This page has only limited features, please log in for full access.
Information communication technologies have undoubtedly affected the discipline of career counselling. Nevertheless, online career counselling remains a rather limited practice in Greece; therefore, the chapter attempts to contribute to the wider dialogue that has been addressed so far, by focusing on the design, implementation, and assessment of an online career counselling program for higher education students and graduates. The purpose of the study is to present the main parameters related to participants' learning experience, such as motivation, barriers to participation, as well as adopted strategies for overcoming these barriers during the online program. The researchers conducted 15 semi-structured interviews to collect data for summative assessment. The analysis of the data indicates that prior acknowledgement of learners' motivation, educator/career counsellor's role, the learning environment, the methods utilized, and the teaching material can maximize the effectiveness of equivalent programs, due to the fulfillment of their needs, goals, and expectations.
Nikolaos Mouratoglou; George K. Zarifis. The Contribution of Information Communication Technologies in Online Career Counseling. Research Anthology on Navigating School Counseling in the 21st Century 2021, 376 -398.
AMA StyleNikolaos Mouratoglou, George K. Zarifis. The Contribution of Information Communication Technologies in Online Career Counseling. Research Anthology on Navigating School Counseling in the 21st Century. 2021; ():376-398.
Chicago/Turabian StyleNikolaos Mouratoglou; George K. Zarifis. 2021. "The Contribution of Information Communication Technologies in Online Career Counseling." Research Anthology on Navigating School Counseling in the 21st Century , no. : 376-398.
Continuous professional development refers to maintaining, enhancing, and broadening individuals’ knowledge, skills, and the personal qualities required in their professional lives. The present experimental study attempts to explore the way(s) that the Life Construction intervention: “Constructing my Future Purposeful Life” contributes to career counselors’ sustainable career development. Two groups of career counselors participating in a training program delivered by the National and Kapodistrian University of Athens were involved, namely, an experimental group (N = 33) that received the intervention and a control group (N = 27) that did not receive any intervention. The effectiveness of the intervention was verified through qualitative and quantitative analysis, including the calculation of effect sizes, of the data obtained through the Future Career Autobiography, and the Greek version of the Life Project Reflexivity Scale. The results indicate that the Life Construction Intervention improved career counselors’ reflexivity and self-awareness, while, concurrently, the need for practical training in contemporary interventions to support their sustainable career development is highlighted. The main conclusion refers to the fact that the career counselor needs to construct his or her own Self as a sustainable project beforehand, in order to be able to support individuals in their own Self construction and promote their well-being.
Katerina Argyropoulou; Nikolaos Mouratoglou; Alexandros Stamatios Antoniou; Katerina Mikedaki; Argyro Charokopaki. Promoting Career Counselors’ Sustainable Career Development through the Group-based Life Construction Dialogue Intervention: “Constructing My Future Purposeful Life”. Sustainability 2020, 12, 3645 .
AMA StyleKaterina Argyropoulou, Nikolaos Mouratoglou, Alexandros Stamatios Antoniou, Katerina Mikedaki, Argyro Charokopaki. Promoting Career Counselors’ Sustainable Career Development through the Group-based Life Construction Dialogue Intervention: “Constructing My Future Purposeful Life”. Sustainability. 2020; 12 (9):3645.
Chicago/Turabian StyleKaterina Argyropoulou; Nikolaos Mouratoglou; Alexandros Stamatios Antoniou; Katerina Mikedaki; Argyro Charokopaki. 2020. "Promoting Career Counselors’ Sustainable Career Development through the Group-based Life Construction Dialogue Intervention: “Constructing My Future Purposeful Life”." Sustainability 12, no. 9: 3645.
The aim of the paper is to capture my reflection after facilitating two LEGO workshops in a summer school for Entrepreneurship organised by Democritus University of Xanthi (Greece) and Nottingham Business School-Nottingham Trent University (United Kingdom), in Xanthi. The reflection is based on an integrated approach of Gibbs’ reflecting cycle and includes three factors, LEGO®, learning, and facilitation. Each one of them corresponds with the material used, the process and the result of learning, as well as the facilitation process. The main conclusions reached are that LEGO bricks can be transformed into bridges; bridges with the Self, with the Other, with the group, with ideas and concerns, with creativity, learning and reflection. They can establish multiple dialectical schemata embedded with personal experiences, feelings and subjective meaning.
Nikolaos Mouratoglou. LEGO®, Learning And Facilitation: A Reflective Approach. International Journal of Management and Applied Research 2018, 5, 281 -289.
AMA StyleNikolaos Mouratoglou. LEGO®, Learning And Facilitation: A Reflective Approach. International Journal of Management and Applied Research. 2018; 5 (4):281-289.
Chicago/Turabian StyleNikolaos Mouratoglou. 2018. "LEGO®, Learning And Facilitation: A Reflective Approach." International Journal of Management and Applied Research 5, no. 4: 281-289.