Career planning courses increase career readiness of graduate and postdoctoral trainees.
Career planning courses increase career readiness of graduate and postdoctoral trainees.
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DOI：
10.12688/f1000research.26025.1
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发表时间：
2020-01-01
期刊：
影响因子：
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通讯作者：
Vanderford, Nathan L
中科院分区：
文献类型：
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作者：
Layton, Rebekah L;Solberg, V Scott H;Vanderford, Nathan L
背景资料：鉴于国家呼吁有意在本科生和研究生科学培训的职业发展，本研究评估了职业准备发展的学术生涯课程的背景下。目前的研究评估了两个机构提供的学术职业课程的效果，这些课程是专门为提高博士生和博士后研究员的职业意识、兴趣和职业信心而设计的。研究方法：参加者在受训者各自的学术机构报名参加职业课程，并对课程前和课程后的调查作出答复（n=32，n=148）。该文件提供了一个专题分析的两个课程使用个性化的学习计划职业发展框架，并介绍了各自的测试前，测试后的评价结果表明，在职业准备的增加。结果：虽然每门课程的形式和内容各不相同，但参与与职业准备的增加有关。参与者报告说，职业意识有所提高，包括对不同类型的职业更加熟悉。此外，在两个样本中，对终身教职的兴趣都有所增加，这可能会减轻人们的担忧，即接触不同的职业道路可能会降低对学术生涯的兴趣。可转移的技能，包括职业规划和认识也大大增加。课程参与者报告说，他们互动的导师的数量和类型的增加超出了他们的主要教师导师（其他教师，专业博士，同行和行政人员）。结论：研究结果提供了支持性证据的好处，实施结构化的职业发展努力在博士培训;即使有不同的内容，交付方法和讲师类型，这两个学术职业课程导致职业意识和准备的显着收益。成功开发和提供学术职业课程，重点是职业规划技能，表明机构可以利用这些，是一种有效的方式来准备博士从培训岗位过渡到职业生涯。
Background: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. Methods: Participants enrolled in a career course at trainees' respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. Results: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). Conclusions: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.