Australian Journal of Career Development

This article reports on a qualitative study that uses a phenomenological approach to investigate the differences between adolescents with high and low career adaptability levels, regarding adaptive strategies and needs. The sample included students categorized as above the 75th percentile and in the bottom 25th percentile according to their scores on the Career Adapt-Abilities Scale. The data were gathered from 20 high school students (12 male and 8 female) from Ankara, Turkey, using career construction interviews. A content analysis revealed that exploration (self and occupations), persistence, and inquisitiveness were frequently observed in the high career adaptability group. On the other hand, lack of persistence, lack of confidence, and emotion-focused problem solving were prominent in the low career adaptability group. The results suggest the need for career education programs in schools that promote confidence and problem-solving skills for Turkish adolescents, especially those low on adaptability.

Drawing on the literature based on the job demand-resources model and social exchange theory, the current study aimed to investigate the indirect relationship between perceived career support at Time 1 and work engagement at Time 2 via Time 1 career self-efficacy. Further, we proposed that perceived career support moderated the relationship between career self-efficacy and work engagement. The data were collected in two waves from 303 adult employees who worked in manufacturing firms in Pakistan. The hypothesized model was tested using structural regression. The results suggest that career self-efficacy partially mediates the positive relationship between perceived career support and work engagement. Moreover, perceived career support moderated the relationship between career self-efficacy and work engagement.

This paper utilises the national Survey of Disability Ageing and Carers to summarise the educational disadvantages and vocational inequalities for those with disabilities in Australia. Amongst persons with a disability, there is a decidedly lower rate of school completion. Distinctly fewer persons with a disability obtain degrees. Income is markedly reduced. Labour force participation is significantly lower, and the unemployment rate in 2015 was twice that of those without a disability. Alternate duties were provided in only 2% of cases and workplace accommodation made in 4% of instances. Supported employment was available in only 2.2% of cases. A disconcerting conclusion is that, over the past decade, the unemployment rate for those with a disability has been consistently higher. Suggestions are made for career development professionals to reverse some of the disadvantages reported.

Drawing on social exchange theory, the objectives of the study were to examine how succession planning relates to employee performance and assess whether career development and performance appraisal mediate this relationship. Using survey methodology, data were collected from permanent employees at several commercial banks (N = 239; 62% male). Structural equation modeling tested the proposed model. The results suggested that succession planning had a significant, positive relationship with employee performance, and both career development and performance appraisal mediated the relationship. The current study extends the social exchange theory by identifying the relationship between succession planning and employee performance in the context of the banking sector. The study suggests that if bank management builds a pool of skilled employees through succession planning and performance management, it can ameliorate inappropriate appointments in response to sudden vacancies and retirement of employees.

Building a sustainable career in the creative industries is a challenging proposition. Creative workers face high levels of employment insecurity and limited career development opportunity. Those working in the sector must build discipline-oriented career self-management skills, while also finding ways to cope with the psychologically demanding nature of precarious work. Two competencies that contribute to creative career success are self-efficacy and career optimism, both of which support resilience and persistence in the face of career obstacles. This study used narrative data from 28 interviews across six creative disciplines to examine how creative workers who work within communities of practice build self-efficacy and career optimism. The findings suggested that, by participating in communities of practice, creative practitioners not only build professional skills that align with their discipline but also gain psychosocial support that promotes resilience. There is an opportunity, therefore, to enhance understanding of communities of practice with creative career development offerings.

Fieldwork experiences can be particularly challenging for international, higher education students, as they face language and cultural difficulties, which can affect their academic progress and their fieldwork interactions with supervisors and clients. This review synthesised findings from 27 studies referring to higher education courses that employed fieldwork placements. The aims were to examine the effectiveness of placement support programs and to collate strategies that international students and/or placement supervisors felt might improve placement outcomes. Results identified a large number of activities that could be used to improve placement outcomes. However, due to the lack of comparison or observational data, it is recommended that future studies be better controlled and include longitudinal studies to better identify the effective aspects of support programs. In this way, program and policy-making will be better informed.

This study explored Canadian young women’s experiences of having received pressure from one or both parents regarding their career choices and future, within the context of their career exploration. Using Charmaz’ grounded theory approach, in-depth semi-structured interviews were conducted with 20 undergraduate female students who were experiencing or had experienced parental pressure. Analyses of participant narratives revealed several key themes. Career conversations with parents were described as one-sided and unhelpful. Participants described feeling frustrated, confused and inferior during and after these conversations and described feeling anxious in response to pressure. Nine felt that their feelings of control over their career environments were limited by parental pressure. Participants felt a desire to comply with parental career wishes and felt close to parents. These findings demonstrate that parental pressure could result in negative emotional responses and internal conflict in young adult women. This has negative consequences for their emotional well-being and career exploration processes. However, five felt that parental pressure increased their feelings of control over their career environment. More research is needed to clarify the role of parental pressure on young women’s career exploration. These results have practical implications for career counsellors working with young women and counsellors working with parents, including providing education about the impact of parental pressure and ensuring that they are feeling heard during career conversations.