Exploring the future career autobiography with young Australian undergraduate students: autobiographical opportunities for career storytelling and narrative change

Abkhezr, Peyman

doi:10.1080/03069885.2023.2174249

Cited by 1 publication

(1 citation statement)

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“…Purposive sampling was used and after obtaining ethical approval from the University Ethics Committee, the first six participants who contacted the research team were screened and recruited (three females and three males, aged between 18 and 20). This number of participants is appropriate for narrative case study research (Yin, 2014) and has been consistently used in career research that uses qualitative exploratory narrative design (see Abkhezr, 2023;Abkhezr et al, 2022;Jung & Heppner, 2015;Storlie et al, 2016;Taylor & Savickas, 2016). Inclusion criteria required participants to not have current full-time employment (to improve the chances that they might need some form of career support and to improve the relevance of participation) and be Australian permanent residents or citizens (to improve contextual consistency).…”

Section: Recruitment and Participantsmentioning

confidence: 99%

Reconstructing Stories of Career Adaptability Through the Integrative Structured Interview for Undergraduate University Students

Robertson,

Abkhezr

2023

Journal of Career Assessment

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Career adaptability (CA) is promoted as a skill to navigate the 21st-century labour market. With an emphasis on narrative career counselling as a more relevant form of practice for supporting the career development of people in such rapidly shifting times, it is important to explore the possibility of facilitating a narrative space through which people can tell and connect with their stories of career adaptability. Various qualitative career assessment instruments promote storytelling facilitation which is a major task of narrative career counselling. The Integrative Structured Interview (ISI) is one such qualitative career assessment instrument that facilitates systemic and context-sensitive career storytelling through the integration of quantitative and qualitative career assessments. This study explores the potential role of the ISI in assisting Australian undergraduate students to tell career stories in which the five dimensions of career adaptability can manifest. A theory-driven deductive thematic analysis based on the five dimensions of career adaptability informed data analysis. Key findings reveal the ISI can assist participants in telling stories of career adaptability. Findings also highlight the ISI’s role in providing participants with a systemic and context-sensitive understanding of their career interests through a systemic deconstruction of their Holland code.

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