Dissertation
The voices of career GPS
Doctor of Education (Ed.D.), Drexel University
01 Jan 2015
DOI:
https://doi.org/10.17918/etd-6417
Abstract
Is the time honored "career fair" a viable educational tool to support high school students in becoming career ready? The research in this study examines this question as it pertains to Career GPS, a "home-grown" career program that includes a large career exploration event with accompanying curriculum. The theoretical basis for the study is drawn from Bandura's seminal research on Social Cognitive Theory. Also reviewed are other studies which offer data and supporting evidence that high-interest career fairs, building self-efficacy, and engaging career curriculum may be key interventions for preparing young people for the world of work and career choices. Using a mixed methods, single case study approach, the qualitative portion of the research recorded the stories that exited with high school students, and adults after participating in Career GPS. Student data showed interaction with adult career experts to have a strong impact on their experience, while teacher/chaperones expressed appreciation of a large-scale event that their school or district could not replicate. The quantitative portion of the research utilized a Likert-scale survey returned by exhibitors and stakeholder/sponsors at Career GPS to determine how they valued their monetary and personnel time investment in Career GPS. Regression results indicated that value in both time and monetary investment was deemed significant by exhibitors' participation at the event. Research conclusions support that while an in-person career fair experience is perceived as valuable by participants, career "choice" readiness and student self-efficacy should be the outcomes pursued by a single event with commitment by the host organization to follow up with a longer program that fosters an in depth change in college and career readiness abilities.
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Details
- Title
- The voices of career GPS
- Creators
- Linda Christopher - DU
- Contributors
- José L. Chávez (Advisor) - Drexel University (1970-)Bruce A. Levine (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 6417; 991014632272004721