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Vocational identity, career development and graduate adjustment: A longitudinal study of sub-degree students in Hong Kong = 職業自我認同、生涯發展及畢業適應: 香港副學位學生的縱向研究
Principal Investigator
Department
Grant Awarding Body
Research Grants Council
Grant Type
Faculty Development Scheme
Project Code
UGC/FDS15/H06/18
Amount Awarded
HK$700,220
Funding Year
2018/19
Duration of the Project
24 months
Status
Completed
Abstract
Vocational identity is the conscious awareness of oneself as a worker, a major developmental task for young people. From a process perspective, a vocational identity is developed through exploration of different career options and commitment to a career choice. More advanced levels of vocational identity, expressed in higher levels of career exploration and commitment, are linked to greater psychological well-being and career development. Research to assess and identify different vocational identity statuses is gaining ground in the West (e.g., Porfeli, Lee, Vondracek, & Weigold, 2011), but is relatively unexplored in Hong Kong and Mainland China. We believe that testing and assessing vocational identity status assessment among sub-degree students in Hong Kong will contribute to career theory building.
In terms of practice and policy, we will address a key issue in Hong Kong: sub-degree students' career development and graduate adjustment. With an aim to enable 60% of secondary school leavers to access higher education, the government initiated the expansion of sub-degree programs in 2000. Intakes for self-financing sub-degree courses rose almost tenfold over the past decade, and the participation rate in postsecondary education for the 17-20 age group doubled to 66% by 2006/07 (Wan, 2011). However, increasing employment difficulties of sub-degree graduates are reflected by the substantial salary drop of sub-degree holders in the past 2 decades (Zhao, 2016). In October, 2017, the Education Secretary established a Special Task Force on Review of Self-financing Post-Secondary Education, as announced earlier by the Chief Executive of the Hong Kong Government. Reviewing into the future development of sub-degree programmes is included into the frame of reference of the task force. By examining their vocational identity, we aim to inform their transition into workplace and to promote "developmentally appropriate" interventions with reference to their vocational development status.
This study will utilize quantitative and qualitative methods. A quantitative, three-wave longitudinal study will be a major component. Phase one will involve the collection of quantitative data from eight hundred sub-degree students from different institutions at the start of their graduation year to validate the Vocational Identity Status Assessment (e.g., Porfeli, Lee, Vondracek, & Weigold, 2011). The second phase will take place approximately five months later and will involve a follow-up quantitative study of participants' career development and job search prior to graduation. Phase three will trace the academic or employment adjustment of students six months after graduation. We shall test if students with more advanced identity statuses have better psychological and career outcomes. Moreover, to promote service mapping in relation to vocational identity status assessment, we propose to conduct a focus group study during phase two to generate ideas on how to tailor appropriate career services for different groups.
In terms of practice and policy, we will address a key issue in Hong Kong: sub-degree students' career development and graduate adjustment. With an aim to enable 60% of secondary school leavers to access higher education, the government initiated the expansion of sub-degree programs in 2000. Intakes for self-financing sub-degree courses rose almost tenfold over the past decade, and the participation rate in postsecondary education for the 17-20 age group doubled to 66% by 2006/07 (Wan, 2011). However, increasing employment difficulties of sub-degree graduates are reflected by the substantial salary drop of sub-degree holders in the past 2 decades (Zhao, 2016). In October, 2017, the Education Secretary established a Special Task Force on Review of Self-financing Post-Secondary Education, as announced earlier by the Chief Executive of the Hong Kong Government. Reviewing into the future development of sub-degree programmes is included into the frame of reference of the task force. By examining their vocational identity, we aim to inform their transition into workplace and to promote "developmentally appropriate" interventions with reference to their vocational development status.
This study will utilize quantitative and qualitative methods. A quantitative, three-wave longitudinal study will be a major component. Phase one will involve the collection of quantitative data from eight hundred sub-degree students from different institutions at the start of their graduation year to validate the Vocational Identity Status Assessment (e.g., Porfeli, Lee, Vondracek, & Weigold, 2011). The second phase will take place approximately five months later and will involve a follow-up quantitative study of participants' career development and job search prior to graduation. Phase three will trace the academic or employment adjustment of students six months after graduation. We shall test if students with more advanced identity statuses have better psychological and career outcomes. Moreover, to promote service mapping in relation to vocational identity status assessment, we propose to conduct a focus group study during phase two to generate ideas on how to tailor appropriate career services for different groups.