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Examining the effectiveness and impact of providing feedback to develop the Professional Identity of (future) STEM professionals.

Pastoor, G.H. (2022) Examining the effectiveness and impact of providing feedback to develop the Professional Identity of (future) STEM professionals.

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Abstract:Due to a shortage of STEM (science, technology, engineering & mathematics) professionals in the Netherlands and a significant drop-out rate of STEM students, a method must be searched to increase the retention in STEM. One such method is to develop the Professional Identity (PI) of students. PI development can be achieved by providing students with feedback on their PI using a digital feedback tool. However, feedback tools that provide feedback on the professional identity have not been researched for their effectiveness on elements of identity development. Within this research, we first perform a pilot study on the Career Compass which is a digital feedback tool that provides students with feedback on their PI. This pilot was conducted to gather information on the current career behaviours of students and the perceived effectiveness of the Career Compass. The pilot study, combined with literature research provided input for the main research. In this research, we examined the effects of the Career Compass feedback tool on intentions towards career behaviours. Additionally, we examined the distribution of identity statuses amongst students to examine if the identity status of students moderates the effectiveness of the digital feedback.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:https://purl.utwente.nl/essays/89349
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