eprintid: 454 rev_number: 13 eprint_status: archive userid: 64 dir: disk0/00/00/04/54 datestamp: 2021-06-27 21:26:14 lastmod: 2021-06-27 21:26:57 status_changed: 2021-06-27 21:26:14 type: thesis metadata_visibility: show creators_name: Flynn, Emma corp_creators: Angela Harvey title: Understanding how Undergraduate Students Engage with Career Development Education. ispublished: submitted subjects: L1 subjects: LB subjects: LC divisions: MATE full_text_status: public keywords: Career Development, Career Management, Career Guidance, Employability, Student Engagement, Teaching Strategies, Facilitator. abstract: The purpose of this paper is to understand how undergraduate students engage with career development. The Smarter World, Smarter Work Campaign, initiated by IBEC in 2018, was used as a framework to underpin the foundation of this research - to what extent do students understand the importance of career development education and how it relates to their own personal career journey? This report highlights the importance of career management throughout the life cycle of a person’s career. This study takes the current literature that exists and adds to the conversation using primary research conducted with final year undergraduate students and lecturers delivering career development. Based on the research questions proposed and the purpose of the study the following three strands were used as the focus for the research: 1. How students engage with career development? 2. At what stage do students begin to connect the classroom learning with their own career development? 3. Can student engagement be enhanced with the use of specific learning theories in the delivery of career development? A mixed methods approach was used to gather data. A student survey (quantitative) and semi-structured interviews with lecturers (qualitative) were conducted. Surveys were chosen as they can be used to gather data to understand peoples’ interests and beliefs (Rea and Parker 2014). Semi-structured interviews were chosen as they increase the comprehensiveness of the data collected and allow gaps to be identified and closed (Patton 1980, p. 206). The author identified a gap where students entered third level with the view to gaining employment post-graduation but did not always engage with career development or see the benefit in engaging with it. Both the literature and the primary research pointed to institutions holding an assumption that the student had already made a decision on their career path before starting their third level journey when many had not. The study makes a number of recommendations to Higher Education to bridge the gap between the move from second to third level and how best to guide undergraduate students in their career development and give them the tools to manage their career journey throughout its’ life cycle. date: 2020-04-23 date_type: submitted institution: Griffith College department: Faculty of Training and Education: MA in Training and Education thesis_type: masters referencetext: References: Books Anderson, L.E. (2014) Professionalism: Skills for Workplace Success. Astin, A.W. (1993) What Matters in College? Four Critical Years Revisited. 1st ed. San Francisco: Jossey-Bass. Bergmann, J. and Sams, A. (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day. Eugene, Or: International Society for Technology in Education. Bergmann, J. and Sams, A. (2014) Flipped Learning: Gateway to Student Engagement.1st edition. Eugene, Oregon: International Society for Technology in Education. Blair, J., Czaja, R. F. and Blair, E. A. (2013) Designing Surveys: A Guide to Decisions and Procedures. 3rd Edition. Los Angeles: SAGE Publications Bolles, R.N. (2020) What Color Is Your Parachute?: A Practical Manual for Job-Hunters and Career�Changers. Brinkmann, S., Kvale, S. and Flick, U. (2018) Doing Interviews. 2nd edition. Los Angeles ; London: SAGE. Bruner, J. (1985) Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press. Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. 7th ed. London ; New York: Routledge. Cottrell, S. (2015) Skills for Success: Personal Development and Employability. 3rd edition. Houndmills, Basingstoke, Hampshire ; New York, NY: Palgrave Macmillan. Creswell, J.W. (2003) Research Design: Qualitative, Quantitative, and Mixed Method Approaches. 2nd ed. Thousand Oaks, Calif: Sage Publications. Creswell, J.W. (2014) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th ed. Thousand Oaks: SAGE Publications. Creswell, J.W. and Plano Clark, V.L. (2011) Designing and Conducting Mixed Methods Research. 2nd ed. Los Angeles: SAGE Publications. Deci, E.L. and Ryan, R.M. (1985) Self-determination. New York, NY: John Wiley & Sons, Inc. Done, J. and Mulvey, R. (2016) Brilliant Graduate Career Handbook. third edition. Harlow ; New York: Pearson. Flick, U. (2017) Designing Qualitative Research. 2nd edition. Thousand Oaks, CA: SAGE Publications. Fowler, F.J. (2009) Survey Research Methods. 4th ed. Thousand Oaks: Sage Publications.62 Frankfort-Nachmias, C. and Nachmias, D. (1992) Research Methods in the Social Sciences. 4. ed. New York: St. Martins Press. Hattie, J. and Yates, G. (2014) Visible Learning and the Science of How We Learn. London ; New York: Routledge, Taylor & Francis Group. Hesse-Biber, S.N. (2010) Mixed Methods Research: Merging Theory with Practice. New York: Guilford Press. Kerlinger, F.N. (1970) Foundations of Behavioural Research. New York: Holt, Rinehart and Winston. Knafl, K.A. (1991a) ‘Patton, M.Q. (1990). Qualitative Evaluation and Research Methods (2nd Ed.). Newbury Park, CA: Sage Lincoln, Y.S. and Guba, E.G. (1985) Naturalistic Inquiry. Beverly Hills, Calif: Sage Publications. Merriam, S.B. and Merriam, S.B. (1998) Qualitative Research and Case Study Applications in Education. 2nd ed. San Francisco: Jossey-Bass Publishers. Mishler, E.G. (1986) Research Interviewing: Context and Narrative. Cambridge, Mass: Harvard University Press. OECD and The European Commission (2004) Career Guidance: A Handbook for Policy Makers. OECD Oppenheim, A.N. and Oppenheim, A.N. (1992) Questionnaire Design, Interviewing, and Attitude Measurement. new ed. London ; New York : New York: Pinter Publishers ; Distributed Exclusively in the USA and Canada by St. Martin’s Press. Patton, M.Q. (1980) Qualitative Evaluation Methods. Beverly Hills: Sage Publications. Patton, M.Q. (2015) Qualitative Research & Evaluation Methods: Integrating Theory and Practice. fourth edition. Thousand Oaks, California: SAGE Publications, Inc. Patton, M.Q. and Patton, M.Q. (2002) Qualitative Research and Evaluation Methods. 3 ed. Thousand Oaks, Calif: Sage Publications. Pritchard, A. (2009) Ways of Learning: Learning Theories and Learning Styles in the Classroom. 2nd ed. Abingdon, Oxon ; New York, NY: Routledge. Richards, J.C. and Schmidt, R.W. (2010) Longman Dictionary of Language Teaching and Applied Linguistics. 4th ed. Harlow: Longman. Rea, L.M. and Parker, R.A. (2014) Designing and Conducting Survey Research: A Comprehensive Guide. fourth edition. San Francisco, CA: Jossey-Bass, a Wiley Brand. Ryan, R.M. and Deci, E.L. (2018) Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Schunk, D.H. (2014) Learning Theories: An Educational Perspective.63 Tashakkori, A. and Teddlie, C. (eds.) (2003) Handbook of Mixed Methods in Social & Behavioral Research. Thousand Oaks, Calif: SAGE Publications. Tashakkori, A. and Teddlie, C. (1998) Mixed Methodology: Combining Qualitative and Quantitative Approaches. Thousand Oaks, Calif: Sage. Teddlie, C. and Tashakkori, A. (2009) Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences. Los Angeles: SAGE. Tinto, V. (1993) Leaving College: Rethinking the Causes and Cures of Student Attrition. 2nd ed. Chicago ; London: University of Chicago Press. Journal Articles Abbott, A.L. (2017) ‘Fostering Student Interest Development: An Engagement Intervention.’ Middle School Journal, 48(3), pp. 34–45. Alexander, M.M. (2018) ‘The Flipped Classroom: Engaging the Student in Active Learning.’ Journal of Legal Studies Education, 35(2), pp. 277–300. Alsancak Sirakaya, D. and Ozdemir, S. (2018) ‘The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation and Retention’. Malaysian Online Journal of Educational Technology, 6(1), pp. 76–91. Altemueller, L. and Lindquist, C. (2017) ‘Flipped Classroom Instruction for Inclusive Learning.’ British Journal of Special Education, 44(3), pp. 341–358. Awidi, I.T. and Paynter, M. (2019) ‘The Impact of a Flipped Classroom Approach on Student Learning Experience.’ Computers & Education, 128, pp. 269–283. Axelson, R.D. and Flick, A. (2010) ‘Defining Student Engagement’. Change: The Magazine of Higher Learning, 43(1), pp. 38–43. Bandaranaike, S. (2018) ‘From Research Skill Development to Work Skill Development’. Journal of University Teaching and Learning Practice, 15(4). Belser, C.T. et al. (2018) ‘Factors Influencing Undergraduate Student Retention in STEM Majors: Career Development, Math Ability, and Demographics’. Professional Counselor, 8(3), pp. 262–276. Beltrão, K.I. and Barçante, L.C. (2016) ‘Teaching Principles and Fundamentals of Business Excellence to Undergraduate Students through a Game.’ Total Quality Management & Business Excellence, 27(5/6), pp. 681–698. Bennet, D. and Robertson, R. (2015) ‘Preparing Students for Diverse Careers: Developing Career Literacy with Final-Year Writing Students’. Journal of University Teaching and Learning Practice, 12(3). Blau et al. (2015) ‘Professional Development Engagement’. Journal of Assessment and Institutional Effectiveness, 4(1), p. 1. 64 Blau, G. et al. (2015) ‘Further Research On An Undergraduate Measure of Professional Development Engagement.’ College Student Journal, 49(4), pp. 572–578. Blau, G. and Snell, C.M. (2013) ‘Understanding Undergraduate Professional Development Engagement and Its Impact’. College Student Journal, 47(4), pp. 689–702. Boevé, A. et al. (2017) ‘Implementing the Flipped Classroom: An Exploration of Study Behaviour and Student Performance.’ Higher Education (00181560), 74(6), pp. 1015–1032. Bowers, P.J., Dickman, M.M. and Fuqua, D.R. (2001) ‘Psychosocial and Career Development Related to Employment of Graduating Seniors’. Journal of Student Affairs Research and Practice, 38(3), pp. 326–347. Bridges III, C.W. (2014) ‘The Effectiveness of a Career Preparation Program from the Graduates’ Perspective.’ International Forum of Teaching & Studies, 10(1), pp. 14–23. Bright, J.E.H. (2015) ‘If You Go down to the Woods Today You Are in for a Big Surprise: Seeing the Wood for the Trees in Online Delivery of Career Guidance’. British Journal of Guidance & Counselling, 43(1), pp. 24–35. Cabi, E. (2018) ‘The Impact of the Flipped Classroom Model on Students’ Academic Achievement.’ International Review of Research in Open & Distance Learning, 19(3), pp. 202–221. Caruth, G.D. (2018) ‘Student Engagement, Retention, and Motivation: Assessing Academic Success in Today’s College Students’. Participatory Educational Research, 5(1), pp. 17–30. Chin, M.Y. et al. (2018) The Role of Career Services Programs and Sociocultural Factors in Student Career Development. WCER Working Paper No. 2018-8. Choate, J.K. et al. (2019) ‘A Professional Development Program with an Assessed EPortfolio: A Practical Solution for Engaging Undergraduates with Their Career Development in Large Student Cohorts’. Journal of Teaching and Learning for Graduate Employability, 10(2), pp. 86–103. Chung, L.C. and McArdle-Jaimes, D. (2019) ‘The Real World in the Classroom: Community Engagement Meets Hands-On Career Development’. Liberal Education, 105(1). Cooperstein, S.E. and Kocevar‐Weidinger, E. (2004) ‘Beyond Active Learning: A Constructivist Approach to Learning’. Reference Services Review, 32(2), pp. 141–148. Dabrowski, J., Marshall, T.R. and Education Trust (2018) Motivation and Engagement in Student Assignments: The Role of Choice and Relevancy. Equity in Motion. Creswell, J.W. (2009) ‘Editorial: Mapping the Field of Mixed Methods Research’. Journal of Mixed Methods Research, 3(2), pp. 95–108. Denzin, N.K. (2008) ‘The New Paradigm Dialogs and Qualitative Inquiry’. International Journal of Qualitative Studies in Education, 21(4), pp. 315–325. Edgcumbe, D.P., Lillicrap, M.S. and Benson, J.A. (2008) ‘A Qualitative Study of Medical Students’ Attitudes to Careers in General Practice.’ Education for Primary Care, 19(1), pp. 65–73.65 Everaert, P., Opdecam, E. and Maussen, S. (2017) ‘The Relationship between Motivation, Learning Approaches, Academic Performance and Time Spent.’ Accounting Education, 26(1), pp. 78–107. Foubert, J.D. and Grainger, L.U. (2006) ‘Effects of Involvement in Clubs and Organizations on the Psychosocial Development of First-Year and Senior College Students.’ NASPA Journal (National Association of Student Personnel Administrators, Inc.), 43(1), pp. 166–182. Ganapathy, V. (2014) ‘Flipped Classrooms: An Innovative Teaching Tool to Enhance Learning Effectiveness.’ Journal of the Insurance Institute of India, 2(1), pp. 60–63. Gardiner, G.S. (1974) ‘Cognitive And Motivational Development In Two Experimental Undergraduate Programs in Business.’ Academy of Management Journal, 17(2), pp. 375–381. Goldman, Z.W. and Brann, M. (2016) ‘Motivating College Students: An Exploration of Psychological Needs from a Communication Perspective.’ Qualitative Research Reports in Communication, 17(1), pp. 7–14. Gough, J. (2017) ‘Educating Career Guidance Practitioners in the Twenty-First Century’. British Journal of Guidance & Counselling, 45(2), pp. 199–207. Grasha, A.F. (1994) ‘A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator, And...’ College Teaching, 42(4), p. 12. Grier-Reed, T.L. and Conkel-Ziebell, J.L. (2009) ‘Orientation to Self and Career: Constructivist Theory and Practice in the Classroom’. Learning Assistance Review, 14(1), pp. 23–36. Hall, A.A. and DuFrene, D.D. (2016) ‘Best Practices for Launching a Flipped Classroom.’ Business & Professional Communication Quarterly, 79(2), pp. 234–242. Harpine, E.C. (2007) ‘Faculty Forum: Applying Motivation Theory to Real-World Problems’. Teaching of Psychology, 34(2), pp. 111–113. Hayes, C. and Morgan, M. ‘The Practice of Counselling by Guidance Counsellors in Post Primary Schools’. p. 118. Hearne, L., Geary, T. and Martin, N. (2017) ‘Guidance Counselling as a Whole School Responsibility in the Irish Post Primary Sector’. British Journal of Guidance & Counselling, 45(2), pp. 138–152. Howe, K. R. and Moses, M. S. (1999) Ethics in Educational Research. Review. Research Education, 24 (1), 21-59 Hunter, B. (2015) ‘Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning.’ College Quarterly, 18(2), pp. 1–1. Ismail, S.S. and Abdulla, S.A. (2019) ‘Virtual Flipped Classroom: New Teaching Model to Grant the Learners Knowledge and Motivation’. Journal of Technology and Science Education, 9(2), pp. 168–183. Jackson, D. and Wilton, N. (2016) ‘Developing Career Management Competencies among Undergraduates and the Role of Work-Integrated Learning.’ Teaching in Higher Education, 21(3), pp. 266–286.66 Johnson, N. (2019) ‘Tom Lavoie on Career Planning and Professional Development.’ SMT: Surface Mount Technology, 34(2), pp. 70–75. Jovanovic, J. et al. (2019) ‘Predictive Power of Regularity of Pre-Class Activities in a Flipped Classroom.’ Computers & Education, 134, pp. 156–168. Karabulut-Ilgu, A. et al. (2018) ‘Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process’. Journal of Educational Computing Research, 56(4), pp. 513–537. Kazmi, A. (2010) ‘Sleepwalking through Undergrad: Using Student Engagement as an Institutional Alarm Clock.’ College Quarterly, 13(1), pp. 10–10. Kennet, R.S (2006) On the Planning and Design of Sample Surveys. Journal of Applied Statistics, 33(4), 405-15. Kilpatrick, B.G. and Wilburn, N.L. (2010) ‘Breaking the Ice: Career Development Activities for Accounting Students’. American Journal of Business Education, 3(11), pp. 77–84. Knowdell, R.L. (2009) ‘What Is Career Coaching And How Did It Get Here?’ Career Planning & Adult Development Journal, 25(1), pp. 204–209. Kuh, G.D. (2003) ‘What We’re Learning About Student Engagement From NSSE: Benchmarks for Effective Educational Practices’. Change: The Magazine of Higher Learning, 35(2), pp. 24–32. Kuh, George & Gonyea, Robert & Palmer, Megan. (2001). The Disengaged Commuter Student: Fact or Fiction? Commuter Perspectives. Available at: http://nsse.indiana.edu/pdf/commuter.pdf (Accessed: 17 March 2020e). Lipka, S. (2008). In tighter employment market, career services gain clout. Chronicle of Higher Education, May 16: 54(36), A1-5 Lee, E. and Hannafin, M. (2016) ‘A Design Framework for Enhancing Engagement in Student�Centered Learning: Own It, Learn It, and Share It.’ Educational Technology Research & Development, 64(4), pp. 707–734. Lee, M.-K. (2018) ‘Flipped Classroom as an Alternative Future Class Model?: Implications of South Korea’s Social Experiment.’ Educational Technology Research & Development, 66(3), pp. 837–857. Lo, C.K. (2018) ‘Grounding the Flipped Classroom Approach in the Foundations of Educational Technology.’ Educational Technology Research & Development, 66(3), pp. 793–811. Lomas, C.W. (1953) ‘What About the Undergraduate?’ Speech Teacher, 2(4), p. 287. Lowder, J. (2009) ‘More than Events: Focusing on Student Engagement and Development.’ Campus Activities Programming, 41(7), pp. 18–20. Mahlberg, J. (2015) ‘Formative Self-Assessment College Classes Improves Self-Regulation and Retention in First/Second Year Community College Students’. Community College Journal of Research and Practice, 39(8), pp. 772–783. 67 Malkowski, J. (2007) ‘Advice for the Advisor: Applying Instructional Communication Theory to Graduate Advising.’ Conference Papers -- National Communication Association, p. 1. Marks, M.B., Haug, J.C. and Huckabee, W.A. (2016) ‘Understanding the Factors That Influence Student Satisfaction with the Undergraduate Business Major’. Journal of Education for Business, 91(5), pp. 280–288. Masland, L. and Gizdarska, S. (2018) ‘“Then What Am I Paying You For?” Student Attitudes Regarding Pre-Class Activities for the Flipped Classroom.’ International Journal of Teaching & Learning in Higher Education, 30(2), pp. 234–244. McCollum, B.M. et al. (2017) ‘Relationships in the Flipped Classroom’. Canadian Journal for the Scholarship of Teaching and Learning, 8(3). Mobley, C. et al. (2017) ‘The Influence of Career-Focused Education on Student Career Planning and Development: A Comparison of CTE and Non-CTE Students.’ Career & Technical Education Research, 42(1), pp. 57–75. Morrow, J.A. and Ackermann, M.E. (2012) ‘Intention to Persist and Retention of First-Year Students: The Importance of Motivation and Sense of Belonging’. College Student Journal, 46(3), pp. 483–491. Munoz, L., Miller, R. and Poole, S.M. (2016) ‘Professional Student Organizations and Experiential Learning Activities: What Drives Student Intentions to Participate?’ Journal of Education for Business, 91(1), pp. 45–51. Narendran, R. et al. (2018) ‘The Role of Self-Determination Theory in Developing Curriculum for Flipped Classroom Learning: A Case Study of First-Year Business Undergraduate Course.’ Journal of University Teaching & Learning Practice, 15(5), pp. 1–20. Navarro, K.M. and Malvaso, S. (2016) ‘Millennial Student -Athletes and Career Development: Toward an Understanding of Academic, Athletic and Parental Spheres of Influence on Career Aspirations and Undergraduate Major Choices.’ College Student Affairs Journal, 34(3), pp. 30–47. Nayir, F. (2017) ‘The Relationship between Student Motivation and Class Engagement Levels’. Eurasian Journal of Educational Research, (71), pp. 59–77. Nell, A.E. (2003) ‘The Good, the Bad and the Ugly: Developing Placement Services for Liberal Arts Undergraduates’. Journal of Career Development, 29(3), pp. 183–194. Pérez, A. et al. (2019) ‘An Empirical Exploration of the Perceived Effectiveness of a “Flipped Classroom” in a Business Communication Course.’ Journal of the Scholarship of Teaching & Learning, 19(2), pp. 47–65. Pitan, O.S. and Atiku, S.O. (2017) ‘Structural Determinants of Students’ Employability: Influence of Career Guidance Activities’. South African Journal of Education, 37(4). Rayman, J.R. (1993) ‘Contemporary Career Services: Theory Defines Practice’. New Directions for Student Services, 1993(62), pp. 3–22. Reddan, G. (2016) ‘The Role of Work-Integrated Learning in Developing Students’ Perceived Work Self-Efficacy’. Asia-Pacific Journal of Cooperative Education, 17(4), pp. 423–436.68 Reese, S. (2010) ‘A Leading Role for Career Guidance Counselors’. Techniques: Connecting Education and Careers, 85(7), pp. 16–19. Rezanson, L., Hopkins, S. and Neault, R.A. (2016) ‘Career Guidance and Counselling in Canada: Still Changing After All These Years.’ Le Counseling et l’orientation Professionnelle Au Canada: Toujours En Évolution Après Toutes Ces Années., 50(3), pp. 219–239. Riggert, S.C. et al. (2006) ‘Student Employment and Higher Education: Empiricism and Contradiction’. Review of Educational Research, 76(1), pp. 63–92. Ring, G.L., Waugaman, C. and Brackett, B. (2017) ‘The Value of Career EPortfolios on Job Applicant Performance: Using Data to Determine Effectiveness’. International Journal of EPortfolio, 7(2), pp. 225–236. Sagen, H.B., Dallam, J.W. and Laverty, J.R. (2000) ‘Effects of Career Preparation Experiences on the Initial Employment Success of College Graduates’. Research in Higher Education, 41(6), pp. 753–767. Saglam, D. and Arslan, A. (2018) ‘The Effect of Flipped Classroom on the Academic Achievement and Attitude of Higher Education Students’. World Journal of Education, 8(4), pp. 170–176. Schmidt, C.P., Zdzinski, S.F. and Ballard, D.L. (2006) ‘Motivation Orientations, Academic Achievement, and Career Goals of Undergraduate Music Education Majors.’ Journal of Research in Music Education, 54(2), pp. 138–153. Schoper, S.E. (2017) ‘Helping Students Become Self-Mentors: Implications of a Goal Setting Assignment.’ Transformative Dialogues: Teaching & Learning Journal, 9(3), pp. 1–5. Sidiropoulou-Dimakakou, D., Argyropoulou, K. and Drosos, N. (2013) ‘Career Decision-Making Skills of Primary Education Students in Greece: Planning of Career Guidance Activities throughout the Curriculum’. p. 21. Sommer, M. and Ritzhaupt, A. (2018) ‘Impact of the Flipped Classroom on Learner Achievement and Satisfaction in an Undergraduate Technology Literacy Course.’ Journal of Information Technology Education, 17, pp. 159–182. Su, Y. and Chung, Y. (2015) ‘Understanding the Emotional Reactions and Exploring the Professional Development of College Students Based on Reflections’. Teaching in Higher Education, 20(3), pp. 285–299. Suter, L.E. (2005) ‘Multiple Methods: research methods in education projects at NSF’. International Journal of Research and Method in Education, 28 (2) 171-91. Tashakkori, A. and Creswell, J.W. (2007) ‘Editorial: Exploring the Nature of Research Questions in Mixed Methods Research’. Journal of Mixed Methods Research, 1(3), pp. 207–211. Thanh, P.T.H. (2016) ‘A Theoretical Framework to Enhance Constructivist Learning Reforms in Confucian Heritage Culture Classrooms’. International Journal of Educational Reform, 25(3), pp. 283–298. Thomson, A. (2010) ‘Embedding an Online Career Development Program into Student Learning’. Australian Journal of Career Development, 19(3), pp. 6–14.69 Tingle, N. (2018) ‘Taking Care of Business (before Class): Information Literacy in a Flipped Classroom.’ Journal of Business & Finance Librarianship, 23(2), pp. 183–198. Tomas, L. et al. (2019) ‘Are First Year Students Ready for a Flipped Classroom? A Case for a Flipped Learning Continuum.’ International Journal of Educational Technology in Higher Education, 16(1), pp. 1–1. Townsend, B.K. and Wilson, K. (2006) ‘“A Hand Hold for A Little Bit”: Factors Facilitating the Success of Community College Transfer Students to a Large Research University’. Journal of College Student Development, 47(4), pp. 439–456. Van Sickle, J. (2016) ‘Discrepancies between Student Perception and Achievement of Learning Outcomes in a Flipped Classroom’. Journal of the Scholarship of Teaching and Learning, 16(2), pp. 29–38. Wessel, R.D., Christian, N.T. and Hoff, A.K. (2003) ‘Enhancing Career Development Through the Career Success Club’. Journal of Career Development, 29(4), pp. 265–276. Woelk, C. and Weeks, P.P. (2010) ‘The Student Success Leader Program: College-Level Service Enhances Learning Outside the Classroom.’ NACTA Journal, 54(2), pp. 18–20. Wozny, N., Balser, C. and Ives, D. (2018) ‘Evaluating the Flipped Classroom: A Randomized Controlled Trial.’ Journal of Economic Education, 49(2), pp. 115–129. Yilmaz, K. (2008) ‘Social Studies Teachers’ Views of Learner-Centered Instruction.’ European Journal of Teacher Education, 31(1), pp. 35–53. Zohrabi, M. (2013) ‘Mixed Method Research: Instruments, Validity, Reliability and Reporting Findings’. Theory and Practice in Language Studies, 3(2), pp. 254–262. Websites AHECS (2020) About AHECS. Available at: http://www.ahecs.ie/about/ (Accessed: 4 April 2020b). European University Institute (2020) Ireland, Academic Career Structure. Available at: https://www.eui.eu/ProgrammesAndFellowships/AcademicCareersObservatory/AcademicCareersby Country/Ireland.aspx (Accessed: 11 November 2019i). Junior Achievement Ireland (2020) Inspiring and Motivating Young People to Realise Their Potential - Junior Achievement Ireland. Available at: https://www.jai.ie/ (Accessed: 8 January 2020j). Junior Achievement Ireland (2020) Primary School Programmes. Available at: https://www.jai.ie/our�programmes/primary-school-programmes.html (Accessed: 8 January 2020k). Reports Department of Education and Skills (2018) Minister Bruton Conducts Review of Career Guidance. Department of Education and Skills. Available at: https://www.education.ie/en/Press-Events/Press�Releases/2018-press-releases/PR18-01-22.html (Accessed: 4 April 2020a).70 EURAXESS Ireland (2016) Career Development. Available at: https://www.euraxess.ie/information/content/ireland/career-development (Accessed: 11 November 2019). Government of Ireland (2019) Future-Jobs-Ireland-2019.Pdf. Available at: https://dbei.gov.ie/en/Publications/Publication-files/Future-Jobs-Ireland-2019.pdf (Accessed: 11 November 2019f). Ibec (2018) Smarter Work, Smarter World, Informed-Choices-Career-Guidance.Pdf. Available at: https://www.smartfutures.ie/wp-content/uploads/2018/12/Informed-Choices-Career-Guidance.pdf (Accessed: 11 November 2019h). Indecon (2019) Review-of-Career-Guidance.Pdf. Available at: https://www.education.ie/en/Publications/Education-Reports/indecon-review-of-career�guidance.pdf (Accessed: 11 November 2019g). citation: Flynn, Emma (2020) Understanding how Undergraduate Students Engage with Career Development Education. Masters thesis, Griffith College. document_url: http://go.griffith.ie/454/1/Emma%20Flynn.pdf document_url: http://go.griffith.ie/454/2/Emma%20Flynn.txt