بررسی تاثیر مشاوره مبتنی بر طراحی زندگی بر اشتغال پذیری ادراک شده دانشجویان کارشناسی: یک مطالعه ترکیبی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف: پژوهش حاضر با هدف بررسی تاثیر مشاوره طراحی زندگی بر اشتغال پذیری ادراک شده دانشجویان کارشناسی انجام شد. روش: جامعه این پژوهش کلیه دانشجویان کارشناسی دانشگاه اصفهان بودند که از بین آن ها 3 نفر با روش نمونه گیری غیراحتمالی هدفمند انتخاب شدند. طرح این پژوهش، ترکیبیِ گنجانده از نوع مدل آزمایشی بود. در این مدل اولویت با روش آزمایشی است و مجموعه داده های کیفی در درون این روش قرار می گیرند. طرح مورد استفاده در بخش کمی، طرح تجربی تک موردی از نوع A-B با پیگیری و ابزار مورد استفاده در این بخش، مقیاس اشتغال پذیری ادراک شده بود. جلسات مشاوره پس از ترسیم خط پایه برگزار شد. یافته ها: نتایج این پژوهش، که با بررسی شاخص های تحلیل دیداری درون موقعیتی و بین موقعیتی و همچنین از طریق مقایسه پاسخ های هر شرکت کننده به سوالات کیفی قبل و بعد از مداخله انجام شد، نشان داد اگرچه اشتغال پذیری ادراک شده دانشجویان تغییر قابل توجهی نداشت اما تحلیل های حاصل از داده های کیفی نشان داد که این روش بر برداشت دانشجویان از خودشان تاثیر داشته است. نتیجه گیری: بنابر نتایج، مشاوره طراحی زندگی، به جای تاثیرگذاری بر اشتغال پذیری دانشجویان توانسته است زمینه های لازم را برای اشتغال پذیری آنان فراهم سازد. با فراهم آمدن این زمینه انتظار می رود که افراد در طول زمان به اشتغال پذیری برسند. بنابراین دانشجویان، مشاورین و متولیان اشتغال پذیری در دانشگاه ها می توانند از این روش زمینه ساز استفاده بنمایند.The Effectiveness of Life Design Counseling on the Perceived Employability of Undergraduate Students: A Mixed-Methods Study
Introduction The world of work and the structure of careers has been significantly changed during recent decades. In contrast to the modern careers, the traditional careers have been characterized by stability, within-oerganization vertical advancement, and job safety (Arthur, 1994; Eby et al., 2003). The modern careers necessitate that individuals assume responsibility for their career management and proactively generate new employment opportunities (Arthur & Rousseau, 2001). In this context, individuals with the necessary knowledge, skills, and attitudes, those who are employable, are more likely to be capable to secure or maintain employment (Asonitou, 2015). Consequently, employability has emerged as an important outcome of modern careers (Wille, 2013). A significant target group within the domain of employability is undergraduate students. One of the essential tasks for students during their university education is developing a career and acquiring the necessary preparation for their post-graduation employment (Kwon, 2019). Rothwell and Arnold (2007) defined the concept of perceived employability as "the perceived ability to achieve sustainable employment commensurate with the individual's level of competence" (p. 2). Various interventions have been identified as potential mechanisms for enhancing employability. While some research has examined the impact of life design interventions on employability (Kamyabi et al., 2019; Maree et al., 2019; Moosavi, 2013), there has been no particular research examining the impact of these interventions on students' perceived employability. Consequently, the objective of this study was to examine the effectiveness of life design counseling method on undergraduate students' perceived employability. Method This study employed the embedded mixed method and experimental design. In the quantitative section, a single-case A-B design with a subsequent follow-up phase was implemented. This design consist of three phases: the baseline phase, the intervention phase, and the follow-up phase. The intervention comprised ten sessions of counseling based on life design method (Di Fabio, 2015 & Maree, 2006). The research population comprised undergraduate students enrolled at the University of Isfahan. Purposive non-probability sampling was employed, and three students were selected. The measurement of perceived employability was executed through two distinct quantitative and qualitative methodologies. In the quantitative phase, the Self-Perceived Employability Scale (Rothwell et al., 2008) was employed, encompassing four subscales: self-belief, perceived field of study status, perceived university status, and perceived labor market status. In the qualitative component, an open-ended inquiry was employed to elicit the perception of participants regarding their field of study, the labor market, and their university. The design of the qualitative interview questions was informed by the Rothwell et al. (2008) questionnaire. Quantitative and qualitative data were collected prior to, during, and following the intervention, and both data were employed to provide explanation and interpretation regarding the research question. The analysis was conducted using a visual analysis method including the evaluation of within- and between-situation alterations. It is imperative to note that adherence to research ethics principles was considered at all stages of the study. Findings A quantitative data analysis was conducted (median change of 1.66/mean change: 1.08/relative change: -0.33/absolute change: -0.33/PND: 5.55/POD: 9.44). These findings indicate that life design counseling did not exert a significant impact on students' perceived employability. The PND index for three individuals was 5.55%, suggesting that the observed changes were not statistically significant. However, the qualitative component of the study revealed that the intervention led to a shift in the participants' self-perception. The qualitative findings of this study showed that the students' attitudes changed towards their field of education and their university. The first participant transitioned from a role as an actor to that of an author of his own life, yet his attitude toward the labor market remained unaltered. The second participant exhibited heightened self-awareness and confidence, connecting their field to the broader meaning of life, yet their stance towards the university and the labor market remained unaltered. The third participant demonstrated an enhancement in self-awareness and self-knowledge; however, his beliefs concerning his field, university, and job market remained unaltered. The results of the study demonstrated that life design counseling was effective in altering the participants' self-perceptions; however, its impact on their beliefs concerning their field, university, and job market was found to be negligible. Conclusion The objective of this study was to examine the effectiveness of life design-based counseling on the perceived employability of undergraduate students. The findings of the study demonstrated that the life design-based intervention did not have a significant effect on the perceived employability of students; however, it laid the foundation for its subsequent development. The results obtained from this study are qualitatively consistent with those reported in the previous studies by Kamyabi et al. (2019); Maree et al. (2019); and Moosavi (2013), which examined the impact of life design counseling on employability. The intervention's impact was found to be characterized by changes in the cognitive and psychological processes of students, including a shift from a state of ignorance to one of awareness, a strengthening of individual identity and agency, and an enhancement of self-efficacy. These processes are expected to facilitate students' long-term adaptability to diverse job conditions, thereby enhancing their employability (Hall et al., 2018). While no immediate quantitative alterations in employability scores were detected, these outcomes are projected to manifest over time. A notable limitation of the study is its restriction to a university setting and undergraduates. It is recommended that subsequent research employ longitudinal studies to examine the long-term effect of this counseling intervention. Additionally, universities may find value in leveraging this intervention to enhance students' perceived employability, contingent on their facilities.
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