5E -
Tracks
Track 5
| Wednesday, July 10, 2024 |
| 3:30 PM - 4:25 PM |
| Room E3 |
Speaker
Prof Denise Jackson
Edith Cowan University
3:30pm - 3:55pm Subjective career success among new graduates and implications for employability development
3:30 PM - 3:55 PMFinal abstract
Focus
Research outcomes.
Background/context
Aspects of subjective career success, such as work-life balance and developmental opportunities, can motivate and reward workers (Ng & Feldman, 2014). Despite significant research about graduates’ objective career success (e.g., national surveys on job attainment), there is less focus on subjective career success, including graduates’ priorities and how they vary by personal factors (Jackson & Bridgstock, 2018). Investigating these dimensions can help graduates’ transition into work and support organisations in attracting and retaining graduates.
Description
Recognising that what one seeks in a career can affect one’s career achievement (Briscoe et al., 2021), this study investigated the importance and achievement of subjective career success among 324 recent graduates from two Australian universities.
Method
The study used a validated, multi-dimensional survey instrument to explore graduates’ perceptions on dimensions of subjective career success and variations by personal factors. Quantitative techniques included multiple linear regression and cluster analysis.
Evidence
Findings showed an apparent shift from collective to more individualised goals with less importance placed on opportunities for innovation and assisting others, and more on work-life balance and financial security, particularly among mature graduates. The study also delineated distinct graduate profiles concerning subjective career success (e.g., 'humanistic success', 'self-made success’), each reflecting varying priorities and distinctions in achievement.
Contribution
Findings highlight the importance of embedding personal value assessments, labour market analyses and effective job search strategies into curriculum to empower students to explore, comprehend, and proactively achieve their career goals. Findings also emphasise work-life balance, flexibility and learning opportunities in organisational recruitment strategies to enhance person-organisation fit, organisational commitment and labour market turnover. Study limitations include its cross-sectional design and self-reported data, yet it lays foundations for future research, including longitudinal analyses of subjective career success dimensions across career stages.
Engagement
Reflection on implications for career development learning in higher education.
Research outcomes.
Background/context
Aspects of subjective career success, such as work-life balance and developmental opportunities, can motivate and reward workers (Ng & Feldman, 2014). Despite significant research about graduates’ objective career success (e.g., national surveys on job attainment), there is less focus on subjective career success, including graduates’ priorities and how they vary by personal factors (Jackson & Bridgstock, 2018). Investigating these dimensions can help graduates’ transition into work and support organisations in attracting and retaining graduates.
Description
Recognising that what one seeks in a career can affect one’s career achievement (Briscoe et al., 2021), this study investigated the importance and achievement of subjective career success among 324 recent graduates from two Australian universities.
Method
The study used a validated, multi-dimensional survey instrument to explore graduates’ perceptions on dimensions of subjective career success and variations by personal factors. Quantitative techniques included multiple linear regression and cluster analysis.
Evidence
Findings showed an apparent shift from collective to more individualised goals with less importance placed on opportunities for innovation and assisting others, and more on work-life balance and financial security, particularly among mature graduates. The study also delineated distinct graduate profiles concerning subjective career success (e.g., 'humanistic success', 'self-made success’), each reflecting varying priorities and distinctions in achievement.
Contribution
Findings highlight the importance of embedding personal value assessments, labour market analyses and effective job search strategies into curriculum to empower students to explore, comprehend, and proactively achieve their career goals. Findings also emphasise work-life balance, flexibility and learning opportunities in organisational recruitment strategies to enhance person-organisation fit, organisational commitment and labour market turnover. Study limitations include its cross-sectional design and self-reported data, yet it lays foundations for future research, including longitudinal analyses of subjective career success dimensions across career stages.
Engagement
Reflection on implications for career development learning in higher education.
Biography
Denise is a Professor in Employability and Work-Integrated Learning (WIL) at Edith Cowan University, Perth, Australia. Denise is focused on preparing students for future work and career through embedding meaningful industry and community engagement into the curriculum. Denise’s work has been recognised by several research and learning and teaching awards, including two national Australian Awards for University Teaching and the James W Wilson Award for Outstanding Contribution to Research in the Field of Cooperative Education. Denise is a Principal Fellow of the Higher Education Academy and on the national Board for the Australian Collaborative Education Network, the professional association for WIL in Australia.
A/Prof Claire Lambert
Edith Cowan University
Co-presenter
Biography
Claire, Associate Dean of Teaching and Learning at Edith Cowan University's School of Business and Law, possesses more than 15 years of industry expertise. Her professional background includes managing and mentoring young employees, aiding them in acquiring the necessary skills for thriving in their professional endeavours. Drawing from her professional experiences, Claire has seamlessly integrated these insights into her higher education teaching methods, with her work recognised both nationally and locally for its outstanding contributions to student learning. In her research within the field of teaching and learning, Claire concentrates on career development and the smooth transition of graduates into the workforce to support career success.
A/Prof Christine Barry
Flinders University
4:00pm - 4:25pm Can peer evaluation enhance the development of professionalism skills for medical students?
4:00 PM - 4:25 PMFinal abstract
Focus
We evaluated a peer review task aiming to develop medical students’ professionalism skills
Background
Assessment of professionalism skills remains a significant challenge in medical education despite decades of research (Montgomery et al., 2024; Steinert et al., 2005). High professionalism standards are expected of doctors and are associated with quality of care, health outcomes and career satisfaction (Brennan & Monson, 2014). Research indicates peers are better placed than academics to assess students’ professional behaviours (Lerchenfeldt & Taylor, 2020).
Description
Aiming to improve medical students’ professionalism skills and informed by education research, we embedded a structured self-reflection and peer-assessment task in an anatomy dissection program and evaluated its effectiveness.
Method
2nd-year Doctor of Medicine students (n = 170; 10/dissection team) received learning outcomes and resources regarding high-quality feedback. Students provided self-assessment and peer evaluation for their dissection team (Questionnaire 1). Students received feedback provided by their peers and a grade for the feedback they provided, then submitted reflections (Questionnaire 2). Quantitative data (mean ± SEM) were analysed using paired t-test (PRISM). Qualitative data were analysed using reflexive thematic analysis.
Evidence
170 students completed Questionnaire 1, in 37.2 ± 3.2 min. 159 students completed Questionnaire 2 in 11.3 ± 0.9 min. Peer-rating (9.4 ± 1.0), exceeded self-rating (8.4 ± 0.1, p < 0.0001), regarding dissection-preparedness. Themes included respect, empathy, integrity, communication and confidence. Most students (73%) provided quality feedback and most (93%) found the feedback they received useful.
Contribution
Results support previous studies showing peer evaluation can provide valuable feedback in multiple domains (Lerchenfeldt & Taylor, 2020) and enhance feedback literacy and self-regulated learning (Little et al., 2024). In addition, we found explicit training is essential to improve feedback literacy, a critical skill for graduates.
Engagement
Multiple questions will be incorporated drawing on participants’ teaching and learning experiences regarding students’ professionalism skills.
We evaluated a peer review task aiming to develop medical students’ professionalism skills
Background
Assessment of professionalism skills remains a significant challenge in medical education despite decades of research (Montgomery et al., 2024; Steinert et al., 2005). High professionalism standards are expected of doctors and are associated with quality of care, health outcomes and career satisfaction (Brennan & Monson, 2014). Research indicates peers are better placed than academics to assess students’ professional behaviours (Lerchenfeldt & Taylor, 2020).
Description
Aiming to improve medical students’ professionalism skills and informed by education research, we embedded a structured self-reflection and peer-assessment task in an anatomy dissection program and evaluated its effectiveness.
Method
2nd-year Doctor of Medicine students (n = 170; 10/dissection team) received learning outcomes and resources regarding high-quality feedback. Students provided self-assessment and peer evaluation for their dissection team (Questionnaire 1). Students received feedback provided by their peers and a grade for the feedback they provided, then submitted reflections (Questionnaire 2). Quantitative data (mean ± SEM) were analysed using paired t-test (PRISM). Qualitative data were analysed using reflexive thematic analysis.
Evidence
170 students completed Questionnaire 1, in 37.2 ± 3.2 min. 159 students completed Questionnaire 2 in 11.3 ± 0.9 min. Peer-rating (9.4 ± 1.0), exceeded self-rating (8.4 ± 0.1, p < 0.0001), regarding dissection-preparedness. Themes included respect, empathy, integrity, communication and confidence. Most students (73%) provided quality feedback and most (93%) found the feedback they received useful.
Contribution
Results support previous studies showing peer evaluation can provide valuable feedback in multiple domains (Lerchenfeldt & Taylor, 2020) and enhance feedback literacy and self-regulated learning (Little et al., 2024). In addition, we found explicit training is essential to improve feedback literacy, a critical skill for graduates.
Engagement
Multiple questions will be incorporated drawing on participants’ teaching and learning experiences regarding students’ professionalism skills.
Biography
Christine Barry is an Associate Professor in the Discipline of Anatomy at Flinders University. Her educational research interests include predictors of student success and innovative approaches to teaching and learning complex anatomy. This work has been recognised with several grants and awards. She has extensive experience teaching and coordinating anatomy topics for students from a wide range of disciplines in addition to coordinating 2nd year of Flinders University’s Doctor of Medicine.
Chair
Mary-Ann Shuker
Learning and Teaching Consultant
Griffith University
