The Happenstance Learning Theory

Krumboltz, John D.

doi:10.1177/1069072708328861

Cited by 374 publications

(421 citation statements)

References 32 publications

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“…The happenstance learning theory (Krumboltz, 2009) is yet another possib!e explanation for the results of this study. This theory posits that it is implausible to foretell the destiny of individuals' careers since it is a byproduct of both planned and unplanned events.…”

Section: Summary Of Findings and Discussion Of Resultsmentioning

confidence: 68%

Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

Tirpak

Schlosser

2013

The Career Development Quart

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The mentor and any other committee members who wish to review revisions will sign and date this document only when revisions have been completed. Please return this form to the Office of Graduate Studies, where it will be placed in the candidate's file and. submit a copy with your final dissertation to be bound as page number two. AbstractThis study examined the effectiveness of the computer-assisted career guidance system, FOCUS-2, on first-year college students' social cognitive career development.Specifically. career decision self-efficacy (CDSE) and assessment of attributions for career decision-making (AACDM) was assessed using repeated measures ANOVAs with a sample of 420 first-year college students. Results demonstrated that FOCUS-2 increased participants' confidence in their ability to make career decisions and altered their assessment of attributions to a less optimistic style for career decision-making.Results also revealed that the amount of time spent using FOCUS-2 was not significantly related to CDSE and AACDM. Furthermore, no gender differences were found for CDSE: however, women had adopted a more optimistic attributional style for career decision-making than men after using FOCUS-2. African American participants also reported significantly greater CDSE and more optimistic AACDM in comparison to Asian American participants after using FOCUS-2. Lastly, participants with declared majors had significantly greater CDSE than those participants who were undecided about their academic major, and those who indicated that they had a declared major, but were uncertain in their choice of major. There were no significant differences found for academic major and AACDM in this study. Implications for counseling and career professionals are discussed.

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Section: Summary Of Findings and Discussion Of Resultsmentioning

confidence: 68%

Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

Tirpak

Schlosser

2013

The Career Development Quart

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“…This was absent during and directly after initial education for the participants in this study, where 'happenstance' (Krumboltz 2009) was more the dominant controlling feature and perhaps a reason why planning was neglected.…”

Section: Planning and Personal Developmentmentioning

confidence: 74%

“…They now felt able to plan and shape their own life courses, rather than being at the mercy of happenstance. Krumboltz (2009) would argue that many factors direct life pathways, suggesting that initial education must play a role in enabling individuals to take full advantage of all experiences of learning, both formal and informal. This is important, not just in making a single career decision, but to stimulate all learning and take appropriate actions to enable a satisfying and fulfilling career and personal life.…”

Section: Discussionmentioning

confidence: 99%

“…Unplanned-for experiences and how they are addressed can present a range of different, challenging and potentially rewarding opportunities. However, this is dependent on the individual (Krumboltz 2009). The personal qualities of determination and perseverance that many participants displayed seem to be important in overcoming challenges and restrictions.…”

Section: )mentioning

confidence: 99%

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Restrictions into opportunities: how boundaries in the life course can shape educational pathways

Shafi¹,

Rose

2014

Research in Post-Compulsory Education

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“…These theories can be generally categorised as theories of content (Parsons 1909;Holland 1973;Brown 1996), theories of process (Ginzberg 1972;Gottfredson 1981;Miller-Tiedemann 1999) or theories of content and process (Roe 1956;Krumboltz 2009;Lent 2005). Content theories focus on factors involving initial occupational choice, while process theories acknowledge the totality of a career over a person's life-span.…”

Section: Careers and Career Developmentmentioning

confidence: 99%

Exit Stage Left: Mid-career transitions of female stage managers in Australia

O'Neill¹

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ii Keywords stage management, career, career development, career transition, protean career, midcareer, live performance, live performance production iii Abstract Available census data indicate that Australian female stage managers encounter career development challenges that contribute to their premature workforce exits. Using narrative inquiry approaches and an Informed Grounded Theory methodology, this study investigated these challenges and characterised the career transition experiences of this professional group. Much of the current literature available on the professional stage management experience is practical in nature, and this study sought to provide a foundation for further academic research and discourse in the field.This study identified the scope of the career development challenges that Australian female stage managers experience mid-career. It further found that when internal and external career development challenges compound and diminish career rewards, they force premature mid-career exits. In addition, it found that not all stage managers experience the same career development challenges, but that different combinations of these challenges cause premature workforce exits, contributing to a disproportionate workforce and a shortfall of suitably qualified candidates to fill available employment opportunities. These findings indicate that combinations of job stress, role stress, precarity, career limitations, lack of social support systems and incumbent lifestyle factors create a pressure point that can lead to a premature transition from the profession.A further key finding is that stage managers experience strong internal motivations and rewards in their work, and while these psychological and emotional attachments provide a focus that is beneficial to driving initial educational and early-career decisions, it can become a significant mid-career development challenge. A narrow vocational focus at an early age leads stage managers to possess inadequate career management capabilities and they are therefore poorly equipped during periods of necessary career transition.Another aim of this study was to explore and characterise the career transition experiences of mid-career Australian female stage managers in order to understand how effectively the individual and the broader sector manage these transitions. It was discovered that both the iv individual and the sector poorly manage career development and transitions for stage managers, and that current tertiary training models inadequately prepare student stage managers for their whole career span. This study identified that there is substantial room to develop educational models, psychological and social support mechanisms and organisational and sectoral strategies that will lead to increased sustainability within the profession. It further identifies that where such realignment is unachievable, better management of career transition experiences for Australian female stage managers will lead to beneficial outcomes for both the individual and acro...

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The Happenstance Learning Theory

Cited by 374 publications

References 32 publications

Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

Restrictions into opportunities: how boundaries in the life course can shape educational pathways

Exit Stage Left: Mid-career transitions of female stage managers in Australia

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