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Making transition work Meta-theory of career

Making transition work Meta-theory of career. Czesław Noworol Jagiellonian University. Meta-theory of career. Changing from one set of circumstances to another - transition Descriptive versus merit definition Life long lasting process Fuzzy beginning of the process

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Making transition work Meta-theory of career

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  1. Making transition work Meta-theory of career Czesław Noworol Jagiellonian University

  2. Meta-theory of career • Changing from one set of circumstances to another - transition • Descriptive versus merit definition • Life long lasting process • Fuzzy beginning of the process • Double character of transition • Interaction between transition and career path

  3. Interaction between transition and career path • Quality of transition • Subjective figures (satisfaction, quality of working life, personal accomplishment etc.) • Objective figures (social success, work efficiency etc.) • Career is a construct and transition is a process

  4. Appearance of transition in civilization development • Got has created the Man, Homo Erectus, who started to govern a knowledge about the world around him. He also originated to develop practice – technical tools called today as primitive ones. Due to that tools he started to split stones and make fire

  5. In the Ancient times (4000 b. Ch. – IV century) the Man discovered and formulated some basics of philosophy, physics, mathematics and mechanics (Aristoteles, Archimedes, Platon, Heron, Tales of Milet and others). Pure cognition (Knowledge) and pure practice (Technique) has been growing together, Homo Cognitas, Homo Inventor and Homo Technicus label the genius of the Man

  6. The Medieval (V – XV century) developed hand making and the discovery of Gutenberg has accelerated the dissemination of knowledge and its influence onto practice. New ways of thinking in arts, architecture an philosophy were developed (Abelard, Bacon, Tom from Aquinas) and of course the genius in arts and engineer Leonardo da Vinci

  7. The Renaissance (XV-XVI century) developed natural sciences which got the base for technique. In philosophy there were come into being new humanistic ideas and new trends in politics (Montaigne, Bruno, Campanella, Bacon, Copernicus). In Cremona there appeared the genius violins (Amati, Guarneri and Stradivari) which mystery of construction is not discovered till nowadays. In that period the science starts to be a basis to technique and vice versa

  8. The Enlightenment (XVII-XVIII century) means the cult of human mind, education, philosophy, scientific and technical knowledge (Galileus, Cartezius, Pascal, Leibniz, Spinoza, Berkeley, Kant, Locke, Hume, Wolter, D’Alembert, Diderot, Newton, Lagrange, Euler). Since the half of the XVIII century there came into being the first factories. In technique there appeared the pressure machine of Watt and lightning conductor of Franclin. There is still visible the eng association between science and technique

  9. In the XIX century one can observe the new quality change in relations between Cognition (Science) and Practice (Technique). Both areas started to grow independently. The reason of that split was 4 sources:

  10. Growing the complexity in problematic of science and technique • Rising specialization in the both areas • Need for development of professional organizations in the both areas • Need for growth of specialized education at different levels

  11. In the new circumstances there were developed different concepts of philosophy (Fichte, Schelling, Hegel, Schopenhauer, Comte, Mill, Feuerbach, Marks, Spencer, Nietzsche), and of natural sciences (Helmholtz, Pasteur, Ampere, Ohm, Faraday, Morse, Maxwell, Marconi), and of technical sciences (Stephenson, Edison, Watt, Diesel, Nobel, Bosch, Bell, Lumiere)

  12. The next XX century and the current XXI century splits much more theory and practice due to growing specialization, from one hand and they show explicitly the need for joining the world education and the world of work

  13. The origin of transitionSAB-MTW • Fuzzy starting process • The role of school • Learning conscious choices • Learning of decision making processes • Measuring of vocational interests and abilities • Learning of soft competencies in addition to curricula • Experience and knowledge about professions, organizational settings and behavior

  14. Entrepreneurship as a main dimension of SAB-MTW Zofia Łącała & Czesław Noworol

  15. PREDICTION OF CAREER SUCCESS OF GRADUATES • Self-employment as an important mean of combating unemployment among graduates

  16. Support for this type of initiative among graduates requires, besides guaranteed access to capital and a general lowering of the costs of doing business, systematic solutions and aid in the following areas: • self-diagnosis of one’s own predispositions • aid in the creation and assessment of a business plan • access to know-how about running a business • acquisition of basic essential abilities

  17. Characteristics of entrepreneurship in Poland • In our local conditions we can speak of two basic models of entrepreneurship which are shaping the market economy: • the dynamic entrepreneurial model • the evolutionary entrepreneurial model

  18. Dynamic entrepreneurship, understood as a form of actions and behaviours carried out by individuals or small interest groups, can be classified in the following categories: Neutral – activity which is semi-legal or which exploits loopholes in legal, banking, and tax regulations, and interprets them in its favour Positive – activity which is sociocentric, which initiates or alters existing legal norms in view of the new economic order of the nation and with respect for a democratic system of authority Negative – activity which is egocentric, which knowingly violates existing legal or civic norms for economic gain

  19. Evolutionary entrepreneurship relates to the concept of the American Dream, in which anyone can become an entrepreneur by constantly making their activity more professional and vocational competencies, multiple stages in achieving a goal, professionalism, endurance as well as complete social acceptance are characteristic features of this type of entrepreneurship

  20. Predictors of career success in entrepreneurship • Entrepreneurial Behaviours QuestionnaireEBQ was developed by Zofia Łącała and Czesław Noworol • The EBQ consists of seven scales

  21. Scale 1: locus of control • Scale 2: strength of entrepreneurial orientation related to optimism and a belief in self-success • Scale 3: motivation to achieving goals and meeting challenges • Scale 4: need for achievement and positive attitude to new situations • Scale 5: independence in thinking • Scale 6: belief in self-confidence • Scale 7: tendency to taking the initiative and creativity

  22. The reliability measured with Cronbach's Alpha coefficientranges from 0.5 to 0.7 • The factorial and criteria validity are satisfactory

  23. Predicting career success in entrepreneurship among students

  24. conclusions • the planning of a graduate's career in entrepreneurship requires specialised vocational counselling • for this reason a specific methodology of prediction of career success in entrepreneurship for graduates must be developed

  25. Thank you for your attention

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