A pre-post evaluation of an online career planning module on university students’ career adaptability

Megan Teychenne; Kate Parker; Danielle Teychenne; Shannon Sahlqvist; Susie Macfarlane; Sarah Costigan

doi:10.21153/jtlge2019vol10no1art781

Authors

Megan Teychenne Deakin University, Australia
Kate Parker Deakin University, Australia
Danielle Teychenne Deakin University, Australia
Shannon Sahlqvist Deakin University, Australia
Susie Macfarlane Deakin University, Australia
Sarah Costigan Deakin University, Australia

DOI:

https://doi.org/10.21153/jtlge2019vol10no1art781

Keywords:

higher education, career planning, graduate employability, e-learning

Abstract

Indecisiveness and negative thinking regarding career pathways can hinder university students’ career planning, motivation, and mental health. Students intending to enter the workforce after graduation therefore need to develop skills related to career adaptability (i.e. career planning, decision-making, problem solving/confidence and exploration), particularly since career planning and construction is linked to gaining employment. This study aimed to test the effectiveness of an online career planning module on students’ career adaptability. The career-focussed online module, based on the constructs of Savickas’ (2005) theory of career construction, and tailored to students’ skills and interests, was developed and embedded into the University curriculum of a second-year exercise and public health-related unit. In 2018, 80 students completed the online module, along with pre- and post-intervention questionnaires assessing career adaptability elements including career planning, decision making, problem solving/confidence, and exploration. Dependent t-tests were conducted to assess differences in these measures pre- and post-intervention. Post-intervention, significant increases in career-planning strategies used (t(69)=5.45, p<0.001), career planning concern (t(69)=3.73, p<0.001), decision making (i.e. career path identification) (t(70)=3.86, p<0.001), decision making confidence (t(65)=2.69, p<0.01), and problem solving/confidence (t(65) = 2.16, p=0.03) were observed. Further, 80% of participants identified jobs at post-intervention not previously identified pre-intervention (exploration) and 71% of participants perceived improvements in confidence regarding job ideas/making career choices. Findings from this research indicated that completing a brief online career education module, tailored to an individual’s skills and interests, improved all dimensions of the participating students’ career adaptability. Further research utilising longer-term follow-up and randomised controlled trial designs are required to confirm the reliability and transferability of the findings.

Metrics

Metrics Loading ...

Author Biographies

Megan Teychenne, Deakin University, Australia

Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University.
Kate Parker, Deakin University, Australia

Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University.
Danielle Teychenne, Deakin University, Australia

Learning Futures, Deakin University.
Shannon Sahlqvist, Deakin University, Australia

Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University.
Susie Macfarlane, Deakin University, Australia

Learning Futures, Deakin University.
Sarah Costigan, Deakin University, Australia

School of Exercise and Nutrition Sciences, Deakin University.

References

Betz, N. E., Klein, K. L., & Taylor, K. M. (1996). Evaluation of a short form of the career decision-making self-efficacy scale. Journal of Career Assessment, 4(1), 47–57.

Carney, T., & Stanford, J. (2018). The dimensions of insecure work: A factbook. Manuka, ACT: The Australia Institute, Centre for Future Work.

de Hollander, C., McGuckin, T., Sinclair, K., Barnett, F., & Sealey, R. (2018). Front loading the curriculum: Early placement experiences enhance career awareness and motivation for students with diverse career options. Student Success, 9(2), 39–47.

Fouad, N. A. (2007). Work and vocational psychology: Theory, research, and applications. Annual Review of Psychology, 58, 543–564.

Graduate Careers Australia. (2015). Graduate Destinations 2014. Melbourne: Graduate Careers Australia.

Kanfer, R., Wanberg, C. R., & Kantrowitz, T. M. (2001). Job search and employment: A personality–motivational analysis and meta-analytic review. Journal of Applied Psychology, 86(5), 837–855.

Koen, J., Klehe, U.-C., & Van Vianen, A. E. (2012). Training career adaptability to facilitate a successful school-to-work transition. Journal of Vocational Behavior, 81(3), 395–408.

Langher, V., Nannini, V., & Caputo, A. (2018). What do university or graduate students need to make the cut? A meta-analysis on career intervention effectiveness. Journal of Educational, Cultural and Psychological Studies (ECPS Journal) 17, 21–43.

Miles, J. (2008). The impact of a career development programme on career maturity and academic motivation. University of Fort Hare, London.

Organisation for Economic Co-operation and Development. (2018). Population with tertiary education. Retrieved from https://data.oecd.org/eduatt/population-with-tertiary-education.htm

Reese, R. J., & Miller, C. D. (2010). Using outcome to improve a career development course: Closing the scientist-practitioner gap. Journal of Career Assessment, 18(2), 207–219.

Sampson, J. P. (2008). Designing and implementing career programs: A handbook for effective practice: National Career Development Association.

Saunders, D. E., Peterson, G. W., Sampson Jr, J. P., & Reardon, R. C. (2000). Relation of depression and dysfunctional career thinking to career indecision. Journal of Vocational Behavior, 56(2), 288–298.

Savickas, M. (1997). Career adaptability: An integrative construct for life‐span, life‐space theory. Career Development Quarterly, 45(3), 247–259.

Savickas, M. (2005). The theory and practice of career construction. In S. D. Brown &. R. W. Lent (Eds.), Career developmenet and counseling: Putting theory and research to work (pp. 42–70). Hoboken: John Wiley and Sons.

Savickas, M. L. (2013). Career construction theory and practice. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (2nd ed., pp. 147–183). Hoboken, NJ: John Wiley & Sons.

Savickas, M. L., & Porfeli, E. J. (2012). Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80(3), 661–673.

StataCorp. (2017). Stata Statistical Software: Release 15. College Station, TX: StataCorp LLC.

Stringer, K., Kerpelman, J., & Skorikov, V. (2011). Career preparation: A longitudinal, process-oriented examination. Journal of Vocational Behavior, 79(1), 158–169.

Syed-Mohamad, S. (2005). Effectiveness of career planning module on motivation to learn, Learning skills and the ability to plan a career low achievers. Unpublished Doctoral Dissertation, Universiti Kebangsaan Malaysia, Bangi.

Talib, J. A., Salleh, A., Amat, S., Ghavifekr, S., & Ariff, A. M. (2015). Effect of career education module on career development of community college students. International Journal for Educational and Vocational Guidance, 15(1), 37–55.

Teychenne, M., Sahlqvist, S., Teychenne, D., Macfarlane, S., Dawson, P., & Costigan, S. (2017). The development of a tailored, career-focused interactive online learning tool for physical activity and health students: A pilot study. Journal of Teaching and Learning for Graduate Employability, 8(1), 60–73.

The Study Group on the Conditions of Excellence in American Higher Education. (1984). Involvement in learning: Realizing the potential of American higher education. Washington, DC: National Institute of Education.

Waddell, J., Spalding, K., Canizares, G., Navarro, J., Connell, M., Jancar, S., . . .& Victor, C. (2015). Integrating a career planning and development program into the baccalaureate nursing curriculum: Part I. Impact on students’ career resilience. International Journal of Nursing Education Scholarship, 12(1), 163–173.