1,720,966 research outputs found
Developing a Moral Sensitivity Measure for Career Guidance and Counselling
Get PDFMoral sensitivity, the ability to recognize ethical issues when they arise in practice, is a key premise for career practitioners’ professional conduct of Career Guidance Counselling (CGC). Due to the diversity of ethical issues related to CGC and the situational contingency of ethical problems, the assessment of moral sensitivity is challenging. The purpose of this article is to develop a novel measure of moral sensitivity, consisting of triad judgment tasks, to assess whether career practitioners are capable of identifying ten ethical issues related to the CGC practice. In this article, we present our theoretical approach, the development phases of the Guidance Ethical Sensitivity Test (GUEST) and the fi rst administration of the GUEST. The reliability was assessed by performing Polychoric Correlations and Categorical Principal Components Analysis (CATCPA). Administrations showed that ethics experts and most groups with ethics training scored signifi cantly higher than others without ethics training. Future GUEST validations and implications for CGC research, training and policy are discussed
A Systematic Review and Conceptual Model of International Student Mobility Decision-making
Get PDFThis research synthesizes the most recent studies on the international student mobility of higher education students. Our aim is to begin to conceptualize and predict the barriers, enablers and determinants from an organizational psychology perspective that may contribute to the limited decision-making of higher education students to become internationally mobile. Previous studies were used to examine the uncertainties and difficulties documented in other international student groups to try to understand the determinants of internationally mobile versus non-internationally mobile students, and make transferrable conceptual links to South African higher education students. These conceptual links are framed in an organizational psychology perspective. This article uses a systematic review methodology and began by framing review objectives, identifying relevant publications, establishing criteria for selecting the studies that were analyzed, summarizing the evidence found, and drawing relevant conclusions. A conceptual model is proposed as an extension of the current international student mobility literature and merged with organizational psychology theory to develop a new future research line. Research limitations are addressed, and practical implications are discussed to assess whether interventions can be created to support international mobility decision-making amongst international students in general, and South African higher education students in particular, to create a globally competitive workforce and sustainable employment paths
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
A mixed-methods analysis of black adolescents’ vocational identity status and career adaptability competencies in a south african township
Get PDFThesis (PhD)--Stellenbosch University, 2018.ENGLISH ABSTRACT: A critical standpoint is taken in the present research study to explore the extent to which key career constructs, such as career adaptability and vocational identity, may manifest differently in a non-Western and developing world context, such as that of the Kayamandi township in South Africa. This research process consisted of six phases as part of a multi-phase mixed-methods research design. In Phase 1, relevant role players were included in the development of a culturally sensitive life-designing career intervention. In Phase 2, a psychometric analysis was undertaken that determined that the Career Adapt-abilities Scale (CAAS) and Vocational Identity Status Assessment (VISA) measures had moderate reliability and validity in the Kayamandi township context. This data was contextualised with qualitative Delphi interviews. Thereafter, Phase 3 consisted of the pilot intervention, which established the content, structure and applicability of the career intervention, both quantitatively and qualitatively. Phase 4 included the final administration of the Shaping Career Voices intervention.
In Phase 4, the career measures were administered to 582 Grade 10, 11, and 12 isiXhosa-speaking high school students between the ages of 14 and 22 years old (M=17, SD=1.3) from a peri-urban low-income setting. Participants included 314 Grade 10 (55%), 237 Grade 11 (41%) and 31 Grade 12 (5%) students, of whom 169 (31%) were males and 369 (69%) were females. A repeated-measures research design was utilised and scores were tracked at four time points: T1 and T2 before administering a culturally-constructed career life-designing intervention, as well as at two time points after the intervention (T3 and T4). Scores were observed in all of the subscales of the VISA and CAAS to have increased significantly as a result of the intervention. The most significant results were seen between T1 and T4, where scores remained high at the follow-up (T4).
The results indicated gender differences, as female participants were seen to score significantly higher on the CAAS subscales of concern and co-operation, in contrast to male participants, who scored higher on the VISA subscales of career flexibility (CF) and self-doubt (SD). Grade differences were also observed, which indicated that learners who were facing high school graduation (Grade 12) had the highest increases in scores across the two instruments. Most interesting was the finding that vocational identity statuses began shifting at T1 and then remained consistent from T3 onwards. In addition, the CAAS subscales increased monotonically across vocational identity statuses from least to more adaptive as a result of the intervention. Lastly, two new vocational identity statuses were uncovered in this sample, namely undifferentiated moratorium and foreclosed moratorium, due to the increase in vocational identity subscale scores that resulted from the intervention process. The implications for research and career counselling practice are discussed.
Furthermore, quantitative data were supplemented with evaluative and reflective intervention feedback (Phase 5) as well as a focus group interview (Phase 6). The focus group took place six months after the completion of the career intervention and allowed a deeper analysis of contextually bound and culturally sensitive factors. Unique patterns of stability and change in, as well as associations between, career adaptability and vocational identity subscales emerged in this South African case study. The findings suggest that the manifestation of career adaptabilities and vocational identity processes is the result of dynamic interactions between individuals, collectivistic values and their environments. The current research addresses the call for research to be conducted across diverse socio-economic statuses, geographical locations as well as racial and linguistic groups to facilitate etic-emic understandings of the career development of marginalised youth worldwide.AFRIKAANSE OPSOMMING: Die huidige navorsingstudie neem ’n kritiese standpunt in om sleutel loopbaan konstrukte soos loopbaan-aanpasbaarheid en beroepsidentiteit te ondersoek in die mate waartoe hierdie konstrukte anders mag manifesteer in ’n nie-Westerse en ontwikkelende wêreld konteks, soos dié van die Kayamandi dorpsgebied in Suid-Afrika. Die navorsingsproses het bestaan uit ses fases as deel van ʼn veelfasige gemengde metodes navorsingsontwerp. Tydens Fase 1 is relevante rolspelers ingesluit by die ontwikkeling van ’n kultuur-sensitiewe lewens-ontwikkelende loopbaan ingryping. Tydens Fase 2 was ’n psigometriese analise onderneem wat bepaal het dat meetistrumente van die Career Adapt-abilities Scale (CAAS) en Vocational Identity Status Assessment (VISA) gematigde betroubaarheid en geldigheid in die Kayamandi-township konteks het. Hierdie data is aangevul met kwalitatiewe Delphi-onderhoude. Hieropvolgend het Fase 3 bestaan uit ʼn loodsingryping wat die inhoud, struktuur en ontvangs van die loopbaanigryping, beide kwantitatief en kwalitatief, bepaal het. Fase 4 die finale administrasie van die “Shaping Career Voices” ingryping ingesluit.
In Fase 4 was die loopbaanmeetings aan 582 Graad 10, 11, en 12 isiXhosa-sprekende hoërskool studente tussen die ouderdomme van 14 en 22 jaar oud (M = 17, SD = 1.3) vanaf ’n peri-stedelike lae-inkomste-omgewing geadministreer. Deelnemers het 314 Graad 10 (55%), 237 Graad 11 (41%) en 31 Graad 12 (5%) studente ingesluit, waarvan 169 (31%) mans en 369 (69%) vroue was. ’n Herhaalende metingsnavorsingsontwerp is aangewend en tellings is op vier tydpunte geneem, soos volg: T1 en T2 voor die toepassing van ’n kultureele-gekonstrueerde lewens-ontwikkelende loopbaaningryping sowel as op twee tydpunte ná die ingryping (T3 en T4). Tellings vir al die sub-skale van die VISA en CAAS het toenemend verhoog as gevolg van die ingryping. Die mees beduidende resultate is tussen T1 en T4 waargeneem, waar tellings gebly het ten tyde van die opvolgmeting (T4).
Die resultate het geslagsverskille aangedui in soverre vroulike deelnemers beduidend hoër tellings op die CAAS sub-skale van Concern en Co-operation behaal het, terwyl manlike deelnemers hoër tellings op die VISA sub-skale van Career flexibility (CF) en Self-doubt (SD) behaal het. Graadverskille is ook waargeneem en het aangedui dat leerders wat die einde van hoërskool in die gesig staar (Graad 12’s) die hoogste stygings in tetellings oor die twee metings gehad het. Die interessantste bevinding was dat beroepsidentiteit-statusse by T1 begin skuif het en daarna vanaf T3 voorwaarts konstant gebly het. Daarbenewens het die CAAS sub-skale eentonig oor beroepsidentiteit-statusse verhoog, vanaf minste tot meer aanpasbaar as gevolg van die ingryping. Laastens is twee nuwe beroepsidentiteit-statusse in hierdie steekproef ontdek, naamlik ongedifferensieerde moratorium en afgesluite moratorium, as gevolg van die toename in beroepsidentiteit sub-skaal tellings wat deur die ingrypingsproses meegebring is. Die implikasies vir navorsing en beroepsvoorligting word bespreek.
Verder is kwantitatiewe data aangevul deur evaluerende en reflektiewe terugvoer oor die ingryping (Fase 5), sowel as ʼn fokusgroep-onderhoud (Fase 6). Die fokusgroep het ses maande ná die voltooiing van die loopbaaningryping plaasgevind, en het ’n dieper analise van kontekstueelgebonde en kultuur-sensitiewe faktore toegelaat. Unieke patrone van stabiliteit en verandering in, sowel as assosiasies tussen, loopbaan aanpasbaarheid en die beroepsidentiteit sub-skale het in hierdie Suid-Afrikaanse gevallestudie na vore gekom. Die bevindings dui daarop dat die manifestering van loopbaan aanpassings en beroepsidentiteits-prosesse die gevolg is van dinamiese interaksies tussen individue, kollektiewe waardes, en hulle omgewing. Die huidige navorsing spreek die oproep vir navorsing oor diverse sosio-ekonomiese statusse, geografiese liggings sowel as ras en taalgroepe aan sodat “etic-emic” begrippe van die loopbaanontwikkeling van gemarginaliseerde jeug wêreldwyd gefasiliteer kan word.Doctora
Exploring grade 12 Kayamandi adolescents' career influences using the Systems Theory Framework of Career Development
Get PDFThesis (MA)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Major gaps exist in the understanding of career development across diverse population groups and cultures, a lacuna that postmodern career counselling approaches aim to address. Career choices have been historically constrained for many South Africans by the Apartheid system, indicating the prescribing effects that socio-political and economic factors exert on the field of career psychology. Because disadvantaged adolescents are such an under-researched group, research is needed to provide cogent accounts of their experiences.
The Systems Theory Framework of career development (STF) was chosen to contextualise the multitude of career influences present in facing a key life transition in Makupula High School learners in the Kayamandi township. The present research examined the complex interplay of contextual influences that impacts this sample of Grade 12 learners in making career decisions, to provide insight into perceived career opportunities, enablers and unique contextual constraints. The research aimed to identify individual, social and environmental-societal level influences present in career decision-making, using the qualitative career measure My Systems of Career Influences (MSCI) as well as individual interviews and a focus group. Respondents‟ accounts of self-awareness, surrounding environmental resources, influences of significant others (parents, teachers and peers), and past, present and future effects were analysed. At an individual level, a scarcity of opportunities for self-reflection and critical thinking was observed, which culminated in limited insight into personal abilities and poor integration of personal information in occupational choices. High self-efficacy beliefs and expectations were noted, with a sense of responsibility assumed for constructing successful career paths. However, high order cognitive processes, such as future planning, were absent, showing the need for career counselling to build career adaptability and resilience.
Social level influences were the most prominent influences, indicating the importance attached to family support, although a lack of parental involvement in career planning was voiced due to the low occupational status of parents. The school context provided examples of subject mastery and career information from teachers; in contrast, friends were described as dual entities, being supportive and providing negative influences. A lack of visible local role models and success pathways resulted in career choices being based on media depictions of careers as well as media role models, in the absence of additional accessible career information. The theme of career myths illustrated the need for accurate career information, and the theme of cultural identity emerged. Africentric narratives of overcoming suffering formed resilient mechanisms that were linked to a black racial identity, yet constrained movements away from extended family structures and the township. The reconciliation of “western” career aspirations with rural roots in forming a coherent self-concept may be the greatest challenge in vocational identity development for disadvantaged adolescents. At the environmental-societal level, Kayamandi was discussed as an enabling and disadvantageous environment, and reference was made to the resources and language barriers that were inherent in Stellenbosch town. Lastly, MSCI feedback indicated the necessity of reflection processes, and criticisms were also discussed. Themes that emerged from the learners‟ career stories can assist in providing insight that would aid future career development, counselling processes and the creation of context-specific interventions.AFRIKAANSE OPSOMMING: Daar bestaan groot leemtes in die verstaan van loopbaan-ontwikkeling by verskillende bevolkingsgroepe en kulture, „n gaping wat postmoderne beroepsberaders poog om aan te spreek. In die verlede is beroepskeuses vir vele Suid-Afrikaners beperk deur die Apartheidstelsel, wat dui op die voorskriftelike impak van sosio-politiese en ekonomiese faktore op die gebied van beroepsielkunde. Gegewe dat daar min navorsing gedoen is aangaande benadeelde adolessente, is navorsing nodig om koherente weergawes van hul ervarings te verskaf. Die Sisteemteorieraamwerk van loopbaan-ontwikkeling (Systems Theory Framework, STF) is gebruik om die menigte van beroeps-invloede te kontekstualiseer wat gepaard gaan met „n belangrike lewensverandering by leerders verbonde aan die Hoërskool Makupula in die Kayamandi-dorpsgebied. Die huidige navorsing het die komplekse wisselwerking van kontekstuele invloede ondersoek wat hierdie steekproef van graad 12-leerders beïnvloed het rakende loopbaankeuses, en poog om die nodige insig te verskaf van waargenome loopbaangeleenthede, ondersteuningsnetwerke (“enablers”) en spesifieke kontekstuele beperkings. Die navorsingsdoelwitte behels die identifisering van individuele-, sosiale- asook omgewings-en-samelewingsvlakke wat loopbaankeuses beïnvloed. Die kwalitatiewe loopbaanmeetinstrument “My Systems of Career Influences” (MSCI), individuele onderhoude en „n fokusgroep is gebruik. Die respondente se weergawes van “self,” beskikbare omgewings-hulpbronne, invloede van betekenisvolle ander (ouers, opvoeders en portuurgroepe) asook die impak van die verlede, hede en die toekoms is ontleed. Die individuele vlak van ontleding het gebreke rakende self-refleksie en kritiese denke aangedui, wat gelei het tot die beperkte insig van persoonlike vermoëns en die gebrekkige integrasie van persoonlike inligting aangaande loopbaankeuses. Die respondente het sterk oortuigings van self-doeltreffendheid getoon, en „n sin van die nodige verantwoordelikheid vir die daarstelling van suksesvolle loopbaanrigtings. Hierteenoor egter het hoë-orde kognitiewe prosesse, soos toekomsbeplanning ontbreek, wat die behoefte aan loopbaanberading getoon het sodat loopbaan aanpasbaarheid en veerkragtigheid ontwikkel kan word.
Die sosiale vlak van ontleding het die mees prominente invloede getoon wat die belangrikheid van familie-ondersteuning aandui, alhoewel die gebrekkige betrokkenheid van ouers rakende loopbaanbeplanning geblyk het as gevolg van die die lae beroepstatus van die ouers. Die skoolkonteks het voorbeelde gebied van die vakke wat die respondente bemeester het asook loopbaan-inligting soos verskaf deur die onderwysers; hierteenoor is die vriende beskryf as tweevoudige entiteite wat aan die eenkant ondersteuning bied, maar aan die anderkant ook die negatiewe invloede. „n Gebrek aan sigbare plaaslike rolmodelle en suksesvolle loopbaanrigtings het gelei tot loopbaankeuses wat gebaseer word op die voorstellings van beroepe soos in die media, asook media-rolmodelle in die afwesigheid van aanvullende en toeganklike loopbaan-inligting. The tema van loopbaan-mites het die behoefte aan akkurate loopbaan-inligting ge-illustreer; en die tema rakende kulturele-identiteit het na vore gekom. Afri-sentriese narratiewe van die oorkoming van swaarkry wat gelei het tot veerkragtige hanteringsmeganismes, is gekoppel aan „n swart rasse-identiteit, alhoewel dit ook die bewegings weg van die uitgebreide familie-strukture en die dorpsgebied belemmer. Die versoening van “westerse” loopbaan-verwagtings met die landelike verbondenheit om „n koherente selfkonsep te vorm, kan die grootste uitdaging wees in die ontwikkeling van „n loopbaan-identiteit vir benadeelde adolessente. Op die omgewings-samelewingsvlak van ontleding is die volgende bespreek: Kayamandi as „n bemagtigende én „n nadelige omgewing; die hulpbronne; en probleme aangaande taalkwessies wat deel is van die Stellenbosse gemeenskap. Ten slotte, die MSCI terugvoering het die behoefte aan refleksie-prosesse aangedui en kritiekpunte is ook bespreek. Temas wat geïdentifiseer is in die leerders se loopbaan-stories kan bydra tot die verkryging van insig vir toekomstige loopbaan-ontwikkeling, beradingsprosesse, en vir die ontwikkeling van konteks-spesifieke intervensies.Master
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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