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International Journal for Educational and Vocational Guidance

Erschienen in:

25.09.2021

Supporting (or not) the career development of culturally and linguistically diverse migrants and refugees in universities: insights from Australia

verfasst von: Karen Dunwoodie, Clemence Due, Sally Baker, Alex Newman, Connie Tran

Erschienen in: International Journal for Educational and Vocational Guidance | Ausgabe 2/2022

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Abstract

The present study used a mixed-methods approach to understand the challenges faced by Australian higher education institutions in supporting the career development of students from culturally and linguistically diverse migrant and refugee backgrounds. Specifically, this project included a desktop audit of all Australian universities, data from a survey (n = 32) and interviews with staff in various functions (n = 10). Four main challenges were identified: (1) difficulties in identifying and engaging with students; (2) a lack of targeted resources and programs; (3) difficulties faced by students in engaging with employers; and (4) a lack of work-readiness and unfamiliarity of Australian work culture.

Vorheriger Artikel How does career guidance at schools encounter migrant young people? Interactional practices that hinder socially just guidance

Nächster Artikel The labour market integration of migrants and refugees: career guidance and the newly arrived

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Titel: Supporting (or not) the career development of culturally and linguistically diverse migrants and refugees in universities: insights from Australia
verfasst von: Karen Dunwoodie
Clemence Due
Sally Baker
Alex Newman
Connie Tran
Publikationsdatum: 25.09.2021
Verlag: Springer Netherlands
Erschienen in: International Journal for Educational and Vocational Guidance / Ausgabe 2/2022
Print ISSN: 1873-0388
Elektronische ISSN: 1573-1782
DOI: https://doi.org/10.1007/s10775-021-09506-y

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