career guidance for students essay

Essay on Career for Students and Children

500+ words essay on career.

Career is a very important thing in one’s life. Whatever career path you choose to follow, it will impact your life greatly. Your career will define your status in a society in addition to your lifestyle. In other words, your career will determine your social circle and relationships.

Therefore, it is extremely important to choose the correct career path . From a very young age, we aspire to be something or the other. While someone aims to be a doctor, some wish to become a painter. Our career choices depend on a lot of things. Thus, it is important to consider all factors before choosing a career path.

How to Choose your Career?

You must consider a number of factors before deciding on your career. Each factor plays a significant role in your choice. Firstly, always assess yourself thoroughly. You must understand your area of interest to choose a career. For instance, someone who dances well can surely become a doctor, but his interest will always be in dance. Thus, ensure that you have the caliber to perform well in the field you choose. This will come from your area of interest itself.

After that, you look for the opportunities available as per your area of interest. Now that you are aware of what you like and dislike, you can easily look for occupations matching your passion. Make a list of the occupations you can get into following your interests. Furthermore, shorten the list you have prepared. You must do so as per what suits you best. Consult with your seniors and parents to make informed decisions.

Most importantly, acquire the skills for the career option you are interested in. Ensure you earn the qualifications and degrees for it. Try taking training programs to enhance your skills. This will give you an upper hand in knowing whether you are correct in choosing the specific career plan. Furthermore, create an impressive resume which can help you get the right opportunities.

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How to Achieve your Career Goal?

There are steps you need to take before achieving your career goal. As they say, success doesn’t come overnight. You must work along the way to accomplish your goals. There is always hope if you have the will. Firstly, create profiles on different job portals to attract the employer’s attention. When you maintain your profile well, you will be able to get good career opportunities.

Moreover, always maintain your network. Build a solid network and create sources in the field. This way you can update yourself with the latest happenings in the industry. In addition, try to attend the related seminars and workshops that happen related to your career choice. You will meet influential people of the same field who can broaden your thinking.

In short, always remember to stay determined. You can easily achieve your career goal if you set your mind to it. In other words, people usually distract themselves easily. You must not do so and focus on your career path to achieve your goals efficiently.

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Essay On Career Guidance

Despite the wide range of careers for students to choose from, guidance and counselling is still needed to help them choose effectively. In many developed countries, career guidance and counselling is well planned in the entire school system. There are career counselling centers with adequate resources to enable student’s access and use career information independently. This freedom helps students to make sound and informed career decisions. Indeed, self-interest and personality inventories enable students to make self-assessment about their career interests and personality at a very early stage. In many developing countries and sub-Saharan in general and Ghana in particular career guidance and counselling of students at higher education level is very important …show more content…

Most university students’ career choices in Africa are accidental, imposed by external forces or circumstances. This implies that students are not prepared enough to identify which fields best suit their abilities and interests. Nevertheless, little attention has been paid to career preparation and development as far as students’ knowledge about prospective employers, possible links and associated challenges are concerned. There is inevitably a need for an inquiry that would explore the status of the provision of career guidance and counselling in Ghanaian universities with a view to recommending the best practices for effective career guidance and counselling services. ANTICIPATED ETHICAL ISSUES It is anticipated that, the ethics committee of the university, under whose guidance the investigation will be conducted, will approve of the research. The Department of Education as well as the school authorities will give their permission for the research to be conducted. LITERATURE REVIEW IMPORTANTANCE OF CAREER

Summary Of Is High School A Good Time To Train For A Career

In conclusion, starting a career training program early can help students explore different career paths, gain real-world experiences, and develop skills that align with their passion. In High School, a Good Time to Train for a Career?” represented by Shannon Doyne's reference to students earning college credits while training for careers in various medical fields, improving communication and teamwork skills. High school students choose a career path early, as it could limit their opportunities for growth and development during a critical period of self-discovery. While training schools may not fully support the overall growth and development of students who are not mentally prepared to start their careers right out of high school, the importance of not pushing students into specific career paths too soon but rather allowing them time for extracurricular activities and socializing in high

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Career Exploration Research Paper

Career Exploration Paper There a lot of things I want in life and good career where I can help people is one of them. I feel as if the following jobs will allow me many opportunities to help many people in various settings. The first job I was interested in is being a dog trainer.

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Today, the world has become more dependent on visuals for communication and as well as entertainment. A great amount of technologies are utilized in order to create visualizations and illustrations for various purposes. Technologies are rapidly innovating within the field of IT as they greatly affect almost every other fields of profession. On that account, within the field of graphic art and media, several careers fulfill the needs of communicating and entertaining, such as animation, graphic design, and photography, as they implement the use of various technologies. Although, they are categorized in the same field, these careers vary quite differently as they greatly impact the current mainstream media and personal lives.

Administrative Assistant Career

Children are frequently told of the importance of having a career and how his/her educational experiences are geared towards securing their future by achieving this goal. A career can be one’s passion, or a “calling”, as it were. It is encouraged to make the most of one’s talents and possibly fashion them into a profession, or to seize the opportunity the moment they are presented. The choices are vast and can be overwhelming to any adolescent or adult for that matter struggling to make the right decision. What they are not told is how the universe can play a vital role in deciding their future.

Career And Technical Education Essay

Topic: Why Career and Technical Education courses should be mandatory in high school General Purpose: To persuade Specific Purpose Statement: To persuade my audience that by taking Career and Technical Education courses during high school, they will better prepared for college and adulthood. Thesis Statement: By requiring high school students to take CTE courses in addition to their regular academic curriculum, they will understand the purpose and benefits of those courses and be better equipped to handle college and adulthood. There are two main purposes for Career and Technical Education programs within high schools. The first purpose is to prepare high school students for college and career.

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College Admissions Essay: A Career In Business

I first found out I wanted to be in business when my family and I were living in down town Grand Junction. We had just moved in and recently lost our car in an accident but we were fortunate enough to have some bikes given to us, so on days that I didn’t work the kids and I would ride down to the library where they would pick books and movies to check out while I would use the computers to search and apply for jobs and one day my better half Haley says to me “why don’t we apply for school? We’re not getting any younger and we aren’t as financially stable as we would like to be”. So I thought about the talk we had all week at my call center job until my next day off and we went to the library

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Career education programs are the primary method used for providing career development assistance to students. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Students will employ strategies to achieve future career goals with success and satisfaction. Students will also understand the relationship between personal qualities, education, training, and the world of work. In addition, the program aim is to help students improve academic competence, graduate from high school, develop employability skills and implement a career plan and participate in a career pathway in preparing for post-secondary education and

Theories Of Career Counselling

Theoretical assumptions: People used to see career counselling as making a decision in regard to which career path to follow after having one or two meetings with a career counsellor (Krumboltz, Foley & Cotter, 2013). According to Hall (2004) this few has changed over the past two decades and it is clear that career development is not a onetime choice but rather a lifelong process. Savickas (2012) argues that the form of career intervention must change just like the form of work changes to reflect the labor needs of the twenty-first century. Krumboltz, Foley and Cotter (2013) argues that clients must create more satisfying lives for themselves with the help of counsellors. A model of career counselling, the happenstance learning theory, helps

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6.2. Research Implications As previously disclosed, this project's implications not only addresses the didactics of teaching and learning during the early years; they also evidence the implications of conducting research and their role. Firstly, for further studies it is recommended that the research group gets established from the beginning and with enough time so that their profiles could be scanned to ensure their commitment towards the research journey.

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Ethics in education are crucial as it sets the standards of what is acceptable and what is not. It has been given a lot of significance over the years and this is why it has been included in the subject courses for students to understand ethics. In education, ethics is applicable on both teachers as well as students. While as teachers it is our duty to make students aware about these ethics in our virtues or moral education classes, at the same time, the school administrators with ministry of education ensures that we as teachers familiarise with ethics which are relevant to our profession. As ethical teachers, we play a very vital role in students’ life, by not just imparting knowledge but also helping in the development of a student’s personality.

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OECD Education and Skills Today

Global perspectives on education and skills

Preparing youth for work: What really works in career guidance?

By Catalina Covacevich

Analyst, OECD Directorate for Education and Skills

Key points :

– New OECD analysis highlights 11 confirmed indicators of teenage career readiness. – Career guidance that incorporates these indicators can lead to better employment outcomes for young people. – During the COVID recovery, effective career guidance will play a central role in helping young people navigate the turbulent labour market.

As young people stay in education and training longer, more of the decisions they make will have long-term consequences when they seek to find desirable work as adults. Young people turn to their families for support, but families are inevitably limited in the extent of the help they can provide. This is where schools come in.

Students vary considerably in the extent to which they are able to visualise and plan their futures, with the most disadvantaged at greatest risk. Schools can democratise access to the information and experiences that can help students as they navigate their paths through education systems.

Students are not receiving the career guidance they need

Some students are fortunate enough to receive a lot of support from their schools. However, many young people complain they did not receive enough – or any – guidance from their schools. We found this when we interviewed young adults as part of the OECD’s Career Readiness project:

“My school didn’t even have a guidance counsellor, so I had to seek that guidance elsewhere.” (Chile)

“I went to an elite private international school… My school would teach us how to recite seven poems in five different languages, but didn’t prepare us sufficiently for life after education…  I left not understanding anything about the world of work.” (Spain)

“I’d have loved it if at school one day a week we’d heard from people doing different professions… to tell us about what their job was all about, what you need to do to get into it, how the work is, what sort of life you can expect.” (Ireland)

“I learned how to write a CV on my own, picking up tips from the Internet, and using a template. It all ended up ok for me, but I would’ve liked to have someone to walk me through what to do.” (New Zealand)

Modern societies expect individuals to navigate choices and manage their own careers, but international assessment of 15-year-old students, PISA showed in 2018 that students in many countries are poorly prepared to develop the agency needed for their transitions. By age 15, on average across OECD countries, just 50% of students had spoken to a guidance advisor in school. Only 4 in 10 students across OECD countries reported having participated in job shadowing or a workplace visit.

Even under normal economic circumstances, young people face difficulties in their transitions into the world of work, often struggling to compete for available employment. These difficulties have increased during the COVID-19 emergency, with young people finding themselves more affected than other workers by uncertainty, lay-offs and recruitment freezes – and now needing to make decisions of long-term importance in face of a turbulent labour market.

Career readiness during COVID

How do we know what really works in career guidance? The OECD’s Career Readiness project draws on the best available international evidence to understand how schools can reduce student risk of unemployment and poor school-to-work transitions, bringing relevant evidence of ‘what works’ to the attention of practitioners and policy makers during this period of global economic turbulence.

The project does this by looking at evidence found in national longitudinal studies which follow the same cohort of people from school to early adulthood. We first assessed the existing literature , then undertook new analysis of 12 datasets from 10 countries (in our papers Indicators of teenage career readiness and Thinking about the future ) looking at career guidance-related attitudes and experiences at ages 14-16, and identifying relationships with better outcomes in employment 10-15 years later.

We can now be confident about the characteristics of more effective career guidance

We identified and explored 14 possible indicators of career readiness. Of these, we determined that 11 are confirmed indicators of career readiness, using as a criterion that there must be evidence of an association with positive labour outcomes in at least three countries. Falling into three broad categories, these indicators are:

Exploring the future

• Career conversations
• Engaging with people in work through career talks or job fairs
• Workplace visits or job shadowing
• Application and interview skills development activities
• Occupationally-focused short programmes

Experiencing the future

• Part-time work
• Volunteering

Thinking about the future

• Career certainty
• Career ambition
• Career alignment
• Instrumental motivation towards school

What this means in practice is that teenagers who took part in such activities and exhibited more mature career thinking can very often be expected to experience lower rates of unemployment, higher wages and greater job satisfaction as young adults. They can be seen as gaining access to the tools and resources that make it easier for them to navigate their school to work transitions. 

While the data is limited and results concentrated in a small number of countries, the Career Readiness study adds substantial new evidence that better adult employment outcomes can often be associated with teenage indicators of career readiness. Secondary school students who explore, experience and think about their futures in work frequently experience lower levels of unemployment, receive higher wages and are happier in their careers as adults.

Read the report How youth explore, experience and think about their future: A new look at effective career guidance

• The OECD’s work on career readiness
• Paper | Career readiness in the pandemic: A summary of project findings
• Paper | Career Readiness in the Pandemic: Insights from new international research for secondary schools
• Paper | Getting the most out of employer engagement in career guidance
• Paper | Getting a job: How schools can help students in the competition for employment after education
• Paper | Career conversations: Why it is important for students to talk about their futures in work with teachers, family and friends
• Paper | Indicators of teenage career readiness: An analysis of longitudinal data from eight countries
• Paper | Thinking about the future: Career readiness insights from national longitudinal surveys and from practice
• Paper | Experiencing the workplace: The importance and benefits for teenagers
• Paper | Career ready? How schools can better prepare young people for working life in the era of COVID-19
• Report | Dream Jobs? Teenagers’ Career Aspirations and the Future of Work
• Blog | Looking for green engineers – Insights from PISA 2018
• Blog | Career Ready? Helping young people navigate the pandemic job market
• Blog | School-to-work transitions during coronavirus: Lessons from the 2008 Global Financial Crisis

Image: © OECD 2021

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Home » Career Advice » Professional Development » 7 Reasons Why Career Guidance Is Important For Students

7 Reasons Why Career Guidance Is Important For Students

Last Updated on February 19, 2024 by Career Reload Team

Career guidance is becoming increasingly important in shaping the pathways of young individuals. At this decisive juncture in their lives, students find themselves at a crossroads where each path they might take significantly impacts their future. It is essential that schools provide comprehensive career guidance to facilitate informed decision-making. This support enables students to align their career choices with their true abilities and interests.

In a rapidly evolving world, understanding the nuances of various careers becomes crucial. Career guidance equips students with this understanding, assisting them in carving out a path that suits their skill sets and nourishes their personal growth. It is evident that insightful guidance at this stage can be a cornerstone in a student’s developmental journey.

Paid Internship Programs

Navigating the job market is a prominent concern for international students in the U.S., especially post-graduation. A counselor can assist in mitigating these worries by introducing them to beneficial initiatives such as Day 1 CPT.

This program allows students to gain practical experience in their field right from the beginning of their educational journey, fostering a seamless blend of academic learning and hands-on training. Counselors can guide students in leveraging this opportunity to build a robust resume enriched with substantial work experience.

By availing a counselor’s guidance, students can strategically use Day 1 CPT to enhance their employment prospects, facilitating a smooth transition into the competitive professional sphere after graduation. It embodies a thoughtful approach for international students aspiring to cement a strong footing in their chosen careers.

Realistic Career Expectations

Understanding what a career involves is a crucial step in planning one’s future. Career guidance plays an important role here, helping students to set grounded and well-informed expectations for their prospective paths.

It offers them a clear view of the responsibilities, challenges, and rewards of different careers. This understanding is a powerful tool; it ensures students are not stepping into a role with misconceived notions, which can often lead to disappointment and a cycle of job-hopping.

Furthermore, it steers them towards a pathway that genuinely aligns with their skills and passion, fostering not just career stability but also long-term satisfaction. In essence, realistic career expectations , fostered through proper guidance, lay the foundation for a fulfilling professional life aligned with a student’s true calling.

Aptitude-Based Career Selection

Selecting the right career path is vital for students as it encourages them to approach their studies with increased enthusiasm and commitment. Additionally, it aids them in surpassing their educational milestones with distinction.

Having a detailed vision for their future enables them to devote more time and effort to their academic pursuits, equipping them for forthcoming hurdles. This clarity also assists them in navigating academic obstacles more efficiently, keeping their eyes set on their targets, and upholding superior standards.

Consequently, a clearly outlined career path does more than provide a roadmap for the future; it fosters a deep-seated appreciation for learning, which is indispensable for achieving scholastic objectives. In summary, a defined career objective can empower students to unlock their utmost academic abilities.

Enhanced Academic Performance

Having a clear career vision of one’s career path is vital for students. It helps them to pursue their studies with more purpose and enthusiasm. It also inspires them to excel in their academic performance.

One of the primary reasons why career guidance is essential is its ability to provide clarity on academic achievements and expectations, such as understanding what is a good GPA in Canada . This understanding is crucial for students aiming for top-tier universities or competitive job markets, where a strong GPA is often a baseline requirement. Furthermore, career guidance helps students align their academic pursuits with their long-term career goals, ensuring they take courses and participate in activities that enhance their prospects. It offers insights into the evolving job market, helping students to anticipate future demands and adapt accordingly. It also empowers them to develop essential skills like resume building, interview techniques, and networking, which are vital in today’s job market.

When they know what they want to achieve in the future, they can devote more time and effort to their studies, preparing themselves for the challenges ahead. They can also cope better with academic difficulties, stay focused on their goals, and maintain high standards.

Therefore, a well-defined career direction not only provides them with a plan for the future but also fosters a passion for learning, which is key to attaining their educational aspirations. Hence, a specific career goal can be the driving force for students to unleash their full academic potential.

Professional Network Building

In the process of carving out a promising career path, students often find immense value in professional network building, an essential component facilitated through structured career guidance. This avenue not only offers them a glimpse into the real-world dynamics of various industries but also allows them to connect with seasoned professionals and experts in the field. Establishing these vital connections early on can pave the way for enriching opportunities in the future, offering a substantial head start as they forge their career paths.

Through meaningful interactions and relationships, students gain firsthand insights, acquiring knowledge that goes beyond textbooks. It helps in shaping a well-rounded understanding of their chosen field and prepares them to step into the professional world with a rich background of connections and a more mature perspective, having learned from individuals who have already walked the path they aspire to take.

Development of Soft Skills

Soft skills hold a significant place in a person’s career, just like academic qualifications do. Often, we see that career guidance puts a spotlight on the development of such skills, including the knack for clear communication, the ability to work well in a team, and a problem-solving attitude. These are not just words on a resume but vital abilities that aid individuals in navigating the professional landscape more efficiently and harmoniously.

Guidance sessions offer training modules where students can hone these very skills, nurturing their natural talents and polishing areas that need improvement. This kind of rounded personal development ensures that students are not just qualified on paper but genuinely ready to integrate into a work environment, equipped to face challenges head-on and communicate clearly with peers and superiors alike.

Decreased Dropout Rates

Career guidance can be a powerful tool in keeping students engaged in their educational journey. Schools and colleges that implement structured career guidance programs often see a dip in the number of students leaving before completing their studies. Such programs allow students to understand the substantial benefits and opportunities that a full education can offer them in the future.

They come to realize the direct connection between the subjects they are studying and the careers they aspire to. It paints a clearer picture of the road ahead, nurturing a sense of curiosity and a drive to learn. Moreover, students find it easier to persevere through educational challenges when they have a clear vision of their goals.

Career guidance stands as a beacon in a student’s educational journey, illuminating paths that leverage their strengths and interests. It fosters realistic expectations, academic enthusiasm, and soft skills while opening doors to beneficial networks. Moreover, it helps reduce dropout rates by nurturing purpose and clarity in students. Essentially, it crafts informed, resilient professionals ready to step into their future, equipped with a clear vision and a robust skill set, setting a foundation for a satisfying and prosperous career.

We’re a team of writers dedicated to providing insights and tips for navigating the professional world. With a collective wealth of experience across various industries and roles, our team understands the challenges and opportunities that come with seeking meaningful work and advancing your career. We help job seekers to better their careers by offering career advice & free resources. Download free Word resume templates and resume templates for Google Docs .

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Career Exploration in College

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Inside Higher Ed and the Strada Education Network hosted a virtual event last month with current college students on career exploration during the pandemic. We asked several experts and one of the student panelists to write essays about how colleges and universities can better bridge gaps between education and the job market. Those essays follow. -- Paul Fain

Student Employment in the Pandemic By Jaime Nunez

"That's great and all, but how will it help me get a job?" -- A professor's reflection on career connections and course content By Timothy L. Hawthorne

Life After College By Kasey Fox

In a Virtual World, We Can’t Afford to Wait for the Class of 2021 to Wander Into Career Services By Christine Cruzvergara

Student Employment in the Pandemic

By Jaime Nunez

As an organization that employs college students, we have experienced firsthand many of the themes discussed in the “In Their Own Voices” webinar . Like these students, the learners we work with every day have faced a rapid succession of challenges and adjustments during the COVID-19 pandemic. Through their experiences, there is so much we can learn about how best to support their success.

As Kasey Fox asked in the webinar, "In coursework, how can we teach students soft and hard skills -- things that students will need to know after college?” We understand the challenge. In fact, this question was the driving force behind launching Education at Work (EAW) in 2012. Our goal, then and now, is to employ college students on behalf of innovative business clients in technology services, financial services and health care, empowering students to minimize their college loan debt while gaining practical work experience, developing their skills and expanding their professional networks so they can transition into strong careers after college.

When the pandemic reached the United States last spring, over 1,000 students were working with EAW on-site at campus locations around the country.

We’ve all seen the disruption such changes have caused and how students’ plans and support systems have been impacted. In a recent Strada Public Viewpoint survey, 53 percent of college students reported they had jobs or internships canceled because of the pandemic.

EAW students can be particularly vulnerable to those disruptions: 40 percent are first-generation college students; 72 percent say our tuition assistance program -- up to $5,250 per year -- is critical to funding their education. With their needs in mind, we made a decision that many employers would find risky -- and it has paid off.

Since shifting to remote work, we have seen an increase in the overall productivity of our student population. Without the need to commute to a physical location, students are working more hours without having to sacrifice their academic coursework -- all while increasing metrics and key performance indicators for our clients. And while we know external factors may be involved, EAW’s retention through the pandemic is at an all-time high.

Certainly, there were challenges and risks to consider -- among them security compliance, employee performance and financial investments for necessary work-from-home equipment and technology. But we trusted our student workforce to continue to deliver as they shifted and adjusted to this new way of working.

Along the way, we identified three lessons that are important to managing student employees remotely:

• Value the benefits of personal communication. Without having a supervisor they can see in person and turn to for questions, our students must rely on one another through virtual and digital channels. So we have created more frequent informal check-ins and virtual events to increase students’ sense of connection. We’re finding the personal touch of a phone call has a larger engagement impact than ever before. Similarly, the investment in a personal experience -- such as a care package or a personalized gift -- carries more weight and influences retention now more than ever.
• Impress the importance of structure and responsibility. We’ve helped our students understand the importance of professional etiquette when working at home. We’ve also been candid in outlining how the conveniences of remote working also come with additional responsibilities -- including the need to set work-life boundaries. We work to ensure each of their home-work environments meets our security and compliance standards, and we also adjusted our hiring process to include new questions to identify those who could meet the needed daily job expectations on their own.
• Seek partners to support student well-being. At first, our students were hugely appreciative of the work-from-home situation -- there was a sense of novelty to it. But once that novelty began to wear off and interpersonal connections were lost, we saw increased mental health issues set in. As these issues arose, we connected with our university partners to ensure every team member was equipped with the mental health and counseling information their institutions were providing. At the end, leveraging our relationship with university partners, we were able to triage student issues -- ultimately leading us to retain students at EAW and their universities.

Despite the uncertainty, we’re learning from this experience and seeking the best ways to thrive while meeting our mission to see our students succeed. And we know the best way for our organization to thrive is to ask our students what they need to do so themselves. Working together -- colleges, employers and, most importantly, student workers -- everyone will benefit.

Jaime Nunez is president of Education at Work, a Strada Education Network affiliate.

“That’s great and all, but how will it help me get a job?” -- A professor’s reflection on career connections and course content

By Timothy L. Hawthorne

He sat in the back row of my introduction to geographic information systems (GIS) and mapping class. He looked uninterested as I lectured on the theoretical and societal challenges of working with GIS and mapping technologies. I had just finished what I thought was an illuminating point about the tracking and surveillance challenges of location-based mapping applications that are rampant on our smartphones and tablets.

I talked about the ethical implications and limits of using such technology to map people. I let the class know that we could perhaps use these same mapping technologies for the “public good” if we encourage participatory and community-based uses of the technologies. I asked the class to think about how to involve everyday citizens in mapping work and in environmental and social decision making.

The hand of the student in the back row shot up into the air. I was encouraged. I thought I said something that piqued his interest. Instead, I received a rather critical, inquisitive look and he said, “That’s great and all, but how will it help me get a job?” A few vigorous head nods ensued from those around him. I could sense I was losing the room and my audience.

That moment happened about eight years ago in one of my undergraduate courses. At first, the question bothered me. It made me wonder why the student couldn’t figure out how the elaborate critical theory and GIS point I just discussed mattered to him. But as I’ve reflected more over the last few years, I agree with the spirit of his critical question. As a professor, my hope is that students take knowledge gained in my courses and apply it to something they are passionate to find a career they love. This student’s question revealed what I was missing. Maybe my connection between critical GIS theory, mapping data, course content and careers wasn’t as apparent as I had thought?

Students want a clear pathway to their next step. They want their classroom learning, and their investment in time and coursework, to lead somewhere. I was failing that student and his classmates not because my content was uninteresting and unimportant, but because it appeared unconnected to a career outcome, which in this student’s case included hopefully becoming an environmental GIS analyst.

How could I better connect course content to career aspirations? For that I turned to my colleagues in industry. I encouraged my students to attend regional user group meetings and conferences with GIS industry leaders at all levels, and I joined them at these industry events as well. I invited these same industry colleagues to engage formally in my classes and research team meetings as part of careers sessions and outside class in informal career dialogues in panels, at conferences and over Zoom in the COVID-19 world. And I built in time for students to ask me and these industry experts questions about career development and networking.

A seismic shift followed, for both my students and me.

The energy and excitement from my students in my courses and in our research group hit new levels. The students asked more questions, they wrote more emails, they met more people and they showed a renewed interest in learning technical skills in a way that considered the implications of these technologies in society (that lesson I was trying to make in class back then). The new excitement wasn’t because I told them these skills and ideas were important, but because industry leaders (including some of their recent peers who graduated and had success on the market) told them these skills and ideas were important.

The shift in mind-set and inclusion of new industry voices allowed our students to see the connections between course content and their career goals. And importantly, it centered their possibilities and aspirations at the core of their learning. This shift made me a better faculty member. I fed off the energy in the classroom, in our team meetings and every time I received an email of excitement saying a student had made an industry connection or landed a new position.

For faculty that are hesitant to integrate more professional development and career readiness training into their courses for fear of it “watering down” their course content, my advice would be that it is OK. It’s enhancing content, not replacing it. Adding in career discussions, dialogues with industry contacts and talking about cover letters and résumés allows our students to make connections between our course content and their career interests. To me, at the end of the day, that’s what I hope happens as a professor.

The student in the back row with the frustrated career question helped me recognize the power of career connections in my own course content. Now, more than ever, in an uncertain economic time, we can do more to better connect our student learning experiences to career goals. And by the way, the student with the frustrating question -- he ended up landing his environmental GIS position. And that point I made about critical theory and people mattering in mapping? He said that helped him land the big role at the company he ended up working for because they liked that he understood that people mattered in the technology and that communicating with stakeholders was a core value of their organization. Connection made.

Timothy L. Hawthorne is an associate professor of GIS at the University of Central Florida and founding director of Citizen Science and GeoBus™. He and his team work to connect science and society through maps, apps and drones. You can learn more about the team’s work at www.citizensciencegis.org .

• Life After College

By Kasey Fox

Ensuring students are prepared for life after college is no easy task. It is not a line you check off on a to-do list or a topic you revisit once a year; the stakes are too high.

The right approach should be for colleges to make readying students for the workforce part of a mission statement so deeply embedded within every nook and cranny of an institution that it drives and influences every decision made and serves as an orbital centerpiece for all policy and procedure.

Despite the expectation that students graduate from college and enter the job market equipped with a certain level of skill sets and knowledge, many find it difficult to apply the knowledge learned in the classroom to real life. In a country with some of the most innovative technology and brilliant human minds, surely there are solutions within reach to help better prepare students for the workforce.

Increasing student support means to reach them through multiple attempts, on various levels, through diversified channels, while continuously revisiting what that mission statement is and evaluating its relevancy to educational objectives. All too often, colleges are so focused on enrollment, recruiting strategies or producing high retention and graduation rates that they lose sight of the underlying objective -- supporting students. Instead, they could redirect some of those efforts to supporting faculty members in finding more creative approaches for designing coursework and lesson plans.

Most professors have professional experience outside the classroom within their discipline, and many are active in those roles in addition to teaching. Why, then, is there a gap between the real-world applications of a class and what is taught in the classroom? It’s far more useful to the student to get insights into future job and career opportunities.

Reading from a textbook simply does not provide students with valuable contextualized learning experiences. The use of knowledge needs to be the priority, not the possession of knowledge.

Students often have an expectation to be entertained by the instructor in the classroom. It might sound like an outlandish concept, but what if instead of ignoring it, this desire for entertainment was embraced? This would mean supporting students by meeting them where they are and by devising alternative teaching methods such as storytelling, field trips, guest speakers -- anything students can attach meaning to as they inch closer and closer to that life after college phase.

Feedback plays such a vital role in students' overall growth and development. Students want more thorough feedback on assignments and graded materials. How are their writing skills going to improve if no one outside an English class is giving them feedback on grammar and word choice? If the goal of the assignment is simply to reach a certain word count, where is the applicability to a real job?

Instructors are accountable for incorporating learning about what happens in the job market into their courses, and universities are accountable for providing them with the support they need to do so. I taught swimming lessons and coached competitively for many years. If a student was having difficulty grasping a certain stroke concept, it was not because they didn’t try hard enough or weren’t smart enough. It was because I failed. Somewhere along the line I had failed to teach that student in a way they were able to understand.

One approach worth investigating would be to simply ask students to jot down the types of activities they think someone in that profession performs on a day-to-day basis. Compare those responses against actual duties and fill in the gaps from there. Best practices can change so quickly within any given industry. And it’s important for students to study the most relevant and current information.

Career centers could provide better services that extend beyond the basics of career readiness. Perhaps they could break down what they offer by category, where career center staff members handle specific focus areas instead of one person managing all program majors.

Alumni also are an underused resource. Creating mentorship programs between students and alumni would help students feel more connected to the university and provide them with a wider support network. Alumni also would benefit from being able to give back and help guide another student to success on a path they’ve already traveled.

The bottom line is that there needs to be greater focus on supporting students in life after college -- a mission statement pursued with the same tenacity college leaders and professors encourage their students to bring to their pursuit of a degree.

Kasey Fox is a senior at Metropolitan State University in Minneapolis.

The Class of 2021 is growing worried about their job prospects -- and rightfully so. In the midst of the global pandemic, about one-quarter of undergraduates seeking bachelor’s degrees say they have had a job or internship offer canceled. According to a recent survey of 980 students, less than 4 0 percen t of students feel confident they’ll find a job or internship by summer 2021 .

Career goals have long been a primary reason students go to college, yet few institutions have positioned career education as a core student experience. About 40 percent of students never visit a college career center, with students from marginalized and low-income backgrounds being especially unlikely to use the services. In this moment of crisis, it is essential we bring these services directly to students and stop hoping they will wander through the career center’s door on their own.

Here are five ways we can elevate career education on college campuses.

Integrate Career Services Into the Academic Mission

About half of career centers report to student affairs when academic affairs would be a far more apt home for their services. At many institutions, academics are the one true, common requirement of every student. Integrating career education more fully into the academic experience can ensure no students -- particularly underrepresented students -- fall through the cracks. Career education should be embedded in every step of a student’s academic journey, with career competencies and experiential learning being directly linked to course syllabi and pedagogical practices.

Fortunately, this is a growing trend among institutions, with about a quarter of career centers now reporting to academic affairs. Drew University ’s Launch, Carthage College ’s Aspire Program and Georgia State University ’s College to Career QEP efforts are all strong examples of bold and systemic integration of career education into the academic experience.

Use Technology to Scale Services

Rethinking career services may seem like a daunting goal, especially when, according to a recent survey of career services leaders, half of career centers have had their budgets cut during the pandemic. Technology can expand the reach of career services so institutions can smartly use their limited resources to personalize services for the students who need it most. Requiring all students to activate and complete an online career profile as part of course enrollment, for example, can guarantee that every student is automatically exposed to career resources.

For many students, this one act will provide them with enough of a nudge to engage more fully in their career education, freeing up time and energy for staff to focus on students who require greater outreach and intervention. This creates a system that is designed for scale and where one-on-one services are ancillary, enabling a sort of office-hours structure reserved for students who lack networks of privilege and might need the most help.

Tap Alumni and Community

Research from Gallup and the Strada Education Network has found that having “a mentor who encourages a student’s goals and dreams” ranks among the most important factors in determining if a college graduate finds success in work and in life. Unfortunately, few students report having a mentor . Institutions should activate organic connections between students and alumni who can provide guidance and encouragement. Johns Hopkins University, for example, has pivoted from one-on-one career services appointments to focus more heavily on alumni mentoring and peer-to-peer learning models. This allows the university to redirect professional staff toward focusing more directly on academic integration while providing students access to mentors with real-world experience.

Embrace Virtual Experiences

As the pandemic continues to complicate face-to-face interactions between students and potential employers, digital experiences are especially vital. Eight in 10 students now tell us they have only met with employers virtually this year . This shift has helped reveal just how valuable virtual experiences can be -- and the importance of not treating them as second-class versions of face-to-face interactions.

We have seen how a well-planned virtual meeting between a student and an employer can be even more meaningful than a brief walk-up (or walk-by) at a physical career fair. We have seen how these interactions generate greater data and insights into how many students are actually connecting with employers. And we have seen how they can expand access, allowing busy students the flexibility they need to engage with these opportunities. Institutions can embrace and optimize virtual experiences, even beyond the pandemic.

Help Employer Mind-Sets Evolve

Higher education is only half the equation. Employers, too, must reimagine how they identify and hire workers. They should eschew traditional recruiting methods like focusing only on small sets of core schools and setting arbitrary GPA requirements, and they should use digital strategies to dive deeper into more diverse talent pipelines. Widening recruitment windows, using more inclusive language in job descriptions and being more transparent about compensation all go a long way in diversifying applicant pools. Institutions can leverage the relationships they have built with employers to encourage this shift, opening their eyes to the talent all around them.

The COVID-19 pandemic has illuminated and reinforced the need for change. Many of these suggestions do not require extensive resources, but they will require systemic coordination across the institution and real commitment from senior leaders. It’s time to align career education as a core experience for every student at every institution.

Christine Cruzvergara is vice president of higher education and student success at Handshake and the former associate provost and executive director of career education for Wellesley College.

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Career Preparation

Career guidance helps students figure out their paths

Michelle Maitre

May 26, 2015.

San Diego high school student Sharon Tamir is spending four weeks of her junior year in Vancouver, Canada, interning at an historic school for girls and delving into the teaching practices surrounding project-based learning.

Her classmate Dayyan Sisson is spending his internship month at Birch Aquarium at UC San Diego’s Scripps Institute of Oceanography. Dayyan will intern as a biotechnology researcher, studying the prehensile tails of seahorses, sea dragons and pipefish to discover lessons that can be derived from the creatures’ natural biology and applied to technological advances in the human sphere. Think advances to fine-tune robotic tentacles used by underwater sea rovers or improve the design of stents , the thin tubes used in medical procedures.

Not too shabby for a couple of high school juniors who haven’t quite yet settled on which college they’d like to attend.

Sharon, 16, and Dayyan, 17, are examples of the power of strong career development programs in schools – an aspect many say is too often missing from campuses or is hampered by a lack of counselors .

Courtesy High Tech High

High Tech High junior Sharon Tamir

But a growing state and national focus on preparing students for college and careers is fueling a refocus on career preparation and shining a spotlight on efforts to foster early career awareness among students. Preparing students for college and careers is a priority of California’s funding formula for schools, the Local Control Funding Formula , and is also a main goal of the Common Core State Standards , adopted by California and 42 other states.

“Fifteen to 20 years ago, we had this huge emphasis on career development and really doing a systematic career development program starting in elementary school,” said Lynn Linde, coordinator of clinical experiences in the school counseling program at Loyola University Maryland and former president of the American Counseling Association. “… That sort of fell out of favor. I’m guessing a lot of that had to do with high-stakes testing. It became very difficult to put anything into a school day that was not part of the accountability program.”

“Now we’re back to doing this again,” Linde said.

Sharon and Dayyan attend High Tech High School in San Diego, a charter high school founded in 2000 that has since grown into a network of 13 schools serving 5,000 students from kindergarten through 12 th grade. Introduction to careers is one of the tenets of High Tech High, which was launched by a coalition of business leaders and educators.

Both teens were introduced to career development programs beginning in middle school in the charter network, when Sharon said students were encouraged to start exploring their interests for a class project. “Teachers would say, ‘You better figure out what you are interested in, because you’re going to do a larger project on it,’” she said.

The career introduction intensified in high school. As sophomores, all High Tech High students participate in Inspire Week, where students break into groups of about 20 and explore jobs that interest them and hear presentations from guest speakers. The capstone of the week is a two-day job-shadowing visit that allows students to see careers in action.

As juniors, all students are required to complete a four-week internship to give them a crash course in the work world.

High Tech High junior Dayyan Sisson

“It’s great to have the opportunity,” said Sharon, whose internship will take her to York House School in Vancouver, a prep school for girls founded in 1932. Through her studies at High Tech High, Sharon has discovered a passion for project-based learning – not necessarily teaching it, but understanding the ideology and practices behind it. The Canadian school is considering implementing more project-based learning in its classrooms, said Sharon said she will work with teachers and administrators to provide insights from a student perspective on how to implement the more hands-on and collaborative learning style.

The internship will help broaden her understanding of the topic, Sharon said, but also give her invaluable practical experience.

“It’s good that we have it, regardless of who you are or where you’re going,” she said. “You’re going to be exposed to a career, you’re going to be more prepared than someone who didn’t have anything.”

Helping students identify where their passions lie is key to helping prepare them for future jobs and correlates to success in school, Linde said. Research has shown that students feel more engaged in school when they are able to see the connection between their studies and real-world applications, such as how what they’re learning in the classroom will benefit them after graduation. Connecting students to real-world experiences is a driving force behind career pathway programs that operate in California high schools. The programs, often referred to as linked learning, combine academics with work experience, and help keep students engaged in their studies.

And with pressure on colleges and universities to reduce the time it takes students to earn their degrees – as well as rising tuition costs – career development becomes a higher priority.

“When we engage kids in thinking about opportunity, it builds a sense of hope and optimism about their future,” said Sue Sawyer, executive director of the Shasta 21 st Century Career Connections , which works to promote career readiness in Shasta County schools. “If they have a career goal in mind when they are moving from high school to college, it gives them a reason for why they are continuing their education.”

Shasta 21st Century Career Connections

Students can see the variety of careers associated with the heavy equipment industry in this career ladder chart. (Click to enlarge)

To help students discover their interests, Sawyer’s group uses a career personality assessment based on the RIASEC Inventory , a popular questionnaire that links personality types to compatible vocational fields. Based on the results, counselors and educators can begin talking to students about potential careers that match their interests. To help students further, the group has created a series of “career ladders” charts that are color-coded to results on the RIASEC Inventory. The resulting easy-to-read diagrams map out potential careers associated with different interest areas and personality types and outline the educational path students will need to follow to pursue that career.

“Kids will use the terminology they associate with something,” Sawyer said. “You’ll hear students say they want to be a veterinarian, but sometimes what they really mean is that they want to work with animals. It helps them explore other possibilities that are related to what they’ve identified as an interest.”

Career inventories can be an effective tool to help students start thinking about their futures, Linde said. A variety of programs are offered online.

The California Department of Education offers a number of career exploration resources through its California Career Resource Network , including the California CareerZone , where students can take a personality assessment and explore jobs and pay levels, and create an estimated household budget.

The recently launched MyVerse website uses a psychometric color test to match students with potential careers based on their color preferences, then shows them videos of workers in that industry, and matches them with potential majors and colleges that offer that major. Site visitors can click through a series of five screens, selecting their “most” favorite and “least” favorite colors from the choices listed. Color tests are based on the work of Swiss psychotherapist Max Lüscher , who believed that personality traits can be linked to one’s favorite color.

High Tech High uses a program called Naviance to help students map out career options and college choices. The program offers personality assessments, allows students to fill out a career interest profile and helps them build resumes. Students can also research colleges that offer majors in their fields of interest.

The programs work best when paired with follow-up from counselors or other educators, Linde said.

“That’s one of the greatest resources I’ve had – being able to talk to someone at school giving me career advice,” said Dayyan, the High Tech High junior who credits Director of College Advising Chris White with providing feedback and direction. “He was able to guide me.”

Dayyan said he always had a strong interest in engineering and arrived at the campus thinking he would pursue that career field. After joining the robotics team and finding it not to his liking, he started pursuing another interest, possibly following his father’s footsteps in the film industry.

But a particularly inspiring biology class helped lure him back to engineering, especially when he discovered he could meld the two fields. The San Diego teen is now considering a career in the biomedical field or biomimicry , which studies the natural world to inspire solutions to common problems or spur technological improvements – like he’ll be doing with the seahorses at Birch over the next few weeks.

“I’m really using this internship experience to better understand what I want to do with the rest of my life,” Dayyan said.

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Beth Decker 9 years ago 9 years ago

12 years ago, as a widowed mother of 3 and English teacher for 20 years, I became incredibly and painfully aware of how little we do in our current system to help our students/children figure out or even begin to figure out what they want their futures to look like. The answer is more than just giving them chances to get out into the work world. As a mother, I realized that I couldn't trust that … Read More

12 years ago, as a widowed mother of 3 and English teacher for 20 years, I became incredibly and painfully aware of how little we do in our current system to help our students/children figure out or even begin to figure out what they want their futures to look like. The answer is more than just giving them chances to get out into the work world. As a mother, I realized that I couldn’t trust that my children were being given focused and relevant information with which to make monumental decisions like whether or not college is right for them, if so what kind, which one and why. As a teacher, I’ve always known that we do not do a good enough job connecting curriculum, content and skills from school to the real world. Kids are getting the message that if they go to college they will get a ‘good’ job. That is a much more complex decision than it seems yet schools do almost nothing to help them understand the complexities. Parents are either too busy to address all these issues and expect schools to provide the answers or parents do not have current, relevant 21st century knowledge of job markets, colleges, student loans, etc. Add to that the fact that this generation’s realities is changing job markets and career options constantly and it is no wonder kids feel overwhelmed, lost and frustrated. College should be a bridge to a career not the final destination. We have that message wrong so kids, who do not want to go, or do not have enough information about it to even decide, are making life altering decisions without clear guidance at very young ages. We have academies at my school and have for two decades but kids still feel lost and overwhelmed trying to see themselves in the workforce because the academies are very limited. Most schools have just a few if any to choose from. To address my concerns, I started and have been refining a class with carefully planned and deliberate curriculum that guides students into the major areas of planning, building a solid future. I’ve learned that before kids get too involved or focused on specific academy type experiences, they need time and guidance to understand their motives, skills, weaknesses, the role education plays in this complex world they will be going out into and a variety of other topics connected to creating quality lives. My class and curriculum workbook, Get Real!, now provides that for incoming freshmen so they can be aware of their maturing, their goals, themselves as evolving, their grades being connected to their future in more ways than just getting into a college. It has dramatically reduced the number of failing freshman at our school and provides them with tools to learn more. I’d love to find other teachers who have created curriculum/lessons to address this critical area of need. http://www.getreallearning.com

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Career Guidance: The Power and Impact

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Comprehensive Career Guidance for Students

What Does Right Look Like

Introduction:

Embarking on the journey of career exploration as a student can be both exciting and overwhelming. The choices seem limitless, and the path to a fulfilling career may not always be clear. In this blog post, we’ll delve into comprehensive career guidance for students , offering insights and practical tips to help you navigate the road ahead.

1. Self-Reflection and Discovery:

Understanding oneself is the first step in career exploration. Take the time to reflect on your interests, values, and skills. What activities make you lose track of time? What subjects ignite your passion? Self-discovery lays the foundation for a career that aligns with your authentic self.

2. Researching Career Options:

With a clearer sense of self, dive into researching different career options. Explore industries, job roles, and potential career paths. Leverage online resources, industry reports, and professional networking platforms to gather information about the fields that resonate with your interests.

3. Academic and Extracurricular Exploration:

Your academic journey is a significant aspect of career preparation. While maintaining good grades is essential, don’t overlook the value of extracurricular activities. Join clubs, participate in community service, or take on leadership roles. These experiences contribute to a well-rounded skill set that will serve you in any career.

4. Networking and Mentorship:

Building a network is a powerful tool in your career toolkit. Attend career fairs, connect with professionals on LinkedIn, and seek out mentorship opportunities. Learning from those who have walked a similar path can provide invaluable insights, guidance, and even open doors to potential opportunities.

5. Internships and Experiential Learning:

Nothing beats hands-on experience. Seek out internships, co-op programs, or part-time jobs related to your field of interest. Real-world exposure not only enhances your resume but also provides a practical understanding of the day-to-day aspects of a particular career.

6. Setting and Refining Goals:

Set both short-term and long-term career goals. These goals can encompass academic achievements, skill development, and gaining specific work experiences. Regularly revisit and refine your goals as your interests and understanding of your chosen field evolve.

7. Utilizing Career Counseling Services:

Take advantage of the career counseling services offered by your educational institution. Career counselors are trained professionals who can provide personalized guidance, assist in identifying career paths, and offer practical tips for success.

8. Continuous Learning and Adaptability:

The world of work is dynamic, and the most successful individuals embrace a mindset of continuous learning. Stay informed about industry trends, emerging technologies, and changing job market demands. Adaptability is a key trait in navigating the ever-evolving landscape of careers.

Conclusion:

Embarking on a career journey as a student is a process of self-discovery, exploration, and continuous learning. By following these comprehensive guidelines for career guidance , you can pave the way for a fulfilling and successful future. Remember, your journey is unique, and each step you take contributes to the story of your professional growth. Embrace the adventure, stay curious, and build a career that reflects the best version of yourself.

Written by What Does Right Look Like

Are you a young adult navigating the maze of career choices? Gain clarity and confidence with our expert career advice for young adult services!

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Student Career Pathway Tools and Resources

Every student should have the resources they need to unlock opportunity after high school. There are many paths to a successful future—including two- and four-year college, apprenticeships, job or skills training, military service, or direct entry into the workforce. College Board is creating the scalable tools and resources all students need to succeed on any path.

Career Navigation Resources—Expose and guide students to discover future options

Career exploration with bigfuture.

Free online planning guide tool where students can explore 1,000 career options and find possibilities based on their interests.

Explore Career Possibilities – BigFuture | College Board

Career Insights with BigFuture

Career profiles with information on how students’ skills (based on their latest PSAT-related/SAT score) align with the typical requirements for careers.

Connect Students to Career Possibilities – BigFuture

Delivery of Career Insights with SAT Suite of Assessments

A new feature on the score report to ignite future planning for all students, regardless of their path after high school.

What are Career Insights in my score report? – BigFuture | College Board

Career Preparation & Acceleration Resources—Providing career-relevant coursework and skill-building, and postsecondary connections

Career kickstart courses.

A new program offering industry-recognized credentials and college credit courses. This expansion of the trusted AP model gives all students access to in-demand, high-wage careers.

Career Kickstart Cybersecurity Pathway Courses Pilot in 2024

Multiple Pathways to Success

Information on six different pathways students can take after high school, confirming there’s more than one route to a destination.

Multiple Pathways to Success – BigFuture | College Board

Research and Surveys

Learn more about what we’re hearing from students ( Morning Consult, 2023 and 2023 ):

• 4 in 5 high school students have begun exploring career paths.
• 80%+ of students want more career exploration in high school.
• Important to students: Doing something they’re passionate about (92%), salary (91%), work-life balance (90%), and work environment/setting (88%).

Navigating Multiple Pathways Guide

Igniting the conversation on career possibilities (september 2023), supporting future pathways starts with students (september 2023), exploring careers with career search.

Home — Essay Samples — Life — Professions & Career — Career

Career Essay Examples

Crafting an engaging and informative career research essay is a crucial step for students and professionals alike who are navigating the complex landscape of career planning and development. These essays serve as a bridge between one's academic pursuits and professional aspirations, offering insights into various fields, the skills required, and future job prospects. They provide a structured way to explore and articulate career goals, understand industry trends, and reflect on personal strengths and interests in relation to the job market. Whether you're a high school student contemplating your future, a college student selecting a major, or a professional considering a career change, delving into a career research essay can illuminate the path ahead.

For anyone looking to embark on this enlightening journey, exploring research essay examples can be an invaluable first step. It offers a glimpse into effective strategies for structuring your essay, choosing relevant content, and engaging your readers. Below, find a list of 10 popular career research essay topics that span a diverse range of industries and interests, reflecting the broad spectrum of career opportunities available today:

• The Evolution of the Software Developer Role in the Tech Industry : Exploring the dynamic landscape of software development, including emerging technologies and the skills needed to succeed.
• A Day in the Life of a Healthcare Professional : Investigating the roles, responsibilities, and challenges faced by healthcare workers, from nurses to surgeons.
• The Future of Renewable Energy Careers : Analyzing the growth of the renewable energy sector and the types of careers that are becoming available.
• Careers in Digital Marketing : Understanding the impact of digital marketing on business and the variety of roles within this fast-evolving field.
• The Role of Data Science in Business Decision Making : Examining how data scientists contribute to strategic decisions in business through data analysis and interpretation.
• Legal Careers in the 21st Century : A look at the changing landscape of the legal profession and the skills modern lawyers need to possess.
• Entrepreneurship and Innovation : Exploring the journey of becoming an entrepreneur and the impact of innovation on creating new business opportunities.
• Careers in Education Beyond Teaching : Investigating the diverse roles within the education sector that contribute to shaping future generations, from administration to curriculum development.
• Engineering the Future: Careers in Civil Engineering : Understanding the role of civil engineers in developing infrastructure projects and the challenges of modern urban planning.
• The Psychology Profession: A Deep Dive into Mental Health Careers : Exploring the various specialties within psychology and the importance of mental health professionals in society.

Each of these topics not only presents a rich field of study but also reflects the vast array of career paths available to individuals with different interests, strengths, and passions. By exploring career research essay examples, you can gain insights into how to approach these topics effectively, making your career research essay both informative and engaging.

Career Essay Topics and Outline Examples

Essay title 1: navigating your career path: strategies for successful career planning and development.

Thesis Statement: This essay explores effective strategies for career planning and development, emphasizing self-assessment, goal setting, skill development, networking, and adaptability as key components.

• Introduction
• Self-Assessment: Identifying Interests, Strengths, and Values
• Goal Setting: Defining Short-Term and Long-Term Career Objectives
• Skill Development: Continuous Learning and Skill Enhancement
• Networking: Building Professional Relationships and Leveraging Connections
• Adaptability: Navigating Career Changes and Challenges
• Mentorship and Guidance: Seeking Career Advice and Support
• Conclusion: Empowering Individuals to Shape Their Career Paths

Essay Title 2: The Future of Work: Exploring Career Trends in the Digital Age and Preparing for Industry Disruptions

Thesis Statement: This essay examines emerging career trends in the digital age, including automation, remote work, and gig economy jobs, and discusses strategies for preparing for industry disruptions.

• Digital Transformation: Impact on Traditional Careers and Industries
• Automation and Artificial Intelligence: Job Displacement and Upskilling
• Remote Work: Advantages, Challenges, and Future Workforce Trends
• Gig Economy and Freelancing: The Rise of Independent Career Paths
• Reskilling and Lifelong Learning: Staying Relevant in a Changing Job Market
• Adapting to Uncertainty: Developing a Flexible Career Mindset
• Conclusion: Preparing for the Shifting Landscape of Work and Employment

Essay Title 3: Balancing Work and Life: The Importance of Career Satisfaction, Well-Being, and Achieving a Fulfilling Life

Thesis Statement: This essay discusses the significance of achieving career satisfaction and work-life balance, highlighting their impact on overall well-being and the pursuit of a fulfilling life.

• Career Satisfaction: Defining Fulfillment in Professional Life
• Work-Life Balance: Strategies for Managing Workload and Personal Life
• Mental Health and Stress Management: Coping with Career-Related Challenges
• Family and Relationships: Nurturing Personal Connections Amid Career Demands
• Passion and Purpose: Aligning Career Goals with Personal Values
• Life Goals and Achievements: Pursuing a Fulfilling and Meaningful Life
• Conclusion: Striving for Career Success while Embracing Life's Joys and Challenges

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Career Coaching Strategies for College Students

Deciding on fulfilling career and academic paths aligned with personal strengths and interests poses daunting challenges for many students. Navigating uncertainty around so many major life decisions can feel overwhelming. However, by taking time for self-reflection, research, and accessing support resources, promising possibilities emerge.

Career advisors, faculty mentors, alumni networks, and campus career centers provide invaluable guidance helping students map prospective vocations matching individual priorities. Whether aiming for competitive corporate positions or roles addressing social issues, insights from those further along the journey accelerate growth. By coupling self-understanding with veteran wisdom around critical choices like majors, internships, resume building, and interview skills, confident strategic plans unfold.

Choosing a Career Path

Selecting a fulfilling career path that aligns with your interests, values, skills and personality can be challenging. However, there are strategies students can use to narrow down options and set themselves up for satisfaction.

Self-Reflection on Interests and Priorities

Start by reflecting on activities you enjoy and subjects that excite you. Make a list of your hobbies, favorite classes, extracurriculars and more. Looking for themes can reveal overarching interests to explore in potential career fields. What underlying needs do these activities meet for you? Think about whether you crave creativity, problem solving, human connection, adventure or stability [1] . Rank your priorities like work-life balance , helping others, prestige, influence or financial security.

Skills and Personality Assessments

There are various free career assessment tools online that can match your abilities and attributes to suitable occupations. These explore domains like:

• Analytical thinking
• Communication skills
• Leadership qualities
• Organization and planning
• Interpersonal abilities

High school guidance counselors or university career centers also offer testing services. Understanding your own capabilities can reveal good career options you may not have previously considered. Make sure any assessments used have strong evidence supporting their validity and reliability [2] .

Researching Specific Career Fields

Once you have some prospective career areas in mind, dive deeper into specifics. Useful details to gather include:

• Typical job duties and work settings
• Common educational requirements
• Projected growth and salary ranges
• Day-to-day tasks and challenges

Information on careers can be found via the U.S. Bureau of Labor Statistics, professional associations, trade publications, informational interviews and job shadowing. Pay attention to whether the realities of various professions seem appealing to you. Assessing career fit from multiple angles allows for informed decisions [3] .

Choosing a College Major

Your undergraduate major does not necessarily lock you into a certain occupation, but it does impact career trajectory. Consider majors that align with fields of interest while keeping options open by developing transferable skills. For example, an economics degree could lead to jobs in finance, business, policy or data analysis. Talk with academic advisors about designing an educational path to support your goals.

College also presents opportunities to test drive potential careers through internships, research with professors or part-time jobs. This hands-on experience can provide meaningful exposure before fully committing through graduate school or long-term employment after graduation.

The career exploration process takes time, self-understanding and an openness to discovering new possibilities. While choosing a fulfilling career path that fits your aspirations may feel daunting now, taking small steps to learn about yourself and specific occupations will lead to clarity.

Researching Job Outlook and Salaries

An important aspect of career planning is researching key details on job outlook, salaries, and advancement opportunities for occupations you are considering. Having realistic expectations about certain careers can inform good decisions. Useful information to gather includes:

Projected Job Growth

The U.S. Bureau of Labor Statistics provides 10-year employment projections that estimate job growth or decline across different occupations. For example, between 2020-2030 the number of software developer roles is projected to grow 22%, adding over 300,000 new jobs nationwide [4] . In contrast, photographer jobs are expected to shrink 3% over that same period. Understanding if certain career fields are expanding or contracting can help target options aligned with demand.

Starting and Average Salaries

Salaries can vary significantly across careers and locations. The BLS Occupational Outlook Handbook details national median annual salaries for hundreds of jobs. For 2022, the median pay for accountants and auditors is $77,250, with the bottom 10% earning under $48,290 and top 10% over $159,250 annually [5] . Understanding realistic earning potential and salary growth over the course of a career can clarify good options to pursue.

Job Zone Classifications

The OOH categorizes jobs into “job zones” indicating education, experience, and on-the-job training needed for different roles such as:

• Job Zone 1: Little to no preparation ( Attendants, Ushers)
• Job Zone 2: Some preparation (Cashiers, Secretaries)
• Job Zone 3: Medium preparation (Police Officers, Electricians)
• Job Zone 4: Considerable preparation (Accountants, Reporters)
• Job Zone 5: Extensive preparation (Lawyers, Doctors)

Higher zones correlate with higher salaries but also more education and licensure requirements. Reviewing the job zone for careers under consideration can provide perspective on necessary investments to enter those fields.

Advancement Opportunities

Entry-level positions often have defined paths for taking on more responsibility and pay increases over time. For example, many teachers pursue advanced certifications or master’s degrees to become eligible for administrative roles, higher pay, and leadership opportunities while remaining in education long-term [6] . Understanding advancement potential can clarify careers enabling career growth .

Local Market Research

Job outlook and salaries can vary significantly between regions, states, and cities. Teachers in New York State generally earn higher salaries than national averages, while lower costs of living in midwestern states allow comparable salaries to go further [7] . Researching local details for locations you would consider living can provide greater accuracy on occupational prospects.

Having clear expectations about job growth, salary timelines, necessary investments, and advancement opportunities can inform good career decisions aligned with your lifestyle needs and priorities. Campus career centers, professional associations, and informational interviews can also provide insider perspectives on career trajectories.

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Finding an Internship

Internships provide invaluable hands-on experience and exposure to professional roles and workplace environments. Pursuing one or more internships during college can clarify career interests, build skills and expand professional networks. However, finding a quality internship opportunity aligned with your goals takes effort and savvy [8] .

Start Your Search Early

Many application deadlines for summer internships fall between December to March. However, some companies recruit candidates even earlier. Begin looking and applying 9-12 months in advance of when you hope to start an internship. This provides time to research options thoroughly, secure needed recommendation letters and complete lengthy application requirements [9] .

Leverage Campus Resources

University career centers and academic departments often promote local and national internship listings curated for students in specific majors. Faculty doing research related to your interests may know of opportunities with other labs or industry partners. Many colleges have dedicated internship coordinators and events like job fairs to connect you to openings. Work closely with campus support services to access promising leads [10] .

Use Centralized Online Databases

Websites like LinkedIn, Internships.com, WayUp and Idealist consolidate listings from thousands of companies and organizations. Options can be filtered by location, field, paid vs. unpaid and other specifics. Setting up alerts delivers new postings matching your search criteria directly to your inbox. Check these regularly to find appropriate openings [11] Create polished application materials you can easily tailor and submit to multiple openings.

Look Beyond Standard Listings

Less visible small businesses and niche organizations often don’t advertise openings widely or have formal programs. However, they may still welcome interns for short-term projects or support roles. Identify types of employers aligned with your interests and proactively pitch proposals for custom internships you could complete. Highlight your skills and how you will provide value while gaining experience. With persistence and some salesmanship, you can often create opportunities [12] .

Prepare Thoughtfully

Getting an internship takes effort across researching options, building connections, submitting strong applications and interviewing well. The preparation process can be lengthy but is excellent professional development . Work closely with campus career centers to polish resumes and interview skills. Be persistent and strategic in your search rather than passively browsing listings. With concerted effort across multiple fronts, you can secure an internship providing immense value for charting your career journey [13] .

Deciding Between Graduate School or Work

An important career decision facing many college graduates is determining whether to continue formal education through graduate school or directly enter the workforce. There are merits and drawbacks to each path that should align with your skills, interests and professional goals.

Benefits of Graduate School

Pursuing a master’s or doctorate degree provides opportunities to gain specialized expertise, contribute to a field through research and teaching, and access certain lucrative, high-status careers. Reasons students choose further education include [14] :

• Pursuing intellectual curiosity in a subject area
• Enhancing competitiveness for academic or research-focused careers
• Developing advanced analytical and critical thinking abilities
• Potentially higher salaries in some fields like science, technology, engineering and math
• Ability to qualify for senior leadership, consultant or faculty roles

Advanced credentials certify specialized expertise that opens career options. Graduate students also benefit from mentoring relationships, funding for research, and presenting at academic conferences.

Downsides of Extended Education

However, graduate school requires major investments of time and money without guaranteed returns. Considerations include [15] :

• High costs averaging $30,000 per year at public universities, and over $40,000 yearly at private institutions
• Significant student loan debt incurred
• Years of modest graduate student salaries while not earning full-time income
• No clear career advancements in some fields like humanities or social sciences
• Potential overqualification if unable to secure work at level of new credentials

Pursuing a PhD can take over 8 years including coursework, researching, publishing, teaching requirements and the dissertation process. This represents a major life investment that pays off primarily if you achieve a tenure-track faculty position.

Alternatives to Graduate School

In many careers, relevant work experience, strong performance and networking lead to advancement opportunities and salary increases without requiring extra degrees. Alternatives may include [16] :

• Developing specialized skills through employer-sponsored training programs
• Seeking competitive promotions by demonstrating initiative and leadership qualities
• Building expertise and professional stature from certifications, conference presentations and publications
• Using alumni networks and informational interviews to make strategic job changes
• Gaining broad exposure to various roles by switching companies every few years

Entry-level positions allow relatively low-risk opportunities to clarify interests, test potential career paths and build transferable skills at a steady salary. Workplace training is often company-sponsored and tailored to industry needs.

Assessing Personal Factors

An individual cost-benefit analysis considering your career goals , financial situation, and risk tolerance can clarify the best next move. Those wanting academic jobs or senior leadership roles in research-focused fields generally require advanced credentials. However, graduate school provides diminishing returns across less specialized careers. Moving purposefully up the ranks through workplace opportunities may offer better long-term prospects.

Have candid conversations with trusted mentors like faculty, alumni in your desired field, campus career counselors and family. Evaluate whether graduate school alignments with your priorities or if real-world experience would provide superior preparation for your aims. There is no uniform best path, only the one that supports your personal and professional growth.

Building a Resume and Interview Skills

Crafting a strong resume and developing interviewing abilities are vital for launching an engaging career aligned with your aims. Strategic resume building and practicing responses to common questions will prepare you to make favorable impressions.

Highlighting Relevant Experience

Your resume should emphasize previous jobs, internships, course projects, research, and activities directly related to positions you are targeting. Quantify your responsibilities and impact when possible. For example, you might state “Developed social media campaigns increasing Instagram followers 25% over 6 months” or “Led undergraduate chemistry labs for sections of 40 students.” This convinces employers you can add value [17] Tailor the details highlighted and formatting style for each application.

Demonstrating Transferable Skills

While some students have direct experience in expected roles, many can offer broader competencies like communication, critical thinking, teamwork and planning. Provide examples of how you have applied these. Maybe you developed interpretive educational materials during a museum internship demonstrating ability to explain complex concepts clearly. Perhaps you directed logistics for a large conference evidencing coordination talents. Articulate how versatile capabilities from past successes will propel future achievement [18] .

Showcasing Activities and Honors

Inclusion of collegiate athletics, club leadership, community service, or campus honors displays well-rounded interests and abilities beyond academics. For example, being captain of an intramural sports team demonstrates aptitude for motivating others towards shared objectives. Receiving a competitive research grant reflects subject matter capacity and potential. Though not directly employment-related, these achievements signal competencies. They also provide talking points to distinguish your candidacy [19] .

Developing Interview Skills

Interviews evaluate how you present yourself beyond credentials on paper. Common questions assess motivation for the role, relevant abilities or experience, workplace compatibility and handling challenges. Solid preparation instills confidence to give compelling responses [20] Strategies include:

• Researching the company, position and interviewers to tailor answers
• Rehearsing responses to typical questions about strengths, weaknesses, overcoming obstacles
• Highlighting transferable skills and achievements from past experiences
• Preparing insightful queries about the role and organizational culture
• Doing practice interviews to refine presentation and fluency

Campus career centers often provide interview workshops and individual coaching. Take advantage of these to gain expertise making affable first impressions during job recruitment conversations. Finding fulfilling employment aligned with your aims requires savvy presentation of credentials and personal qualities so make thorough preparation your ally.

Using Campus Career Centers

University career centers offer invaluable services assisting students with professional development at every stage. Taking full advantage builds job search savvy and lifelong career management skills. Useful resources provided may include [21] :

Self-Assessment Testing

Career advisors administer various assessments helping students gain self-awareness on interests, values, personality strengths, and skill capacities. Understanding personal attributes assists in discovering promising paths aligned with your authentic self. Common evaluations used include the Myers-Briggs Type Indicator, Strong Interest Inventory, Campbell Interest and Skill Survey or the Self-Directed Search [22] Review your campus career website for available evaluations.

Individualized Career Advising

One-on-one appointments allow exploring career options suited to your unique priorities like work-life balance, advancement prospects, helping others or intellectual challenge. Advisors assist mapping potential paths related to academic majors and suggest complementary experiences like internships or part-time jobs to test interests [23] Share your concerns and confusions to obtain personalized direction.

Job and Internship Listings

Career centers aggregate openings from hundreds of companies specifically seeking to recruit students from their schools for internships, co-ops, part-time roles and entry-level jobs after graduation. Listings target candidates with desired academic backgrounds and promotional events connect applicants with potential employers. This privileged access shortcuts traditional job search efforts [24] .

Resume and Interview Preparation

Career specialists assist constructing polished application documents personalized for targeted internships and jobs. Workshops also strengthen interview techniques through mock sessions and individual coaching. Practice articulating strengths confidently while addressing areas needing refinement.

Job Search Strategies and Negotiation

Proactive effort is essential for unlocking desired opportunities. Advisors educate students on leveraging networking, researching options thoroughly and custom tailoring outreach. Guidance is also provided on evaluating offers, negotiating salary and benefits or developing persuasive counterproposals [25] .

Alumni Mentor Connections

Connecting with graduates thriving in careers of interest offers insider perspectives. Mentors explain their own journeys, key abilities needed and realities of workplace environments. Informational interviews assist exploring options while expanding professional contacts. Some schools facilitate these meetings through formal alumni-student programs.

Graduate School Preparation

Navigating graduate program applications requires strategic consideration of factors like faculty research interests, funding availability, class size and career outcomes. Workshops assist constructing competitive submissions. Review school rankings and connect with current students to discern promising options.

University career centers empower students to align academic studies, extracurriculars and early work experiences for smooth transitions into engaging vocations. Let these experts help you map tangible paths towards your aspirations.

Selecting fulfilling career paths requires insightful self-reflection on personality attributes and priorities. Research occupational outlooks across projected demand and compensation to set expectations. Internships, mentors and campus career experts provide invaluable first-hand perspectives. By investing effort towards self-understanding while exploring options thoroughly, strategic plans emerge.

Ultimately, there are no uniform formulas or singular best trajectories. Each vocation carries trade-offs around work-life integration, status, income and advancement pace. Continually evaluating personal growth opportunities and workplace fit leads towards optimal alignments over time. With support and perseverance, students can craft customize roadmaps guiding rewarding journeys.

Frequently Asked Questions

Start with self-reflection exercises identifying your strengths, passions and priorities. Take career assessments to match these attributes to potential occupations. Then dive deeper into specifics of careers that seem appealing through informational interviews, job shadowing and internships. Evaluate day-to-day responsibilities and workplace environments for fit.

Choosing a rewarding career aligned with your authentic self requires exploring options from multiple angles over time. There are no quick fixes, only dedicated efforts towards self-understanding. Be open to discovering new possibilities.

Begin searching for summer internships 9-12 months in advance and leverage centralized online databases like LinkedIn, Internships.com and Idealist. Filter for openings related to your major and locations of interest.

Also network with campus career centers and academic departments to access leads. Custom pitch proposals for short-term projects to smaller niche employers that may not formally advertise internships. Prepare polished application materials emphasizing transferable skills from past experiences.

Tailor your resume to each application, highlighting responsibilities and achievements showcasing relevant experience. Quantify your impact through metrics. Also indicate transferable competencies around communication, critical thinking and teamwork.

Prepare for interviews by researching the roles and organizations in depth. Rehearse responses emphasizing motivation and fit. Do mock interviews to refine presentation style and articulate strengths confidently. Many campus career centers offer individual coaching.

Consider whether advanced credentials are required for your aims or if workplace experience may provide superior preparation. Understand the major investments of time and money graduate education demands against potential salary bumps.

Have open conversations with faculty, alumni and campus career advisors regarding tradeoffs. There are merits and downsides to both paths depending on field and individual priorities around intellectual growth, earning potential and work-life balance.

Leverage career centers early and often for assessments clarifying your interests, strengths and skills. Establish rapport with advisors for personalized guidance exploring options aligned with your aims.

Take advantage of exclusive job and internship listings, interview practice, graduate school prep workshops and alumni mentor connections. These experts assist constructing tailored action plans towards career satisfaction at every stage.

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• ^ Dik, B. J., & Duffy, R. D. (2009). Calling and vocation at work: Definitions and prospects for research and practice. The counseling psychologist, 37(3), 424-450.
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• ^ Bureau of Labor Statistics, U.S. Department of Labor. (2021). Software Developers. Occupational Outlook Handbook. https://www.bls.gov/ooh/computer-and-information-technology/software-developers.htm
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• ^ Bureau of Labor Statistics, U.S. Department of Labor. (2021). Kindergarten and Elementary School Teachers. Occupational Outlook Handbook. https://www.bls.gov/ooh/education-training-and-library/kindergarten-and-elementary-school-teachers.htm
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How to Make Better Decisions About Your Career

• Timothy Yen

No, it doesn’t involve a Magic 8-Ball.

Making decisions is hard — especially when you’re trying to make big career decisions. This five-step framework can help you focus on what’s important.

• What are your feelings telling you? Think about the kind of work you’re doing now, or the kind of work you’re planning to do. Brainstorm and jot down ideas of different careers you’re considering. What feelings come up?
• What matters to you? Take a psychological assessment or complete an exercise that will help you identify your values.  Understanding your values will allow you to make choices that align directly with the things you care about.
• What matters to other people? Just as it’s important to get clear on what matters to you, it’s also important to consider how your decision will impact your loved ones. Ask them for their own thoughts, input, and feelings.
• What is the reality of the situation? Be objective and consider the realities surrounding your options, not your assumptions. Otherwise, you might end up having false expectations or feeling disappointed by your choices.
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• Published: 23 September 2024

Participant observation for inquiry-based learning: a document analysis of exam papers from an internship-course for master’s students in health services research in Germany

• Charlotte Ullrich 1 , 2 ,
• Sandra Ziegler 1 , 2 ,
• Alicia Armbruster 1 , 2 ,
• Michel Wensing 1 &
• Nadja Klafke 1 , 2  

BMC Medical Education volume  24 , Article number:  1033 ( 2024 ) Cite this article

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Inquiry-based learning (IBL) is a type of problem-based learning. While IBL aims at reflecting the work of practicing researchers, only some students will pursue an academic career. We therefore designed a course that provides opportunities for IBL by applying participant observation to internship work experience inside and outside academia. Using this internship course as an example, we investigated, how master’s students in health science executed an IBL assignment regarding the application of participant observation and presentation of findings. In addition, the understanding of occupational fields provided through the IBL assignment was examined.

To determine whether learning objectives were met, a document analysis of IBL assignments comprising presentation slides and field protocols was performed. Within content analysis, a category grid was used examining (a) suitability of chosen research objectives , (b) execution of field protocols , (c) sufficiency of reporting and (d) extent of reflection .

49 IBL assignments from the years 2020–2022 were included. Sides of IBL observations were: (a) organizations providing health care ( n  = 28); (b) administrations of health care ( n  = 8); and (c) research institutes ( n  = 13). Within students’ field protocols, the level of detail of descriptions differed. 30 assignments included reflection on the methods used and research experience. In about a third of IBL assignments, indication of observation type, theoretical background and data analysis was missing.

Using participant observation of internship work-experience for IBL can serve as a teaching tool for students to develop methodological skills. For future courses, we developed a checklist to strengthen reporting, reflection and use of theory. As internships are often integrated in degree programs in health sciences similar courses could be implemented in different programs, given qualified methodological guidance.

Peer Review reports

IBL is a type of problem-based learning in which students apply methods comparable to those of professional researchers in the respective field [ 1 ]. Across disciplines, inquiry-based learning (IBL) is considered an effective way for students to learn through self-directed investigation. Students take an active role while teachers primarily serve as facilitators rather than traditional lecturers. As a basic principle, IBL requires a learning environment that divides the scientific process into smaller units to guide students and draw their attention to specific aspects of scientific thinking. Depending on intended learning outcomes, students’ skills and interests as well as curricula requirements, formats might vary regarding suitable topics’ suitability, comprehensiveness of the learning tasks, teachers’ guidance’ and students’ autonomy (e.g. regarding provision of questions, methods and materials) [ 2 , 3 , 4 ]. In higher education, IBL has been shown to be beneficial for developing students’ inquiry skills and for improving their engagement, motivation and performance [ 5 ]. In addition, it helps students to develop skills for working in complex and unpredictable environments, enhancing critical thinking, [ 6 , 7 ]. However, despite the benefits of using IBL, it is still relatively uncommon in higher education [ 5 ].

While IBL aims at reflecting the work of practicing researchers, only some students in health-related courses will pursue an academic career. Work experience, in contrast, aims at applying academic skills to real world work settings offering students insights for the remaining studies and preparing them for the job market after graduation. Participant observation as an ethnographic method based on field work can serve as a method providing both: (a) an opportunity to apply research methods and (b) establish an in-depth understanding of occupational fields. Overall, within health sciences, the potential of participant observation is being increasingly discussed, stressing the benefits to investigate on actual practice itself, instead of indirect questionnaire or interview-accounts, [ 8 , 9 ]. In addition, ethnographic methods can contribute to narrowing the distance between theoretical knowledge and everyday practice in health service research [ 10 ]. Traditionally associated with lengthy presence and intense participation in day-to-day-life to gain holistic insights into the habits of a collective, within health sciences ethnographic data collection is often condensed to gain insights in specific sites or situations [ 11 , 12 ].

Besides general characteristics of scientific practice, learning objectives of IBL assignments based on participant observation have to address specific methodological features: Based on research literature and experience, the following learning objectives can be defined: (a) Research objectives: Participant observation is suitable for research projects seeking to understand participants’ behaviour, interactions and practices in particular situations. It requires settings where direct observations and some degree of participation are sensible. (b) Field protocols: Sound results presume field notes comprising thorough documentation with detailed accounts, separation of description and interpretation and continuing reflection. (c) Presentation of results: These aspects have to be sufficiently reported. (d) Reflection: Reflection of research experience is an inherent part of both IBL and participant observation. For these learning objectives to be met, they have to be aligned with teaching and learning activities and assessment tasks (constructive alignment) [ 13 ].

Aim and research question

Using an internship course of a masters’ program in health services research as an example, we aimed to analyze how students executed an IBL assignment with regards to the application of participant observation and presentation of findings. In addition, we aimed to examine the understanding of occupational fields provided through the IBL assignment.

Study design

Reflecting the explorative nature of the research aim, a qualitative research design was chosen comprising a document analysis of exam presentation slides and corresponding field protocols. Documents created as part of an educational process can provide empirical insights into the learning experience [ 14 ]. Our analysis is based on exam papers as anonymized aggregated data. The study aims at improving the quality of teaching and learning. With enrolment, students confirm in writing, that study data can be used for administrative and evaluative purposes. In additionethics approval for this study was granted by the Ethics Committee of the Medical Faculty of Heidelberg, Germany (S012/2016). Methods were reported according to the Checklist for the use and reporting of document analysis in health professions education research (CARDA) [ 14 ].

Data collection

All IBL assignments handed in by students after 2020 were eligible for inclusion, as the curriculum was modified in 2019. Initially collected within the study program for quality management purposes, all data were electronically filed and stored on secure servers at the Department of General Practice and Health Services Research, Heidelberg University Hospital, Germany.

Data Analysis

Data analysis focused on content using a category grid reflecting learning objectives and general internship characteristics. This deductive approach of allocating data to pre-identified themes was complemented by inductively adding sub-themes throughout data analysis. To determine whether learning objectives were met, we examined; (a) suitability of chosen research objectives in terms of observable (inter)actions, (b) execution of field protocols in terms of detail and separation of description and analysis, (c) sufficiency of presentation in terms of reporting as well as (d) extent of reflection in terms of internship and research experience. Data were analyzed by three researchers (AA, NK, CU), with prior experience in qualitative methods. Derived themes were discussed and consented regularly within the research team (AA, NK, CU, SZ). Extracted data were analyzed and reported as absolute frequencies. The software package MAXQDA, Analytics Pro 2020 was used for data management and to facilitate coding. No automation or AI tools were used.

Approach and course concept

The IBL course, which is offered each year and was first taught in 2016, was designed for a master’s degree program in health services research and implementation science at Heidelberg University, Germany. The consecutive master’s program comprises two academic years, corresponding to 120 ECTS credit points (CP), which are equivalent to 3600 h of total student workload. The goal of the master’s degree is to train students at an advanced level of health sciences including empirical research methods. A bachelor’s degree from within health science and a proof of basic skills (180 h/6 CP) in research methods are required for entering the master’s program. However, at the time of entering the program, skills in qualitative research varied and were almost exclusively limited to qualitative interviews. The masters’ program accepts 20 students per year. About 1/3 of the students are trained within a health care profession.

Aims of the course

Objectives of the course, which was designed as both an internship accompanying seminar and IBL course, were: (a) providing an opportunity to learn research skills in using (participant) observation as a qualitative research method and (b) establishing an in-depth understanding of occupational fields in health care.

Content of the course

The IBL course was taught by three teachers with a background in health services research and interdisciplinary anthropology (SZ), psychology (NK) and sociology (CU) respectively. Participant observations was introduced in a mandatory 90-minute class (SZ) highlighting its historical origin within anthropology, basic ideas of ethnography, characteristics and reach of participant observation. For writing up field notes towards field protocols, a three-column chart was recommended to distinguish observations and analysis, comprising a) a detailed description of observations, b) analytical notes , documenting the reactions, questions, interpretations and ideas of the researcher c) themes/codes derived from a first round of open coding. Prompts for fieldnotes (e.g., description of situations and participants’, communication styles) and examples for the three-column chart were provided.

Delivery format

The IBL course comprises a 7-week-long work placement accompanied by on-going monthly complementary classes. The total course credit sums up to 12 CP (360 h) including: (a) 280 h internship (b) attending four mandatory classes including the introduction, (c) assignments of keeping a field diary and documentation of three observations and (d) exam: 10–15 min oral presentation and following discussion (see Table  1 ). Students were asked to meet up with one of the teachers at least once to determine a suitable research focus. The course was designed as a pass-fail course; therefore, no mark was given.

Sample and internship characteristics

In total, 49 IBL assignments from four cohorts (defined by the year students were enrolled in the master’s program) of the years 2020–2022 were included (see Table  2 ). This corresponds to all presentations held during that time. Within two assignments field protocols were missing. Nonetheless, these could be included in the analysis, since the presentations comprised sufficient extracts of the field protocols. Variation in numbers of course participants were related to part-time students. Presentations typically included 15 slides, field protocols on average two to four pages per observation. All presentations and field protocols were in German, the main language of instruction within the master’s program. Of the students providing the presentation, five of the 49 were male and about a third had a professional background in health care, mirroring the general characteristics of the student population. Internship length was 140 to 280 h, either fulfilled over three to eight weeks full-time or part-time over a period of several months.

For the IBL assignment, most students selected internship experience ( n  = 40); the remaining students ( n  = 9) selected their professional employment in health care. Work places were (a) organizations providing health care ( n  = 28), including nursing homes ( n  = 2) and hospitals ( n  = 26), of which 22 were university hospitals; (b) other organizations in health care ( n  = 8), such as government departments and health insurances and (c) research institutes ( n  = 13), mostly universities ( n  = 8). The focus of work experiences reflected these employer types to some extent: Most students were mainly involved in research activities ( n  = 31), such as literature reviews, developing questionnaires and interview guides, data analysis and overall research management. Some students ( n  = 5) were involved in academic teaching, mainly in the role of (assistant) teachers. Provision of health care ( n  = 4) included assisting nursing and patient involvement. Administrative tasks ( n  = 8) included preparation of meetings and reports, often based on literature research.

Research objectives

A research objective was specified in all presentations, most addressed either communication in videoconferences, e.g., concerning active participation or technical difficulties ( n  = 14) or some aspect of research practice ( n  = 11), e.g., conducting interviews. Further objectives included patient care ( n  = 7), teaching ( n  = 4) and handling of Covid-19 regulations ( n  = 4) (see Table  3 : section A). Observation settings were largely either virtual ( n  = 20) or face-to-face meetings ( n  = 23), with two observations of telephone conversation and four with mixed settings. Research participants varied and often included a mix of people: Researchers were observed most often ( n  = 29), followed by health care providers ( n  = 16) and patients/relatives ( n  = 11). In 35 cases, observing students included themselves in the descriptions.

Field protocols

Most protocolled observations within reports included room description ( n  = 45), most contained direct quotes ( n  = 42), some used description of persons ( n  = 12) and a few comprised sketches and/or pictures of places observed ( n  = 4) (see Table  3 : section B). Overall, detail of description varied, ranging from rather abstract monosyllabic reports with little situation-specific portrayal to comprehensive, in-depth reports with lively accounts. Within all reports ( n  = 49), anonymization was used, primarily employing pseudonyms for people observed. However, the degree of anonymization differed, some omitting indicating professions, gender and employment titles and some masking identifying characteristics of employers. While anonymization did not limit documenting observation within most reports, observations were reduced to mere generic enumeration of events in a few exceptional ones. For structuring field protocols all students used the suggested columns to separate observations and analytical notes ( n  = 49). All but one also included the third column on emerging codes and themes. The level of detail within columns and accuracy of separation differed.

Presentation and reporting

All IBL assignments included a description of the characteristics of the employer and information on the work activities ( n  = 49) (see Table  3 : section C). Most presentations ( n  = 39) included literature-based background informationon communication and use of online meetings ( n  = 16), challenges in health care ( n  = 7), good research practice and scientific integrity ( n  = 7), organization and management ( n  = 5) or the impact of Covid-19 regulations ( n  = 2). Some students explicitly listed theoretical concepts used ( n  = 15), which were mostly communication or organizational theories.

Most ( n  = 39) presentations included a description of data conduction: The majority was based on participant observation ( n  = 30), often using open observation ( n  = 16). Overall, methods of data analysis were sparsely reported ( n  = 34): General description of data analysis without references to theoretical or methodological schools or authors ( n  = 16) usually shortly indicated whether themes/codes were derived inductively and/or deductively. For describing methods of data conduction and data analysis, recommended readings of the IBL course ( n  = 18) and/or the overall master’s’ course ( n  = 14) were often used. 27 did not refer to methodological literature at all.

All presentations ( n  = 49) included some kind of conclusion addressing results, reflections and/or recommendations. Most students discussed their observations on the content level ( n  = 34) providing primarily neutral descriptions. This was discernible when students were reporting on “general conditions, settings and factors” ( n  = 11) or “factors influencing virtual and face-to-face meetings” ( n  = 10). Many students addressed the meaning of their findings in relation to the observed participants ( n  = 19) and stated that certain communication strategies ( n  = 7) or coping strategies and leadership behavior ( n  = 6) could be instructive for them at future work places. Only the minority of students discussed their results on a personal level ( n  = 7), and most of them valued the internship combined with the participant observation assessment as an exciting and stimulating experience ( n  = 4) which made them aware of new career prospects ( n  = 2). Only one student reported that she experienced the internship as a “one-sided activity” ( n  = 1).

Reflection on the methods and research experience were part of most presentations ( n  = 30) (see Table  3 : section D). Predominantly mentioned topics were observer roles, field access and participants’ consent. The first topic ( n  = 23) included problematizations of observing while participating and the risk of overidentifying with observed people’s perspectives (“going native”) as well as observer bias due to previous experience within the field. Additionally, students saw challenges in cases where they perceived that there were too many or too few people and/or interactions accessible for observation. Field access and identification of observable situations ( n  = 12) largely referred to limitations within home-office-settings and online-meetings. Reflections on informed consent ( n  = 10) addressed the extent of consent, e.g., when, and how many times the student’s own role as researcher should be thematized, whom to inform, and how to handle confidentiality agreements regarding internship content. In addition, some students reflected on difficulties in determining a research focus ( n  = 5).

The objective of the IBL assignment and reflection of the internship experience point to an in-depth understanding of the studied participants’ perspectives. In addressing communication and work-culture, participant observation allowed students to investigate how everyday experiences are shaped by institutional contexts. This confirms results of a study on patient shadowing as a teaching tool in premedical undergraduate education [ 17 ] and findings of a participant observations exercise within a medical students’ course on health care for refugees [ 18 ]. This highlights the potential of observations as a data collection method to understand often tacit and hidden rules that influence health care, as it is currently thematized under the term “institutional ethnography” [ 19 , 20 ].

All students embraced the IBL assignment of using participant observation taking up recommended readings and suggested strategies, e.g., the three-column chart, writing a detailed, concrete description and using direct quotes for more vividness. Students addressed significant methodological topics in ethnographic research, such as finding a focus, field access, the observer role and participants’ consent. However, reporting on some methodological aspects was incomplete: Most notably, about a third of the IBL assignments lacked indication of observation type, theoretical background and strategy of data analysis. These results show parallels to findings on reporting quality in the health sciences [ 21 , 22 ] and, in particular, difficulties regarding data analysis and relation to theory [ 23 ].

A meta-analysis of 72 studies suggested that adequate guidance to assist learners is essential to successful inquiry-based learning [ 2 ]. At the same time, there is a need to create a learning environment that allows the freedom to examine a topic independently [ 1 , 5 ]. The discussed assignment was limited to a section of the research process, focusing on formulating an initial research question, documenting three singular observations and reporting of first findings. Students were provided an introductory course, counseling and methodological prompts and references. Completed assignments and students’ feedback suggest that scope, time frame and workload of the assignment were suitable and guidance concerning field protocols sufficient. However, guidance regarding content of the presentation should be specified, highlighting reporting, reflection and the use of theoretical knowledge. Based on these noted discrepancies with recommended research practices and teaching objectives, we developed a checklist for future sources for students as a scaffold to address these topics more explicitly (see supplementary material  1 ) [ 24 ].

This study was limited to one masters’ program only; however, the diverse students’ backgrounds and skills, point to transferability of results. Data of this study were limited to written assignments, wherefore, additional aspects only presented orally were not included. From our experience, discussions in class were often more direct in addressing good scientific practice and work culture. Feedback from teachers often highlighted methodological reflections and the importance of separating normative evaluation from the description. The course was designed as a pass-fail course without specific grades. This setup could have influenced students’ performance either by allowing more freedom and self-direction or by limiting motivation and effort. Additionally, most students took the IBL course as one of the last assignments of the master’s program, often parallel to starting the master’s thesis. This, too, could have influenced motivation and performance.

Our study has shown, that the use of participant observation is not restricted to learning a scientific practice in a narrow sense. It can also provide students a better understanding of organizational culture and hierarchies of potential future work places within and beyond an academic career in health care. Participant observation is a flexible research strategy which is highly adaptable to (changing) research objectives and field settings – within IBL it is also adaptable concerning comprehensiveness of the learning task. As internships are often an inherent part of degree programs in health sciences, given qualified methodological guidance, similar courses could be implemented in other educational programs.

Data availability

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Abbreviations

Credit Points within the ECTS, 1 CP = 30h workload

European Credit Transfer and Accumulation System

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Acknowledgements

The authors would like to thank Lara Cordes (LC) for contribution to a first draft for data extraction themes in an early phase of the study.

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Contributions

NK and CU drafted and prepared the manuscript, AA, MW and SZ provided substantial comments at different stages of the manuscript. MW is the head, CU the coordinator of the master’s program in health services research and implementation science at Heidelberg University, Germany. NK, CU and SZ jointly teach the IBL-course within this program, with SZ teaching the introductory class on ethnographic methods. All three designed this study. AA, LC, NK, CU and SZ collaborated on planning the data analysis. AA supported data management. AA, NK, and CU reviewed, extracted and analyzed the data. All authors read and approved the final manuscript.

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Correspondence to Charlotte Ullrich .

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Approval for the study was obtained from the Ethics Committee of the Medical Faculty of Heidelberg University Hospital, Germany (S012/2016). With enrolment, students confirm informed in writing that study data can be used for administrative and evaluative purposes. As this study aims at improving quality of teaching and is based on exam papers, a waiver for additional informed consent was granted. Any information with the potential to identify individuals has been anonymized.

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Ullrich, C., Ziegler, S., Armbruster, A. et al. Participant observation for inquiry-based learning: a document analysis of exam papers from an internship-course for master’s students in health services research in Germany. BMC Med Educ 24 , 1033 (2024). https://doi.org/10.1186/s12909-024-05740-4

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