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

Öz

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.

Anahtar Kelimeler

• Vocational choice
• İnterests
• Competencies
• Holland
• ISCED

Kaynakça

1. Akkök, F., & Watts, T. G. (2006). Mesleki Bilgi, Rehberlik ve Danışmanlık Hizmetleri Türkiye Ülke Raporu. Ankara: İŞKUR Dökümanları.
2. Armstrong, P.I., Allison, & W. Rounds, J. (2008). Development and initial validation of brief public domain RIASEC marker scales. Journal of Vocational Behaviour, 73, 287-299. doi: 10.1016/j.jvb.2008.06.003
3. Armstrong, P.I., Day, S.X., McVay, J.P., & Rounds, J. (2008). Holland’s RIASEC model as an integrative framework for individual differences. Journal of Counseling Psychology, 55(1), 1-18. doi: 0.1037/0022-0167.55.1.1
4. Armstrong, P.I., Deng, C. P., & Rounds, J. (2007). The fit of Holland’s RIASEC model to US occupations. Journal of Vocational Behavior, 71(1), 1-22. doi: 10.1016/j.jvb.2007.04.002
5. Devlet Planlama Teşkilatı. (2014). Onuncu Kalkınma Planı (2014-2018). www.resmigazete.gov.tr/eskiler/2013/07/20130706M1-1-1.doc. Accessed 14 May 2018.
6. Einarsdottir, S. (2001). Structural equivalence of vocational interests across culture and gender: Differential item functioning in the Strong Interest Inventory (Unpublished Doctoral dissertation). University of Illinois, Illinois. http://hdl.handle.net/2142/79622. Accessed 19 July 2018.
7. European Union. (2011). Lifelong guidance across Europe: reviewing policy progress and future prospects. www.cedefop.europa.eu/files/6111_en.pdf. Accessed 18 May 2018.
8. Feldman, K.A., Ethington, C. A., & Smart, J.C. (2001). A further investigation of major fields and person-environment fit: Sociological vs. psychological interpretations of Holland. Journal of Higher Education, 72, 670-698. doi: 10.2307/2672899

9. Holland, J. L. (1974). Vocational guidance for everyone. Educational Researcher, 3(1), 9-15. https://files.eric.ed.gov/fulltext/ED086926.pdf. Accessed 19 July 2018.
10. Holland, J.L. (1996). Exploring careers with a typology: What we have learned and some new directions. American Psychologist, 51, 397-406. doi: 10.1037/0003-066X.51.4.397
11. Holland, J.L. (1997). Making vocational choices; A theory of vocational personalities and work environments (3rd ed.). Florida: PAR Inc.
12. Hout, M. C., Papesh, M.H., & Goldinger, S.D. (2013). Multidimensional scaling. Wiley Interdisciplinary Review of Cognitive Sciences, 4(1), 93-103. doi: 10.1002/wcs.1203
13. Karasar, N. (2012). Bilimsel araştırma yöntemleri: Kavramlar- ilkeler- teknikler. (23th Ed.). Ankara: Nobel.
14. Kuzgun, Y. (2003). Kendini Değerlendirme Envanteri El Kitabı. Ankara: ÖSYM Yayınları.
15. Mead, A. (1992). Review of the development of multidimensional scaling methods. The Statistician, 41(1), 27-39. doi: 10.2307/2348634
16. Miller, M. J. (1994). A "circuitous" test of Holland's theory. Journal of Employment Counseling, 31, 137-143. doi: 10.1002/j.2161-1920.1994.tb00183.x
17. Miller, S. M. (2010). The validity of the Strong Interest Inventory in predicting college major choice and academic achievement (Unpublished doctoral dissertation). Washington State University College of Education, Washington. http://hdl.handle.net/2376/2818. Accessed 19 July 2018.
18. Organisation for Economic Co-operation and Development. (1999). Classifying educational programmes. manual for ISCED-97. Implementation in OECD Countries. 1999 Edition. Paris: OECD Publications Service. http://www.oecd.org/education/skills-beyond-school/1962350.pdf. Accessed 19 July 2018.
19. Özdamar K. (2004). Paket programlar ile istatistiksel veri analizi (5. Baskı). Eskişehir: Kaan Kitabevi.
20. Özyürek, R. (2013). Kariyer psikolojik danışmanlığı kuramları: Çocuk ve ergenler için kariyer rehberliği uygulamaları. Ankara: Nobel Akademi.
21. Porter, S. R., & Umbach, P.D. (2006). College major choice: An analysis of person-environment fit. A Research in Higher Education, 47(4), 429-449. doi: 10.1007/s11162-005-9002-3
22. Prediger, D. J. (1981). Dimention underlying Holland’s hexagon: Missing link between interest and occupations. Journal of Vocational Behavior, 21, 259-287. doi: 10.1016/0001-8791(82)90036-7
23. Prediger, D. J. (2000). Holland's hexagon is alive and well - Though somewhat out of shape: Response to Tinsley. Journal of Vocational Behavior, 56(2), 197-204. doi: 10.1006/jvbe.1999.1737
24. Prediger, D.J., & Swaney, K.B. (2004). Work task dimensions underlying the world of work: Research results for diverse occupational databases. Journal of Career Assessment, 12(4), 440-459. doi: 10.1177/1069072704267737
25. Reardon, R.C., & Bertoch S.C. (2011). Revitalizing educational counseling: How career theory can inform a forgotten practice. The Professional Counselor: Research and Practice, 1(2), 106-121. doi: 10.15241/rcr.1.2.109
26. Rounds, J., & Tracey, T.J. (1993). Prediger’s dimensional representation of Holland’s RIASEC circumplex. Journal of Applied Psychology, 78 (6), 875-890. doi: 10.1037/0021-9010.78.6.875
27. Schröder, H., & Ganzeboom, H. B. (2013). Measuring and modelling level of education in European societies. European Sociological Review, 30(1), 119-36. doi: 10.1093/esr/jct026
28. Smart, J. C., Feldman, K. A., & Ethington, C. A. (2006). Holland’s theory and patterns of college student success (Commissioned Report for the National Symposium on Postsecondary Student Success: Spearheading a Dialog on Student Success). Washington, DC: National Postsecondary Education Cooperative. https://nces.ed.gov/npec/pdf/Smart_Team_Report.pdf. Accessed 19 July 2018.
29. Spokane, A.R. & Cruza-Guet, M.C. (2005). Holland’s theory of vocational personalities in work environments. In S.D. Brown & R.W. Lent (Eds.). Career development and counseling: Putting theory and research to work (pp. 24-41). N.J.: John Wiley ve Sons.
30. Takane, Y., Young, F. W., & De Leeuw, J. (1977). Nonmetric individual differences multidimensional scaling: An alternating least squares method with optimal scaling features. Psychometrika, 42(1), 7-67. doi: 10.1007/BF02293745
31. Tracey, T.J.G. (2010). Development of an abbreviated Personal Globe Inventory using item response theory: The PGI-Short. Journal of Vocational Behavior, 76(1), 1-15. doi: 10.1016/j.jvb.2009.06.007
32. Tracey, T.J.G. (2002). Personal Globe Inventory: Measurement of the spherical model of interests and competence beliefs. Journal of Vocational Behaviour, 60, 113-172. doi: 10.1006/jvbe.2001.1817
33. Tracey, T.J.G., & Gupta, S. (2008). Interest assessment in an international context. J.A. Athanasou ve R. Van Esbroeck (Ed.). International handbook of career guidance (pp. 525-37). Netherlands: Springer Science and Business Media B.V.
34. Tracey, T.J.G., & Robbins S.B. (2006). The interest–major congruence and college success relation: A longitudinal study. Journal of Vocational Behavior, 69(1), 64-89. doi: 10.1016/j.jvb.2005.11.003
35. Tracey, T.J.G., & Rounds, J. (1995). The arbitrary nature of Holland’s RIASEC types: A concentric-circles structure. Journal of Counseling Psychology, 42 (4), 431-439. doi: 10.1037/0022-0167.42.4.431
36. United Nations Educational, Scientific and Cultural Organization. (2006). ISCED 1997: International Standard Classification of Education. May 2006 Re-edition. www.uis.unesco.org/Library/Documents/isced97-en.pdf. Accessed 14 May 2018.
37. United Nations Educational, Scientific and Cultural Organization. (2014). ISCED Fields of education and training 2013 (ISCED-F 2013). http://www.uis.unesco.org/Education/Documents/isced-fields-of-education-training-2013.pdf. Accessed 10 May 2018.
38. Vardarlı, B. (2014). Küresel model bağlamında mesleki ilgilerin Türkiye’deki yapısının incelenmesi: İzmir ili örneği (Unpublished Masters Thesis). Ege University Social Sciences Institute, İzmir. World Bank (2015). Country Program Snapshot. http://www.worldbank.org/content/dam/Worldbank/document/eca/Turkey-Snapshot.pdf. Accessed 14 May 2018.