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careers</title> <meta name="description" content="Search results for: careers"> <meta name="keywords" content="careers"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="careers"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 162</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: careers</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">162</span> Science Explorer Modules as a Communication Approach to Encourage High School Students to Pursue Science Careers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Ivan%20Roblas">Mark Ivan Roblas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Science Explorer is a mobile learning science facility in the Philippines. It is a bus that travels to different provinces in the country bringing interactive science modules facilitated by scientists from the industry and academe. The project aims to entice students to get into careers in science through interactive science modules and interaction with real-life scientists. This article looks into the effectiveness of its modules as a communication source and message to encourage high school students to get into careers in the future. The study revealed that as the Science Explorer modules are able to retain students to stay in science careers of their choice and even convert some to choose from non-science to a science degree, it still lacks in penetrating the belief system of the students and influencing them to take a scientific career path. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=informal%20science" title="informal science">informal science</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20science" title=" mobile science"> mobile science</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20careers" title=" science careers"> science careers</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a> </p> <a href="https://publications.waset.org/abstracts/89161/science-explorer-modules-as-a-communication-approach-to-encourage-high-school-students-to-pursue-science-careers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">161</span> Data Science Inquiry to Manage Football Referees’ Careers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I%C3%B1aki%20Aliende">Iñaki Aliende</a>, <a href="https://publications.waset.org/abstracts/search?q=Tom%20Webb"> Tom Webb</a>, <a href="https://publications.waset.org/abstracts/search?q=Lorenzo%20Escot"> Lorenzo Escot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a concern about the decrease in football referees globally. A study in Spain has analyzed the factors affecting a referee's career over the past 30 years through a survey of 758 referees. Results showed the impact of factors such as threats, education, initial vocation, and dependents on a referee's career. To improve the situation, the federation needs to provide better information, support young referees, monitor referees, and raise public awareness of violence toward referees. The study also formed a comprehensive model for federations to enhance their officiating policies by means of data-driven techniques that can serve other federations to improve referees' careers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20science" title="data science">data science</a>, <a href="https://publications.waset.org/abstracts/search?q=football%20referees" title=" football referees"> football referees</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20management" title=" sport management"> sport management</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20careers" title=" sport careers"> sport careers</a>, <a href="https://publications.waset.org/abstracts/search?q=survival%20analysis" title=" survival analysis"> survival analysis</a> </p> <a href="https://publications.waset.org/abstracts/162254/data-science-inquiry-to-manage-football-referees-careers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162254.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">160</span> Careers-Outreach Programmes for Children: Lessons for Perceptions of Engineering and Manufacturing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Niall%20J.%20English">Niall J. English</a>, <a href="https://publications.waset.org/abstracts/search?q=Sylvia%20Leatham"> Sylvia Leatham</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Isabel%20Meza%20Silva"> Maria Isabel Meza Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Denis%20P.%20Dowling"> Denis P. Dowling</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The training and education of under- and post-graduate students can be promoted by more active learning especially in engineering, overcoming more passive and vicarious experiences and approaches in their documented effectiveness. However, the possibility of outreach to young pupils and school-children in primary and secondary schools is a lesser explored area in terms of Education and Public Engagement (EPE) efforts – as relates to feedback and influence on shaping 3rd-level engineering training and education. Therefore, the outreach and school-visit agenda constitutes an interesting avenue to observe how active learning, careers stimulus and EPE efforts for young children and teenagers can teach the university sector, to improve future engineering-teaching standards and enhance both quality and capabilities of practice. This intervention involved careers-outreach efforts to lead to statistical determinations of motivations towards engineering, manufacturing and training. The aim was to gauge to what extent this intervention would lead to an increased careers awareness in engineering, using the method of the schools-visits programme as the means for so doing. It was found that this led to an increase in engagement by school pupils with engineering as a career option and a greater awareness of the importance of manufacturing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=outreach" title="outreach">outreach</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20and%20public%20engagement" title=" education and public engagement"> education and public engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=careers" title=" careers"> careers</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20interactions" title=" peer interactions"> peer interactions</a> </p> <a href="https://publications.waset.org/abstracts/128514/careers-outreach-programmes-for-children-lessons-for-perceptions-of-engineering-and-manufacturing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128514.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">159</span> Limits Problem Solving in Engineering Careers: Competences and Errors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Veronica%20Diaz%20Quezada">Veronica Diaz Quezada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, the performance and errors are featured and analysed in the limit problems solving of a real-valued function, in correspondence to competency-based education in engineering careers, in the south of Chile. The methodological component is contextualised in a qualitative research, with a descriptive and explorative design, with elaboration, content validation and application of quantitative instruments, consisting of two parallel forms of open answer tests, based on limit application problems. The mathematical competences and errors made by students from five engineering careers from a public University are identified and characterized. Results show better performance only to solve routine-context problem-solving competence, thus they are oriented towards a rational solution or they use a suitable problem-solving method, achieving the correct solution. Regarding errors, most of them are related to techniques and the incorrect use of theorems and definitions of real-valued function limits of real variable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=errors" title=" errors"> errors</a>, <a href="https://publications.waset.org/abstracts/search?q=limits" title=" limits"> limits</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20competences" title=" mathematics competences"> mathematics competences</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a> </p> <a href="https://publications.waset.org/abstracts/108160/limits-problem-solving-in-engineering-careers-competences-and-errors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108160.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">158</span> School-Outreach Projects to Children: Lessons for Engineering Education from Questioning Young Minds</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Niall%20J.%20English">Niall J. English</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Under- and post-graduate training can benefit from a more active learning style, and most particularly so in engineering. Despite this, outreach to young children in primary and secondary schools is less-developed in terms of its documented effectiveness, especially given new emphasis placed within the third level and advanced research program’s on Education and Public Engagement (EPE). Bearing this in mind, outreach and school visits form the basis to ascertain how active learning, careers stimulus and EPE initiatives for young children can inform the university sector, helping to improve future engineering-teaching standards, and enhancing both quality and practicalities of the teaching-and-learning experience. Indeed, engineering-education EPE/outreach work has been demonstrated to lead to several tangible benefits and improved outcomes, such as greater engagement and interest with science/engineering for school-children, careers awareness, enabling teachers with strong contributions to technical knowledge of engineering subjects, and providing development of general professional skills for engineering, e.g., communication and teamwork. This intervention involved active learning in ‘buzz’ groups for young children of concepts in gas engineering, observing their peer interactions to develop university-level lessons on activity learning. In addition, at the secondary level, careers-outreach efforts have led to statistical determinations of motivations towards engineering education and training, which aids in the redesign of engineering curricula for more active learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=outreach" title="outreach">outreach</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20and%20public%20engagement" title=" education and public engagement"> education and public engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=careers" title=" careers"> careers</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20interactions" title=" peer interactions"> peer interactions</a> </p> <a href="https://publications.waset.org/abstracts/146243/school-outreach-projects-to-children-lessons-for-engineering-education-from-questioning-young-minds" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146243.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">157</span> Prolonging Late Career Phase - a Sustainable Career Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanna%20Salminen">Hanna Salminen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the large societal changes in working life, such as retirement reforms, globalization and technological changes, careers are becoming longer, more varied and unpredictable than before. Similar to other new career concepts, such as protean and boundaryless career, a sustainable career concept emphasizes an individual’s active role and agency in managing his/her own career in changing working life. However, the sustainable career concept also underlines the importance of safeguarding and developing human capital over time and thereby fostering continuity. Especially, the theoretical discussion around sustainable careers stresses flexible career choices that meet an individual’s own personal needs, allow work-family balance and promotes continuous learning. Although sustainable careers concern employees at all ages, this study focuses on older employees (aged 50+). So far, the changing nature of careers has been mainly investigated among younger generations, and the changing and prolonging late career phase has received less attention among career scholars. In other words, there is lack of knowledge regarding what constitutes a sustainable career in the late career phase and how the individual, organizational, and societal levels of sustainable career ecosystem are interconnected. The theoretical discussion around sustainable careers is closely linked to the sustainable management of human resources in organizations. In the field of human resource management (HRM), sustainable HRM has received more attention in recent years and it has been seen as a step forward from strategic HRM approach. As a concept, sustainable HRM stresses the long-term focus on organizations’ social, economic, and ecological resources, and the benefits of HRM practices for employees, organizations, and the society at large. However, some HRM scholars argue that the ecological and financial matters have overshadowed the social aspect of sustainability. In this study, the sustainable career and sustainable HRM literature are combined. As a result of an integrative literature review, this study provides new insight, how sustainable late career phase has been understood and conceptualized in sustainable career and sustainable HRM literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainability" title="sustainability">sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=career" title=" career"> career</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resource%20management" title=" human resource management"> human resource management</a>, <a href="https://publications.waset.org/abstracts/search?q=ageing" title=" ageing"> ageing</a> </p> <a href="https://publications.waset.org/abstracts/119482/prolonging-late-career-phase-a-sustainable-career-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119482.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">156</span> Career Attitudes of Human Resource Management Professionals in Portugal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vitor%20Gomes">Vitor Gomes</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Jo%C3%A3o%20Santos"> Maria João Santos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research carried out aimed to analyze how human resources management professionals manage their careers. It investigates the protean career and boundaryless career attitudes of these professionals and the extent to which socio-demographic dimensions (salary, gender, and academic degree, amongst others) influence their attitudes. A total of 732 professionals in the field of human resources who work for other private companies in Portugal participated in this study. The results show that as far as the professionals studied are concerned, protean attitudes and boundaryless careers prevail. Other research findings show that: (1) those with higher salaries have higher levels of protean and boundaryless career attitudes; (2) male professionals and (3) with higher education have a higher prevalence of protean and boundaryless attitudes when compared to female professionals and professionals without higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=boundaryless%20careeer" title="boundaryless careeer">boundaryless careeer</a>, <a href="https://publications.waset.org/abstracts/search?q=careeer%20management" title=" careeer management"> careeer management</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resource%20management" title=" human resource management"> human resource management</a>, <a href="https://publications.waset.org/abstracts/search?q=protean%20career" title=" protean career"> protean career</a>, <a href="https://publications.waset.org/abstracts/search?q=portugal" title=" portugal"> portugal</a> </p> <a href="https://publications.waset.org/abstracts/143361/career-attitudes-of-human-resource-management-professionals-in-portugal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143361.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">177</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">155</span> Attracting European Youths to STEM Education and Careers: A Pedagogical Approach to a Hybrid Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Assaad">M. Assaad</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20M%C3%A4ki%C3%B6"> J. Mäkiö</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20M%C3%A4kel%C3%A4"> T. Mäkelä</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Kankaanranta"> M. Kankaanranta</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Fachantidis"> N. Fachantidis</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Dagdilelis"> V. Dagdilelis</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Reid"> A. Reid</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20R.%20del%20Rio"> C. R. del Rio</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20V.%20Pavlysh">E. V. Pavlysh</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20V.%20Piashkun"> S. V. Piashkun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To bring science and society together in Europe, thus increasing the continent’s international competitiveness, STEM (science, technology, engineering and mathematics) education must be more relatable to European youths in their everyday life. STIMEY (Science, Technology, Innovation, Mathematics, Engineering for the Young) project researches and develops a hybrid educational environment with multi-level components that is being designed and developed based on a well-researched pedagogical framework, aiming to make STEM education more attractive to young people aged 10 to 18 years in this digital era. This environment combines social media components, robotic artefacts, and radio to educate, engage and increase students’ interest in STEM education and careers from a young age. Additionally, it offers educators the necessary modern tools to deliver STEM education in an attractive and engaging manner in or out of class. Moreover, it enables parents to keep track of their children’s education, and collaborate with their teachers on their development. Finally, the open platform allows businesses to invest in the growth of the youths’ talents and skills in line with the economic and labour market needs through entrepreneurial tools. Thus, universities, schools, teachers, students, parents, and businesses come together to complete a circle in which STEM becomes part of the daily life of youths through a hybrid educational environment that also prepares them for future careers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=robotics" title=" robotics"> robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20gaming" title=" serious gaming"> serious gaming</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a> </p> <a href="https://publications.waset.org/abstracts/69014/attracting-european-youths-to-stem-education-and-careers-a-pedagogical-approach-to-a-hybrid-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69014.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">154</span> Socio-Economic Sustainability for Artists with Cognitive Disability in Creative Space: Case Studies of Supported Studios in Australia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jung%20Hyoung%20Yoon">Jung Hyoung Yoon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines ways of building socio-economic sustainability for artists with cognitive disabilities who pursue professional artistic careers in Australia. It investigates two case studies of supported studios in terms of management, inclusivity and accessibility to facilitate professional development and create socio-economic values for artists with cognitive disabilities. This study uses semi-structured interviews with key art directors and staff of supported studios to unfold their experiences on the professional development of artists with cognitive disability at the individual, organizational and societal levels. It also analyses secondary data collection related to management, business strategic plans and marketing. This paper discusses the potentials of socio-economic sustainability for artists with cognitive disabilities through their art practice and careers, as well as the central role of the supported studio in order to achieve such goals for individual artists. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artists%20with%20cognitive%20disability" title="artists with cognitive disability">artists with cognitive disability</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20management" title=" inclusive management"> inclusive management</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-economic%20sustainability" title=" socio-economic sustainability"> socio-economic sustainability</a> </p> <a href="https://publications.waset.org/abstracts/131287/socio-economic-sustainability-for-artists-with-cognitive-disability-in-creative-space-case-studies-of-supported-studios-in-australia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131287.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">153</span> Mentoring in Translation: A Tool for Future Translators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Sofia%20Saldanha">Ana Sofia Saldanha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The globalization is changing the translation world day after day, year after year. The need to know more about new technologies, clients, companies and social networks is becoming more and more demanding and competitive. The recently graduated translators usually do not know where to go, what to do or even who to contact to start their careers in translation. It is well known that there are innumerous webinars, books, blogs, webpages and even Facebook pages indicating what to do, what not to do, rates, how your CV should look like, etc. but are these pieces of advice of real translators? Translators, who work daily with clients, who understand their demands, requests, questions? As far as today`s trends, the answer is NO. Most of these pieces of advice are just theoretical and far away from the real translation world. Therefore, mentoring is becoming a very important tool to help and guide new translators starting their career. An effective and well-oriented mentoring is a powerful way to orient these translators on how to create their CVs, where to send CVs, how to approach clients, how to answer emails and how to negotiate rates in an efficient way. Mentoring is crucial when properly delivered by professional and experienced translators, to help developing careers. The advice and orientation sessions are almost a 'weapon' to destroy the barriers created by opinions, by influences or even by universities. This new trend is the future path of new translators and is the future of the translation industry and professionals, however minds and spirits need to be opened and engaged in this new way of developing skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mentoring" title="mentoring">mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a>, <a href="https://publications.waset.org/abstracts/search?q=translators" title=" translators"> translators</a>, <a href="https://publications.waset.org/abstracts/search?q=orientation" title=" orientation"> orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20path" title=" professional path"> professional path</a> </p> <a href="https://publications.waset.org/abstracts/93010/mentoring-in-translation-a-tool-for-future-translators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93010.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">152</span> The Causes and Recommended Solutions of Burnout in Teaching Careers from the Perspective of University Professors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narjes%20Tahmasbi">Narjes Tahmasbi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Burnout is considered a work-related syndrome made from a person’s recognition of a gap between expecting success in professional performance and less satisfying reality. Teaching, as one of the most stressful jobs in the world, creates a sense of burnout that disturbs the competency of teachers’ personal and professional features, and it can be dangerous for themselves as well as their students. Recently, there has been growing research on the different effects of burnout; however, it is necessary to investigate the causes of this issue, especially in universities. This study aims to investigate the causes and recommended solutions to burnout in the teaching careers of university professors. The participants of the study were 5 EFL university professors from an institution of higher education in Shiraz, Iran. The current study used a qualitative design. Data were obtained from an interview with all participants. The participants were asked to answer 8 questions that were made through a semi-instructional interview. The results of the interview with the participants indicated that there were 4 main reasons that cause burnout in teachers: lack of student motivation, environmental factors, interpersonal problems, and financial problems. Recommended solutions were different according to the different personalities, creativity, and experiences of participants. The discussion of each of the causes of burnout represents how these categories cause burnout, and the discussion of each of the solutions shows how a teacher can handle burnout. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=burnout" title="burnout">burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teachers" title=" EFL teachers"> EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=reasons" title=" reasons"> reasons</a>, <a href="https://publications.waset.org/abstracts/search?q=solutions" title=" solutions"> solutions</a>, <a href="https://publications.waset.org/abstracts/search?q=work-related%20syndrome" title=" work-related syndrome"> work-related syndrome</a> </p> <a href="https://publications.waset.org/abstracts/160794/the-causes-and-recommended-solutions-of-burnout-in-teaching-careers-from-the-perspective-of-university-professors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160794.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">151</span> Head of the Class: A Study of What United States Journalism School Administrators Consider the Most Valuable Educational Tenets for Their Graduates Seeking Careers at U.S. Legacy Newspapers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adam%20Pitluk">Adam Pitluk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a time period populated by legacy newspaper readers who throw around the term “fake news” as though it has long been a part of the lexicon, journalism schools must convince would-be students that their degree is still viable and that they are not teaching a curriculum of deception. As such, journalism schools’ academic administrators tasked with creating and maintaining conversant curricula must stay ahead of legacy newspaper industry trends – both in the print and online products – and ensure that what is being taught in the classroom is both fresh and appropriate to the demands of the evolving legacy newspaper industry. This study examines the information obtained from the result of interviews of journalism academic administrators in order to identify institutional pedagogy for recent journalism school graduates interested in pursuing careers at legacy newspapers. This research also explores the existing relationship between journalism school academic administrators and legacy newspaper editors. The results indicate the value administrators put on various academy teachings, and they also highlight a perceived disconnect between journalism academic administrators and legacy newspaper hiring editors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20administration" title="academic administration">academic administration</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=journalism" title=" journalism"> journalism</a>, <a href="https://publications.waset.org/abstracts/search?q=journalism%20school%20graduates" title=" journalism school graduates"> journalism school graduates</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20management" title=" media management"> media management</a>, <a href="https://publications.waset.org/abstracts/search?q=newspapers" title=" newspapers"> newspapers</a>, <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title=" grounded theory"> grounded theory</a> </p> <a href="https://publications.waset.org/abstracts/133916/head-of-the-class-a-study-of-what-united-states-journalism-school-administrators-consider-the-most-valuable-educational-tenets-for-their-graduates-seeking-careers-at-us-legacy-newspapers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133916.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">150</span> Elite Female Football Coaches’ Experiences and Reflections in a Male-dominated Environment: The Case of Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fiona%20Soraya%20Addai-Sundiata">Fiona Soraya Addai-Sundiata</a>, <a href="https://publications.waset.org/abstracts/search?q=Ernest%20Yeboah%20Acheampong"> Ernest Yeboah Acheampong</a>, <a href="https://publications.waset.org/abstracts/search?q=Ralph%20Frimpong"> Ralph Frimpong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rationale of this study is to examine the career experiences of elite female football coaches in Ghana. More importantly, it focus on their motives, the challenges of football coaching and their experiences along their career paths. The study draws from literature on female coaches in football to understand their experiences and reflections in their chosen careers. The findings of the study relied on in-depth semi-structured interviews with five elite female football coaches aged between 28 and 50 years. Participants’ responses reveal that both intrinsic and extrinsic motives drive them into football coaching, including learning experiences from abroad, a strong desire to break the gendered hegemony of coaching in Ghana, serving as role models, enjoyment, satisfaction and passion for their chosen careers. Results indicate that they encountered sociocultural, organisational, personal and interpersonal challenges. Also, they experience gender stereotyping, limited career mobility, sexism and marginalisation, which prevent them from becoming elite coaches. The study provides useful data for stakeholders, including Ghana Football Association (GFA), to use effective strategies (e.g., special incentives for women coaches) to attract and retain women in the football coaching space. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elite%20female%20football%20coaches" title="elite female football coaches">elite female football coaches</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20experiences" title=" career experiences"> career experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=motives" title=" motives"> motives</a>, <a href="https://publications.waset.org/abstracts/search?q=trajectories" title=" trajectories"> trajectories</a> </p> <a href="https://publications.waset.org/abstracts/181774/elite-female-football-coaches-experiences-and-reflections-in-a-male-dominated-environment-the-case-of-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181774.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">149</span> Elite Female Football Coaches’ Experiences and Reflections in a Male-Dominated Environment: The Case of Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fiona%20Soraya%20Addai-Sundiata">Fiona Soraya Addai-Sundiata</a>, <a href="https://publications.waset.org/abstracts/search?q=Ernest%20Yeboah%20Acheampong"> Ernest Yeboah Acheampong</a>, <a href="https://publications.waset.org/abstracts/search?q=Ralph%20Frimpong"> Ralph Frimpong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rationale of this study is to examine the career experiences of elite female football coaches in Ghana. More importantly, it focus on their motives, the challenges of football coaching and their experiences along their career paths. The study draws from literature on female coaches in football to understand their experiences and reflections in their chosen careers. The findings of the study relied on in-depth semi-structured interviews with five elite female football coaches aged between 28 and 50 years. Participants’ responses reveal that both intrinsic and extrinsic motives drive them into football coaching including learning experiences from abroad, a strong desire to break the gendered hegemony of coaching in Ghana, serving as role models, enjoyment, satisfaction and passion for their chosen careers. Results indicate that they encountered sociocultural, organisational, personal and interpersonal challenges. Also, they experience gender stereotyping, limited career mobility, sexism and marginalisation, which prevent them from becoming elite coaches. The study provides useful data for stakeholders including Ghana Football Association (GFA) to use effective strategies (e.g., special incentives for women coaches) to attract and retain women in the football coaching space. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elite%20female%20football%20coaches" title="elite female football coaches">elite female football coaches</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20experiences" title=" career experiences"> career experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=motives" title=" motives"> motives</a>, <a href="https://publications.waset.org/abstracts/search?q=trajectories" title=" trajectories"> trajectories</a> </p> <a href="https://publications.waset.org/abstracts/181917/elite-female-football-coaches-experiences-and-reflections-in-a-male-dominated-environment-the-case-of-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181917.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">148</span> Students’ Perception of Careers in Shared Services Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oksana%20Koval">Oksana Koval</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Nabareseh"> Stephen Nabareseh </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Talent attraction is identified as a top priority between 2015 – 2020 for Shared Service Centers (SSCs) based on an industry-wide studies. Due to market dynamics and the structure of labour force, shared service industries in Eastern and Central Europe strive for qualified graduates with appropriate and unique skills to occupy such job places. The inbuilt interest and course prescriptions undertaken by prospective job seekers determine whether SSCs will eventually admit such professionals. This paper assesses students’ overall perception of careers in the shared services industry and further diagnosis gender impact and influence on the job preferences among students. Questionnaires were distributed among students in the Czech Republic universities using an online mode. Respondents vary by study year, gender, age, course of study, and work preferences. A total of 1283 student responses has been analyzed using Stata data analytics software. It was discovered that over 70% of respondents who are aware of SSCs are quite ignorant of the job opportunities offered by the centers. While majority of respondents are interested in support positions (e.g. procurement specialist, planning specialist, human resource specialist, process improvement specialist and payroll specialist, etc.), around a third of respondents (32.8 percent) will decline a job offer from SSCs. The analysis also revealed that males are more likely than females to seek careers in international companies, hence, tend to be more favorable towards shared service jobs. Females, however, have stronger preferences towards marketing and PR jobs. The research results provide insights into the job aspirations of students interviewed. The findings provide a huge resource for recruitment agencies and shared service industries to renew and redirect their search for talents into SSCs. Based on the fact that great portion of respondents are planning to start their career within 6-12 months, the research provides important highlights for the talent attraction and recruitment strategies in the industry and provides a curriculum direction in academia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Czech%20Republic%20labour%20market" title="Czech Republic labour market">Czech Republic labour market</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=talent%20attraction" title=" talent attraction"> talent attraction</a>, <a href="https://publications.waset.org/abstracts/search?q=shared%20service%20centers" title=" shared service centers"> shared service centers</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students "> students </a> </p> <a href="https://publications.waset.org/abstracts/38076/students-perception-of-careers-in-shared-services-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38076.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">229</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">147</span> Flexible Work Arrangements for Managers-Gender Diversity and Organizational Development in German Firms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marc%20G%C3%A4rtner">Marc Gärtner</a>, <a href="https://publications.waset.org/abstracts/search?q=Monika%20Huesmann"> Monika Huesmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Katharina%20Schiederig"> Katharina Schiederig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While workplace flexibility provides opportunities to better balance work and family care, careers in management are still predominantly based on physical presence, blurred boundaries and a culture of availability at the workplace. Thus, carers (mostly women) still experience disadvantages and stalled careers. In a multi-case study, funded by the German Federal Ministry of Education and Research, success factors and barriers of flexible work arrangements in five big organizations, including three of the largest German companies, have been identified. Using qualitative interview methods, the working models of 10 female and male users of flexible work arrangements like part time, home office and job sharing have been studied. The study group applied a 360-degree approach with focus groups, covering the users’ themselves, their superiors, colleagues and staff as well as in-house human resource managers. The group interviews reveal that success of flexible models is mainly built on three factors: (a) the inclusiveness of the organizational culture, (b) the commitment of leaders and especially the supervisors, and (c) the fitting of the model and the user(s). Flexibilization of time and space can indeed contribute to a better work-life balance. This is, however, not a necessary outcome, as the interviews suggest, but depends on the right implementation of the right model in the particular work environment. Beyond the actual study results, the presentation will also assess the methodological approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flexible%20work" title="flexible work">flexible work</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20culture" title=" organizational culture"> organizational culture</a>, <a href="https://publications.waset.org/abstracts/search?q=work-life%20balance" title=" work-life balance"> work-life balance</a> </p> <a href="https://publications.waset.org/abstracts/39153/flexible-work-arrangements-for-managers-gender-diversity-and-organizational-development-in-german-firms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39153.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">146</span> Employment Mobility and the Effects of Wage Level and Tenure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Idit%20Kalisher">Idit Kalisher</a>, <a href="https://publications.waset.org/abstracts/search?q=Israel%20Luski"> Israel Luski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One result of the growing dynamicity of labor markets in recent decades is a wider scope of employment mobility – i.e., transitions between employers, either within or between careers. Employment mobility decisions are primarily affected by the current employment status of the worker, which is reflected in wage and tenure. Using 34,328 observations from the National Longitudinal Survey of Youth 1979 (NLS79), which were derived from the USA population between 1990 and 2012, this paper aims to investigate the effects of wage and tenure over employment mobility choices, and additionally to examine the effects of other personal characteristics, individual labor market characteristics and macroeconomic factors. The estimation strategy was designed to address two challenges that arise from the combination of the model and the data: (a) endogeneity of the wage and the tenure in the choice equation; and (b) unobserved heterogeneity, as the data of this research is longitudinal. To address (a), estimation was performed using two-stage limited dependent variable procedure (2SLDV); and to address (b), the second stage was estimated using femlogit – an implementation of the multinomial logit model with fixed effects. Among workers who have experienced at least one turnover, the wage was found to have a main effect on career turnover likelihood of all workers, whereas the wage effect on job turnover likelihood was found to be dependent on individual characteristics. The wage was found to negatively affect the turnover likelihood and the effect was found to vary across wage level: high-wage workers were more affected compared to low-wage workers. Tenure was found to have a main positive effect on both turnover types’ likelihoods, though the effect was moderated by the wage. The findings also reveal that as their wage increases, women are more likely to turnover than men, and academically educated workers are more likely to turnover within careers. Minorities were found to be as likely as Caucasians to turnover post wage-increase, but less likely to turnover with each additional tenure year. The wage and the tenure effects were found to vary also between careers. The difference in attitude towards money, labor market opportunities and risk aversion could explain these findings. Additionally, the likelihood of a turnover was found to be affected by previous unemployment spells, age, and other labor market and personal characteristics. The results of this research could assist policymakers as well as business owners and employers. The former may be able to encourage women and older workers’ employment by considering the effects of gender and age on the probability of a turnover, and the latter may be able to assess their employees’ likelihood of a turnover by considering the effects of their personal characteristics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employment%20mobility" title="employment mobility">employment mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=endogeneity" title=" endogeneity"> endogeneity</a>, <a href="https://publications.waset.org/abstracts/search?q=femlogit" title=" femlogit"> femlogit</a>, <a href="https://publications.waset.org/abstracts/search?q=turnover" title=" turnover"> turnover</a> </p> <a href="https://publications.waset.org/abstracts/96042/employment-mobility-and-the-effects-of-wage-level-and-tenure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96042.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">145</span> The Political Biographies of Social Workers: A Qualitative Study of the Political Lives of Social Workers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hefin%20Gwilym">Hefin Gwilym</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will explore the political biographies of social workers in a neoliberal era. The findings are based on a research project for a successfully completed professional doctorate in social work. The methodology deployed for the research is a combination of constructivist grounded theory and biographical inquiry. The paper will present findings from 14 biographical interviews and will focus on one case study of a participant whose life story is richly informed by political social work. The 14 participants reflect different genders, ethnic identities, cultural and linguistic identities, age and length of social work careers. The participants also reflect different forms of political engagement, such as, as political activists and members of political parties, including parliamentarians. The findings demonstrate how deeply ingrained the social work identity is amongst the participants and how their political identity has remained strongly social democratic in nature despite the many changes in the social work profession since the rise of neoliberalism as a thought collective and policy package. The individual case study will explore the early roots of political identity in the childhood and nurturing years and the interface with subsequent social work and political careers. It will also explore the evolution of the participant’s political identity in the social work career. The case study will also present findings on how the participant has contributed to the political field with policy involvement and initiatives. The presentation will conclude with a discussion on how this particular group of social workers can best contribute to the future direction of the social work profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=political%20social%20work" title="political social work">political social work</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20biographies" title=" political biographies"> political biographies</a>, <a href="https://publications.waset.org/abstracts/search?q=neoliberal" title=" neoliberal"> neoliberal</a>, <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title=" grounded theory"> grounded theory</a> </p> <a href="https://publications.waset.org/abstracts/55139/the-political-biographies-of-social-workers-a-qualitative-study-of-the-political-lives-of-social-workers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55139.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">144</span> Increasing the Dialogue in Workplaces Enhances the Age-Friendly Organisational Culture and Helps Employees Face Work-Related Dilemmas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Heli%20Makkonen">Heli Makkonen</a>, <a href="https://publications.waset.org/abstracts/search?q=Eini%20Hypp%C3%B6nen"> Eini Hyppönen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ageing of employees, the availability of workforce, and employees’ engagement in work are today’s challenges in the field of health care and social services, and particularly in the care of older people. Therefore, it is important to enhance both the attractiveness of the work in the field of older people’s care and the retention of employees in the field, and also to pay attention to the length of careers. The length of careers can be affected, for example, by developing an age-friendly organisational culture. Changing the organisational culture in a workplace is, however, a slow process which requires engagement from employees and enhanced dialogue between employees. This article presents an example of age-friendly organisational culture in an older people’s care unit and presents the results of the development of this organisational culture to meet the identified development challenges. In this research-based development process, cycles used in action research were applied. Three workshops were arranged for employees in a service home for older people. The workshops worked as interventions, and the employees and their manager were given several consecutive assignments to be completed between them. In addition to workshops, the employees benchmarked two other service homes. In the workshops, data was collected by observing and documenting the conversations. After that, thematic analysis was used to identify the factors connected to an age-friendly organisational culture. By analysing the data and comparing it to previous studies, some dilemmas we recognised that were hindering or enhancing the attractiveness of work and the retention of employees in this nursing home. After each intervention, the process was reflected and evaluated, and the next steps were planned. The areas of development identified in the study were related to, for example, the flexibility of work, holistic ergonomics, the physical environment at the workplace, and the workplace culture. Some of the areas of development were taken over by the work community and carried out in cooperation with e.g. occupational health care. We encouraged the work community, and the employees provided us with information about their progress. In this research project, the focus was on the development of the workplace culture and, in particular, on the development of the culture of interaction. The workshops showed employees’ attitudes and strong opinions, which can be a challenge from the point of view of the attractiveness of work and the retention of employees in the field. On the other hand, the data revealed that the work community has an interest in developing the dialogue in the work community. Enhancing the dialogue gave the employees the opportunity and resources to face even challenging dilemmas related to the attractiveness of work and the retention of employees in the field. The psychological safety was also enhanced at the same time. The results of this study are part of a broader study that aims at building a model for extending older employees’ careers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=age-friendliness" title="age-friendliness">age-friendliness</a>, <a href="https://publications.waset.org/abstracts/search?q=attractiveness%20of%20work" title=" attractiveness of work"> attractiveness of work</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue" title=" dialogue"> dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=older%20people" title=" older people"> older people</a>, <a href="https://publications.waset.org/abstracts/search?q=organisational%20culture" title=" organisational culture"> organisational culture</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20culture" title=" workplace culture"> workplace culture</a> </p> <a href="https://publications.waset.org/abstracts/159936/increasing-the-dialogue-in-workplaces-enhances-the-age-friendly-organisational-culture-and-helps-employees-face-work-related-dilemmas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159936.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">143</span> A Framework for Internet Education: Personalised Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zoe%20Wong">Zoe Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to develop a framework for internet education. This framework uses the personalized learning approach for everyone who can freely develop their qualifications & careers. The key components of the framework includes students, teachers, assessments and infrastructure. It allows remove the challenges and limitations of the current educational system and allows learners' to cope with progressing learning materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20education" title="internet education">internet education</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20approach" title=" personalized approach"> personalized approach</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a> </p> <a href="https://publications.waset.org/abstracts/47256/a-framework-for-internet-education-personalised-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47256.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">142</span> Listening to the Voices of Teachers Who Are Dyslexic: The Careers, Professional Development, and Strategies Used by of Teachers Who Are Dyslexic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jane%20Mullen">Jane Mullen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Little research has been undertaken on adult dyslexia and the impact it has on those who have professional careers. There are many complexities behind the career decisions people make, but for teachers who are dyslexic, it can be even more complex. Dyslexia particularly impacts on written and verbal communication, as well as planning and organisation skills which are essential skills for a teacher. As the teachers are aware of their areas of weakness many, make the conscious decision not to disclose their disability at work. In England, the reduction to three attempts to pass the compulsory English and Maths tests prior to undertaking teacher training may mean that dyslexics are now excluded from trying to enter the profession. Together with the fact that dyslexic teachers often chose to remain ‘hidden’ the situation appears to be counter to the inclusive rhetoric that dominates the current educational discourse. This paper is based on in-depth narrative research that has been undertaken with a small group of teachers who are dyslexic in England and firstly explores the strategies and resources that the teachers have found useful. The narratives of the teachers are full of difficulties as well as diversity, consequently, the paper secondly examines how life experiences have impacted on the way the teachers see their dyslexia and how it affects them professionally. Using a narrative methodology enables the teachers to tell their ‘stories’ of how they feel their dyslexia impacts on their lives professionally. The first interview centred around a limited number of semi structured questions about family background, educational experiences, career development, management roles and professional disclosure. The second interview focused on the complexities of being a teacher who is dyslexic and to ‘unlock’ some of their work based narratives visual elicitation was used. Photographs of work-based strategies, issues or concerns were sent to the researcher and these were used as the basis for discussion in the second interview. The paper concludes by discussing possible reasonable adjustments and professional development that might benefit teachers who are dyslexic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dyslexia" title="dyslexia">dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20history" title=" life history"> life history</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative" title=" narrative"> narrative</a>, <a href="https://publications.waset.org/abstracts/search?q=professional" title=" professional"> professional</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/56204/listening-to-the-voices-of-teachers-who-are-dyslexic-the-careers-professional-development-and-strategies-used-by-of-teachers-who-are-dyslexic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">141</span> The Effects of Science, Technology, Engineering and Math Problem-Based Learning on Native Hawaiians and Other Underrepresented, Low-Income, Potential First-Generation High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nahid%20Nariman">Nahid Nariman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The prosperity of any nation depends on its ability to use human potential, in particular, to offer an education that builds learners' competencies to become effective workforce participants and true citizens of the world. Ever since the Second World War, the United States has been a dominant player in the world politically, economically, socially, and culturally. The rapid rise of technological advancement and consumer technologies have made it clear that science, technology, engineering, and math (STEM) play a crucial role in today’s world economy. Exploring the top qualities demanded from new hires in the industry—i.e., problem-solving skills, teamwork, dependability, adaptability, technical and communication skills— sheds light on the kind of path that is needed for a successful educational system to effectively support STEM. The focus of 21st century education has been to build student competencies by preparing them to acquire and apply knowledge, to think critically and creatively, to competently use information, be able to work in teams, to demonstrate intellectual and moral values as well as cultural awareness, and to be able to communicate. Many educational reforms pinpoint various 'ideal' pathways toward STEM that educators, policy makers, and business leaders have identified for educating the workforce of tomorrow. This study will explore how problem-based learning (PBL), an instructional strategy developed in the medical field and adopted with many successful results in K-12 through higher education, is the proper approach to stimulate underrepresented high school students' interest in pursuing STEM careers. In the current study, the effect of a problem-based STEM model on students' attitudes and career interests was investigated using qualitative and quantitative methods. The participants were 71 low-income, native Hawaiian high school students who would be first-generation college students. They were attending a summer STEM camp developed as the result of a collaboration between the University of Hawaii and the Upward Bound Program. The project, funded by the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program, used PBL as an approach in challenging students to engage in solving hands-on, real-world problems in their communities. Pre-surveys were used before camp and post-surveys on the last day of the program to learn about the implementation of the PBL STEM model. A Career Interest Questionnaire provided a way to investigate students’ career interests. After the summer camp, a representative selection of students participated in focus group interviews to discuss their opinions about the PBL STEM camp. The findings revealed a significantly positive increase in students' attitudes towards STEM disciplines and STEM careers. The students' interview results also revealed that students identified PBL to be an effective form of instruction in their learning and in the development of their 21st-century skills. PBL was acknowledged for making the class more enjoyable and for raising students' interest in STEM careers, while also helping them develop teamwork and communication skills in addition to scientific knowledge. As a result, the integration of PBL and a STEM learning experience was shown to positively affect students’ interest in STEM careers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning" title="problem-based learning">problem-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=underrepresented%20students" title=" underrepresented students"> underrepresented students</a> </p> <a href="https://publications.waset.org/abstracts/127970/the-effects-of-science-technology-engineering-and-math-problem-based-learning-on-native-hawaiians-and-other-underrepresented-low-income-potential-first-generation-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127970.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">140</span> Recognition of International Internships for Students at European Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiron-Tudor%20Adriana">Tiron-Tudor Adriana</a>, <a href="https://publications.waset.org/abstracts/search?q=Ciolomic%20Ioana"> Ciolomic Ioana</a>, <a href="https://publications.waset.org/abstracts/search?q=Farcas%20Teodora"> Farcas Teodora</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The mission of a business school is to train students for business careers in which practical skills- based on theoretical knowledge- are needed. These skills include a thorough knowledge of languages, creative skills, and well-founded professional and practical knowledge. With those skills, the graduates are highly competitive in the labour market. The paper objective is to disseminate the results of an international project by revealing how a HEI are prepared for higher vocational training course leading to professional diplomas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title="vocational education">vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20schools" title=" business schools"> business schools</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20projects" title=" international projects"> international projects</a>, <a href="https://publications.waset.org/abstracts/search?q=HEI" title=" HEI"> HEI</a> </p> <a href="https://publications.waset.org/abstracts/35198/recognition-of-international-internships-for-students-at-european-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35198.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">410</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">139</span> Creating an Impact through Environmental Law and Policy with a Focus on Environmental Science Restoration with Social Impacts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lauren%20Beth%20Birney">Lauren Beth Birney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> BOP-CCERS is a consortium of scientists, K-16 New York City students, faculty, academicians, teachers, stakeholders, STEM Industry professionals, CBO’s, NPO’s, citizen scientists, and local businesses working in partnership to restore New York Harbor’s oyster populations while at the same time providing clean water in New York Harbor. BOP-CCERS gives students an opportunity to learn hands-on about environmental stewardship as well as environmental law and policy by giving students real responsibility. The purpose of this REU will allow for the BOP CCERS Project to further broaden its parameters into the focus of environmental law and policy where further change can be affected. Creating opportunities for undergraduates to work collaboratively with graduate students in law and policy and envision themselves in STEM careers in the field of law continues to be of importance in this project. More importantly, creating opportunities for underrepresented students to pursue careers in STEM Education has been a goal of the project over the last ten years. By raising the level of student interest in community-based citizen science integrated into environmental law and policy, a more diversified workforce will be fostered through the momentum of this dynamic program. The continuing climate crisis facing our planet calls for 21st-century skill development that includes learning and innovation skills derived from critical thinking, which will help REU students address the issues of climate change facing our planet. The demand for a climate-friendly workforce will continue to be met through this community-based citizen science effort. Environmental laws and policies play a crucial role in protecting humans, animals, resources, and habitats. Without these laws, there would be no regulations concerning pollution or contamination of our waterways. Environmental law serves as a mechanism to protect the land, air, water, and soil of our planet. To protect the environment, it is crucial that future policymakers and legal experts both understand and value the importance of environmental protection. The Environmental Law and Policy REU provides students with the opportunity to learn, through hands-on work, the skills, and knowledge needed to help foster a legal workforce centered around environmental protection while participating alongside the BOP CCERS researchers in order to gain research experience. Broadening this area to law and policy will further increase these opportunities and permit students to ultimately affect and influence larger-scale change on a global level while further diversifying the STEM workforce. Students’ findings will be shared at the annual STEM Institute at Pace University in August 2022. Basic research methodologies include qualitative and quantitative analysis performed by the research team. Early findings indicate that providing students with an opportunity to experience, explore and participate in environmental science programs such as these enhances their interests in pursuing STEM careers in Law and Policy, with the focus being on providing opportunities for underserved, marginalized, and underrepresented populations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20restoration%20science" title="environmental restoration science">environmental restoration science</a>, <a href="https://publications.waset.org/abstracts/search?q=citizen%20science" title=" citizen science"> citizen science</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20law%20and%20policy" title=" environmental law and policy"> environmental law and policy</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a> </p> <a href="https://publications.waset.org/abstracts/151647/creating-an-impact-through-environmental-law-and-policy-with-a-focus-on-environmental-science-restoration-with-social-impacts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151647.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">102</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">138</span> Expansion of Subjective Learning at Japanese Universities: Experiential Learning Based on Social Participation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kumiko%20Inagaki">Kumiko Inagaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Qualitative changes to the undergraduate education have recently become the focus of attention in Japan. This is occurring against the backdrop of declining birthrate and increasing university enrollment, as well as drastic societal changes of advance toward globalization and a knowledge-based society. This paper describes the cases of Japanese universities that promoted various forms of experiential learning around the theme of social participation. The opportunity of learning through practical experience, where students turn their attention to social problems and take pains to consider means of resolving them, creates opportunities to demonstrate “human power” applicable to all sorts of activities the following graduation, thereby guaranteeing students’ continuous growth throughout their careers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20education" title="career education">career education</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20learning" title=" subjective learning"> subjective learning</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20education" title=" university education"> university education</a> </p> <a href="https://publications.waset.org/abstracts/50525/expansion-of-subjective-learning-at-japanese-universities-experiential-learning-based-on-social-participation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">137</span> Characteristics of the entrepreneurial professor: Educational Leadership and Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Verde">Ana Verde</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education is now a source of new paradigms, advanced research in various fields of knowledge and an essential element in providing solutions to the major problems it faces today. In the education sector, more and more attention is being paid to the importance of entrepreneurship and the need for students to acquire skills in the classroom in order to be successful in their future careers. In the field of education, the term "teacherpreneur" has been coined in recent years to describe a teacher who is committed to educational change, passionate about his or her work, charismatic, self-confident, flexible, responsible, able to dare to break the established rules and take risks, and whose work is student-centred and action oriented. This research analyses the characteristics of the entrepreneurial professor and educational leader, and how their practice can be directed towards educational improvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial" title=" entrepreneurial"> entrepreneurial</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a> </p> <a href="https://publications.waset.org/abstracts/184205/characteristics-of-the-entrepreneurial-professor-educational-leadership-and-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184205.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">136</span> Positive Outcomes of Internship for Students Majoring in Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irina%20Peterburgsky">Irina Peterburgsky</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We have been working on finding internship positions for our math and computer science majors. Among many other positive outcomes of internship for students majoring in mathematics, there are: students see new applications of mathematics to real life and see new scientific problems; they learn new methods, tools, etc. that they have not seen in their classes; they appreciate the power of mathematics that increases their interest in learning mathematics; they make decisions to take more advanced math courses; students understand better what their potentials, strong points, and limitations are; learn what work ethic is; learn how to work as a member of a team at a workplace; understand better how to offer their help and how to ask for help; start building their professional relationship; build self-confidence as young professionals, and what is the most important - they get a better understanding of their goals in their future professional careers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internship" title="internship">internship</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20outcoms%20for%20students" title=" positive outcoms for students"> positive outcoms for students</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace" title=" workplace"> workplace</a> </p> <a href="https://publications.waset.org/abstracts/142713/positive-outcomes-of-internship-for-students-majoring-in-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142713.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">181</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">135</span> A Call for Transformative Learning Experiences to Facilitate Student Workforce Diversity Learning in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeanetta%20D.%20Sims">Jeanetta D. Sims</a>, <a href="https://publications.waset.org/abstracts/search?q=Chaunda%20L.%20Scott"> Chaunda L. Scott</a>, <a href="https://publications.waset.org/abstracts/search?q=Hung-Lin%20Lai"> Hung-Lin Lai</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Neese"> Sarah Neese</a>, <a href="https://publications.waset.org/abstracts/search?q=Atoya%20Sims"> Atoya Sims</a>, <a href="https://publications.waset.org/abstracts/search?q=Angelia%20Barrera-Medina"> Angelia Barrera-Medina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the call for increased transformative learning experiences and the demand for academia to prepare students to enter workforce diversity careers, this study explores the landscape of workforce diversity learning in the United States. Using a multi-disciplinary syllabi browsing process and a content analysis method, the most prevalent instructional activities being used in workforce-diversity related courses in the United States are identified. In addition, the instructional activities are evaluated based on transformative learning tenants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=workforce%20diversity" title="workforce diversity">workforce diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=workforce%20diversity%20learning" title=" workforce diversity learning"> workforce diversity learning</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning" title=" transformative learning"> transformative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity%20education" title=" diversity education"> diversity education</a>, <a href="https://publications.waset.org/abstracts/search?q=U.%20S.%20workforce%20diversity" title=" U. S. workforce diversity"> U. S. workforce diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=workforce%20diversity%20assignments" title=" workforce diversity assignments"> workforce diversity assignments</a> </p> <a href="https://publications.waset.org/abstracts/10733/a-call-for-transformative-learning-experiences-to-facilitate-student-workforce-diversity-learning-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10733.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">505</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">134</span> Developing Gifted Students’ STEM Career Interest</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wing%20Mui%20Winnie%20So">Wing Mui Winnie So</a>, <a href="https://publications.waset.org/abstracts/search?q=Tian%20Luo"> Tian Luo</a>, <a href="https://publications.waset.org/abstracts/search?q=Zeyu%20Han"> Zeyu Han</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To fully explore and develop the potentials of gifted students systematically and strategically by providing them with opportunities to receive education at appropriate levels, schools in Hong Kong are encouraged to adopt the "Three-Tier Implementation Model" to plan and implement the school-based gifted education, with Level Three refers to the provision of learning opportunities for the exceptionally gifted students in the form of specialist training outside the school setting by post-secondary institutions, non-government organisations, professional bodies and technology enterprises. Due to the growing concern worldwide about low interest among students in pursuing STEM (Science, Technology, Engineering, and Mathematics) careers, cultivating and boosting STEM career interest has been an emerging research focus worldwide. Although numerous studies have explored its critical contributors, little research has examined the effectiveness of comprehensive interventions such as “Studying with STEM professional”. This study aims to examine the effect on gifted students’ career interest during their participation in an off-school support programme designed and supervised by a team of STEM educators and STEM professionals from a university. Gifted students were provided opportunities and tasks to experience STEM career topics that are not included in the school syllabus, and to experience how to think and work like a STEM professional in their learning. Participants involved 40 primary school students joining the intervention programme outside the normal school setting. Research methods included adopting the STEM career interest survey and drawing tasks supplemented with writing before and after the programme, as well as interviews before the end of the programme. The semi-structured interviews focused on students’ views regarding STEM professionals; what’s it like to learn with a STEM professional; what’s it like to work and think like a STEM professional; and students’ STEM identity and career interest. The changes in gifted students’ STEM career interest and its well-recognised significant contributors, for example, STEM stereotypes, self-efficacy for STEM activities, and STEM outcome expectation, were collectively examined from the pre- and post-survey using T-test. Thematic analysis was conducted for the interview records to explore how studying with STEM professional intervention can help students understand STEM careers; build STEM identity; as well as how to think and work like a STEM professional. Results indicated a significant difference in STEM career interest before and after the intervention. The influencing mechanism was also identified from the measurement of the related contributors and the analysis of drawings and interviews. The potential of off-school support programme supervised by STEM educators and professionals to develop gifted students’ STEM career interest is argued to be further unleashed in future research and practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gifted%20students" title="gifted students">gifted students</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20career" title=" STEM career"> STEM career</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20professionals" title=" STEM professionals"> STEM professionals</a> </p> <a href="https://publications.waset.org/abstracts/171443/developing-gifted-students-stem-career-interest" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171443.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">133</span> Ending the Gender Gap in Educational Leadership: A U.S. Goal for a Balanced Administration by 2030</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Dodd">S. Dodd</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This presentation examines the gender gap in leadership positions at colleges and universities within the United States. Despite the fact that women now outnumber men in earning doctorate degrees, women continue to hold far fewer positions of educational leadership, and still, earn less money than men do at every level. Considering the lack of female representation in positions of leadership, there are clearly outside variables preventing women from attaining these positions, despite their educational attainment. Following this study, the American Council on Education (ACE) set a goal to achieve an equal percentage of females holding college presidency positions by the year 2030. This goal is particularly ambitious, especially when considering the gender disparity at all ranks in higher education. Men still hold nearly 70% of all full professorships at degree-granting institutions. Even when women are equally represented in numbers, men typically hold a higher rank and are more likely to be tenured. Across all four-year colleges and universities in the United States, men earn more money than women at every rank and in every discipline. There are over twice as many men than women represented on governing boards, who help formed and uphold campus policies. The fact that the low percentage of female presidents has remained static for many years deepens the challenge for the ACE. Although emphasizing the need to create greater opportunities for women in educational administration is admirable, it is difficult to simplify the social forces that create and uphold the status quo of male leadership. When aiming to ensure 'women' hold 50% of all college presidency positions, it is important to consider how the intersections of race, social class, and other factors also correlate with lower job status. This presentation explores how gendered notions of leadership begin in a child’s early years and are carried into future careers, and how these conceptualizations impact the creation and upholding of educational policies at every academic level. Current research that emphasizes the importance establishing a bottom-up approach to a gender equity infrastructure for children early in their educational careers will be discussed. A top-down approach starting with female college presidents is incomplete and insufficient if the mindsets of the youth who will one day be entering those institutions of higher education are not also taken into consideration. Although ACE has established this lofty goal for female college presidencies by the year 2030, a road map for this will ensue, has not yet been provided. The talent pool of women who are educated and experienced for such positions is vast, but acknowledging the social barriers existing for women in these positions will be crucial to making the changes necessary for these leadership opportunities to be long lasting and successful. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=equity" title="equity">equity</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a> </p> <a href="https://publications.waset.org/abstracts/77888/ending-the-gender-gap-in-educational-leadership-a-us-goal-for-a-balanced-administration-by-2030" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77888.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=careers&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=careers&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=careers&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=careers&page=5">5</a></li> <li class="page-item"><a class="page-link" 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