Exploring career information through developmental contextual focus groups with youth from disadvantaged backgrounds
- Authors: Phala, Phorogohlo Modipadi
- Date: 2020
- Subjects: Vocational guidance , Educational counseling , Focus groups , Action research , Youth -- South Africa -- Social conditions -- 1994- , Parental influences – South Africa , Vocational guidance -- Parent participation -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/130594 , vital:36442
- Description: This study investigates the importance of initiating career exploration discussions with young people from disadvantaged backgrounds, using the developmental-contextual framework of career development by Vondracek, Lerner & Schulenburg (1986). This model stresses the dynamic relationship between an individual, the ever-changing environment and how each influences the other. Based upon an earlier study by Spencer (1999), this study aims to explore the developmental-contextual model as the basis of successive group discussions at a pivotal moment in the lives of the youth from disadvantaged backgrounds. In addition, it aims to understand individuals’ perceptions of career education and the influences on career decision-making and aspiration. Data were collected through setting up and running a focus group session once a week over a period of five weeks, in which different career-related topics were discussed. The sample consisted of nine unemployed students who were currently not in a tertiary institution between the ages of 18-25 years. The findings indicated a noteworthy need for more relevant career interventions to be investigated and implemented for the diverse South African population. The study’s findings demonstrated that individuals might be more open to exploring career development through group rather than individual counselling. It was found that parents are the main career influencers in their children’s lives. Mothers were experienced as role models, supporters and encouragers while fathers were experienced as absent and unsupportive, playing little or no role in their children’s lives. The participants found this form of career exploration appealing as it allowed for peer consultation and the freedom to discuss career issues in a non-judgemental setting.
- Full Text:
- Date Issued: 2020
- Authors: Phala, Phorogohlo Modipadi
- Date: 2020
- Subjects: Vocational guidance , Educational counseling , Focus groups , Action research , Youth -- South Africa -- Social conditions -- 1994- , Parental influences – South Africa , Vocational guidance -- Parent participation -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/130594 , vital:36442
- Description: This study investigates the importance of initiating career exploration discussions with young people from disadvantaged backgrounds, using the developmental-contextual framework of career development by Vondracek, Lerner & Schulenburg (1986). This model stresses the dynamic relationship between an individual, the ever-changing environment and how each influences the other. Based upon an earlier study by Spencer (1999), this study aims to explore the developmental-contextual model as the basis of successive group discussions at a pivotal moment in the lives of the youth from disadvantaged backgrounds. In addition, it aims to understand individuals’ perceptions of career education and the influences on career decision-making and aspiration. Data were collected through setting up and running a focus group session once a week over a period of five weeks, in which different career-related topics were discussed. The sample consisted of nine unemployed students who were currently not in a tertiary institution between the ages of 18-25 years. The findings indicated a noteworthy need for more relevant career interventions to be investigated and implemented for the diverse South African population. The study’s findings demonstrated that individuals might be more open to exploring career development through group rather than individual counselling. It was found that parents are the main career influencers in their children’s lives. Mothers were experienced as role models, supporters and encouragers while fathers were experienced as absent and unsupportive, playing little or no role in their children’s lives. The participants found this form of career exploration appealing as it allowed for peer consultation and the freedom to discuss career issues in a non-judgemental setting.
- Full Text:
- Date Issued: 2020
Mindset change as a mechanism for enhancing the employability of low-skilled persons
- Authors: Warner, Tarryn-Lee
- Date: 2015
- Subjects: Employability , Vocational guidance
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4332 , vital:20586
- Description: This research paper investigates whether a holistic approach to skills training which challenges cultural norms and perceptions regarding the relationship between work and self-reliance, as employed by Siya-Sebenza, results in a change of mindset and work ethic. This paper evaluates the strength of this holistic approach to skills training and assesses whether it has a marked effect on the mindset and attitudes of graduates regarding issues of self-reliance, motivation and understanding their role in their employment.
- Full Text:
- Date Issued: 2015
- Authors: Warner, Tarryn-Lee
- Date: 2015
- Subjects: Employability , Vocational guidance
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4332 , vital:20586
- Description: This research paper investigates whether a holistic approach to skills training which challenges cultural norms and perceptions regarding the relationship between work and self-reliance, as employed by Siya-Sebenza, results in a change of mindset and work ethic. This paper evaluates the strength of this holistic approach to skills training and assesses whether it has a marked effect on the mindset and attitudes of graduates regarding issues of self-reliance, motivation and understanding their role in their employment.
- Full Text:
- Date Issued: 2015
Career choices of Rhodes University academics : internal and external influences on the decision making process
- Authors: Rippon, Tamsyn
- Date: 2014
- Subjects: Rhodes University -- Vocational guidance , Vocational guidance , Career development -- South Africa -- Grahamstown , College teachers -- Job satisfaction -- South Africa -- Grahamstown , Universities and colleges -- Faculty , Qualitative research
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3229 , http://hdl.handle.net/10962/d1013074
- Description: The career choice process, which emphasises the term ‘choice’, is one which is characterised by an ever changing multi-layered progression (Ozbilgin, Kusku & Erdogmus, 2004). This is due to the choice being a result of the on-going interaction between an individual and their social and organisational contexts. It is then safe to assume that this career decision making process involves an awareness of an individual’s surrounding environment and an ability to acknowledge and understand what they regard as being important to them. In support of this understanding, this research project seeks to draw attention to the career influences of a specific group of professionals rather than researching career choices across a range of professionals within different contexts in efforts to broadly predict career choice behaviour. This study rather focuses on the factors that actively influenced the career choices of ten Rhodes University Academics across a range of disciplines and faculties and their individual career decision making processes. In drawing on “mainstream and heterodox” (Ozbilgin et al., 2004, p. 2) literature, this research aims to apply existing notions presented by past researchers to South African academics, now residing and working at Rhodes University, which is located in the small town of Grahamstown, Eastern Cape. The methods of qualitative inductive research are discussed and the results are explored within the settings and contexts unique to each individual who has been drawn to the specific University context. The purpose of the study is to therefore adopt an inductive thematic analysis approach in seeking to examine the internal and external factors that served to influence the sample of academics into their chosen discipline, their decision to become and academic and their employer of choice, in light of the increasing pressure on higher education institutions to contribute to social and economic transformation within the South Africa (Tettey, 2006).
- Full Text:
- Date Issued: 2014
- Authors: Rippon, Tamsyn
- Date: 2014
- Subjects: Rhodes University -- Vocational guidance , Vocational guidance , Career development -- South Africa -- Grahamstown , College teachers -- Job satisfaction -- South Africa -- Grahamstown , Universities and colleges -- Faculty , Qualitative research
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3229 , http://hdl.handle.net/10962/d1013074
- Description: The career choice process, which emphasises the term ‘choice’, is one which is characterised by an ever changing multi-layered progression (Ozbilgin, Kusku & Erdogmus, 2004). This is due to the choice being a result of the on-going interaction between an individual and their social and organisational contexts. It is then safe to assume that this career decision making process involves an awareness of an individual’s surrounding environment and an ability to acknowledge and understand what they regard as being important to them. In support of this understanding, this research project seeks to draw attention to the career influences of a specific group of professionals rather than researching career choices across a range of professionals within different contexts in efforts to broadly predict career choice behaviour. This study rather focuses on the factors that actively influenced the career choices of ten Rhodes University Academics across a range of disciplines and faculties and their individual career decision making processes. In drawing on “mainstream and heterodox” (Ozbilgin et al., 2004, p. 2) literature, this research aims to apply existing notions presented by past researchers to South African academics, now residing and working at Rhodes University, which is located in the small town of Grahamstown, Eastern Cape. The methods of qualitative inductive research are discussed and the results are explored within the settings and contexts unique to each individual who has been drawn to the specific University context. The purpose of the study is to therefore adopt an inductive thematic analysis approach in seeking to examine the internal and external factors that served to influence the sample of academics into their chosen discipline, their decision to become and academic and their employer of choice, in light of the increasing pressure on higher education institutions to contribute to social and economic transformation within the South Africa (Tettey, 2006).
- Full Text:
- Date Issued: 2014
The impact of a career development programme on career maturity and academic motivation
- Authors: Miles, Jean
- Date: 2008
- Subjects: Vocational guidance , Motivation in education
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11602 , http://hdl.handle.net/10353/143 , Vocational guidance , Motivation in education
- Description: The present study addresses the problems experienced by South African youth in making effective, informed career decisions. The goal of this study was to determine the effect of a career intervention programme on the career maturity and academic motivation of Grade 11 learners at Alphendale High School. Furthermore, the relationship between career maturity and academic motivation was explored. Using a pre-post test quasi-xperimental design it could be demonstrated that different dimensions of the learners’ career maturity and their academic motivation improved subsequent to the career intervention programme and therefore underscored the value of a career intervention programme.
- Full Text:
- Date Issued: 2008
- Authors: Miles, Jean
- Date: 2008
- Subjects: Vocational guidance , Motivation in education
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11602 , http://hdl.handle.net/10353/143 , Vocational guidance , Motivation in education
- Description: The present study addresses the problems experienced by South African youth in making effective, informed career decisions. The goal of this study was to determine the effect of a career intervention programme on the career maturity and academic motivation of Grade 11 learners at Alphendale High School. Furthermore, the relationship between career maturity and academic motivation was explored. Using a pre-post test quasi-xperimental design it could be demonstrated that different dimensions of the learners’ career maturity and their academic motivation improved subsequent to the career intervention programme and therefore underscored the value of a career intervention programme.
- Full Text:
- Date Issued: 2008
Validation of a predictor battery for engineering technicians
- Authors: Taylor, Jonathan Maclaren
- Date: 1980
- Subjects: Occupational aptitude tests , Engineering -- Vocational guidance , Vocational guidance , Prediction (Psychology) , Psychological tests
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3110 , http://hdl.handle.net/10962/d1004548 , Occupational aptitude tests , Engineering -- Vocational guidance , Vocational guidance , Prediction (Psychology) , Psychological tests
- Description: From summary: This study describes a procedure for predicting course success for certain first term engineering technicians. The aim of the study is to reduce the high attrition rate of trainee engineering technicians through the early identification of candidates who are likely to fail their first term of study. This identification is done by testing all applicants to the courses on a battery of psychological tests, and from this information estimating the applicants' first term course results. It is suggested that the student counsellors attached to the various Technikons integrate the suggested procedure into a flexible vocational guidance service for engineering technicians. It should be borne in mind that no validation study can predict future success with a hundred percent accuracy, and that the sample used in this study may be specific to the Witwatersrand Technikon.
- Full Text:
- Date Issued: 1980
- Authors: Taylor, Jonathan Maclaren
- Date: 1980
- Subjects: Occupational aptitude tests , Engineering -- Vocational guidance , Vocational guidance , Prediction (Psychology) , Psychological tests
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3110 , http://hdl.handle.net/10962/d1004548 , Occupational aptitude tests , Engineering -- Vocational guidance , Vocational guidance , Prediction (Psychology) , Psychological tests
- Description: From summary: This study describes a procedure for predicting course success for certain first term engineering technicians. The aim of the study is to reduce the high attrition rate of trainee engineering technicians through the early identification of candidates who are likely to fail their first term of study. This identification is done by testing all applicants to the courses on a battery of psychological tests, and from this information estimating the applicants' first term course results. It is suggested that the student counsellors attached to the various Technikons integrate the suggested procedure into a flexible vocational guidance service for engineering technicians. It should be borne in mind that no validation study can predict future success with a hundred percent accuracy, and that the sample used in this study may be specific to the Witwatersrand Technikon.
- Full Text:
- Date Issued: 1980
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