Professionals in Post-Secondary Education: Conceptions of Career Influence (original) (raw)

Abstract

Volume 16, Number 2, 2017 Students and their families seem to be consistently motivated to attain Canadian university or college credentials as they perceive post-secondary education as a viable avenue to gainful employment. Consequently, many post-secondary institutions are reacting and enhancing their career and employment services (Shea, 2010). However, as institutions continue to tackle the reality of dwindling resources, it may be unrealistic for campus career centres to assume the full responsibility of providing career guidance and programming for the entire student population. Canadian students are likely to consult their post-secondary instructors and educational staff (e.g., academic advisors, volunteer managers) rather than campus career specialists and counsellors for career guidance (Environics Research Group, 2011). These professionals often serve as trusted liaisons between students and their institutions, and therefore contribute tremendously to both student and inst...

Key takeaways

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  1. Professionals view career as a means for personal fulfillment and societal contribution.
  2. Participants identified seven functions influencing student career development: advising, guiding, counselling, teaching, advocating, external liaising, and leading.
  3. The study reveals a significant resource gap in post-secondary career guidance amidst increasing student enrollment.
  4. Professionals emphasize the importance of personal attributes like empathy and approachability in fostering student relationships.
  5. Participants seek professional development opportunities to enhance their effectiveness as career influencers.

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References (251)

  1. Participants ...........................................................................................................
  2. 3. Participants' Professional Experiences .................................................................
  3. 3.1. Professional Experiences in Post-secondary Education ...............................
  4. Access ..................................................................................................................... Transition ................................................................................................................. Persistence .............................................................................................................. Graduation ............................................................................................................... Transfer of Learning between Roles ........................................................................
  5. 3.2. Other Professional Experiences ....................................................................
  6. Participants' Educational Experiences ..................................................................
  7. 4.1. Degree-related Experiences .........................................................................
  8. 4.2. Campus Involvement ....................................................................................
  9. 4.3. Work-integrated Learning ..............................................................................
  10. 4.4. Interactions with Professionals ......................................................................
  11. 5. Participants' Personal Experiences .......................................................................
  12. 5.1. Personal Life-roles ........................................................................................
  13. 5.2. Experiences in Failure and Overcoming Challenges ....................................
  14. The Role of Mentorship ...........................................................................................
  15. 5.3. Section Summary ..........................................................................................
  16. 6. How Professionals Conceptualize "Career" ..........................................................
  17. 6.1. Career as an Instrumental Purpose ..............................................................
  18. 6.2. Career as Professional Advancement ...........................................................
  19. 6.3. Career as a Way of Learning ........................................................................ Expressing and Developing Skills and Knowledge .................................................. Approaching the Same Roles Differently ................................................................. Engaging in Ongoing Learning ................................................................................
  20. Career as a Way of Living .............................................................................
  21. 6.5. Career as a Means to Contribute to Society .................................................
  22. 6.6. Section Summary ..........................................................................................
  23. 7. How They See Their Role Impacting Student Career Development .....................
  24. 7.1. Advising .........................................................................................................
  25. 7.2. Guiding ..........................................................................................................
  26. 7.3. Counselling ...................................................................................................
  27. Teaching .......................................................................................................
  28. Critical Thinking .......................................................................................................
  29. Problem Solving ....................................................................................................... Adaptability ..............................................................................................................
  30. 7.5. Advocating ....................................................................................................
  31. 7.6. External Liaising ............................................................................................
  32. 7.7. Leading .........................................................................................................
  33. 7.8. Combining the Functions ..............................................................................
  34. 7.9. Section Summary ..........................................................................................
  35. 8. How They See Themselves Impacting Student Career Development ..................
  36. 8.1. Sharing Life Stories .......................................................................................
  37. Jacques' Story as a Faculty Member .......................................................................
  38. Angelica's Story as a Staff Member .........................................................................
  39. Shayan's Story as an Administrator .........................................................................
  40. 8.2. Demonstrating Personal Attributes ...............................................................
  41. Approachable ........................................................................................................... Authentic .................................................................................................................. Empathetic .............................................................................................................
  42. A Natural Coach .................................................................................................... Vulnerable ..............................................................................................................
  43. 8.3. Section Summary ........................................................................................
  44. 9. Resources and Competencies to Further Their Impact.......................................
  45. 9.1. Furthering Impact Requires Professional Development ..............................
  46. Formality of Activities ............................................................................................. Support for Pursuing Professional Development ...................................................
  47. 9.2. Furthering Impact Requires Institutional Commitment ................................
  48. 9.3. Section Summary ........................................................................................
  49. 10. Chapter Summary ...........................................................................................
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FAQs

sparkles

AI

How do post-secondary professionals define career success for students?add

Participants conceptualized career success as both securing gainful employment and achieving personal fulfillment in work. This perspective was evident in their emphasis on meaningful student support in navigating career choices.

What roles do professionals play as career influencers in student development?add

Professionals identified seven primary functions they perform, including advising, guiding, counseling, and teaching students about career options. Each function reflects their contributions to enhancing students' career development through various engagement strategies.

How do personal experiences impact professionals' views on career guidance?add

Many participants cited their own career journeys and challenges, influencing how they guide students through similar paths. Sharing personal narratives helped them build rapport and provide relatable career advice to students.

What resources do professionals believe are necessary to enhance their career support roles?add

Participants expressed a desire for professional development training focused on career counseling theories and practices. They also sought institutional support in the form of resources and funding to further their engagement efforts.

When did the perception of career influencers' impact emerge in post-secondary education?add

The concept of career influencers has evolved informally, gaining recognition as early as the 1940s when career centers started addressing veterans' employment. This study highlights their crucial role in student career development, particularly in recent years.