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Life Designing in a Collegiate Caree...

Calapa, Amy K.,

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Life Designing in a Collegiate Career Course: The Post-Course Narratives of Students Who Completed a Life Design Career Course /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Life Designing in a Collegiate Career Course: The Post-Course Narratives of Students Who Completed a Life Design Career Course // Amy K Calapa.
Author:	Calapa, Amy K.,
Description:	1 electronic resource (392 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-10, Section: A.
Contained By:	Dissertations Abstracts International82-10A.
Subject:	Educational administration. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28332471
ISBN:	9798557089036

Life Designing in a Collegiate Career Course: The Post-Course Narratives of Students Who Completed a Life Design Career Course /
Calapa, Amy K.,

Life Designing in a Collegiate Career Course: The Post-Course Narratives of Students Who Completed a Life Design Career Course /Amy K Calapa. - 1 electronic resource (392 pages)

Source: Dissertations Abstracts International, Volume: 82-10, Section: A.

The purpose of this narrative research study was to explore the post-course perspectives of students who completed a life design career course and investigate what roles these experiences had upon the participants' post- course career narrative construction. Data was collected by interviewing nine undergraduate, domestic, students who had completed the life design career course a year or more before their engagement in this study. Each participant in this study entered college after completing high school and had started in the undecided program at the uUniversity.Two research questions provided a framework for this study: (a) How do students who completed a life design career course describe their experiences with the course (i.e. curricular, relational, and experiential aspects)?; and (b) What roles do the course experiences play into how students construct their career narratives a year or more following the completion of the course? Key themes arose related to the participants' varied experiences with curricular elements of the course, the importance of interpersonal interactions, and common elements among meaningful course moments. The findings of this research study contribute to the life design literature by offering evidence that the life designing process can be effectively replicated within a structured career course format. Additionally, this study highlights that narrative change and audience feedback are critical elements of life design career course interventions. This information is useful to higher education administrators in the design and implementation of life design career courses, specifically related to course messaging, instructor training, course design, and post-course experiences.

English

ISBN: 9798557089036Subjects--Topical Terms:

2122799
Educational administration.
Subjects--Index Terms:

Career course

Life Designing in a Collegiate Career Course: The Post-Course Narratives of Students Who Completed a Life Design Career Course /
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245 1 0 $a Life Designing in a Collegiate Career Course: The Post-Course Narratives of Students Who Completed a Life Design Career Course / $c Amy K Calapa.
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520 $a The purpose of this narrative research study was to explore the post-course perspectives of students who completed a life design career course and investigate what roles these experiences had upon the participants' post- course career narrative construction. Data was collected by interviewing nine undergraduate, domestic, students who had completed the life design career course a year or more before their engagement in this study. Each participant in this study entered college after completing high school and had started in the undecided program at the uUniversity.Two research questions provided a framework for this study: (a) How do students who completed a life design career course describe their experiences with the course (i.e. curricular, relational, and experiential aspects)?; and (b) What roles do the course experiences play into how students construct their career narratives a year or more following the completion of the course? Key themes arose related to the participants' varied experiences with curricular elements of the course, the importance of interpersonal interactions, and common elements among meaningful course moments. The findings of this research study contribute to the life design literature by offering evidence that the life designing process can be effectively replicated within a structured career course format. Additionally, this study highlights that narrative change and audience feedback are critical elements of life design career course interventions. This information is useful to higher education administrators in the design and implementation of life design career courses, specifically related to course messaging, instructor training, course design, and post-course experiences.
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590 $a School code: 0101
650 4 $a Educational administration. $3 2122799
650 4 $a Educational evaluation. $3 526425
650 4 $a Higher education administration. $3 2122863
653 $a Career course
653 $a Life designing for career construction
653 $a Higher education
653 $a Narrative inquiry
653 $a Post-course experiences
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690 $a 0443
690 $a 0514
710 2 $a Kent State University. $b College and Graduate School of Education, Health and Human Services / School of Foundations, Leadership and Administration. $e degree granting institution. $3 3759061
720 1 $a Kretovics, Mark $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 82-10A.
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791 $a Ph.D.
792 $a 2020
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28332471