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Social Cognitive Career Theory (SCCT; Lent, Brown, and Hackett 1994, 1996) proposes that career interests, goals, and choices are related to self-efficacy beliefs and outcome expectations. It suggests that peopleʼs self-efficacy beliefs and outcome expectations with regard to self-employment would predict their goals to become selfemployed. This study explores the ability of SCCT to predict goals for self-employment in a sample of 115 undergraduate business students. Results indicated that students with higher entrepreneurial self-efficacy and higher self-employment outcome expectations had higher intentions to become self-employed. These findings imply that educators and policy-makers may boost student entrepreneurial intentions by (1) enhancing studentsʼ confidence to succeed in an entrepreneurial career and (2) enhancing studentsʼ expectations of strong positive outcomes resulting from an entrepreneurial career

The authors proposed that participation in large-scale, structured events designed to match students to employers' internship opportunities could support students' employability by focussing students' career goals, strengthening students' career self-efficacy and growing students' social capital.

Interviews were carried out with 49 students both before and after the students took part in the event to assess whether students career goals, self-efficacy or social capital changed after taking part in the events. In the second interview, the authors also asked students what outcomes students gained from the event and how the event process had contributed to these outcomes.

Students' descriptions of their outcomes from the event aligned with social capital theory and self-efficacy theory. The students valued the information, connections, skills and experience they developed through taking part in the interviews and connecting with employers and students. The longitudinal analyses revealed that most students career goals did not change, but students' career self-efficacy improved and students could identify more actions for achieving their career goals after taking part in the event. Importantly, these actions were often explicitly connected with information or connections that students gained from the event.

The interviews illustrate that students can build social capital from short, one-on-one engagement with employers that then enable them to identify ways of furthering students' career goals. The authors' findings suggest that structured, event-based engagement with employers can provide an efficient and equitable means of enhancing students' social capital and career self-efficacy.

The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.

The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.

The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.

The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.

This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

This paper details how we adapted a critically informed third-year career management and development course to address an identified gap in our Human Resource Management students learning at both practical and theoretical levels. In order to address this gap, we explored and challenged the aims of our critically informed pedagogy, and alongside our campus career development services, collaboratively redesigned the course to enhance theoretical and practical learning outcomes of students.

We detail changes made through three stages of curriculum redesign and provide an exploratory analysis of 106 student reflections on the third iterative redesign. This exploratory analysis focuses on student learning outcomes resulting from their engagement with the career practitioner and the revised course content.

Students found the course theoretically challenging and practically relevant and were readily able to incorporate career theory into descriptions of their own careers. However, more significantly, students were also able to situate themselves within a wider critique of the context of careers, demonstrating the development of critical reasoning skills and moving towards practical and critical action, demonstrating praxis.

Our experience provides an example of bridging the seeming paradox of critical pedagogy and practice. Specific details of curriculum design may be of interest to those looking to improve both theoretical and practice engagement.

Relatively few comparative studies have examined how perceptions across cultures might converge or diverge regarding careers in general and new venture careers in particular. Our research addresses this gap by providing a comparative study of career perceptions among undergraduate business students in three countries with different levels of experience with capitalism: Ukraine, South Korea, and the United States. Results suggest both surprising differences and interesting similarities between undergraduate students in the three countries with regard to how they perceive characteristics associated with entrepreneurial careers. Findings are discussed in the context of distinct differences and commonalities across cultures and implications for future research provided.

The protagonist of the case is Mr. Prasad Dhumal. Prasad is technically gifted and is considered a subject expert in his line. Prasad exhibits all entrepreneurial traits like high energy, positive and a never say die attitude, technical expertise, etc. In a short career span, Prasad has already been instrumental in opening at least 7 different ventures and is now planning the 8th one and hence the name of the case. None of the ventures have survived. This is a classic case of differences between entrepreneurial qualities and managerial qualities, required for the success of a small business.

The case is ideal for students of management. The focus areas are Career Management and Entrepreneurship. It also discusses the failure of a business unit from a societal and family perspective rather than simply a financial one. The case is also good to impress upon the audience the distinction between entrepreneurial skills and managerial skills. The focus that the protagonist shows in starting multiple ventures is also a good indicator of objective-driven and clear Career Management, but the lack of the identified skill set to run a business.

The case brings about the clear distinctions between entrepreneurial qualities and managerial qualities. Career Management has three objectives, expression of the self as a person through the activities one does (job/entrepreneurship) and personal fulfilment, to have an effective work-life balance so that the workplace does not become simply a chore and finally financial security which is also expressed as a reward for something one does or contributes. Even a well-defined career management plan may at times, not yield the desired results.

This is an attempt at a case-based approach highlighting how entrepreneurial zeal and drive may not result in a success of a business venture. Further, the case highlights the serious financial and social isolation that the protagonists faced due to his business failures. The basic learnings from the case are as follows: (1) Start-ups go through phase after establishment; (2) The skill set used to start a venture and sustain it are different and (3) The venture has to survive in a business environment on its merits.

It is a good source material for students of entrepreneurship to understand that sound entrepreneurial qualities may not ensure business success. Businesses may require a blend of managerial, strategic and entrepreneurial qualities to help them navigate through the business environment.

Although a lot has been written about entrepreneurship, the social implications of a business failure and the impact on the entrepreneurs, his family and his loved ones forms the crux of the case. Financial losses result in social isolation for the protagonist. The humiliation and isolation associated with a business loss and its serious impact on friends and family also is highlighted in the case.

The case is factual and describes the exact entrepreneurial journey of Prasad.

The purpose of this paper is to contribute to the development of a deeper understanding of the conceptual and empirical boundaries of talent management (TM) so that scholars and practitioners may enhance their knowledge of what TM actually is and how it is carried out.

A comparative study was conducted of the TM practices of 30 organizations based in Sweden. Data were collected through in-depth interviews with 56 organizational representatives. The transcribed interviews were analyzed using qualitative content analysis.

The findings comprise a typology consisting of four distinct TM types that exist in practice: a humanistic type, a competitive type, an elitist type and an entrepreneurial type. Descriptions are provided that probe into how specific practices are differently shaped in the different types.

The study design enabled the generation of an empirically rich understanding of different TM types; however, it limited the authors’ ability to draw systematic conclusions on the realized outcomes of different types of TM.

The descriptions of different TM types give practitioners insight into how TM may be practiced in different ways and point to important decisions to be made when designing TM.

The paper addresses two main shortcomings identified in the academic literature on TM: conceptual ambiguity and the paucity of in-depth empirical research on how TM is carried out in actual organizational settings. The empirically derived typology constitutes an important step for further theory development in TM.

Despite more than 50 years of research into gender and work, the impact of women occupying managerial positions persists to be under-represented in mainstream human resource management (HRM) literature. The purpose of this article is to identify and explore the perceptions of women who decided to choose their career path either in IT or HR positions to explore their motivation, career strategies and success factors.

Twenty semi-structured interviews were conducted with women occupying either IT or HR managerial positions. The study included two datasets: (1) women representing managerial positions in IT and (2) women representing managerial positions in HR.

Women holding HR managerial positions took action to achieve the intended position in their dream industry since their studies. On the contrary, the choice of the IT industry was one undertaken by candidates with no previous IT experience. Because the IT sector is dominated by men, women in these positions still had to prove their competences.

The research showed that women cannot be ignored in the science, technology, engineering and mathematics (STEM) industry, and they prove a valuable resource for managerial positions in IT or HR departments in many sectors.

The research underpinned a new boundaryless career model for both HR and IT positions.

The low number of women in the information technology (IT) field is a concern. The purpose of this paper is to examine the factors behind the exclusion of girls from the IT field.

The present work includes a narrative literature review and an exploratory interview study with ten girls and six study guidance counsellors (GCs) from Finnish senior high schools. Using the nexus analysis as a theoretical lens, the authors examined the exclusion of girls from IT.

Earlier literature directed attention to the cultural norms, assumptions and stereotypes still prevalent in society and the lack of role models and positive media as factors contributing to girls excluding themselves from the IT field. In this research study’s data, the authors not only found evidence of the unintentional exclusion of girls from IT by others but also by the girls themselves. Findings of this research study illustrate the various discourses, actors and their interactions, their background and history-related factors affecting girls' career choices. The novelty of this study is in approaching high school as a site of exclusion, where problematic discourses, interactions and histories come together, reproducing exclusion of girls from the IT field.

The authors contribute with a literature review of the research study on gender and IT and the inclusion/exclusion dynamics around IT. Using the nexus analysis, the authors identify the exclusion dynamics in this complex social issue. Several decades of research have shown that the inclusion of women remains low in IT disciplines. In this study, high schools are viewed as sites of exclusion, engendering a prevalent lack of information and education on the field. The authors offer novel insights into the role of curriculum, GCs and online information excluding girls from the IT field.

The purpose of this paper is to examine the career shocks of Red Cross (RC) of Serbia staff and volunteers providing aid during the 2016 migrants’ influx. Specifically, the authors explore what the volatile environment in which RC staff and volunteers work can teach us about career shocks, and what makes a career shock for people whose everyday work entails stressful events.

This study examined a number of anecdotes that reflect the career shock construct to a greater or lesser extent. These anecdotes were developed by RC staff and volunteers as part of a communications training storytelling exercise.

The authors analyzed these events from the perspective of recent developments in career shocks research and examined whether the anecdotes contained elements that would enable us to differentiate between career shocks and stressors. Those anecdotes found to be the most prototypical of career shocks, as opposed to stressors, were found to instigate in-depth reflection about the career, were identity related, and had a tangible career impact. Shocking events in the eyes of RC people entailed work demands that go beyond expectations, excessive media scrutiny, and conflicting values. The authors discuss how organizational values, fostering person–organization fit, providing organizational and collegial support, and deploying “weathered” staff, could comprise the “vaccine” that makes the organization immune to career shocks.

By taking a data before theory approach to the study of career shocks, this paper provides a novel perspective on the lived experiences of RC people, and how such experiences may be classified into career shocks or stressors.