ORCID Profile
0000-0003-0072-2815
Current Organisation
Swinburne University of Technology
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Publisher: Informa UK Limited
Date: 10-09-2014
Publisher: Edward Elgar Publishing
Date: 28-06-2019
Publisher: Springer Science and Business Media LLC
Date: 11-06-2021
Publisher: Informa UK Limited
Date: 20-02-2015
Publisher: Informa UK Limited
Date: 10-2010
Publisher: SAGE Publications
Date: 10-2007
DOI: 10.1177/103841620701600305
Abstract: This paper documents the initial development and validation of a brief quantitative measure of career development influences based on the Systems Theory Framework (STF) of career development (McMahon & Patton, 1995 Patton & McMahon, 1997, 1999, 2006). Initial exploratory factor analyses of pilot study data revealed a six-factor structure based on 20 of the 28 influences. A subsequent confirmatory factor analysis procedure using structural equation model (SEM) revealed a fundamentally stable factor structure across the two different populations tested, although some further modifications were made to the scale. The final 19-item scale identified five correlated factors, of which three were within the framework's in idual system, one was within the social system, and one was within the environmental-societal system. In the final section of the paper, the theoretical implications of this factorial structure and the importance of the influence of world of work knowledge factor are addressed. The utility of the career development influences scale as a brief measure to contextualise more targeted measures in large-scale quantitative career development studies is discussed.
Publisher: Queensland University of Technology
Date: 25-07-2012
Publisher: Informa UK Limited
Date: 12-11-2016
Publisher: Informa UK Limited
Date: 03-07-2018
Publisher: Deakin University
Date: 03-05-2019
DOI: 10.21153/JTLGE2019VOL10NO1ART785
Abstract: Career development learning has a demonstrable positive impact on the graduate employability of higher education learners. This is particularly the case if it is integrated into the curriculum rather than experienced as an add-on or included in finite curriculum elements. However, integration of career development learning into curriculum is a significant and challenging undertaking in course design, and also in facilitation of learning experiences. Academics manage crowded curricula in their disciplinary areas, and many also have external course accreditation requirements to deal with that may not include career development elements. In many institutions there is mixed understanding of what career development learning entails, no clear top-level strategic support, and unprecedented numbers of enrolled students across digital and on-c us provision. This article explores challenges and opportunities in integrating career development learning into curriculum in higher education, and identifies effective strategies for doing so at institutional, school, and program levels. It draws upon case studies comprising more than 30 interviews across nine universities in Australia and internationally, exploring how cross-disciplinary collaboration between career development practitioners, learning and curriculum designers, and academic units can be effective in enacting curricular career development learning at scale. The article suggests strategies for institutional leaders, academics, and careers practitioners in higher education insitutions at different stages in the curricular career development learning journey.
Publisher: SAGE Publications
Date: 10-2005
DOI: 10.1177/103841620501400307
Abstract: Recent literature documents the demise of traditional linear careers and the rise of protean, boundaryless, or portfolio careers, typified by do-it-yourself career management and finding security in ongoing employability rather than ongoing employment. This article identifies key attributes of the ‘new career’, arguing that in iduals with careers in the well-established fields of fine and performing arts often fit into the ‘new careerist’ model. Employment/career data for professional fine artists, performing artists and musicians in Australia is presented to support this claim. A discussion of the meta-competencies and career-life management skills essential to navigate the boundaryless work world is presented, with specific reference to Australian artists, and recommendations for future research.
Publisher: Informa UK Limited
Date: 18-02-2015
Publisher: SAGE Publications
Date: 02-2006
Abstract: This article establishes the important role of early childhood teachers in child abuse and neglect and argues for empirical research into their practice of detecting, and reporting, known or suspected child abuse and neglect in a State with new and unique reporting obligations for teachers. It emphasizes the practical value of such research for the early childhood profession and ultimately for the children in their care.
Publisher: SAGE Publications
Date: 13-11-2015
Abstract: Unlike the work available in many creative disciplines, musicians and dancers have the possibility of company-based employment however, participants outweigh the number of positions. As a result, many graduates become “enforced entrepreneurs” as they shape their work to meet personal and professional needs. The similarities between initial music and dance careers offer opportunities for research across both. This article explores the career projections of 58 music and dance students who were surveyed in their first week of post-secondary study. It contrasts these findings with the reality of graduate careers as reported by five of that cohort four years later. In contrast with the students’ focus on performance roles, the graduate cohort reported a prevalence of portfolio careers incorporating both creative and non-creative roles. The paper characterizes the notion of a performing arts “career” as a messy concept fraught with misunderstanding. Implications include the need to heighten students’ career awareness and position intrinsic satisfaction as a valued career concept.
Publisher: BRILL
Date: 07-03-2019
Publisher: Informa UK Limited
Date: 08-2000
DOI: 10.1080/00224540009600487
Abstract: Citizens of 9 different English-speaking countries (N = 619) evaluated the average, or typical, citizen of 5 English-speaking countries (Great Britain, Canada, Nigeria, United States, Australia) on 9 pairs of bipolar adjectives. Participants were drawn from Australia, Botswana, Canada, Kenya, Nigeria, South Africa, the United States, Zambia, and Zimbabwe. There were statistically significant similarities in the rankings of the 5 stimulus countries on 8 of the 9 adjective dimensions and a strong convergence of autostereotypes and heterostereotypes on many traits. The results relate to previous stereotyping research and traditional methods of assessing the accuracy of national stereotypes.
Publisher: Elsevier BV
Date: 10-2008
DOI: 10.1016/J.CHIABU.2008.03.002
Abstract: To identify the influence of multiple case, teacher and school characteristics on Australian primary school teachers' propensity to detect and report child physical abuse and neglect using vignettes as short hypothetical cases. A s le of 254 teachers completed a self-report questionnaire. They responded to a series of 32 hypothetical physical abuse and neglect scenarios by rating each of the vignettes on a 5-point scale for likelihood of abuse/neglect (detection) and likelihood to report (reporting). Teacher and school characteristics were also captured. Multivariable multilevel analysis was used because of the hierarchical structure of the data with teachers nested within schools. A modest proportion of the variance in teachers' detecting and reporting scores was attributable to school membership. In the full model, case characteristics were found to exert the strongest influence on detecting and reporting tendency, in particular the type, frequency and severity of child physical abuse or neglect were the most important predictors of detection and reporting. At the teacher level, attention to legal reporting obligations was found to be the strongest and most significant predictor of reporting. The effect of teachers' training on both detecting and reporting emerged as a counter-intuitive finding. At the school level, characteristic effects were not as strong. Teachers detecting and reporting CAN is a complex decision-making process. The most important determinants of teacher decision making are case characteristics. These characteristics impact upon both detection and reporting. Future research should be directed towards identifying and testing the influence of other teacher and, to a lesser extent, school characteristics that were not included in the current study. Further research is also required to identify the components, nature and duration of appropriate training for teachers and the links between these features and reporting outcomes. Findings highlight the need for ongoing evaluation and enhancement of teacher education in CAN. The study underlines the importance of educating teachers about: (a) the warning signs and indicators of different types of CAN (b) the differential effects of CAN (c) responding to child victims including responses to direct disclosures and (d) accurate and timely reporting.
Publisher: Elsevier BV
Date: 2014
Publisher: American Psychological Association (APA)
Date: 1999
Publisher: Informa UK Limited
Date: 08-2008
Publisher: Informa UK Limited
Date: 09-2013
Publisher: Edward Elgar Publishing
Date: 30-06-2014
Publisher: Edward Elgar Publishing
Date: 31-05-2012
Publisher: Palgrave Macmillan UK
Date: 11-2016
Publisher: Queensland University of Technology
Date: 12-2014
DOI: 10.5204/JLD.V7I3.209
Publisher: Emerald
Date: 05-2009
Publisher: Informa UK Limited
Date: 03-2009
Publisher: SAGE Publications
Date: 11-2012
DOI: 10.1177/1329878X1214500103
Abstract: This article addresses the paucity of systematic data on graduate careers in the arts and humanities in the broader context of enduring public and policy debates about the benefits of education to society, the relation between public and private good that is derivable from education, and the specific disciplinary angle that can be brought to bear on these questions from media, cultural and communication studies. We report findings from a survey of ten years of graduates from Queensland University of Technology's courses in media, cultural and communication studies, which indicate very high employment levels and generally positive accounts of the relevance of courses to working life. A major insight that can be drawn from the research is that media, cultural and communication studies deliver capabilities, skills and orientations that are themselves strongly aligned with the kinds of transferable generic attributes that facilitate transition into the workplace.
Publisher: Edward Elgar Publishing
Date: 30-06-2014
Publisher: Emerald
Date: 15-02-2011
DOI: 10.1108/00400911111102333
Abstract: Although there is increasing evidence that the creative industries are essential to national economic growth as well as social and cultural well‐being, creative graduates often find it difficult to become established professionally. This study aims to investigate the value of career management competence and intrinsic career motivations (as elements of “protean career orientation”) in predicting positive graduate outcomes. Self‐report surveys were administered to 208 creative industries graduates from two Australian universities at two points in time: at course completion, and one year later. The paper finds that in idual career management competence and intrinsic work motivations, measured at course completion, were significant predictors of early career success, using both subjective and objective measures, measured one year later. This study suggests that an emphasis on student development beyond the traditional “key” employability skills may well be worthwhile. The paper also suggests a broad learning and teaching approach by which universities can encourage the development of student career identity, and thus engender student intrinsic career motivations and career self management skills and behaviours. This is one of the first studies to demonstrate empirically a link between a particular set of skills and graduate outcomes. In addition, it provides insights into the role of student career motivations in positive transitions to the world of work in the creative industries.
Publisher: Edward Elgar Publishing
Date: 30-06-2014
Publisher: Edward Elgar Publishing
Date: 31-01-2013
Publisher: Edward Elgar Publishing
Date: 30-06-2014
Publisher: Wiley
Date: 06-2013
Publisher: Informa UK Limited
Date: 21-08-2019
Publisher: Informa UK Limited
Date: 24-04-2019
Publisher: Informa UK Limited
Date: 25-07-2019
Publisher: SAGE Publications
Date: 21-11-2012
Abstract: While the majority of creative, performing and literary artists are self-employed, relatively few tertiary arts schools attempt to develop capabilities for venture creation and management (and entrepreneurship more broadly) and still fewer do so effectively. This article asks why this is the case. It addresses underlying conceptual and philosophical issues encountered by arts educators, arguing that in all three senses of the term – new venture creation, career self-management, and being enterprising – entrepreneurship is essential to career success in the arts. However, the practice of entrepreneurship in the arts is significantly different from the practice of entrepreneurship in business, in terms of the artist’s drivers and aims, as well as the nature of entrepreneurial opportunities, contexts and processes. These differences mean that entrepreneurship curricula cannot simply be imported from business schools. This article also examines the arts-idiosyncratic challenge of negotiating distinctive and potentially conflicting entrepreneurial aims, using career identity theory. It concludes by suggesting strategies by which adaptive entrepreneurial artist identities can be developed through higher education programs.
Publisher: Edward Elgar Publishing
Date: 30-06-2014
Publisher: BRILL
Date: 27-02-2019
Publisher: Informa UK Limited
Date: 24-07-2019
Publisher: IGI Global
Date: 2011
DOI: 10.4018/978-1-60960-519-3.CH005
Abstract: In this chapter, social relationship patterns associated with outstanding innovation are described and explored. In doing so, the chapter draws upon the findings of 16 in-depth interviews with award-winning Australian innovators from science & technology and the creative industries. The interviews covered topics relating to various influences on in idual innovation capacity and career development. For all of the participants, innovation was a highly social process. Although each had been recognised in idually for their innovative success, none worked in isolation. The ability to generate innovative outcomes was grounded in certain types of interaction and collaboration. The chapter outlines the distinctive features of the social relationships which seem to be important to innovation, and ask which ‘social network capabilities’ might underlie the ability to create an optimal pattern of interpersonal relationships. The implications of these findings for universities play a key role in the development of nascent innovators.
Publisher: Edward Elgar Publishing
Date: 23-08-2022
Start Date: 2015
End Date: 2018
Funder: Australian Research Council
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