Revitalizing Educational Counseling: How Career Theory Can Inform a Forgotten Practice

Reardon, Robert C.; Bertoch, Sara C.

doi:10.15241/rcr.1.2.109

Cited by 9 publications

(13 citation statements)

References 16 publications

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“…As we have seen in this research, nine of the 26 ISCED educational fields are located between Realistic and Conventional types, and the distance between these two types is the highest distance when compared with the other types. This inconsistency with the theoretical structure may have been due to the disorder in the Conventional and Realistic types as indicated by Tracey and Rounds (1995) and Prediger or as Reardon and Bertoch (2011) have reported educational and academic environments may have limited options for these two personality types.…”

Section: Figure 1 T /P -D / I Euclidean Distance Model Locations Of mentioning

confidence: 98%

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Visualising Career Orientations of College Students on a Standart Educational Classification System

Yılmaz

Ergene

2020

International Journal of Human and Behavioral Science

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In this research it is aimed to present a visual comparison of career orientations of college students using ISCED (International Standard Classification of Education) classification system. Research sample consisted of seven experts and 529 college students from 10 different majors of ISCED broad domains. Data was collected with a survey developed by researcher and Personal Globe Inventory-Short Form (Tracey, 2010). Expert opinions were used to locate 26 ISCED narrow educational fields in the light of vocational interest and competence scores. Multi-Dimensional Scaling was used with data obtained from Personal Globe Inventory-Short Form to determine college majors' positions. Most of the college majors were mapped in theoretically congruent positions, yet some discrepancies were found, especially in Conventional and Realistic types. When competence belief placements on dimensions were inspected there found some significant differences in comparison with their interest locations. These differences between interests and competence beliefs highlight the importance of a holistic evaluation when choosing a college major instead of stressing just one important factor. It might be interpreted that interests and abilities are still not the major determinants when deciding a college major and current environmental models scarcely match with the theoretical explanations.

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Section: Figure 1 T /P -D / I Euclidean Distance Model Locations Of mentioning

confidence: 98%

“…Considering the first research sample of the Holland's (1997) theory is made up of university and high school students (Reardon & Bertoch, 2011), it might be concluded that environmental characteristics in educational life are also distinguished as it is the case for working environments.…”

Section: Environmental Modelsmentioning

confidence: 99%

Visualising Career Orientations of College Students on a Standart Educational Classification System

Yılmaz

Ergene

2020

International Journal of Human and Behavioral Science

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“…This situation persists to this day. Recently, Reardon and Bertoch (2011) bemoaned the inadequate state of educational counselling research, noting few refereed journal articles on the issues, and the underdeveloped state of educational counselling theory. Examining this growing need but inadequate capacity, Reardon and Bertoch (2011) thus called for a "revitalisation of educational counselling" (p. 109) at the levels of theory, research and application, and restated the urgency for such support when it comes to complex and multifarious educational and training options.…”

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confidence: 99%

“…Recently, Reardon and Bertoch (2011) bemoaned the inadequate state of educational counselling research, noting few refereed journal articles on the issues, and the underdeveloped state of educational counselling theory. Examining this growing need but inadequate capacity, Reardon and Bertoch (2011) thus called for a "revitalisation of educational counselling" (p. 109) at the levels of theory, research and application, and restated the urgency for such support when it comes to complex and multifarious educational and training options. Scott (2009) has further argued that because post-secondary training is increasingly diverse, encompassing a complex range of provisions across thousands of courses and qualifications, it is important to generate clear, reliable information about the costs and benefits of the different learning options, so that such school and career counsellors, as well as potential students, and indeed governments, can make better-informed decisions.…”

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confidence: 99%

“…Reardon and Bertoch (2011) applied Holland's RIASEC typology of potential-student profiles, with appropriate kinds of educational programmes, arguing that the more appropriate the choices, the more chance the students will enjoy, and persist with, their chosen programmes, and thrive in their subsequent careers. The stated corollary of this is that those students who are mismatched with their programmes will experience disproportionate drop-outs, demotivation, and limited success in their subsequent programme-related careers.…”

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Valuing flexibility in career training decisions

Yahanpath

Neal

McCormack

2013

Education + Training

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Purpose -The purpose of this paper is to explore the nature and significance of flexibility in decisions about education and training options. This is done through an examination of the relevance of real options valuation (ROV) to our understanding of educational and training choices. Through this examination, the paper aims to contribute to the debate about how we can better advise and support people making such decisions. Design/methodology/approach -The research involved three overlapping stages: a critical examination of the theoretical work on flexibility in decisions; a review of the literature on the role and significance of flexibility in education and training decisions; and an application of the lessons of ROV to the analysis of decisions about education, training and careers. Findings -The analysis of the theoretical work on flexibility alongside the review of the literature on education and training decision-making, demonstrated that there was little current application of theory to the analysis of such choices. Reviewing the literature, it was discovered that ROV held significant lessons for the analysis of education and training decisions, and important practical implications for the support and guidance of people making these choices. Originality/value -This is the first study to apply the principles of ROV to educational and training choices. This paper examines the importance of understanding and valuing flexibility in postsecondary educational and training choices. Our definition of flexibility is "the degree to which a decision leading to action allows further choices over time". This is a crucial, though neglected, aspect of choosing training and educational programmes, for while some decisions "lock" students into particular training and career pathways, others involve more diverse opportunities to train or work. We thus argue that understanding and addressing the flexibility in such choices should be an integral part of any career counsel or advice.The paper is relevant to the two classes of adviser who counsel on study choices and career selections: secondary school (high school) counsellors; and further education and tertiary college counsellors. Both of these professionals are in the business of advising students about their training/educational choices, and providing information about the consequences of these choices in terms of career. Therefore, for the purposes of this paper, we make no distinction between these two types of counsellors, focusing more on the content of counselling and advising, rather than on the person providing it.Many variables influence individual study choices and career selection, some of which are difficult to quantify, or even to characterise. In a recent study, for instance, The current issue and full text archive of this journal is available at

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