A mixed methods study of the challenges for geoscience majors in identifying potential careers and the benefits of a career awareness and planning course
A mixed methods study of the challenges for geoscience majors in identifying potential careers and the benefits of a career awareness and planning course
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对地球科学专业学生在确定潜在职业方面面临的挑战以及职业意识和规划课程的好处的混合方法研究
DOI：
10.1080/10899995.2022.2147383
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发表时间：
2023
影响因子：
--
通讯作者：
Shafer, Gregory
中科院分区：
文献类型：
--
作者：
Viskupic, Karen;Wenner, Julianne A.;Harrigan, Claire O.;Shafer, Gregory
地球科学专业的本科生往往不知道他们在传统资源行业之外的职业选择；他们需要明确的支持来考虑毕业后的选择。这项混合方法研究旨在填补与职业意识相关的纯定量研究过多以及缺乏以理论为指导的职业意识课程研究的文献空白。该研究调查了地球科学本科生在考虑职业时面临的挑战、学生使用哪些资源来查找职业信息，以及植根于认知信息处理（CIP）理论的地球科学职业意识和规划课程（职业课程）的好处。数据是通过我们的职业资源调查（来自职业课程参与者和对照组）、课程作业和焦点小组收集的。调查结果表明，许多学生不知道他们可以在地球科学领域从事什么职业，也不知道职业的具体名称意味着什么（例如，水文技术员与水文学家）。本科生报告称，他们使用各种资源来了解更多职业知识和寻找工作，但没有特别使用的特定资源。职业课程在指导、工具以及与地球科学职业的联系方面为学生提供支持。具体来说，该课程支持学生探索无数与地球科学相关的职业，确定追求这些职业所需的具体步骤，与地球科学职业中的各种人会面和联系，并看到他们的地球科学学位的价值。其他地球科学项目可能会考虑创建类似的课程，或实施与 CIP 理论相关的课程组成部分。专业地球科学家和组织可以考虑更主动地与本科生联系，以支持他们了解地球科学职业并过渡到地球科学职业。有意向本科生提供地球科学职业机会可能有助于吸引和保持学生参与该领域，并培养出更有资格进入劳动力市场的地球科学家。
Undergraduates majoring in geoscience are often unaware of their career options beyond traditional resource industries; they need explicit supports to consider their post-graduation options. This mixed methods study sought to fill gaps in the literature related to the overabundance of solely quantitative studies related to career awareness and the dearth of studies on career awareness courses that are guided by theory. The study investigates the challenges geoscience undergraduate students face when considering a career, what resources students use to find career information, and the benefits of a geoscience career awareness and planning course (career course) rooted in cognitive information processing (CIP) theory. Data were collected via our Career Resource Survey (from both career course participants and a comparison group), course assignments, and focus groups. Findings indicate that many students do not know what careers they can pursue in the geosciences, nor what the specific titles of careers mean (e.g., hydrology technician vs. hydrologist). Undergraduate students report using a variety of resources to learn more about careers and to find jobs, but no particular resource stands out as being primarily used. The career course supported students in terms of guidance, tools, and connecting with geoscience careers. Specifically, the course supported students in exploring myriad geoscience-related careers, identifying the specific steps needed to pursue these careers, meeting and connecting with a variety of people in geoscience careers, and seeing the value of their geoscience degrees. Other geoscience programs may consider creating a similar course, or implementing components of the course as connected to CIP theory. Professional geoscientists and organizations may consider being more proactive in connecting with undergraduate students to support their knowledge of, and transition into, geoscience careers. Being deliberate in exposing undergraduates to geoscience career opportunities may help to attract and keep students engaged in the field, and to graduate geoscientists who are more highly-qualified for the workforce.
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