028993 Career Research and Planning

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp
Result type: Grade, no marks

There are course requisites for this subject. See access conditions.

Description

This subject is designed for students who had commenced study towards an initial teacher education qualification, and are now changing their career direction. The subject supports students in researching new career options and planning how they could map their trajectory towards their new career goals.

Subject learning objectives (SLOs)

a).	Discuss the changing nature of career patterns in contemporary society and its underlying social, economic, technological and political drivers;
b).	Undertake career research and analyse opportunities and challenges in pursuing careers in their areas of interest;
c).	Critically reflect on, and self-assess their current capabilities and developmental needs for possible future career goals;
d).	Outline a career plan informed by their career research and critical self-assessment;
e).	Select and undertake activities that will support their career development; and
f).	Communicate professionally in written and spoken texts.

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
1.1 Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2)
1.3 Make judgments about their own learning and identify and organize their continuing professional development (GTS 3, 6)

2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (GTS 3)

6. Effective Communication
6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)

Teaching and learning strategies

The teaching and learning strategies employed in this subject provide opportunities for students to tailor their learning to their career interests. The subject will involve an academic study of the nature of careers in contemporary societies, some practice-based career research and planning activities, and critical reflection and self-assessment of their own career prospects. Students will be learning and working with authentic tools and resources for career planning and research.

Teaching and learning in this subject will primarily take the form of individually negotiated activities between the lecturer and the student. The lecturer will take the role of a mentor and guide, in directing students to relevant activities and resources, and providing feedback. At their first meeting, the lecturer will outline the overall requirements of the subject including: the critical reading of academic and professional texts; one or more consultations with a UTS Careers Consultant; participation in workshops such as in job-search, resume writing, interviewing skills, and other employability skills; research about careers in a field of interest.

Students will seek approval for the particular learning activities they undertake for this subject, and undertake them independently, documenting and reflecting on their learning in an online Reflective Learning Journal that will be on UTSOnline. The Journal will be continuously assessed as the student posts new Journal entries. At the end of the subject, the student will produce a career plan, based on the learning that they have undertaken and documented in their Reflective Learning Journal.

Content (topics)

Students in this subject will build knowledge about the nature of contemporary careers, and the skills needed to analyse and prepare for careers that they may not have explored before. They will learn how concepts of careers have changed through social, economic, technological and political changes in society, and contextualize these general trends in understanding the nature of a career in their area of interest. Students will develop practical skills for their career development, including but not limited to: self-assessment of skills and capabilities; job search skills, resume writing and interview skills. Much of the specific content will be tailored to the individual student’s needs and interests.

Assessment

Assessment task 1: Reflective Learning Journal

Objective(s):

a), b), c), e) and f)

Weight:

60%

Length:

2000 words (total for the critically reflective analyses)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Integration of relevant literature in explaining the changing nature of career patterns in contemporary society and its underlying social, economic, technological and political drivers;	30	a)	2.1
Thoroughness of analyses of opportunities and challenges in pursuing careers in their areas of interest;	30	b)	1.1
Insightfulness of their self-assessment of their current capabilities and developmental needs for possible future career goals;	20	c)	1.3
Appropriateness in their selection of activities that will support their career development;	10	e)	1.3
Clarity and professionalism in their presentation of the Reflective Learning Journal	10	f)	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Outline of a career plan and rationale

Objective(s):

a), c), d) and f)

Weight:

40%

Length:

1000 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Strength of ratioale of the career plan.	30	a), d)	2.1
Practicality and feasibility of the career plan	25	c)	1.3
Thoroughness and specificity of the career plan	25	d)	6.1
Clarity of and professionalism in the presentation of the career plan	20	f)	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students must pass both assessment tasks in order to pass the subject. This is because the second assessment draws on the achievements of the first assessment task.

Required texts

A set of required readings will be made available on UTSOnline.

References

Bolles, R.N. (2017). What color is your parachute?2017. A practical manual for job-hunters and career-changers. Berkeley, CA: Ten Speed Press.

De Vault, M.L. (ed.). (2008). People at work: Life, power, and social inclusion in the new economy. New York, NY: New York University Press.

Department of Industry, Innovation, Climate Change, Science, Research & Tertiary Education, & Department of Education, Employment and Workplace Relations. (2013). Core Skills for Work: Developmental framework. Canberra: DIISRTE.

Edgell, S. (2012). The sociology of work : continuity and change in paid and unpaid work. London: Sage.

Grint, K., & Nixon, D. (2015). The sociology of work (4th ed). Cambridge: Polity Press.

Gunz, H., & Peiperl, M. Eds.). (2007). Handbook of career studies. Thousand Oaks, CA: Sage.

Kalil, C. (2016). The journey: The narrative approach to Carolyn’s story. Career Planning and Adult Development Journal, 32(4), 7-8.

Lent, R.W. (2013). Career-life preparedness: revisiting career planning and adjustment in the new workplace. Career Development Quarterly, 61, 2-14.

Ministerial Council for Education, Early Childhood Development and Youth Affairs (2010). Australian blueprint for career development. Canberra: Commonwealth of Australia.

Neugebauer, J. & Evans-Brain, J. (2016). Employability: Making the most of your career development. London: Sage.

Terkel, S. (1972). Working: people talk about what they do all day and how they feel about what they do. New York, NY: The New Press.

Watson, I., Buchanan, J., Campbell, I., & Briggs, C. (2003). Fragmented futures: New challenges in working life. Sydney: The Federation Press.