College to Career Transition: An Exploration of Emerging Adulthood

Murphy, Kerri A.; Blustein, David L.; Bohlig, Amanda; Platt, Melissa

doi:10.1037/e524702007-001

Cited by 51 publications

(76 citation statements)

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Section: Introductionmentioning

confidence: 99%

“…Identity exploration and self-focus allow young people to spend more time selecting paths and activities they prefer (Luyckx, De Witte, & Goossens, 2011; Murphy, Blustein, Bohlig, & Platt, 2010). By recognizing possibilities, individuals maintain a sense of optimism toward the future (Murphy et al, 2010), and studies show an increase in well-being and self-esteem during this period (Arnett, 2007). When comparing flourishing emerging adults with their floundering peers, the most well-adjusted emerging adults appear to be characterized by internalization of one’s values, a more settled identity, and less substance use (Nelson & Padilla-Walker, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Freedom to explore the self: How emerging adults use leisure to develop identity

Layland

Hill

Nelson

2017

The Journal of Positive Psychology

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During a period of newly attained freedom preceding commitments expected in adulthood, emerging adults are faced with the major task of identity development. Leisure provides a context with relative freedom wherein emerging adults explore new experiences and access opportunities not always available in more constrained environments like work and school. In this case study of 40 emerging adults from 18 countries (Mage=23.14 years), qualitative interviews were used to investigate the role of leisure as a context for identity development. Results indicate five major themes for leisure-based identity development in emerging adulthood: discovering identity, forming identity, defining identity, positioning identity, and forgoing opportunities. These themes support leisure as an additional context wherein emerging adults may flourish on the pathway toward adulthood. Access to both novel and familiar leisure provide a context for emerging adults to actively direct their identity development through decisions made in leisure time.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Freedom to explore the self: How emerging adults use leisure to develop identity

Layland

Hill

Nelson

2017

The Journal of Positive Psychology

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“…21,22,23 Looking beyond the engineering education literature, one can also find engineers as subjects in broader studies of college-to-career transitions. 24 Andrew's accounts of his educational and work experiences also open a small but insightful window into professional engineering work, confirming what scholars of professional practice have been suggesting for quite some time, namely "that the social and technical are almost inextricably tied up together" 13 (p. 120). In fact, Andrew's observation that "Two-thirds [is] project, quasi-project management, doing non-technical tasks" is surprisingly well-aligned with Travelyan and Tilli's finding that about 60 percent of engineering work is focused on interacting with other people.…”

Section: Discussionmentioning

confidence: 69%

Becoming Boundary Spanning Engineers: Research Methods and Preliminary Findings

Jesiek

Buswell

Mazzurco

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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A growing body of evidence suggests that practicing engineers are increasingly expected to act as boundary spanners who can participate in and manage diverse local and global teams, translate competing stakeholder demands into effective design solutions, and leverage expert knowledge from multiple fields and specialties. The larger project represented by this paper responds to this reality by proposing boundary spanning as a core meta-attribute for engineering students and early career professionals. This paper more specifically offers a detailed description of the study design for a major phase of this research project that involves conducting in-depth, semi-structured interviews about boundary spanning experiences with more than two dozen early career engineers in the manufacturing, construction, and electronics industries. To keep the scope of the present account more manageable, this paper provides a preliminary window onto our findings. We utilize a single case approach with a focus on three themes emerging from our analysis of two interviews with one research subject. Namely, we discuss transitions from school to internships to full-time job, the social aspects of engineering practice, and the emotional and psychological dimensions of professional work. One leading objective for this paper is to explore the utility of investigating the realities of engineering work through the lens of an overarching meta-attribute such as boundary spanning. We also propose that our findings provide valuable glimpses of engineering practice that might benefit students who are studying or considering studying engineering. This paper may additionally appeal to educators and researchers who are interested in qualitative methods and/or empirical studies of professional practice.

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“…Whereas past generations identified themselves by their work, now change and transformation characterize people's careers (Bland & Roberts-Pittman, 2014). This shift causes emerging adults to search for meaningful work and prolong decision-making, evidenced not only by an increased time in college but also by decreased job tenure (Arnett et al, 2014;Mortimer, Zimmer-Gembeck, Holmes, & Shanahan, 2002;Murphy, Blustein, Bohlig, & Platt, 2010). The statistics support emerging adults' disillusionment with work as they seek out meaningful jobs that fit their identity and must confront unfulfilled expectations as they search for meaningful work (Arnett, 2007;Clark University, 2015;Mortimer et al, 2002;Murphy et al, 2010).…”

Section: Problem Statementmentioning

confidence: 99%

“…This shift causes emerging adults to search for meaningful work and prolong decision-making, evidenced not only by an increased time in college but also by decreased job tenure (Arnett et al, 2014;Mortimer, Zimmer-Gembeck, Holmes, & Shanahan, 2002;Murphy, Blustein, Bohlig, & Platt, 2010). The statistics support emerging adults' disillusionment with work as they seek out meaningful jobs that fit their identity and must confront unfulfilled expectations as they search for meaningful work (Arnett, 2007;Clark University, 2015;Mortimer et al, 2002;Murphy et al, 2010). On average, only 52.9% of today's college students graduate in six years with their Bachelor's degree, and after this time, one-third of students have stopped higher education without receiving a degree or certificate (Shapiro et al, 2015).…”

Section: Problem Statementmentioning

confidence: 99%

Career calling in emerging adult Christian females : a narrative analysis

Shackelford¹

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As emerging adults transition to adulthood, a significant struggle is how to find meaningful work. Emerging adults' career decisions influence both their personal well-being and the greater occupational landscape, and those who can articulate a purpose for their career are better positioned to navigate the changing world of work. A concept that addresses this stage of identity exploration is that of a career calling, defined as putting one's purpose into action to benefit others. Calling is a dynamic construct that is experiential, and this study utilized narrative research to understand emerging adult Christian females' experiences of developing a career calling. From the participants' career calling stories, a meta-narrative emerged. First, opportunities to enact innate identities and explore career options from a young age guided the participants toward initial career decisions. Then during their journeys into adulthood, each participant experienced a turning point event, categorized as either a trauma, tragedy, or transition. The participants responded to these events by: (1) Rethinking their situations, (2) Reaffirming their career paths, (3) Engaging in relationships, and (4) Realigning their lives around their values. This process resulted in a clarification of their callings, which they defined as (1) intentional, (2) an investment in others, (3) rooted in identity, and (4) a response to their faith beliefs. Lastly, the participants demonstrated agency and adaptability as they envisioned the future of their callings. Overall, these findings provide a framework for schools, universities, and organizations to design interventions to guide their students or employees toward developing a calling.

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College to Career Transition: An Exploration of Emerging Adulthood

Cited by 51 publications

References 0 publications

Freedom to explore the self: How emerging adults use leisure to develop identity

Freedom to explore the self: How emerging adults use leisure to develop identity

Becoming Boundary Spanning Engineers: Research Methods and Preliminary Findings

Career calling in emerging adult Christian females : a narrative analysis

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