Perceptions of experience of online coaching for college students’ career planning

Lee, Song Yi; tae-eun, shim; Yoo, Yeong-Eun

doi:10.1016/j.stueduc.2022.101201

Cited by 5 publications

(2 citation statements)

References 31 publications

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“…Villachia et al, (2020) concluded that career coaching builds confidence as well as contributes positively to workplace performance. Lee et al (2022) conducted a study in which students participated in online career coaching. They concluded that the students responded positively, and that there were advantages in not being limited by space or time.…”

Section: Best Practices: Student Motivation Career Advancementmentioning

confidence: 99%

The Impact of Long-Term Disruptions on Academic Success in Higher Education and Best Practices to Help Students Overcome Them

2023

JHETP

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Disruptions in the delivery of academic content in higher education had been minimal as recently as 2020. Learning obstacles have not only become more frequent but also exhibit increased duration due to climate related natural disasters, and most recently, global health pandemics. The primary investigators explore the negative impacts these events have had on students' academic success, and the best practices implemented by colleges and universities to help students overcome these issues, and persist in attaining personal and academic goals. Analysis will examine institutional-based efforts for academic student support, guidance, and motivation together with the students' resiliency efforts. Analysis will also describe the effects on the online delivery of academic content. Findings demonstrate that one of the best ways institutions can encourage academic success is through self-resiliency, and that proactive steps mitigate stressful events.

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Section: Best Practices: Student Motivation Career Advancementmentioning

confidence: 99%

The Impact of Long-Term Disruptions on Academic Success in Higher Education and Best Practices to Help Students Overcome Them

2023

JHETP

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“…Further, Choi and colleagues [21] showed the positive effect of non-face-to-face coaching on parenting. In addition, Lee and colleagues [22] identified six types through a study on college students' perceptions of non-face-to-face coaching.…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review and Meta-Analysis of the Effectiveness of Non-Face-to-Face Coaching

Kim

Lee

2023

Sustainability

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This study examined the effectiveness of non-face-to-face coaching in South Korea in order to present alternatives in the post-COVID-19 environment. The research collected domestic studies on non-face-to-face coaching in South Korea and analysed the studies through a systematic literature review and meta-analysis. Among 1081 papers retrieved from the database, we selected ten papers for meta-analysis. Using the random effect model to measure effect size, the total effect size of non-face-to-face coaching was 0.77. When we divided the effect of non-face-to-face coaching into psychological, cognitive, and physical effects, the cognitive effects were the largest. In addition, examining non-face-to-face coaching by type resulted in a larger effect size of web-based online coaching in comparison to telephone coaching. By contrast, the effect sizes of non-face-to-face coaching by subject had the largest effect size on subjects with the highest level of vulnerability. This study found that non-face-to-face coaching had a large effect, with relatively large cognitive and psychological effects. Future investigations should supplement the present research through follow-up studies on non-face-to-face coaching.

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Factors affecting coaching in higher education: a meta-synthesis approach

Dolatkhah Laein,

Andam

2024

IJMCE

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PurposeThe purpose of this study was to identify and investigate which factors affect coaching in higher education.Design/methodology/approachThe study employed a qualitative meta-synthesis method. Based on the seven-step method (Sandelowski and Barroso, 2006), articles related to coaching in higher education were searched in five databases between 2012 and 2022. After step-by-step reviews and implementation of the critical evaluation skills program, 34 articles were selected from 1,711 sources.FindingsFollowing the analysis of 58 obtained codes, seven sub-themes and three themes were extracted. The results showed that the key factors affecting coaching in higher education include individual (personal skills, personal attitudes, personal behaviors), structural (environmental contexts, organizational contexts), and managerial factors (planning actions, supporting actions).Practical implicationsThe present study provides a framework for policy-making, implementation, evaluation and development of coaching programs in universities and provides a great help and support for planners and administrators of higher education institutions who want to design and implement coaching for the first time.Originality/valueThe presented factors provide effective information to higher education institutions so that they can offer coaching intervention more efficiently and help them allocate resources in a more efficient and strategic manner.

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Perceptions of experience of online coaching for college students’ career planning

Cited by 5 publications

References 31 publications

The Impact of Long-Term Disruptions on Academic Success in Higher Education and Best Practices to Help Students Overcome Them

The Impact of Long-Term Disruptions on Academic Success in Higher Education and Best Practices to Help Students Overcome Them

A Systematic Review and Meta-Analysis of the Effectiveness of Non-Face-to-Face Coaching

Factors affecting coaching in higher education: a meta-synthesis approach

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