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The purpose of this study is to explore the degree of variance in work value preferences espoused by university students based on whether the students are in possession of work experience and experience abroad. Vocational identity development (VID) was used as a theoretical lens to explore the extent to which being in possession of experience in these two areas shapes vocational identity.

A questionnaire (n = 1,188) was employed to measure the relative salience for 8 latent work values constructs and 25 individual-level work values. Respondents were classified into two groups based on work experience and abroad experience, and the differences in work value preferences between these groups were explored.

The authors' comparison of sample groups revealed that respondents without experience abroad attached significantly greater importance to specific work values (e.g. stability, extrinsic motivation and leisure) than those with sojourner experience. The relative salience of specific work values (e.g. altruistic and extrinsic motivation) was found to be significantly greater for respondents without work experience than those with such experience, however, not to the extent of abroad experience. VID as a theoretical framework was found to be valuable in conceptualising how work value preferences appear to be the outcome of a process of co-construction between an individual and his environment.

The reasons as to how and why changes in work value salience occur cannot be conclusively established due to the exploratory nature and conceptual design of the present study.

The findings suggest work and abroad experience play a pivotal role in shaping respondents' work values and, more generally, the VID. This reinforces the need for cooperation between higher education and industry to provide experiential learning opportunities and career guidance to enhance graduate employability and contribute to long-term engagement of talent in tight labour markets.

The value of these findings is that the findings contribute to greater conceptual understanding of the relationship between work experience, abroad experience and work value preferences. This is particularly relevant to academic staff and curriculum developers at a tertiary level in preparing and guiding university students in their interactions with professional practice.

Although allies have been shown to be effective at helping to ignite positive change for marginalized groups, the literature on ally identity development is fragmented.

We draw from developmental, contextual, and identity theories to review the existing literature and focus squarely on the ally experience, resulting in a synthesized process-based conceptualization of ally identity development.

At each stage, we discuss intrapersonal experiences individuals are likely to have internally, interpersonal experiences that are likely to occur with others, and catalysts for progression to subsequent stages. In doing so, we outline the multilevel factors that influence and are influenced by ally development in hopes of identifying what motivates or dissuades individuals from becoming more active allies.

We provide practitioners and scholars with a deeper understanding of the organizational and societal benefits associated with allyship behaviors, as well as tools for increasing their presence within organizations.