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Education Sciences
Special Issues
Career Development Learning for Higher Education Students
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Career Development Learning for Higher Education Students

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 November 2024) | Viewed by 4000

Special Issue Editors

Prof. Dr. Angela Carbone

E-Mail Website
Guest Editor
STEM College, RMIT University, Melbourne, VIC 3000, Australia
Interests: employability skills; blended learning; academic capability development; teaching quality; education leadership
Dr. Sophia Xenos

E-Mail Website
Guest Editor
Associate Professor, STEM College, RMIT University, Melbourne, VIC 3000, Australia
Interests: employability skills; work- integrated learning

Special Issue Information

Dear Colleagues,

The dynamic landscape of employment is undergoing significant transformations driven by technological advancements and the rise of artificial intelligence. These changes not only result in the creation of new job roles but also pave the way for career paths that do not currently exist. In light of this evolving nature of work, it has become increasingly imperative to prioritize career development learning, the cultivation of students' employability skills, and their readiness for the future of work. This Special Issue delves into these crucial areas, with the aim of elucidating the challenges and opportunities they bring forth.

The significance of career development learning cannot be overstated. In an era where technological advancements, automation, and shifting market demands are reshaping industries, it is essential to equip students with the necessary skills and knowledge to thrive in the workplace. To achieve this, a comprehensive and multidimensional approach is indispensable, and should be one that combines rigorous academic education with practical hands-on experiences, industry collaborations, and opportunities for continuous learning and skills development. By nurturing students' employability skills, we enable them to adapt, innovate, and succeed in an ever-changing job market.

Building on this context, our Special Issue aims to explore the various dimensions of career development learning and its implications for students' future career prospects. We seek to uncover innovative practices, research findings, and strategies that foster the development of employability skills and enhance students' readiness for the dynamic workplace of tomorrow. This Special Issue provides an opportunity to delve deeper into the intersection of career development learning and the future of work.

The types of publications that are eligible for acceptance into this Special Issue include:

  1. Empirical research findings;
  2. Review articles;
  3. Commentaries;
  4. Case studies.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • Innovative pedagogies for career development learning;
  • Approaches to develop employability skills;
  • Career development in the age of automation/ artificial intelligence;
  • The role of industry–academic partnerships in preparing students for the future of work;
  • Career counselling and guidance in a changing employment landscape;
  • Work-integrated learning and internships as pathways to employability;
  • The impact of globalization and digitalization on career pathways;
  • Diversity, inclusion, and equity in career development programs.

We look forward to receiving your contributions.

Prof. Dr. Angela Carbone
Dr. Sophia Xenos
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • career development learning
  • employability skills
  • future of work
  • work-integrated learning
  • industry–academic partnerships

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (3 papers)

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Research

22 pages, 530 KiB  
Article
Exploring Factors Contributing to Graduate Outcomes: Using Career Registration Methodology (CRM) to Track Students’ Employability Activities, Career Readiness, and Graduate Outcomes
by Serene Lin-Stephens, Luella C. Leon, Maurizio Manuguerra, Tasos Barkatsas and Leoni Russell
Educ. Sci. 2024, 14(12), 1294; https://doi.org/10.3390/educsci14121294 - 26 Nov 2024
Viewed by 621
Abstract
Graduate outcomes are a key indicator of university performance, yet the progression of students in career preparation during university is ill-understood. The Career Registration Methodology (CRM) addresses this gap by tracking students’ career planning and participation in employability and professional experiences (EPEs) throughout [...] Read more.
Graduate outcomes are a key indicator of university performance, yet the progression of students in career preparation during university is ill-understood. The Career Registration Methodology (CRM) addresses this gap by tracking students’ career planning and participation in employability and professional experiences (EPEs) throughout their university enrolment. This research used CRM to monitor students’ employability development and career readiness, assessing their impact on graduate outcomes. By analysing longitudinal CRM data and Graduate Outcomes Survey (GOS) results from 1653 students, this study examined how EPEs and career readiness influenced full-time employment, job offers, the perceived value of qualifications, and perceptions of overqualification. Correlation and trend analyses revealed positive associations between career readiness over time and employment outcomes, with regression analyses identifying EPEs as the most significant factor. Practical implications of the findings highlight CRM’s value in aiding higher education institutions, especially Work Integrated Learning (WIL) and Career Development Learning (CDL) educators, to identify trends and tailor support whilst students are still in the university. As the first CRM study in Australia based on the first available cohort, the exploratory nature of this research is acknowledged along with recommendations to refine periodic, non-intrusive measurements such as CRM for enhanced validity and reliability. Full article
(This article belongs to the Special Issue Career Development Learning for Higher Education Students)
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19 pages, 612 KiB  
Article
Preparing the Future Public Health Workforce: Fostering Global Citizenship Through the Relational Employability Framework—Insights from Two Case Studies
by Elizabeth J. Cook, Sally-Anne Doherty and Ruth Wallace
Educ. Sci. 2024, 14(11), 1245; https://doi.org/10.3390/educsci14111245 - 13 Nov 2024
Viewed by 786
Abstract
A well-prepared public health workforce is essential for reducing disease burdens and improving population health, necessitating an education that addresses global and complex challenges. This paper explores the integration of the Relational Employability Framework in public health education as a tool to foster [...] Read more.
A well-prepared public health workforce is essential for reducing disease burdens and improving population health, necessitating an education that addresses global and complex challenges. This paper explores the integration of the Relational Employability Framework in public health education as a tool to foster critical reflection and cultivate global citizenship among students and graduates. Global citizenship encompasses the social, political, environmental and economic actions of globally conscious individuals and communities, recognising that individuals operate within diverse local and global networks. Relational employability expands traditional notions of graduate employability, incorporating not only foundational career development and human interactions but also connections with more-than-human elements, including ecologies, technologies and materials. Our research, conducted at Edith Cowan University in Perth, Western Australia, involved two case studies using qualitative interviews. Case Study 1, drawn from the Cook’s doctoral research, explored student experiences with the Relational Employability Framework within an undergraduate capstone unit. Case Study 2, a school-funded project, gathered graduate perspectives to inform ongoing curriculum development. The findings indicate that the Relational Employability Framework can help support the development of global citizenship through critical reflective practice, as students reported improved ability to engage with diverse perspectives and societal challenges, and graduates highlighted the framework’s role in supporting ethical, evidence-based practice in professional contexts. Additionally, the framework supported the development of a reflective mindset, which graduates said helped them make informed, value-based career decisions, thus advancing their professional growth. This study suggests that adopting a relational employability approach can prepare globally competent and reflective public health professionals and recommends its implementation across health and higher education. Full article
(This article belongs to the Special Issue Career Development Learning for Higher Education Students)
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18 pages, 247 KiB  
Article
Why, When, and for Whom Does Career Education in Secondary Schools Work? A Qualitative Study of Stakeholders’ Perspectives in The Netherlands
by Nicky de Vries, Martijn Meeter and Mariëtte Huizinga
Educ. Sci. 2024, 14(7), 681; https://doi.org/10.3390/educsci14070681 - 21 Jun 2024
Viewed by 1368
Abstract
Career education in secondary schools plays a pivotal role in supporting students as they navigate the complex decision-making process involved in the transition to higher education. However, the evidence base regarding the effectiveness of career education is limited and fragmented, with a distinct [...] Read more.
Career education in secondary schools plays a pivotal role in supporting students as they navigate the complex decision-making process involved in the transition to higher education. However, the evidence base regarding the effectiveness of career education is limited and fragmented, with a distinct lack of clarity regarding the underlying mechanisms. This study aimed to identify the best practices and underlying mechanisms of career education within Dutch secondary education. Based on focus group interviews with stakeholders with diverse interests and positions (N = 25), we identified five categories of best practice activities alongside a framework consisting of ten mediators, eight moderators, a meta-moderator, and four contextual factors. This framework, while reinforcing some previous identified mechanisms, brings new elements into focus, distinguishing additional mechanisms and their categorisation as mediators, moderators, and contextual factors. These findings may serve as a foundational framework for future research and can support schools in enhancing their career education curricula. It is crucial that career education activities align with the students’ current capacities and potential for growth, ensuring that these programs are responsive to students’ developmental stages and their zone of proximal development. Full article
(This article belongs to the Special Issue Career Development Learning for Higher Education Students)
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