":"This mixed method research project investigated the impact and utility of online discussion forums (ODFs) hosted by the The Open University (UK) Careers and Employability Services in supporting the career identity, learning and development of Open University students. Despite a substantial evidence base underpinning the use of ODFs within online learning environments for pedagogical applications there is a paucity of scholarly activity linking student participation within ODFs for specific career learning and career development purposes. In addressing this gap, this novel research draws upon influential career theory relating to career learning and career identity to situate student and staff perceptions of careers focussed ODFs and their impact. To achieve this the interactions of higher education students were analysed within six selected ODFs whilst more in-depth insights were captured through student questionnaires and staff interviews. The findings of this study demonstrate the wide-ranging benefits of ODFs for the growth of career identity and learning, and also as a space where critical community inquiry can occur, contributing to deeper approaches to learning for participants.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43547844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emily Bell, Helen Miliotis, L. MacEachern, Luciana Longo, C. Karatzas, Ashley Brady
Data shows that PhD graduates pursue diverse careers. Recent data from Canadian universities report that fewer than 35% of health-science PhD graduates are employed in research intensive, or tenure-stream, faculty positions up to seven years after graduation. Perhaps surprisingly, this is higher than previous estimates, which indicate that up to 80% of basic biomedical PhDs are employed outside of tenure-track positions within 6-10 years of obtaining their degree. The “From PhD to Employee Forum” was born out of a pressing need to identify specific solutions to manage the challenge of effectively engaging trainees in career development during their doctoral degree. To address this challenge, we sought to bring together career development experts to collect insights regarding the approaches of different institutions to address the career planning needs of life science trainees. Here we summarize key presentations at the forum, review what we see as some of the key challenges in the career preparation of life scientists and summarize three key insights raised in the forum.
{"title":"Insights and Perspectives from the PhD to Employee Forum","authors":"Emily Bell, Helen Miliotis, L. MacEachern, Luciana Longo, C. Karatzas, Ashley Brady","doi":"10.53379/cjcd.2021.95","DOIUrl":"https://doi.org/10.53379/cjcd.2021.95","url":null,"abstract":"Data shows that PhD graduates pursue diverse careers. Recent data from Canadian universities report that fewer than 35% of health-science PhD graduates are employed in research intensive, or tenure-stream, faculty positions up to seven years after graduation. Perhaps surprisingly, this is higher than previous estimates, which indicate that up to 80% of basic biomedical PhDs are employed outside of tenure-track positions within 6-10 years of obtaining their degree. The “From PhD to Employee Forum” was born out of a pressing need to identify specific solutions to manage the challenge of effectively engaging trainees in career development during their doctoral degree. To address this challenge, we sought to bring together career development experts to collect insights regarding the approaches of different institutions to address the career planning needs of life science trainees. Here we summarize key presentations at the forum, review what we see as some of the key challenges in the career preparation of life scientists and summarize three key insights raised in the forum.","PeriodicalId":41626,"journal":{"name":"Canadian Journal of Career Development","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41403941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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