Search Results (156)

The highway and bridge industry is facing persistent challenges related to the high turnover of technical personnel, which poses risks to the continuity and sustainability of infrastructure development. Although Geographic Information System (GIS) training has increasingly been advocated as a strategy to stabilize the workforce, its practical application remains relatively limited across China. Drawing on the Conservation of Resources (COR) theory, this study examines whether GIS training is associated with lower turnover intention among technical staff, potentially through enhanced perceptions of career growth and reduced work-related anxiety. Based on 412 valid responses—primarily from technical personnel employed by major infrastructure enterprises such as regional subsidiaries of the China Communications Construction Group (CCCG) and China State Construction Engineering Corporation (CSCEC)—the study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess the proposed relationships. The findings indicate that GIS training is negatively associated with turnover intention, with career growth partially mediating this association. Additionally, work anxiety moderates the relationship, such that the link between GIS training and turnover intention appears weaker under higher levels of anxiety. This research contributes to bridging the gap between training practices and theoretical understanding, offering insights to inform workforce retention strategies in technology-intensive industries. Full article

The sustainable integration of technology into educational practices is pivotal for modern teaching and learning. Grounded in the Technology Acceptance Model (TAM), this study explores the psychological and contextual factors that influence technology acceptance among pre-service and in-service teachers. Employing a nonexperimental, cross-sectional design, data were collected from 347 participants to examine the relationships between perceived usefulness, perceived ease of use, attitude toward use, behavioural intention, and actual system use. Results indicate that pre-service teachers demonstrate stronger openness to technology adoption, driven primarily by attitudinal factors, whereas in-service teachers’ acceptance is more closely linked to perceived utility and usability. This study advances the TAM by integrating a dual serial mediation model and testing the moderating role of professional status, thereby offering a nuanced understanding of sustainable digital engagement across career stages. Our findings underscore the importance of fostering positive perceptions and providing differentiated support throughout teachers’ professional trajectories to achieve long-term, meaningful technology adoption in education. Full article

The COVID-19 pandemic fundamentally disrupted assumptions about entrepreneurship, career planning, and professional development. This study explored how the pandemic influenced the entrepreneurial intentions of undergraduate business students in the United States. Using a qualitative methodology based on in-depth interviews with 31 students at a public Midwestern university, the research interpreted student narratives through the lenses of effectuation theory, resilience theory, and the theory of planned behavior. Findings revealed that many participants reframed entrepreneurship as a strategy for navigating economic uncertainty and enhancing personal agency. Students reported valuing adaptability, resourcefulness, and opportunity recognition, often experimenting with side hustles during the pandemic as a means of resilience. Their entrepreneurial thinking shifted from purely economic motivations toward aspirations for flexibility, self-fulfillment, and purposeful work. The study highlights the formative role of crisis contexts in shaping entrepreneurial identity among emerging professionals. It suggests that entrepreneurship education should move beyond traditional models, fostering skills for navigating complexity and building resilience. In doing so, the findings contribute to broader conversations about youth entrepreneurship, post-pandemic career development, and the evolving demands of the labor market in times of disruption. Full article

Despite progress in inclusive education, students with Special Educational Needs (SEN) often lack valid, tailored tools for career assessment, limiting equitable transitions to adulthood and employment. Closing this gap is crucial for Sustainable Development Goal 4 (SDG 4), which calls for quality and inclusive educational opportunities. This study addresses this need by adapting and validating a 16-item Career Maturity Inventory-Form C (CMI-C) for Chinese post-secondary SEN students (n = 34) in vocational training in higher education. Rasch modeling, supported by exploratory factor analysis, indicated that a two-factor structure—‘career choice readiness’ and ‘intention to seek career consultation’—provided the best fit to the data, rather than the originally hypothesized four-factor model. The results were more consistent with a two-dimensional structure than with prior four-factor frameworks, though both were explored. Two poorly performing items were removed, resulting in a fourteen-item scale with acceptable item fit and reliability indices in this hard-to-reach group. This restructuring suggests constructs such as concern, confidence, and curiosity are closely linked in SEN populations, underscoring the value of context-sensitive assessment. The revised instrument demonstrated satisfactory model fit and internal consistency; however, convergent validity and practical utility should be interpreted cautiously given the modest sample size. While further validation in larger and more diverse samples is warranted, this study offers preliminary evidence for an adapted, inclusive assessment tool that aligns with SDG 4’s aim to promote equity and empower SEN students in educational and career pathways. Full article

Although career choice is a kind of individual behavior, as the gatekeeper of the discipline, doctoral students’ academic career intention reflects the attractiveness of the academic labor market and determines the sustainable development of academic careers. An analysis of data (N = 1322) from a survey among Chinese doctoral students reveals that (1) environmental factors, such as departmental atmosphere and advisor support, cognitive factors like academic interest and research self-efficacy, as well as behavioral factors including research engagement and publication rates, significantly promote doctoral students’ academic career intentions; (2) female doctoral students and those from prestigious institutions show stronger academic career aspirations; (3) the influence of interest factors on doctoral students’ commitment to an academic career is particularly pronounced, especially in the field of fundamental science; (4) a clear understanding of career paths positively moderates the effect of interest on academic career intentions. Within increasingly severe competition in the global academic labor market, it is necessary to provide more support for doctoral students who are willing to engage in academic careers by enhancing career planning guidance for doctoral students and supporting them in making rational career plans and adequate preparations. Full article

This study aims to analyze, through structural equation modelling, the interaction between the variables of congruence, trust, commitment, satisfaction and word of mouth (WOM) in the context of a virtual sporting event, determining the significant relationships between these variables and their ability to predict participants’ future intentions. A structured questionnaire based on previously validated scales was applied to a sample of participants of the Medellín Virtual Marathon. The data obtained were analyzed using structural equation modelling to examine the relationships between the variables studied. The results confirm that congruence significantly influences trust and commitment, while trust mediates its relationship with commitment, satisfaction and WOM. Furthermore, it is observed that commitment has a direct impact on satisfaction and WOM, with satisfaction being the most relevant predictor of recommendation intentions. The model used showed an adequate fit, and the instrument used presented satisfactory psychometric properties. These findings underline the importance of strengthening the congruence between participants’ identity and event branding, promoting trust through positive experiences and leveraging WOM as a key promotional tool for e-sport events. This study contributes to academic knowledge by exploring the interactions between these variables in the context of virtual sport events, offering valuable information for decision-making in the management and promotion of this type of event. Full article

This study explores how Speech and Elocution Training (SET) activates language potential and fosters career-oriented development among higher vocational students through self-efficacy mechanisms. Through qualitative interviews with four vocational graduates who participated in SET 5 to 10 years ago, the research identifies three key findings. First, SET comprises curriculum content (e.g., workplace communication modules such as hosting, storytelling, and sales pitching) and classroom training using multimodal TED resources and Toastmasters International-simulated practices, which spark language potential through skill-focused, realistic exercises. Second, these pedagogies facilitate a progression where initial language potential evolves from nascent career interests into concrete job-seeking intentions and long-term career plans: completing workplace-related speech tasks boosts confidence in career choices, planning, and job competencies, enabling adaptability to professional challenges. Third, SET aligns with Bandura’s four self-efficacy determinants; these are successful experiences (including personalized and virtual skill acquisition and certified affirmation), vicarious experiences (via observation platforms and constructive peer modeling), verbal persuasion (direct instructional feedback and indirect emotional support), and the arousal of optimistic emotions (the cognitive reframing of challenges and direct desensitization to anxieties). These mechanisms collectively create a positive cycle that enhances self-efficacy, amplifies language potential, and clarifies career intentions. While highlighting SET’s efficacy, this study notes a small sample size limitation, urging future mixed-methods studies with diverse samples to validate these mechanisms across broader vocational contexts and refine understanding of language training’s role in fostering linguistic competence and career readiness. Full article

Disparities in the participation of individuals from historically excluded groups in science careers persist, particularly at advanced career stages. In response to this challenge, the National Institutes of Health developed the BUilding Infrastructure Leading to Diversity (BUILD) initiative, aimed at undergraduate institutions to examine evidence-based strategies to engage and retain students across science-related fields. In this longitudinal study, we used propensity score matching and mixed-effects logistic regression models to examine the effects of BUILD on undergraduates’ intentions to pursue science-related research careers. The results indicate that students who participated in BUILD are four times more likely to pursue a science-related research career in comparison to their non-BUILD counterparts. We also discuss and present the need to incorporate research training and mentorship to promote a diverse scientific workforce. Full article

Entrepreneurship development strategies are crucial for translating academic potential into economic and societal value. To achieve this, educational institutions must understand the factors influencing students’ entrepreneurial intentions. While research on academic entrepreneurship exists, comparative studies that explore these factors across different national contexts are scarce. This study addresses this gap through a comparative analysis of student entrepreneurship in Bulgaria, Malta, and Turkey, investigating key factors, such as attitudes toward entrepreneurship (ATE), the role of entrepreneurship education (EEdu), and entrepreneurial inspirations. Based on 415 survey responses collected between April and June 2024, hypothesized relationships were tested using appropriate bivariate statistical analyses. The results indicate that a positive evaluation of running one’s own business significantly increases entrepreneurial intentions, particularly when the business is perceived as safe, realistic, pleasant, and strong. The university’s role is pivotal: students largely relied on institutional support for their business initiatives; showed a strong preference for practical, hands-on educational methods; and identified a lack of entrepreneurship education as a key obstacle. A family background with entrepreneurial parents also positively influenced students’ preference for running their own businesses. Interestingly, the findings challenge a simple dichotomy between employment and entrepreneurship. A preference for full-time employment did not diminish entrepreneurial intentions, suggesting students may view these career paths as complementary or sequential. Conversely, preferences for part-time or self-employment did not have a significant positive impact on entrepreneurial initiatives. These findings underscore the need for universities to provide tailored, practical support and to recognize the complex and non-linear career trajectories envisioned by modern students. Full article

This study explored the mediating role of general self-efficacy between dispositional optimism, a construct within the domains of positive emotions and entrepreneurial self-efficacy. Using a sample of 484 Greek business administration students from public universities, it was found that dispositional optimism influenced entrepreneurial self-efficacy via general self-efficacy. The findings are discussed with reference to social cognitive career theory (SCCT) conceptual framework to entrepreneurial intentions. The study contributes to and expands on the specific literature on this topic by introducing dispositional optimism as a person input variable in the first component of the conceptual framework. Implications for research and students’ career counseling, entrepreneurial education programs, and social policy are also discussed. Full article

Background: Educational requirements in healthcare are constantly evolving, and understanding nurses’ motivations toward continuing education is critical to designing nursing programs, developing workforce strategies, and ensuring better healthcare outcomes. Objectives: This study aimed to examine the relationships among nurses’ personal factors, motivations, and attitudes toward further education. Methods: We conducted a cross-sectional study involving 526 employed nurses. Based on their intention to enroll in studies, the nurses were divided into two groups: those who intended to enroll (n = 276) and those who did not intend to enroll (n = 250). We used the Work Preferences Inventory and the Attitudes and Educational Intentions Scale to assess motivations and attitudes toward further education. The multivariate analysis included linear and logistic regression to assess associations between variables. Results: Nurses who intended to enroll in nursing studies had higher intrinsic motivation than nurses who did not. Strong negative associations were found between job challenges and older age (β = −0.68), while length of service was positively correlated (β = 0.46). A lower level of education had a negative effect on overall work motivation (β = −0.15) and attitudes toward future education (β = −0.09). Nurses with higher intrinsic challenge motivation (OR = 1.07) and a positive attitude toward further education (OR = 1.17) were more likely to study nursing. Conclusions: Intrinsic motivation, experience, and a positive attitude toward career advancement influence nurses’ intentions to continue their education. To further motivate nurses, it is crucial to improve working conditions, offer advancement opportunities, and foster a culture that values their contributions and growth. Full article

With rapidly advancing artificial intelligence and digital transformation, career development is becoming increasingly uncertain and complex. A key strategy for individuals to adapt to dynamic environments is career crafting; however, research on how employees use it to enhance their career outcomes remains limited. Based on the conservation of resources theory and career construction theory, this study posits that career crafting enhances employees’ sense of control by helping them cope with career and environmental changes. This increased sense of control fosters greater career engagement and reduces career turnover intentions. Furthermore, we examine supervisor career support mentoring as a key contextual element shaping career crafting effectiveness. We collected three-wave data at one-week intervals from 232 hospitality frontline employees. Employees reported their career crafting, supervisor career support mentoring, and demographic information at Time 1; sense of control at Time 2; and career engagement and career turnover intentions at Time 3. The results indicate that career crafting improves employees’ sense of control, which enhances career engagement and reduces career turnover intentions. Additionally, supervisor career support mentoring strengthens the indirect effect of career crafting on career engagement and career turnover intentions through its impact on the sense of control. This study enriches our understanding of career crafting and of effectively leveraging its positive effects in organizational management. Full article

In addressing the increasing challenges associated with automation, alternative fuels, and regulatory compliance within the maritime industry, the well-being of seafarers has become a critical determinant of workforce stability and career sustainability. This study investigates the impact of shore leave policies on seafarers’ well-being and turnover intention by applying the Analytical Hierarchy Process (AHP). The study delineates four principal criteria—mental well-being, physical health, work–life balance, and organizational support—and evaluates their sub-criteria via expert assessments from two distinct cohorts, each comprising 30 participants: maritime human resource professionals and seafarers working alongside related stakeholders. The outcome designates organizational support as the most influential criterion, with shore leave flexibility and financial incentives identified as the top-ranked sub-criteria. In contrast, mental well-being has the lowest overall weight, indicating that while its significance is acknowledged, it is frequently overshadowed by structural and financial factors. The findings underscore the need for shipping companies and policymakers to formulate flexible and financially supported shore leave policies to bolster seafarer retention and overall job satisfaction. This study enhances literature concerning sustainable seafaring careers and provides strategic recommendations for optimizing the management of shore leave policies within the maritime industry. Full article

Globally, many school systems face leadership shortages and challenges in building strong principal pipelines, making career intentions to pursue school leadership a critical area of study. This study examines how key features of educational leadership preparation programs (ELPPs) influence graduates’ intentions to become school leaders. Guided by Social Cognitive Career Theory (SCCT), we analyzed data from 2994 graduates across 51 U.S.-based ELPPs collected between 2016 and 2020, using structural equation modeling and estimation thinking to assess direct and mediated relationships among program features and career outcomes. Findings reveal that internship quality plays a pivotal role as both a direct predictor of career intentions and a mediator for other program features, including faculty quality, program rigor and relevance, and peer relationships. Faculty quality influences intentions primarily through rigor and relevance, while cohort participation contributes indirectly by fostering peer relationships and internship quality. Graduate attributes, including prior leadership experience, also shape career aspirations. This study extends SCCT by demonstrating how ELPP features shape candidates’ career intentions through interconnected pathways, offering insights that inform policy and program design aimed at strengthening pathways into school leadership. Full article