This study examined the generalizability of types of career orientation. Exploratory latent class analyses were used to examine whether structurally the same career orientations can be found across a large sample of Swiss German (N=737), Swiss French (N=319), and British (N=1,002) employees. The finding showed that the generalizability of career orientations was not supported across the two countries and not even between the German‐ and French‐speaking parts of Switzerland. At least four career orientations were found in all samples. Country‐specific inspection of these four career orientations showed that they differed in terms of their combinations of specific components (boundaryless, protean, advancement, and time orientation). Mixtures of types of career orientations exist and make it difficult to identify fully the same type of career orientation across different cultural contexts. Explanations for differences in career orientation are discussed focusing on the cultural and economic context of Switzerland and Great Britain. Implications for organizational career management practices as well as theory of the career orientation concept are discussed.
This study examined the impact of career orientation on the static and dynamic relationships between job satisfaction and turnover intention. Longitudinal data of 255 employees were collected at three waves of measurement 1 year apart. Results for career orientations as a moderator differed between the static and dynamic job satisfaction-turnover links. The static relationship was found to be similar and less negative for employees with independent and loyalty-focused career orientations than for promotion-focused and disengaged employees. Regarding the dynamic relationship between job satisfaction change and turnover intention change, however, independent and loyalty-focused employees differed: An increase (decline) in job satisfaction was more strongly related to a decline (increase) in turnover intention for independent employees than for loyalty-focused employees. These findings provide new insights into the differential dynamics involved in assessing work situations and responding to them based on different career aspirations and interests. Consequences for research and practice regarding more effective human resource management are discussed.
The aim of this study was to investigate the nature of tutor and student online communication and collaboration activities in a blended learning course. The hypothesis that these activities are related to student learning performance (exam results) was tested based on the number of messages posted, as well as the nature of these messages (type of content transmitted in terms of course content-related, interpersonal and organizational activities). Descriptive results show that tutors were mainly involved in organizational tasks, whereas students communicated mostly at content-related and interpersonal levels. Student performance was not related to the quantity of tutors' activity, but to the quantity of students' activity. Closer examination of the nature of different activities showed that not only tutors' interpersonal, but also students' own content-related and interpersonal messages had an impact on students' learning performance. This study raises the possibility that the nature of messages is more important than their quantity. It calls into question former research, which has indicated the importance of the amount of activity while mostly neglecting to discriminate between the differences in nature of activities and which has based its findings almost entirely on subjective ratings for both activities and performance. Implications for evaluation of activities and design of personal support are discussed.
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