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On the basis of the data collected from 144 practitioners, we studied impact of the Palm Beach County Quality Improvement System (QIS) on practitioners. We found that (a) the duration of early learning coaching, (b) the intensity of career advisors, (c) quality workshops and conferences, (d) college courses, and (e) scholarship for books and supplies in relation to taking college courses are related to improving practitioners' job skills and level of certification and degree in early childhood care and education. We found that additional income to practitioners through the WAGE$ program is effective in retaining them. We also found that the professional development program has differential impact on practitioners of various racial and ethnic groups and that more encouragement and support should be given to African-American and Hispanic practitioners to engage in professional development and pursue advancement in the level of certificate and degree. All these findings have implications for the policy of early care and education in general and for other quality improvement initiatives for early care and education in particular.

One of the major foci of universities in relation to the educational missions is to promote the growth and development of students as leaders. This article discusses the role of academic advising as a strategic partner with classroom and extracurricular leadership development programs. To that end, this article reviews the roles of academic advising in higher education and discusses the viability of expanding these roles to include the role of advisor as leadership educator. In so doing, I provide a review of the literature related to student leadership development, discuss the similarity in advising outcomes and leadership development outcomes, and examine how the roles of academic advisors in higher education relate to leadership development as well as how advisors can become intentional leadership educators.

Internships play an important role in the choices engineering students make about future career pathways though there is little research about the messaging students receive regarding internships from academics. This messaging is important because it can contribute to the expectations students set for internships which in turn influences the interpretation of the experience and sense of appropriateness of that particular career pathway. Situated in Expectancy X Value theory, the purpose of this paper is to examine the beliefs and behaviors of the academics with whom engineering students interact as related to internship experiences.

The authors conducted and analyzed interviews with 13 career center employees and 14 academic advisers/faculty members across six demographically and geographically diverse schools. Interviews were coded, and within and across case patterns developed.

Across all six schools, interview participants believe internships are important for students with regard to three areas: enabling career discovery, providing opportunities for development of career skills and helping students with full-time job acquisition. However, participants describe few direct actions associated with these beliefs. The lack of recommended actions for making the most of the internship experience, despite a strong belief in their importance, is a major finding of this paper.

This study is original in that it examines an important perspective that is not often a focus of research related to internships: academic advisors, faculty or career center personnel. The multi-institution sample enhances the value of the study as commonalities were seen despite variation in schools, enabling recommendations useful to a variety of contexts.

This study intends to build up a thorough understanding of social factors that largely influence students’ decision-making to opt institution for higher studies in India.

This descriptive research follows two sequential phases consisting of the literature review to identify social factors and validate the factors through the questionnaire method. Factor analysis was applied to identify the various factors that influence the student’s institution choice.

The research work explores and identified four factors and their associated attributes that impact students’ decision-making to opt institution for higher studies. It was found that the career advisor influence variable has the highest level of variance, followed by societal norms, social platform and cohort influence.

The present study is limited to social factors only. Therefore, many other determinants which may influence the student’s decision-making to opt the institute for higher studies remain unaddressed in this study.

The findings of the study can guide the institutions' admission management in underpinning the acceptance of social factors to observe their influence on student’s choice of an institution. An important implication is the identification of career advisor influence as the strongest social factor which may bridge the student's career fit in the institution and social platform influence which may help higher education institutions to redesign their marketing strategies to augment students’ enrolment.

This study provides insight into the important role of social factors that impact the student's decision-making regarding institution choice in India.

College support and career development are two significant challenges international students encountered during the pandemic, and these two factors have an enormous impact on the internationalization of higher education. The data for this study came from the 2020 to 2021 administrations of the National Survey of Student Engagement (NSSE) that includes over 500 international students enrolled at over 120 four-year colleges and universities in the United States. These students specifically responded to an open-ended item asking them what they think institutions should do better to assist their academic achievement and career goals. This study takes an in-depth look at international students’ qualitative responses about ways that institutions could better support their preparation for future careers. Using theories of cultural wealth and ecological systems to understand the unique experiences of international students during the pandemic offers an opportunity to help students not just in times of crisis but more holistically as they continue to pursue their higher education experiences in the United States. Ultimately, the authors provide recommendations for higher education professionals working with international students to better support their students’ career development and overall college experience.

The focus of this paper is to highlight the research findings with regard to the performance of client advisors in retail banking by analyzing their revenues and the underlying determinants of those revenues. Retail banking activities are increasingly important to understand in terms of productivity and performance management due to the high degree of competitiveness. This paper takes external and internal determinants of bank advisor revenue performance comprehensively into account. The author also derives practical implications for bank managers.

Based on the theoretical framework, empirical models are developed, which are based on a cross‐sectional ordinary least squares analysis. In total, four regression models are employed – being the base model, and the three variants of that using differing parameters in order to ensure the robustness of the results. The database encompasses quite sensitive and specific data on 521 retail banking client advisors in Switzerland. Additionally, it is enriched by explanatory variables on a regional level considering the degree of competitiveness and the population in a region, which are expected to be important determinants in retail banking.

First, bank advisors with closer proximity to clients and less distance to the community, combined with a longer period of work experience in that field, are more successful with regard to revenue performance. Second, the size of client portfolios, measured in number of clients and assets under management, client acquisition, client retention, the upgrades and downgrades across client segments, all have significant effects on revenue performance. Third, the competition and the population in a specific region need to be included in performance measurement and management by bank managers in order to ensure useful comparability across regions.

The hypotheses, as well as the findings, are also discussed with bank managers in order to validate the results and to enhance their practical relevance to the banking industry. Important practical implications are: first, regional differences and competitive pressures need to be taken into account in the performance measurement systems in order to ensure comparability. Second, collaboration across client segments is crucial and needs to be fostered by appropriate organizational structures and incentives. Third, retail bank advisors, which are close to the clients and have more work experience are most successful, which is important for hiring activities.

A better understanding of the determinants of bank advisor revenue performance is crucial as performance management systems in banking are difficult to predict due to the varying methods of implementation by bank managers in their daily business. This is especially the case for performance measurement and incentive systems, which also entail social implications with view on potentially detrimental effects, for instance for too aggressive targets without properly taking the client's credit worthiness into account. Furthermore, retail banking is a pivotal area in banking as most people are depending on retail banking infrastructure, services and products.

This paper contributes to the current research by improving the understanding of a bank advisor's performance, as there is very limited research in this field to date, especially when considering the quality of empirical data. The paper adds to research by improving bank managers’ understanding of the determinants of a bank advisor's revenue performance. Especially original is the detailed inclusion of external factors such as competition and population, and their effect on the revenues. In addition the analysis is comprehensive and includes a broad range of relevant factors with a high degree of data quality.

The purpose of this paper is to argue that curriculum‐based careers education is part of a wider move to treat higher education students as holistic learners and to reframe the ways in which careers educators can learn from, and contribute to, these wider developments.

The paper conceptualises students as “embodied learners” who require opportunities for reflection to understand and process the existential, affective and pedagogic challenges inherent in their learning. Drawing on Palmer's notion of “paradoxical spaces”, careers education is shown to be one of many related responses to these student needs.

Consequently, while sometimes perceived as an anomalous feature of the higher education landscape, careers education is found to share important commonalities with other pedagogic initiatives which inform and extend current debates about careers in the curriculum.

By showing the familial characteristics that careers education shares with related initiatives, a new basis for including careers within the curriculum is proposed and a new collaborative mode for careers educators to engage with other teaching staff is encouraged. A new rationale for curriculum based careers education is advanced, that differs from utilitarian and vocational arguments by being derived from a pedagogic discourse, which seeks to establish common ground between careers educators and other academics.

This study aims to explore how career self-efficacy shapes an individual’s career decisions and how learning and development interventions, including participation in education abroad, might play a role in career choice.

The authors used the following databases to review the literature on career self-efficacy: Academic Search Premier, Education Resources Information Center and ProQuest. The following key search terms were used in the search: career self-efficacy, career choice and education abroad. The titles of the identified articles were first reviewed for relevance, followed by the abstract, before further review for inclusion suitability.

Findings suggest career self-efficacy plays a vital role in career decision-making, generating interests and deciding career goals. By improving career self-efficacy among college students, career interests can be reshaped. Findings evidence a relationship between education abroad and career competencies and career development.

The review offers an invaluable pathway to breed ideas and thoughts about research in the career self-efficacy domain. While education abroad itself may be a useful intervention in the development of a student’s career self-efficacy, among other characteristics and skills, a further empirical study is necessary to determine the extent to which this is true. Using or creating an accurate scale for the measurement of career self-efficacy among undergraduate students is critical to determine a reliable and valid measure, as is controlling for potential differences in self-efficacy between students who self-select for high impact endeavors such as education abroad and those who do not.

Noting that practices in international education support collaboration between career services offices and study abroad offices, the authors point to the importance of interventions that intentionally and explicitly incorporate the career self-efficacy construct.

Findings evidence a relationship between education abroad and career competencies and career development, through research examining connections to career self-efficacy and education abroad is noticeably scarce. The paper explores the above relationship.

Against a backdrop of only 337 black chartered accountants in a total of approximately 20 000 in South Africa in 2003, the South African Institute of Chartered Accountants (SAICA) is reviewing its current transformation targets for 2005. Information was required to review the obstacles that black trainees in general and accountants in particular experience en route to qualifying. Accounting as a career was investigated from a theoretical point of view. A questionnaire was designed, which focused mainly on problems and barriers in respect of career guidance; funding and bursaries; role models in the profession; knowledge of the profession; and exposure to business. The questionnaire was distributed to all 755 black trainee accountants that were registered with SAICA. A total of 313 questionnaires were returned, representing a response rate of 41,45%. A lack of knowledge about the chartered accountancy profession and careers related to the profession was identified as one of the main reasons for the small number of blacks in the profession. Career guidance at school was stated as the main contributing factor in this regard. A lack of funding and of bursaries was stated as the second most important reason why students do not choose a career in accounting. Other important barriers identified include the limited nature of the work given to trainee accountants to do and the resulting limited work experience that they gain; a lack of black mentors in firms; racial bias on the part of supervisors; and a lack of recognition of and respect for the work completed. Black trainee accountants suggest that academic support programmes should be introduced to assist them to prepare for examinations, a forum should be established for students of Accounting in which they can interact with accounting professionals through workshops; a network group of professional black mentors in the business sector should be formed; and the advancement and retention of black members within the profession should be encouraged. Awareness programmes should be accorded a high priority in the short term.