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Researching the contribution of career guidance for career identity and self-directed learning in career processes

Brandenburg, Sandra (2014) Researching the contribution of career guidance for career identity and self-directed learning in career processes.

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Abstract:The labour market is constantly changing, due to social, economical and technological transformations, resulting in an unstable and redefined workplace. Students need to be prepared for this new labour market, in which getting a job and holding on to a job has become more difficult. Therefore, the Dutch government implemented career guidance in vocational education. This helps students to develop career competences that are beneficial for functioning on the new labour market. Two career competences that are acknowledged as important in literature are: forming a career identity and self-directed learning. This research investigates whether the implemented career guidance at a secondary vocational education school contributes to the development of these career competences. This is measured with students’ perception on career guidance. The career guidance system at this school consisted of a coach, coach meetings and a portfolio. The results showed that the coach, the coach meeting and the portfolio contributed positively to the level of self-directed learning. Furthermore, the coach and the coach meeting contributed positively to the career identity, whereas the portfolio did not. Finally, mediation analyses showed that the level of career identity partially mediated the relationship between the career guidance variables coach and coach meetings and self-directed learning. Specifically, those students who value a coach and/or coach meetings highly, experience a stronger career identity which in turn, enables them to become self directed in their careers.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
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