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Prior to the COVID-19 pandemic, African students studying tourism and hospitality internationally had diverse experiences in their professional endeavours. This study seeks to examine the effects of the COVID-19 pandemic on the career progression and perspectives of African undergraduate students specialising in higher education in the fields of tourism and hospitality.

The study utilised qualitative content analysis, which involves subjectively interpreting text data by systematically categorising and coding it to identify themes or patterns.

The findings deviate from how the COVID-19 pandemic has affected the career advancement of African international students studying tourism and hospitality in North Cyprus. Consequently, most developing nations face an increased need for security measures. Tourists will pay higher prices to visit highly secure areas rather than risking their lives. This is one of the reasons why many students from developing nations choose to pursue their careers in developed countries.

It is imperative for the governments of developing nations to make substantial financial contributions to the development of their respective tourism sectors. Augmented investment has the potential to allure international tourists, thereby generating employment prospects for the host economies. The lack of investment forces young individuals to pursue their education overseas. Furthermore, it is imperative for developing nations to enhance their security infrastructure.

Our findings suggest that policymakers should establish a diverse management team that includes student employees to develop suitable strategies for industry management. Insufficient student inclusivity can result in a lack of dedication, whereas involving them in management strategies can contribute to the industry’s prosperity.

The findings obtained from this research can stimulate the formulation of strategies within the tourism industry to tackle the intersection of career obstacles.

This case study, within the context of boundaryless and protean career development frameworks, investigates linguistic profiling and how code-switching is used to mitigate its impact on Black leaders during their careers. The experiences of Black women coaches and the coaching support they offered Black women clients in code-switching, leadership and career advancement are described. The value of leadership coaching when used to navigate these career progression challenges is emphasized.

The study employed a multiple-case study approach of two Black women leadership coaches.

The findings of this study illustrate the understanding of code-switching and the coaching techniques employed by two Black women leadership coaches. Sage focused on educational strategies, offering historical contexts and resources, while Khadijah leaned on empathy-driven methods, using storytelling to evoke reflection. Both coaches emphasized creating safe spaces for open dialog, encouraged clients to reconsider their actions and values regarding code-switching challenges and sought to prompt clients towards authenticity while navigating career spaces effectively.

Additional strategies for coach practitioners include cultivating trust and a safe environment; active listening; challenging biases and assumptions; contextual understanding; empowering authentic self-expression; fostering skill development; challenging stereotypes; promoting autonomy and flexibility and adopting cross-cultural sensitivity, humility and competence. These practical coaching strategies bridge the gap in career development research by demonstrating how race-conscious strategies can promote workplace inclusivity and promulgate career development.

The study underscores the problem of linguistic profiling, the complexity of code-switching and implications for Black women navigating their career journey within professional spaces. It highlights the significance and value of tailored leadership coaching strategies to promote career advancement. This study addresses the gap in career development research related to linguistic profiling avoidance strategies for workplace inclusivity.

This study aims to explore the career transition process of women professionals when they return to the workplace after a break and re-integrate with their career aspirations.

This research used a qualitative approach with semi-structured interviews for data collection. All 20 women participants have returned to their careers after a break.

The data analysis reveals women’s career transition and re-integration process into the workplace after a career break. Supervisory support, work–life balance practices, role models, coworker support and career success emerged as factors enabling successful transition. The employing organisations’ diversity, equity and inclusion (DEI) hiring strategy emerged as an important mechanism for re-entry.

Although previous research has studied women professionals returning after a break, the “transition process” that enables re-entry is missing.

This paper examines the relationship between linguistic profiling and English language teachers’ career development.

This paper collected data from 20 participants using a qualitative approach. Semi-structured interview guides were used to collect qualitative data on this topic.

After collecting and analyzing the data, the results showed that linguistic profiling results in demotivation and low self-esteem and can spur career development among non-native English teachers.

This paper advances scientific knowledge by providing empirical evidence showing that while linguistic profiling has some negative influences, it can spur career development among non-native English teachers.

The effect of vicarious learning during clinical or medical internships on graduates' adaptive career behaviours has attracted scant attention from healthcare researchers, particularly, in the developing world context. Drawing upon the social cognitive career theory model of career self-management (SCCT-CSM), the current study examines how vicarious learning influences the clinical graduates' adaptive career behaviours (i.e. career exploration and decision-making) via career exploration and decision-making self-efficacy (CEDSE) and career intention.

Data were collected from 293 nursing graduates undertaking clinical internships in 25 hospitals across Nigeria who willingly participated in this study as they were also assured of confidentiality at two-waves. The proposed hypotheses were tested using a path analysis.

The findings showed that vicarious learning during clinical internship had a direct effect on career exploration, decision-making and career decision self-efficacy among graduate trainees. Also, the findings revealed that the effects of vicarious learning on the graduates' career exploration and career decision-making were significantly mediated by career decision self-efficacy and career intentions.

The findings of this study have important practical implications for higher education institutions and industries that send and receive clinical graduates for clinical internships to gain more skills. More emphasis should be on encouraging learners to learn vicariously in addition to other forms of learning experiences available during clinical internships.

The study explains that the graduates' higher engagement in clinical career exploration and decision-making was based on a higher level of vicarious learning during internships. The results suggest that higher education institutions and healthcare service providers can derive greater benefits from more emphasis on promoting vicarious learning during clinical internships.

Career adaptability is emerging as an important research area in today's uncertain, volatile world of work created by the COVID-19 pandemic. The present study focuses on career adaptability research post-COVID-19 by scientifically capturing the literature evolution, hotspots and future trends using bibliometric analysis.

The Scopus database, due to its vast and quality literature, was used to search the papers from the period 2020 to 2023. Bibliometric data were extracted and analyzed from the relevant literature. For further scientific mapping, VOSviewer and Biblioshiny software tools were used.

Findings of the analysis suggest a positive research trend related to career adaptability research post-Covid. Keyword analysis revealed noteworthy clusters and important themes. Bibliometric visual networks regarding authors, sources, citations, future themes, etc. are also presented from the 441 analyzed publications with comprehensive interpretation.

The literature for carrying out the bibliometric analysis was confined to the Scopus database. Other databases in combination with different software can be used for future niche research. From the analysis, future research avenues and practical interventions are presented which have significant implications for future researchers, career counselors and managers.

The study summarizes the recent literature on career adaptability in the aftermath of the pandemic and makes a novel contribution to the existing literature. A reliable study has been provided by the authors using the scientific bibliometric technique. The study highlights emerging research trends post the pandemic. The results are concluded with further suggestions which can guide future research related to the topic.

Career planning quickly becomes a search for information. This information is likely to be found in different locations throughout a community, school system, or college campus, and the library is one of these. While the library may not be the focus of career planning services, it plays a strong complementary role to established services. In particular, libraries can provide information that helps high school or college students or recent graduates explore their career options. This article will present a method for building library collections in career planning and suggest sources that help meet diverse student needs.

Asserts that flatter, delayered organizations offer fewer opportunities than before for long‐term job security and career progression in the conventional sense. Suggests that if flatter organizations are unable to provide career progression to the same degree as previously, new ways have to be found to retain and motivate staff and reward performance in the absence of opportunities to progress up the organizational ladder. Examines the implications for both individuals and organizations of this new employment climate.

It is generally assumed that career‐enhancing strategies are instrumental in the career self‐management process. Yet, there is a paucity of empirical research on the predictors of career‐enhancing strategies. Using a career strategy model as a guiding framework, this paper examined the relationship of motivational attributes and organizational experiences with career‐enhancing strategies (expertise development, self‐nomination and networking). Motivational attributes were conceptualized as advancement motivation and work/career centrality, whereas organizational experiences incorporated advancement prospects and job security. Questionnaire data were collected from full‐time public sector employees (N = 288) in the UK. The results indicated that, according to expectations: advancement prospects were positively and consistently related to all three career‐enhancing strategies; advancement motivation was positively related to expertise development and self‐nomination; and work‐orientated centrality was positively related to expertise development and networking. The theoretical and practical implications of these findings are discussed, together with avenues for further research.

Based on a preliminary field research of career development systems for technical professionals, combined with a survey of 442 design engineers in the food processing and packaging machinery industries, the aim of this paper is to investigate the correlation between demographic variables, career values, success orientation and career route preferences. The purpose of this study is to add elements of discussion to the long‐lasting debate about the evaluation of alternative modes of career development for technical professionals.