Career writing

Creative, expressive and reflective approaches to narrative identity formation in students in higher education

R. Lengelle, F. Meijers, R.F. Poell, M. Post

Research output: Contribution to journalArticleScientificpeer-review

Abstract

This study investigates whether creative, expressive, and reflective writing contributes to the formation of a narrative career identity that offers students in higher education a sense of meaning and direction. The contents of writing done by students who participated in 2 two-day writing courses before and after work placements and of a control group were compared. Employers were also asked to evaluate students' performance. Writing samples were analyzed using the Linguistic Index Word Count program and an instrument based on Dialogical Self Theory. Work-placement self-reports were gathered, examined, and used as anecdotal evidence presented in the form of case studies. The results show that career writing can promote the development of career identity and holds promise as a narrative career guidance approach.
Keywords: Creative writing, Expressive writing, Narrative career counseling,
LIWC, Dialogical Self Theory, Higher education
Original languageEnglish
Pages (from-to)75-84
JournalJournal of Vocational Behavior
Volume85
Issue number1
DOIs
Publication statusPublished - 2014

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identity formation
career
Education
narrative
education
student
Vocational Guidance
career guidance
Linguistics
Creative writing
Self Report
counseling
employer
linguistics
performance
evidence
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Cite this

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abstract = "This study investigates whether creative, expressive, and reflective writing contributes to the formation of a narrative career identity that offers students in higher education a sense of meaning and direction. The contents of writing done by students who participated in 2 two-day writing courses before and after work placements and of a control group were compared. Employers were also asked to evaluate students' performance. Writing samples were analyzed using the Linguistic Index Word Count program and an instrument based on Dialogical Self Theory. Work-placement self-reports were gathered, examined, and used as anecdotal evidence presented in the form of case studies. The results show that career writing can promote the development of career identity and holds promise as a narrative career guidance approach.Keywords: Creative writing, Expressive writing, Narrative career counseling, LIWC, Dialogical Self Theory, Higher education",
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Career writing : Creative, expressive and reflective approaches to narrative identity formation in students in higher education. / Lengelle, R.; Meijers, F.; Poell, R.F.; Post, M.

In: Journal of Vocational Behavior, Vol. 85, No. 1, 2014, p. 75-84.

Research output: Contribution to journalArticleScientificpeer-review

TY - JOUR

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AU - Meijers, F.

AU - Poell, R.F.

AU - Post, M.

PY - 2014

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N2 - This study investigates whether creative, expressive, and reflective writing contributes to the formation of a narrative career identity that offers students in higher education a sense of meaning and direction. The contents of writing done by students who participated in 2 two-day writing courses before and after work placements and of a control group were compared. Employers were also asked to evaluate students' performance. Writing samples were analyzed using the Linguistic Index Word Count program and an instrument based on Dialogical Self Theory. Work-placement self-reports were gathered, examined, and used as anecdotal evidence presented in the form of case studies. The results show that career writing can promote the development of career identity and holds promise as a narrative career guidance approach.Keywords: Creative writing, Expressive writing, Narrative career counseling, LIWC, Dialogical Self Theory, Higher education

AB - This study investigates whether creative, expressive, and reflective writing contributes to the formation of a narrative career identity that offers students in higher education a sense of meaning and direction. The contents of writing done by students who participated in 2 two-day writing courses before and after work placements and of a control group were compared. Employers were also asked to evaluate students' performance. Writing samples were analyzed using the Linguistic Index Word Count program and an instrument based on Dialogical Self Theory. Work-placement self-reports were gathered, examined, and used as anecdotal evidence presented in the form of case studies. The results show that career writing can promote the development of career identity and holds promise as a narrative career guidance approach.Keywords: Creative writing, Expressive writing, Narrative career counseling, LIWC, Dialogical Self Theory, Higher education

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