Satisfaction Evaluation of the Effectiveness of the Two Models of Specialty-Oriented Career Planning Course

Peng, Huiling; Lin, Yueh-hsiang; Lin, Chun-Ju

doi:10.5539/ijps.v9n3p51

Cited by 7 publications

(11 citation statements)

References 17 publications

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“…The similar finding as Peng, Y. H. Lin, and C. J. Lin's (2017) that compared with the traditional one-way lecture model, the most effective learners' satisfaction model is the model of including specialty-oriented lectures by finance alumni and assignments requiring the interviewing of upperclassmen, in addition to studying career counseling theory and specialty-topic content sharing. Taber and Blankemeyer (2015) indicated that future work self-predicted career planning and that career concern had an additive effect.…”

Section: Audio-visual Teaching Methods Turn a Career Planning Course supporting

confidence: 65%

“…When entering their future workplace, they will continue learning for a lifetime, while improving job satisfaction, and treating their chosen professionals as "business careers" and "life careers". We hope that every college department will actively promote the "specialty-oriented career planning courses" to improve college students' "specialty employment rate", thereby enhancing the national competency in professional talent development (Lin & Peng, 2015;Peng, Y. Lin, & C. Lin, 2017).…”

Section: Program Focus and Strategy Scopementioning

confidence: 99%

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The Audio-Visual Teaching Plan for College-Level Specialty-Oriented Career Planning Courses

Peng¹

2018

UCER-A

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Today's career counselors for higher education need to focus on the "specialty-oriented career planning" of various departments to provide an adequate supply of professional talent for the job market. The ten specialty-oriented career planning core topics and supplemented with eight career planning relevant topics compiled into a "teaching plan" along with their corresponding audiovisual PowerPoint files are to promote the importance of college specialty-oriented career planning. This set of courses designed from the student's point of view, with a reduction in theory, while substituting such with what are "easy to read, understand, and apply" content. This set of courses has been uploaded to YouTube's "TYS Career Soft Power" playlist and can be used for flipped classroom curriculum or integrated into general education courses and professional courses. A good teaching plan and well-rounded teaching enthusiasm must accompany the "specialty-oriented career planning course" in the higher learning institutions. The department of any college/university that implements the curriculum of a specialty-oriented career-planning course might be able to make feasible and applicable arrangements within the combined planning and implementation of instruction content, including: a range of teaching objectives, teacher specifications, schedule arrangements, and teaching procedures, to realize the teaching objectives of this pilot program. The research results may serve as a reference for improving the application of curriculum planning for "specialty-oriented career planning classes and group counseling for any department" in higher education, thus, achieving the goal of promoting the model of "specialty-oriented career counseling" in colleges.

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Section: Audio-visual Teaching Methods Turn a Career Planning Course supporting

confidence: 65%

Section: Program Focus and Strategy Scopementioning

confidence: 99%

The Audio-Visual Teaching Plan for College-Level Specialty-Oriented Career Planning Courses

Peng¹

2018

UCER-A

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“…In particular, the fit of an individual's "majored subject and professional interest" affects learning motivation and academic performance. Specialty-Oriented Career Counseling courses in higher education can help promote the focus of all college departments on their assisting college students' self-exploration and profession cultivation within their specialty-oriented career development (Peng, Lin & Lin, 2017; Peng, 2015 a ). Petty (2014) emphasizes that all departments in colleges and universities should provide a series of career counseling programs to help students face the challenges of their professional learning careers.…”

Section: Specialty Major and Specialty-oriented Career Counselingmentioning

confidence: 99%

The Impact of a Career Group Counseling Mix Model on Satisfaction of Low-achieving College Students──Specialty-Oriented Career Exploration Group Counseling

Peng¹,

Shih²,

Chang³

2020

IJPS

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The unique feature of the group counseling program in this study is the integration of group counseling, individual counseling and peer tutoring. This study aims to determine the satisfaction level of low-achieving college students, who participated in the "Specialty-oriented Career Exploration" group counseling mix model. This study is an action research that lasts one semester. The research samples are 12 low-achieving freshmen students in the Finance Department of a business university (these students, as recommended by the class mentor, achieved average performance in the last fifth tier in their first semester), who participated in all three phases of career group counseling mix model. The unique feature of the group counseling program instituted in this study is the integration of group counseling, individual counseling and peer tutoring: (1) Phase 1: Group counseling before the mid-term exams, which included the design of structured career group counseling activities that were held eight times in eight weeks; (2) Phase 2: Individual counseling performed after mid-term exams; (3) Peer tutoring added to the process. According to the statistical analysis results of the satisfaction questionnaire, the results of the questionnaire show that they are very satisfied with the appropriateness of the overall planning (M=4.8; S=0.16); and that Specialty-oriented Career Counseling mix model is very helpfulimportant for individuals thinking about future careers (M=4.6; S=0.24).  The preventive measures adopted by the career counseling program received positive responses from students who participated in this career counseling group mix model, that they then became familiar with the counseling center. Group members who had serious emotional and interpersonal problems were willing to seek out counselors in the collage counseling center and continue with individual counseling. This study recommended that individual counseling or peer tutoring can be arranged after specialty-oriented career exploration group counseling, in order to meet the career counseling needs for various low-achieving college students. Lastly, this study offers specific suggestions, based on the research results, for "specialty-oriented career group counseling" in higher education to enhance the diversified contents of college career counseling.

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“…Career planning courses should be scheduled as an elective for all departments during the freshman year in colleges (Herr, 2001;Peng & Herr, 1999). The emphasis is on the significance of professional orientation and career planning, in order to enhance the employability, competitiveness and employment rates of college students (Peng, 2016;Peng, Lin, & Lin, 2017). The specialty-oriented career counseling courses should be well-designed and catering to different departments.…”

Section: Career Decision-making and Career-planning Coursesmentioning

confidence: 99%

Evaluation a Career Planning Course with Case-based Teaching Modelon College Students’ Career Decisions and Learning Satisfaction

Peng¹,

Wei²

2019

IJPS

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This study aims to investigate the impact of the case-based teaching model on college students' career decision making and learning satisfaction. The study conducted both a pre-test and a post-test on a single group of subjects. Thirty-two freshmen (8 males and 24 females) taking the class "Career Planning in Finance" in the department of finance of a business university. The researcher developed case-based teaching model materials for an 18-week career planning courses in one semester. There are two-hour classes per week for a whole semester. The results are as follows: (1) There are significant differences in the pre-test and the post-test on career decisions measured with career decided scores (t=-4.05, p=0.0028). The differences in career indecision scores are also statistically significant (t=-3.85, p=0.0001); (2) The questionnaire on learning satisfaction reports high scores in general (M=4.73, SD=0.40). Meanwhile, the university's teaching assessment also indicates high satisfaction in this elective course(M=4.89, SD=0.48). Results suggest that college students' career decision making and learning satisfaction can be increased through their participation in the cased-based career planning courses.How to effectively assist college students by meeting various needs in career education or career counseling has been one of the key issues in higher education. The life-career development theory developed by Super (1980) posits that 15-24 years old are in a career exploration stage. College students are in the transformation phase of the exploration stage. They need to know what they are looking for and embark on career actions. They also need to establish self-identities and absorb information about career planning in order to make suitable career decisions (Herr, 2001;Savickas, 2011).Career counselors and teachers in colleges should formulate the teaching ijps.ccsenet.org

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Satisfaction Evaluation of the Effectiveness of the Two Models of Specialty-Oriented Career Planning Course

Cited by 7 publications

References 17 publications

The Audio-Visual Teaching Plan for College-Level Specialty-Oriented Career Planning Courses

The Audio-Visual Teaching Plan for College-Level Specialty-Oriented Career Planning Courses

The Impact of a Career Group Counseling Mix Model on Satisfaction of Low-achieving College Students──Specialty-Oriented Career Exploration Group Counseling

Evaluation a Career Planning Course with Case-based Teaching Modelon College Students’ Career Decisions and Learning Satisfaction

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