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 Career is undoubtedly an essential part of people’s lives. Unfortunately, career development does not necessarily go smoothly because various circumstances, such as career barriers, might constrain career development. Therefore, it is important to have valid and reliable instruments that help evaluate and understand this phenomenon. The current study aimed to test the validity of the Lithuanian version of the Perceived career barriers scale. The sample included 382 participants aged from 18 to 63 years (M = 37.5 years, SD = 13.6). Two hundred twenty-six of the participants were females, 155 were males, and one did not disclose their gender. The Perceived Career Barriers Scale was translated from the German language using the back translation technique. Its construct validity was confirmed by confirmatory factor analysis. Results also showed that the scale is reliable. Convergent validity of the scale was also confirmed – perceived career barriers correlated with career self-efficacy, Past Negative time perspective, Present Fatalistic time perspective, and Future Negative time perspective. The Perceived Career Barriers Scale may be used for further research, although it is recommended to conduct a more comprehensive validity evaluation.

Faculty attrition has been widely acknowledged and poorly understood throughout academic medicine. To date, barriers to career advancement in academic surgery have been identified and described in a limited fashion using only survey data. The authors sought to characterize career barriers for women academic surgeons using grounded theory methodology. Authors conducted semi-structured interviews with 15 mid-career and senior female academic surgeons in the United States. Data were drawn together using grounded theory analysis of interview transcripts to develop a conceptual model. Interviewees identified barriers constituting two intersecting categories: (1) obstacles within the system of academic surgery and (2) impediments based in broader culture and its power structures. Interviewees’ robust description of the challenges of integrating clinical and non-clinical professional responsibilities is novel. Career barriers identified by women in academic surgery are complex and include cultural factors from within and outside of the profession. Identifying and dismantling barriers, particularly those that negatively impact perceptions of belonging, is imperative to creating a culture of sustained excellence in academic surgery. The authors used grounded theory method to develop a conceptual model of barriers to careers in academic surgery as described by successful female academic surgeons. The authors identified intersecting cultural barriers specific to academic surgery and derived from cultural power differentials. •Barriers to careers in academic surgery have not been thoroughly explored.•Interviewees identified barriers based upon obstacles within the system of academic surgery.•Interviewees also named impediments based in broader culture.•Integration of professional roles provides a newly identified barrier to academic careers.

PurposeThrough a systematic literature review covering 15 years, this paper aims to identify and annotate the barriers that hinder the career development of women working in the construction industry. Furthermore, it describes publication trends that have contributed to the evolution of the topic.Design/methodology/approachA systematic literature review of credible sources in different databases has been carried out for the period from 2000 to 2015. By means of thematic analysis, a data set of 60 articles has been analysed.FindingsThe topic has been and still is of interest to the research community. Women who work in the construction industry in different countries confront numerous career barriers, the more frequent being the difficulty of balancing work and family, and the lack of professionalism in human resource management.Research limitations/implicationsSome publications related to the topic might have been inadvertently omitted. Hopefully, this paper can be valuable for informing future research directions.Practical implicationsThe paper is useful to human resource managers to understand how their practices influence women’s career development, gender equity and organisational injustice, and how to improve them. It informs policies to reduce gender discrimination and guides researchers interested in gender diversity in the industry.Social implicationsA clear vision of career barriers affecting women is required to find solutions and improve the fairness and justice of business practices.Originality/valuePrevious studies do not offer a comprehensive and up-to-date review covering such a wide time period and so many countries. It will have implications in the identification of initiatives critical to achieving lasting change in gender equity in the construction industry.

This study explored the chain mediating role of perceived career barriers and career maturity in the relationship between social support and career adaptability of vocational college students. Eight hundred and sixty-two vocational college students were recruited to complete the Social Support Rating Scale, Perceived Career Barriers Inventory, Career Maturity Scale, and Career Adaptability Scale. Results indicated that: (1) social support could make significant positive effects on vocational college students' career adaptability; (2) career maturity could play a mediating effect on the relationship between social support and vocational college students' career adaptability; and (3) perceived career barriers and career maturity played a chain mediating effect between social support and vocational college students' career adaptability. It was concluded that social support can not only directly impact the career adaptability, but also make an indirect impact on the career adaptability of vocational college students through perceived career barriers and career maturity.

Despite the rise of teaching academic (teaching only) roles in Australia, the UK, the USA, and Canada, the experiences of teaching academics are not well documented in the literature. This article reports from a university-wide study that responded to the introduction of teaching academic roles during a major restructure of academic staff. Thirteen focus groups involving 115 academic staff employed in a range of roles were held approximately 12 months after teaching academic roles were introduced. In conveying the results, we first report on the teaching academic experience, highlighting the perceived low value of the teaching academic (TA) role and confusion about what the role entails. We then focus on teaching academic career pathways. The findings highlight the uncertainty surrounding career paths for teaching academics, who noted the absence of career or promotion scripts. Respondents noted also an absence of role models within the professoriate. They expressed widespread concerns about developing the traditional academic skill set required to transition between roles and institutions, with many TAs finding themselves in boundaried careers with an uncertain future. The construct of career or promotion scripts is used to examine multiple perceptions of career pathways for teaching academics. The findings highlight the importance of systematic change management processes when new academic roles are introduced within the context of university-wide academic restructure, and the critical role of human resources in designing and implementing the same.

ABSTRACT Objective: this study was aimed to verify how perceptions of career barriers and adaptability held by senior undergraduate students attending Business Administration programs influence employability and career satisfaction. Method: a survey was conducted among 358 senior undergraduate students. Data analysis included descriptive statistics, hypothesis tests for differences between means, and structural equation modeling. Results: significant differences were found in individuals’ perceptions regarding career barriers depending on sex and race. Contrary to the expected, the hypothesis test showed that contextual career barriers do not predict employability or satisfaction. Adaptability, in turn, predicted both, while employability predicted satisfaction. Conclusions: the results reinforce that sociodemographic characteristics are potential indicators to support understanding of perceived career barriers. Additionally, the students’ continued development of adaptability (concern, control, curiosity, confidence) to advance their careers and life plays an important role, positively influencing perceptions of overall abilities for work (employability) and career success. RESUMO Objetivo: esta pesquisa pretende verificar a influência das percepções de barreiras de carreira e de adaptabilidade na empregabilidade e na satisfação com a carreira entre formandos em Administração em instituições de educação superior. Métodos: realizou-se uma pesquisa do tipo survey com 358 estudantes dos últimos semestres da graduação. A análise dos dados envolveu estatística descritiva, teste de hipótese da diferença entre médias amostrais e modelagem de equações estruturais. Resultados: houve diferenças significativas nas percepções de barreiras de carreira conforme o sexo e a cor. No teste das hipóteses, constatou-se que barreiras contextuais de carreira não predizem a empregabilidade e a satisfação, ao contrário do que era esperado. Já a adaptabilidade se revelou como preditora de ambas, e a empregabilidade se revelou como preditora da satisfação. Conclusões: os resultados reforçam que as características sociodemográficas dos indivíduos são indicadores potenciais para a compreensão das percepções de barreiras de carreira. Ademais, o desenvolvimento contínuo pelos estudantes da adaptabilidade (preocupação, controle, curiosidade, confiança) para construir as carreiras e a própria vida influencia de forma importante as percepções favoráveis de capacidades gerais para o trabalho (empregabilidade) e de sucesso na carreira.

Purpose The purpose of this paper is to examine how refugees from a professional career domain restore a coherent narrative when confronting barriers to recognition of their former career status. It focuses in particular on the identity work in which they engage in order to reconcile tensions between their current status as refugees and their professional identity. Design/methodology/approach In total, 15 refugees to the UK who were professionally qualified in medicine or teaching in their country of origin took part in interviews or focus groups exploring career barriers, plans and future aspirations. Initial inductive thematic analysis identified recognition of professional identities as a primary concern. Further analytic iterations between theory and empirical material sharpened the focus on identifying the tensions in their professional identity work. Findings Participants struggled both to restore their former professional identity and to develop alternative identities. Professional identity work limited, but also sustained them in the face of barriers they encountered as refugees. Practical implications More support for refugee career development would facilitate adaptation to local job markets, thereby addressing gaps in education and health services in the UK. Originality/value The paper highlights the tensions in refugee professional identity work and particularly the challenges and rewards of professional identification in the face of employment barriers.

PurposeDue to dynamic work contexts, mid-level managers struggle to advance their careers in contemporary organisations. Literature has consistently showcased that leadership style and gender significantly impact subordinates’ career and work-related outcomes. This study investigates the relationship between authentic leadership, gender, perceived career barriers and occupational well-being.Design/methodology/approachUsing self-report questionnaires, we collected data from 198 mid-level managers employed in the information technology (IT) sector in Delhi-NCR. We tested two mediation models simultaneously, investigating the mediation of perceived career barriers on occupational well-being. Authentic leadership and gender were the predictors of the first and second models, respectively.FindingsAuthentic leadership was positively associated with occupational well-being but negatively with perceived career barriers. Perceived career barriers partially mediated the link between authentic leadership and occupational well-being. Gender had a significant impact on perceived career barriers. Finally, perceived career barriers fully mediated the association between gender and occupational well-being.Research limitations/implicationsThe study showed that perceived career barriers were predicted by authentic leadership perception. In the face of career-related obstacles, managers with authentic leaders tend to have better well-being at the workplace. Further, perceived career barriers are essential in the relationship between gender and occupational well-being. However, the context of India’s IT sector is unique; therefore, caution must be practised when generalising.Practical implicationsOrganisations must promote authentic leadership at the upper echelons. Such a leadership style helps reduce the hurdles for managers and improves their well-being. Furthermore, addressing gender-specific career barriers, such as lack of cultural fit, is the key to enhancing female managers’ well-being.Originality/valueWe turned towards positive psychology and utilised the construct of authentic leadership to address the issues of career barriers and diversity in IT organisations.

This study constructs a three-dimensions of perceived career barriers (CB) of hospitality and tourism management (HTM) students, namely personal, social and interactional career barriers, and explores their impacts on students' professional identity and intention to work in hospitality and tourism (H&T) industry. The findings based on a sample of 842 HTM students in mainland China are as follows. Firstly, the three-dimensions model could reveal the structure of HTM students' perceived career barriers and all dimensions have significantly negative effects on professional identity and career intention. Meanwhile, the predictive power of personal career barriers is strongest, interactional and social barriers followed. Secondly, students' professional identity plays a role as a mediator between career barriers and intention. Lastly, the barriers could be negotiated by major satisfaction, as it moderates the relationship of career barriers to intention partially. Managerial implications are also discussed for tourism industries and educators.

We examined the effects of perceived career barriers on career decidedness among first‐generation college (FGC) students (n = 149) and non‐FGC students (n = 182) at a 4‐year university (mean age = 19.3 years). Participants responded online to measures of perceived career barriers and career decidedness. Results indicated that FGC students scored higher on lack of support and lack of time and financial resources than non‐FGC students. For both groups, higher levels of perceived lack of skills were related to lower levels of career decidedness, whereas greater levels of family‐related responsibilities predicted higher levels of career decidedness. FGC student status moderated the association between perceived lack of time/financial resources and career decidedness. Further research is needed to investigate the differential effects of various domains of career barriers. Career counselors are advised to consider FGC students' perceived career barriers in guiding students' career exploration and decision‐making.