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EVALUATION OF THE HARIRI CAREER GUIDANCE CENTER AT THE AMERICAN UNIVERSITY OF BEIRUT

التبويبات الأساسية

Maryam  A.B. GHANDOUR

 

Univ.

Columbia

Spec.

Education

Deg.

Year

#Pages

Ed.D.

1990

168

 

The purpose of this study was to evaluate the Hariri Career Guidance center. The assessment of this program was based on the opinions of the counseled and non counseled students at the American University of Beirut toward their academic achievement, career satisfication and decisiveness.

This research focused on the relation between gender and whether or not subjects received counseling, on the one hand, and their career satisfaction, career decisiveness, and academic achievement, on the other. A factorial analysis of variance was performed to determine whether there were any significant differences between counseled and non‑counseled subjects on the academic achievement, career satisfaction and decision‑making as well as between male and female subjects. The study also reviewed the effects on the subjects of the treatment of 1985‑1986 (individualized counseling) in contrast to the treatment of 1987‑1988 (combination of individual and group counseling). To determine if year if counseling had an effect on statisfaction, decisiveness, academic fit, and academic achievement, four separate independent t‑tests were conducted using year of counseling as the independent variable.

Additional reactions of semi‑structured interviews were solicited from the current Hariri students, and former counselors and administrators were assessed based on qualitative analysis. A frequency distribution and percentages were performed to determine the counseled subjects as well as the former and current counselors' and administrators' reactions towards the Hariri Guidance Center's activities and its counseling process.

The overall results showed that there was no significant difference between the counseled and non‑counseled students in relation to career satisfaction and decision‑making as well as academic achievemnet, although mean satisfaction, decisiveness, academic fit, and academic achievement were relatively high. Moreover, there was no significant difference in treatments of individual as well as the combination of individual and group counseling.

The overall findings, whether from the analyses of qualitative data or quantitative data, recapitulated that students benefit from career guidance if a variety of interventions would be implemented and used in the light of students' needs. Obviously, different approaches should be tailored to different types of students.