Longitudinal study of veterinarians from entry to the veterinary course to ten years after graduation: career paths

Objective To map out the career paths of veterinarians during their first 10 years after graduation, and to determine if this could have been predicted at entry to the veterinary course. Design Longitudinal study of students who started their course at The University of Queensland in 1985 and 1986, and who completed questionnaires in their first and fifth year as students, and in their second, sixth and eleventh year as veterinarians. Methods Data from 129 (96%) questionnaires completed during the eleventh year after graduation were coded numerically then analysed, together with data from previous questionnaires, with SAS System 7 for Windows 95. Results Ten years after they graduated, 80% were doing veterinary work, 60% were in private practice, 40% in small animal practice and 18% in mixed practice. The equivalent of 25% of the working time of all females was taken up by family duties. When part-time work was taken into account, veterinary work constituted the equivalent of 66% of the group working full-time. That 66% consisted of 52% on small animals, 7% on horses, 6% on cattle/sheep and 1% on pigs/poultry. Those who had grown up on farms with animals were twice as likely to be working with farm animals as were those from other backgrounds. Forecasts made on entry to the veterinary course were of no value in predicting who would remain in mixed practice. Conclusions Fewer than one-fifth of graduates were in mixed practice after 10 years, but the number was higher for those who grew up on farms with animals. Forecasts that may be made at interview before entry to the course were of little value in predicting the likelihood of remaining in mixed veterinary practice.

Longitudinal study of veterinarians from entry to the veterinary course to 10 years after graduation: attitudes to work, career and profession

Objective To describe the attitudes of veterinarians to their work, career and profession during the 10 years after graduation. Design Longitudinal study of students who started their course at The University of Queensland in 1985 and 1986, and who completed questionnaires in their first and fifth year as students, and after one, five and 10 years as veterinarians. Methods Data from 129 (96%) questionnaires completed after 10 years as a veterinarian were coded numerically then analysed, together with data from previous questionnaires, with SAS System 7 for Windows 95. Results After 10 years, almost all respondents were either very glad they had done the veterinary course (57%) or generally glad, though with some misgivings (37%). Despite this, only 55% would definitely become a veterinarian if they 'had to do it over again'. The responses for about one-third were different from those given five years earlier. The views of many were related to the level of support and encouragement received in their first job after graduation. There were 42% who were working less than half-time as veterinarians, and their main reasons were, in order, raising children, long hours of work, attitudes of bosses and clients, and poor pay. A majority was concerned about the ethics and competence of some colleagues, and almost all believed that consideration of costs must influence the type of treatment animals receive. Conclusions Most veterinarians were glad to have done the veterinary course, but for about one-quarter their career had not lived up to expectations and almost half would not do it again in another incarnation. Stress, hours of work, difficulties in balancing personal life with career and low income were important concerns for many. Low income may contribute to the low number of males entering the veterinary profession.

Improving the public management career: report for the ministry of planning, budgeting e management, federal government of Brazil

This report sets out the findings and recommendations of a review of the Public Management Career (EPPGG) undertaken between 5 and 9 January 2009. The purpose of the review was to clarify EPPGG???s role, functions and profile, and to develop proposals for improving its effectiveness and management, taking account of the context within which such improvements would have to be implemented. Specific objectives were to examine a number of human resources management (HRM) aspects of the career in the light of international practice, including recruitment; initial education; professional development; performance evaluation; deployment; mobility and networking.

Experiências formativas no início da docência mediadas pelo PIBID educação física da Universidade Estadual de Feira de Santana, Bahia

O presente trabalho objetiva compreender como o Coordenador, os Supervisores e os Bolsistas do PIBID Educação Física da Universidade Estadual de Feira de Santana (UEFS) no município de Feira de Santana – Bahia percebem os processos de iniciação à docência na formação inicial de professores de Educação Física no PIBID Educação Física – UEFS. Por meio da Pesquisa Narrativa, numa perspectiva de pesquisa e de formação, oportunizamos aos sujeitos da pesquisa entrevistas narrativas compostas pela reflexividade crítica necessária na constituição da docência. Analisamos a produção acadêmica sobre a temática da iniciação à docência no tempo da formação inicial nos bancos de dados da Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPED) e do Congresso Brasileiro de Ciências do Esporte (CONBRACE) e discutimos com Antonio Nóvoa, Carlos Marcelo e Molina Neto sobre as concepções de formação e as experiências vividas no início da docência e buscamos em Walter Benjamin e Jorge Larrosa ancoragens para o entendimento do conceito de experiência. Os resultados apontam para o reconhecimento do PIBID como um programa que aproxima do campo de atuação interferindo na escolha pela docência. Sinalizam que o programa possibilita a articulação entre a universidade e a escola fortalecendo a perspectiva de formação que acontece coletivamente. Confirmam que o PIBID permite a constatação dos desafios presentes na escola e da necessidade de transformação desta realidade com a articulação dos saberes acadêmicos e os escolares. Neste sentido, constatamos a afirmação da entrada na carreira, como uma experiência formativa que intensifica o desenvolvimento profissional docente e, portanto, deve ser concebida como política nacional institucionalizada de iniciação à docência.

What factors of satisfaction and motivation are affecting the development of the academic career in Portuguese higher education institutions?

An important constituent group and a key resource of higher education institutions (HEIs) is the faculty or academic staff. The centrality of the faculty role makes it a primary sculptor of institutional culture and has implications for the quality of the institution and therefore has a major role in achieving the objectives of the institution. Demand for academic staff in higher education has been increasing and may be expected to continue to increase. Moreover the performance of academic staff as teachers and researchers determines much of the student satisfaction and has an impact on student learning. There are many factors that serve to undermine the commitment of academics to their institutions and careers. Job satisfaction is important in revitalizing staff motivation and in keeping their enthusiasm alive. Well motivated academic staff can, with appropriate support, build a national and international reputation for themselves and the institution in the professional areas, in research and in publishing. This paper aims to identify the issues and their impacts on academic staff job satisfaction and motivation within Portuguese higher education institutions reporting an ongoing study financed by the European Union through the Portuguese Foundation for Science and Technology.

Scientist women perceptions of their work conditions and career development

This article reports preliminary findings about Portuguese scientist women’s perceptions of gender issues in their institutions. Empirical data have been collected by means of an electronic open questionnaire sent to the AMONET (Portuguese Association of Women in Science) members. Basically, the study aims to examine the degree of satisfaction with their profession, the difficulties they meet in everyday professional life, and whether they feel or have felt gender discrimination in their institutions. Findings show that all respondents feel happy or very happy with their profession. However, discrimination is mentioned by a significant percentage, even if such discrimination assumes, quite often, an elusive way, suggesting that higher institutions still discriminate against women. Findings, articulated with literature, also lead to discussion about power and leadership, both in the hands of male academics, in the majority of the institutions, as well as the clarification of different perceptions of ambition both by women and man.

The relationship between knowledge acquisition on international assignments and career development: an exploratory study with portuguese repatriates

This paper explores the relationship between the expatriates’ knowledge acquisition (KA) and their career development after an international assignment (IA). The purpose of this paper is to examine the role of expatriates in KA and transfer within International Portuguese multinational corporations. Furthermore, with this empirical study we try to analyse how the knowledge that is acquired and transferred translates into a basis for career development after the IA. This phenomenon has a special relevance in the Portuguese context, because this country is known a growing process of globalization in recent years. Furthermore, (a) there are no empirical studies concerning knowledge transfer and career development of repatriates from Portuguese companies; (b) little is known about the repatriates’ contributions to their home company after IA. This paper is one of the first to focus specifically on the repatriates’ role in KA and transfer from the host company to their Portuguese home company. A qualitative research methodology is used, specifically through an exploratory case study approach, which examines how knowledge management (KM) acquisition or transferring during IA are important for the repatriates’ career development in the Portuguese home company. Data were collected through semi-structured interviews to 42 Portuguese international assignees and 18 organizational representatives from nine Portuguese companies. Preliminary results show that KA and transfer made by Portuguese expatriates contributes directly to their career development. Moreover, evidence reveals that not all repatriates were promoted after their IA; rather some repatriates were even demoted after their IA. Furthermore, the results obtained suggest that the type of knowledge which acquired or transferred plays a central role in the career development after repatriation. According to these results, the paper discusses the major theoretical and practical implications. Suggestions for future research are also presented.

Emotional aspects of childhood career development: importance and future agenda

Childhood is a central period for career and social-emotional development. However, the literature covering childhood career development and the role of emotions in careers is scarce. In this article, we advocate for the consideration of emotions in childhood career development. Emotional aspects of children’s career exploration, key-figures and interests, as well as of childhood antecedents of lifelong career processes are presented. Relations between childhood emotion, behavior, functioning and learning are also presented. Conclusions center on a call for focused study of the role of emotion in childhood career development and how such an agenda will advance the literature.

Psychological intervention in Portuguese college students: effects of two career self-management seminars

This article describes the evaluation of a psychological intervention—the Career Self-Management Seminar, Version A, for undergraduate students, and Version B for postgraduate students—developed to support Portuguese college students in career exploration, goal setting, design and implementation of action plans, and decision-making. A total of 120 participants from CSMS-A (experimental group, n = 58; control group, n = 62) and 98 from CSMS-B (experimental group, n = 62; control group, n = 36) were assessed by the Career Exploration Survey according to a pretest and posttest plan. Results demonstrate a significant increase in most of the cognitive, behavioral, and affective career exploration dimensions among the CSMS-A and CSMS-B experimental groups.

Career barriers influencing career success: A focus on academics’ perceptions and experiences

Purpose – Few research has addressed the factors that undermine people’s subjective perceptions of career success. Hence, the purpose of this paper is to further illuminate the issue of career barriers in perceptions of career success for a specific group of professionals: academics. Design/methodology/approach – This study adopts an interpretative-social constructionist methodology. Complementarily, it was employed a phenomenological method in data gathering and analysis – with the use of in-depth interviews and a theme analysis. The research was undertaken with a group of 87 Portuguese academics of both sexes and in different stages of their academic careers. Findings – The findings pinpoint the existence of multi-level barriers encountered by the academics when trying to succeed in their careers. The interviewees mentioned particularly the organizational-professional career barriers pertaining to three general themes: poor collegiality and workplace relationships; the lack of organizational support and employment precariousness; and the career progression standards and expectations. At the individual life cycle level the interviewees referred to the theme of finding balance; at the same time, the gender structure was also a theme mentioned as an important career barrier in career success, particularly by the women interviewed. Research limitations/implications – One of the limitations of this research is related to the impossibility of generalizability of its findings for the general population. Nevertheless, the researcher provides enough detail that grants the reader with the ability to judge of its similarity to other research contexts. Practical implications – This research highlights the role played by distinct career barriers for a specific professional group: academics. This has implications for higher education policy-makers and for human resources managers in higher education institutions. Originality/value – The current study extends the literature on career success by offering detailed anecdotal evidence on how negative work experiences might hinder career success. This research shows that to understand career barriers to success it is useful to consider multi-level factors: organizational-level factors (e.g. poor collegiality and workplace relationships); individual-level factors (e.g. life-cycle factors such as age/career stage); and structural-level factors (e.g. gender).

Employment, turnover and career progress

The severe economic downturn that followed the Global Financial Crisis of 2007 was accompanied by major fluctuations in the labour market. During the Great Recession the rate of job destruction was such that, by 2013, active population was at levels of 1999; employment levels were at an historical minimum; and the unemployment rate soared to 17,5%. This chapter inspects the dynamics behind the aggregate fl uctuations in the labour market and studies the determinants of mobility within (promotions) and between fi rms, and whether these have changed during crisis, using Portuguese (LEED) data. During crisis women became more likely to make between- rm moves with short gaps of unemployment and less likely to find a new job after a long gap or to make a job-to-non-employment transition. More educated workers are less likely to experience between fi rm job mobility, both before and during crisis, and became less likely to make job-to-non-employment transitions during crisis. Young workers are the group that most suffered from crisis: they became less likely to make job-to-job transitions and their hazard of experiencing a transition into unemployment shoot up.