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Boundaryless Career and Career Outcomes: The Mediating Role of Individual Career Management Behaviours

References Apospori, E., Nikandrou, I., and Panayotopoulou, L. (2006), “Mentoring and women’s career advancement in Greece”, Human Resource Development International, Vol.9, No, 4, pp.509-527. Abele, A.E., and Spurk, D. (2009). ”The longitudinal impact of self-effi cacy and career goals on objective and subjective career success”, Journal of Vocational Behavior, Vol.74, pp.53-62. Allen, T.D., Eby, L.T., Poteet, M.L., and Lima, L. (2004), “Career benefi ts associated with mentoring for protégés: A meta

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Women’s Social Capital in Academia: A Personal Network Analysis

Development: Men, Women and Their Networks.] PERSONALquarterly 2: 18-23. Sciandra, Alexandra, Gioachin, Filippo and Finos, Livio. 2010. “Package ‘EgoNet’”. Retrieved on September 13, 2015. ( https://scholar.google.de/scholar?hl=de&q=Sciandra%2C+Gioachin%2C+and+Finos+%282010%29&btnG=&lr= ) Seibert, Scott E., Kraimer, Maria. L. and Liden, Robert. C. 2001. “A social capital theory of career success.” Academy of Management Journal 44(2): 219–237. Smith-Lovin, Lynn and McPherson, J. Miller. 1992. “You are who you know: A network approach to gender. Pp. 223

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Influence of Western European Pedagogical Trends on Development of Young Teacher’s Pedagogical Mastery in the Late 19th – the Early 20th Centuries

Abstract

The end of the 19th and early 20th centuries is characterized by justification of reforming pedagogical trends in Western Europe and accumulation of relevant ideas required to create a new type of school, educate independent and initiative individuals and improve teacher training. Based on comparative pedagogical analysis of the mentioned period, the content of individualistic (free creativity of students and teachers), experimental (studying general patterns and individual characteristics of students’ physical and spiritual development), social (establishing relationships between education and community), Herbartinian (educational teaching, development of various interests), monistic (methodological principle of continuity in cognition, unity and invariance of world laws) pedagogical trends have been analyzed. It has been found that the conceptual foundation for foreign pedagogical trends was the study of personality traits of the student as “the object of pedagogical influence”, and their unifying basis was a well-developed personality of the student as well as their cognitive activity. It has been revealed that young teachers are primarily responsible for developing active, independent, creative personalities, able to change the world around. It has been determined that an important factor in developing their pedagogical mastery is the ability to analyze and use innovative ideas of representatives of the latest pedagogical trends, to master new educational technologies, methods and, of course, special skills in developing the child’s personality. It has been proved that young teachers’ career success is associated with development of their personal qualities, namely, friendliness, humanity, great love and care for children.

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Professional Identity Level of Social Pedagogy Students in the Context of Career Decisions

Abstract

The concept of professional identity involves professional suitability, training, professional choice, professional image, professional plan, career awareness and motivation. Students of social pedagogy as future professionals have their self-conception which depends on the level of professional identity the students have achieved: diffuse identity, self-determination without debate, moratorium and the identity achieved. Each level reflects the identity of a certain combination of investigation and resolution of the undertaking. However, professional identity is not only an objectively perceived phenomenon; every subjective perception leads to one’s own career in the context of human evolution, social life, economic conditions, learning experience.

Professional identity, which has been understood as professional roles, is one of the most important factors of career success and satisfaction. It is based on personal characteristics, values and experience. The profession of social pedagogues is specific, because they work with people and, in particular, socially sensitive. Therefore, the students of social pedagogy must have the inclination to work with people. Social pedagogues are responsible for social well-being and, therefore, career decisions of students in social pedagogy must be self-directed and adequate. Thus, the higher education professionals providing career guidance, mentors and teachers should recognize whether these programs are relevant to young people at an early stage of the professional identity. Future social pedagogues must also understand the characteristics of the formation of professional identity of a social pedagogue. Therefore, this article addresses the following research questions: what career decisions were taken when choosing studies in social pedagogy? How and what appropriate level of professional identity was reached during the period of studies at university?

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The Influence of Project Manager’s Age on Project Success

the blindfold. Field Methods , 27, 3-21. doi:10.1177/1525822X14526838. Baruch, Y., Grimland, S., and Vigoda-Gadot, E. (2014). Professional vitality and career success: Mediation, age and outcomes. European Management Journal , 32, 518-527. doi:10.1016/j.emj.2013.06.004. Blaskovics, B. (2016). The impact of project manager on project success-The case of ICT sector. Society and Economy in Central and Eastern Europe , 38, 261-281. doi:10.1556/204.2016.38.2.7. Bown-Wilson, D. and Parry, E. (2013). Career progression in older managers. Employee

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Linking job expectation, career perception, intention to stay: Evidence from generation Y

th International Scientific Conference. [20] Shahrabani, S., Goziker, O., & Teitler-Regev S. (2015). Perceptions and Future Intentions to Stay in the Hotel Industry: the Case of Front Desk Employees in Israel. African Journal of Hospitality, Tourism and Leisure, Vol. 4. [21] Stumpf S., & Tymon W., (2012). The effects of objective career success on subsequent subjective career success. Journal of Vocational Behavior . 81, pp. 345-353. [22] Tett, R.P. & Meyer, J.P. (1993). Job Satisfaction, Organizational Commitment, Turnover Intention, and

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Seeking freelancers’ motivations to adopt an entrepreneurial career – a storytelling approach

disposition to become an entrepreneur and the jacks-of-all-trades in social and human capital. The Journal of Socio-Economics , 47, 55-72. Bazeley, P., & Jackson, K. (Eds.). (2013). Qualitative data analysis with NVivo. Sage Publications Limited). Bögenhold, D., Heinonen, J., & Akola, E. (2014). Entrepreneurship and independent professionals: Social and economic logics. International Advances in Economic Research , 20(3), 295-310. Born, A., & Witteloostuijn, A. (2013). Drivers of freelance career success. Journal of Organizational Behavior , 34(1), 24

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Proactive coping as a kind of creative adaptation to a new workplace

-Person and Between-Person Effects in Longitudinal Models of Change. Annual Review of Psychology, 62, 583-619. De Vos, A., De Clippeleer, I., & Dewilde. T. (2009). Proactive career behaviours and career success during the early career. Journal of Occupational and Organizational Psychology, 82, 761-777. Ellis, A. M., Nifadkar, S. S., Bauer, T. N., & Erdogan, B. (2017). Newcomer adjustment: Examining the role of managers’ perception of newcomer proactive behavior during organizational socialization. Journal of Applied Psychology . Advance online publication

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Inter-individual Variability in Soccer Players of Different Age Groups Playing Different Positions

and physiological predispositions for elite soccer. J Sport Sci, 2000a; 18: 669-683 Reilly T, Williams AM, Nevill A, Franks A. A multidisciplinary approach to talent identification in soccer. J Sport Sci, 2000b; 18: 695-702 Skinner JS. Exercise testing and exercise prescription for special cases: Theoretical basis and clinical application (3rd ed.). Baltimore, MD: Lippincott Williams & Wilkins; 2005 Van Yperen NW. Why some make it and others do not: Identifying psychological factors that predict career success in

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The Impact of Leader-member Exchange (LMX) and Empowerment on Employee Voice Behavior

., Crant, J. M., & Kraimer, M. L. (1999). Proactive personality and career success. Journal of Applied Psychology, 84 (3), 416-427. Seibert, S. E., Silver, S. R., & Randolph, W. A. (2004). Taking empowerment to the next level: A multiple-level model of empowerment, performance, and satisfaction. Academy of Management Journal, 47 (3), 332-349. Sparrowe, R. T., & Liden, R. C. (2005). Two routes to influence: Integrating leader-member exchange and network perspectives. Administrative Science Quarterly, 50 (4), 505

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