CAREER DEVELOPMENT LEARNING AND WORK-INTEGRATED LEARNING PRACTICES IN AUSTRALIAN UNIVERSITIES
Dr Peter McILVEEN 1, Ms Sally Brooks 2, Dr Anna Lichtenburg 3, Mr Martin Smith 4, Mr Peter Torjul 5, Ms Joanne Tyler 6
1 University Of Southern Queensland, 2 RMIT University, 3 NAGCAS ALTC Project, 4 University of Wollongong, 5 Flinders University, 6 Monash University
This presentation overviews the field of career development learning practice in relation to graduate attributes and work-integrated learning within the Australian higher education sector. The presentation highlights research conducted by the National Association of Graduate Careers Advisory Services on behalf of the Australian Learning and Teaching Council. This research project explored the contribution of career development learning to work-integrated learning in Australian universities. This project has significant implications for career development practice within the higher education sector, particularly in relation to the preparation of graduates for the workforce. The project entailed extensive national surveys, interviews, and focus groups, involving career development practitioners, academics, and employers, along with a national symposium “think tank” in which key stakeholders contributed to the development of models for career development learning being used a pedagogical framework for work-integrated learning. The key results of the research project are presented along with recommendations for future practices.
USING SELF FUNDED LEAVE TO PROMOTE WORK-LIFE BALANCE
Dr Dale Furbish
Self-funded leave is an employee benefit that provides a time resource to workers who wish to develop interests and non-work life roles. This presentation will report the results of qualitative research conducted on 16 workers who completed a self-funded leave programme. Semi-structured interviews were used to explore participants' motivations for enrolling in the self-funded leave programme, determine how participants used their leave and uncover problems that the participants experienced. Results reveal that participants did use self-funded leave to improve their work life balance and augment other life-roles. However, unpredicted events influenced how the leave time was actually used, which was often different from original plans and goals.
Although not widely available, self-funded leave has much appeal for providing employees with the means to achieve work-life balance goals. The mechanics of self-funded leave will be presented. Further, how career counsellors can best support clients who are undertaking self-funded leave will be examined. Specifically, adult transition theory will be used to conceptualise the process of participating in self-funded leave.
INFLUENCES ON CHILDREN'S CAREER DEVELOPMENT: CONVERSATIONS WITH CHILDREN AND THEIR PARENTS
Dr Mary McMahon, Dr Lynne Baker
The University Of Queensland, School of Education
Childhood may be regarded as a foundational period for career development during which children develop career interests, values and aspirations based on their life experiences. Parents are an important influence in the career development of children and adolescence. Career research has focused more on career development in adolescence than childhood. A focus of children's career development research has been on what children know about themselves and the world of work and not on how they learn this information. In particular, research has focused on children's occupational aspirations and not on how these aspirations are formed. Little research has compared children's career development from the perspectives of children and also their parents.
The present paper focuses on exploratory research that investigated influences on children's career development from the perspectives of children and also of their parents. Data were gathered through semi-structured interviews conducted with a sample of primary school children in years 4 and 5 and also with their parents. The paper reports on the nature of life experiences that contribute to the formation of the children's interests, values and occupational aspirations. Differences between the perceptions of children and their parents are also reported.
THE DESTINATIONS OF VICTORIAN SCHOOL LEAVERS: KEY FINDINGS FROM THE ON TRACK PROJECT.
Dr Phillip McKenzie 1, Dr Trish Corrie 2
1 Australian Council For Educational Research, 2 Victorian Department of Education and Early Childhood Development
On Track is a Victorian Government initiative designed to ensure that all students are on a pathway to further education, training or employment after leaving school. It involves making contact with Year 10 to 12 students in the year after they leave school to map their initial destinations and the factors involved, and offering assistance to school leavers who appear to be experiencing a problematic transition. In addition, a longitudinal component follows the post-school experiences of a sub-set of school leavers over a four-year period. The results are provided back to schools, tertiary providers, regions and LLENS to assist with program development. The project, which was launched in 2003, was the first of this scope to be undertaken by an Australian government. In 2008 around 33,300 completers of Year 12 or a vocational equivalent were interviewed, along with 4,700 early leavers. The seminar will provide an overview of the main trends in Victorian school-leaver pathways since 2003 and key results from the 2008 survey, along with a discussion of their policy implications.
AUSTRALIAN NATIONAL ELITE ATHLETES’ CAREER AND EDUCATION PROGRAM
Dr Nathan Price, Mr John Waser, Ms Alison Childs
Australian Sports Commission
The Australian Sports Commission funds and provides Athlete Career and Education (ACE) services to Australia’s elite athletes. Research conducted with current and retired athletes from 2003 to 2007 examined their education, career and transition experience. Factors examined include satisfaction with the ACE service, contribution to athletic performance, athletic identity, life satisfaction, self esteem, emotional stability, career and occupation choices, confidence in career decision making, and assimilation into Australian society.
The Australian ACE program has operated since 1994 to support athletes experiencing difficulties with development of life skills, career planning, decision making, identity foreclosure, and transitions within and from sport. The program has developed to also include elite performers such as dancers, and coaches to become the National Coach and Athlete Career and Education (NCACE) program. It is based on seven strategies: individual assessment; personal development activities; career and education guidance; transition services; business, community and education support; program development; and program integration.
Research results indicated in 2007 that there was 92.2% satisfaction, and 78% of athletes that used the service felt that it contributed to their athletic performance. Athletes most frequently used ACE for assistance with education, time management and long term career planning.
SHOULD I STAY OR SHOULD I GO? SCHOOL NON-COMPLETERS AND CAREER ADVICE
Dr Sheldon Rothman
Australian Council for Educational Research
The Longitudinal Surveys of Australian Youth (LSAY) is a project that follows the pathways of young people from age 15, through school and into further education and training and working life. Data from the cohort that began in 2003, when most were in Year 10 at school, have been collected annually. These young people were asked about career advice received at school, their perceptions of that advice, and their immediate and long-term occupational and educational intentions. This presentation provides results on these topics, with a special focus on young people who left school before completing Year 12.