The relationship between learning environment and career competencies of students in vocational education

The impact of within country heterogeneity in vocational specificity on initial job matches and job status

“…It is therefore unlikely that educational path with different levels of specificity are systematically chosen by different groups. Moreover, work-related individual characteristics are influenced and formed by the educational tracks pursued because vocational specific training can help to establish occupational identities and motivation (Kuijpers et al, 2011).…”

“…In the absence of direct links to the workplace, as is the case in fulltime vocational schools as well, the challenge is to create learning environments that enable the acquisition of career skills. Kuijpers et al (2011) show that career guidance methods in schools which build on a dialogue with students about concrete experiences and future prospects can be successful in this respect. Indeed, quality career guidance requires adequate labour market information because "adolescents need relevant information pertaining to the different vocational options" (Tomasik et al, 2009, 46).…”

Career adaptability, calling and the professional competence of social work students in China: A career construction perspective

“…As individuals' professional competence is developed through the interactions between their internal and external worlds, it is necessary to investigate the roles of contextual factors in this process (Kuijpers et al, 2011). In current research we employed the concept of career-orientated learning environment to represent the extent to which a learning environment facilitates the construction of career competence through practicebased learning experiences and dialogues about these experiences (Bailey, Hughes & Moore, 2004;Blume, Ford, Baldwin, & Huang, 2010;Kuijpers et al, 2011;Savickas, 1997, Career Adaptability and Calling 8 2013.…”

“…In current research we employed the concept of career-orientated learning environment to represent the extent to which a learning environment facilitates the construction of career competence through practicebased learning experiences and dialogues about these experiences (Bailey, Hughes & Moore, 2004;Blume, Ford, Baldwin, & Huang, 2010;Kuijpers et al, 2011;Savickas, 1997, Career Adaptability and Calling 8 2013. Kuijpers et al (2011) stated that compared with the traditional learning environment, a career-oriented learning environment is characterized by the focus on obtaining actual work experiences rather than information transfer, the consideration of both students' emotion and cognition, the creation of self-directed choices rather than a standard-learning route, the emphasis of mutual participation between teachers and students rather than a monologue from teacher to student, as well as the provision of continued guidance rather than interventions at certain institutionally determined decision-making moments.…”

“…Drawing on literature related to career education and employee training (Bailey et al, 2004;Blume et al, 2010;Kuijpers et al, 2011), the current research assessed students' perception of career-oriented learning environment from the following aspects: First, we argue that the content and instruments adopted in a career-oriented learning environment should be practice-based, relevant to students' long-term career development, focusing on transferable skills under different working contexts, and matching students' goals, values, interests, as well as knowledge structure and learning paces. Second, we propose that the career-oriented teaching methods, program organization and career guidance should employ practical case studies and integrate multiple teaching methods to increase students' involvement and strengthen their learning effects; enable students to have a say in arrangement of schedules and clearly understand the learning objectives; provide adequate time and practice opportunities for students to grasp relevant skills; arrange sufficient interactions, feedback, as well as continued guidance to support students' learning process (Bailey et al, 2004;Blume et al, 2010;Kuijpers et al, 2011).…”