dc.description.abstract | The concept of dynamic career is extremely present in the field of theoretical and scientific
debates related to the career development of adults. These careers, seen as a consequence
of the society in which we live, are characterized by numerous specificities, and
their consequences range from a continuously positive to highly negative ones. While
our career development today is increasingly delivering more complex tasks, which are
often only one part of complex tasks that we face on a daily basis, paradoxically, in career
guidance policies, state in which individuals should independently deal with these tasks
is more and more legitimized. This paves the way to the lack of programs, which will
help individuals in solving issues related to their career development. One such program
and its participants, were part of the research, which was conducted with the aim to examine
how students of the University of Belgrade determine their careers, as well as what
kind of help they expect from courses designed to support their career development. The
research included 204 students of the final years of Bachelor studies at the University of
Belgrade who participanted in the Belgrade University Center for Students’ Career Development
in the course entitled Career Management Skills. The research results show
that students perceive a career in extremely different ways, from something that can almost
be equated with life, something that represents a significant aspect of life, an important
part of professional identity; through understanding their careers in relation to
the tasks they are assigned to, and understanding their careers only as an instrument for
achieving something related to some other aspect of their life. When it comes to support
they need, research results show that students need help to better connect with the world
of work, but, more importantly, they need a great help in dealing with issues concerning
deeper understanding of themselves in today’s world of work, in creating a real image of
themselves, in creating a relationship with their own career. In that sense, it is noticed
that students should not be left alone in the pursuit of their careers, but more than that,
programs of support must only be part of continuous and systematic assistance to individuals.
This raises important issues of responsibility, where “fighting alone” is only
possible on paper, but more importantly, where “fight alone” is maybe a strong call for all
of us to struggle together. | sr |