促进大学生就业外文文献翻译.docx

1、促进大学生就业外文文献翻译促进大学生就业外文翻译2018英文Strengthening College Support Services To Improve Student Transitioning To CareersWilliam ArnoldABSTRACTThe article reviews challenges facing colleges including the need for actions to address new circumstances of educating college students and preparing them for produc

2、tive roles following graduation. These challenges are balanced by resources colleges are developing to facilitate college-to-career transitioning to first destinations following graduation. In a review of support services offered by colleges the article identifies innovative programs that show poten

3、tial for improved career support for students. Sources, including surveys of students and employers, published writing by leaders in education, and reported data from colleges, provide a present view of career support functions and suggest patterns of evolution. Colleges are strengthening their supp

4、ort to students department by department, but programs and activities across-departments need to be integrated to improve services for students. Leveraging synergies among campus support functions improves services to students. The use of student support case managers may eliminate the silos among c

5、ollege support functions. Designing programs around students and bridging gaps among support services can deliver more relevant and timely results. The article introduces the voices of students expressed in an upper division business course Management Theory and Practice. The actual words of student

6、s were acquired as byproducts of class assignments and course evaluations. Collecting these indirectly rather that as the focal point of student input lends a candid perspective. The comments interject both students requests for assistance and their appreciation for the support they received.Keyword

7、s: College Career Services; Student Transitioning to Careers; College to Employment; College to Career Transitioning; Student Career Services; College Graduate First DestinationsINTRODUCTIONEducational institutions constantly evolve to fulfill their roles in changing times. Periodically the evolutio

8、nary pace of progress is disrupted by the need for more extreme, revolutionary change. One extreme example occurred in response to the influx of students following passage of the GI Bill in 1944. Adopting computer capabilities school-wide can be viewed as another. Never before, though, has change be

9、en as driven by changes in the students themselves. As millennials make way for Gen-Z students, incoming freshmen increasingly hold expectations of access to advanced software and communication resources. The new generations have been conditioned to having instant access to information and engaging

10、in real time communication on a global scale. They are prone to taking action and are often willing to proceed without the bedrock of theory. It is possible that students, pre-filled with knowledge and exposed to advanced learning opportunities from early ages, have established a learning momentum t

11、hat is outrunning the rate at which colleges are adapting and changing. In several ways students may be ahead of school deans and faculties assigned to educate them.In this article we review the forces behind change as well as exemplary innovations by educational institutions, especially in response

12、 to students, parents, and employers who need schools to develop students leadership capabilities and skills that will allow them to be effective in the workforce. Student support functions, typically clustered within a Student Affairs organization, encompass programs that meet student needs for hou

13、sing, disability services, career services, and other areas of student life. Outside the scope of Student Affairs are significant services provided by academic advisors, campus events, clubs, and programs. Many campus activities offer opportunities for leadership development and skill building for f

14、uture careers. Student support functions, though, are typically scattered around campuses, and often operate with minimal coordination. As a result support programs that could benefit students may be brought to their attention only sporadically.This article includes examples of institutions that hav

15、e stepped into the future toward service, plus administrative configurations that center on assisting students in their journeys toward careers. Finally the article portrays the need for student support using the voices of students in a Management Theory and Practices course as they are the nearing

16、the reality of finding a career or other destination beyond graduation.PRESSURES CONFRONTING COLLEGESCollege administrators are reacting to a plethora of factors presently exerting pressure for change. These encompass the need for leadership functions typically inherent in their roles. Top prioritie

17、s of college deans continue to be budget, faculty recruitment, fundraising, student enrollment, accreditation, faculty development, and internationalization. In addition, changes in school rankings and reputations require attention in an increasingly competitive environment (Association to Advance C

18、ollegiate Schools of Business AACSB, n.d.). Taking a different slant into challenges facing leaders of educational institutions based on a worldwide sample of 31 business schools, DAlessio and Avolio (2011) found strong faculty, teaching, quality, research programs, facilities, support services, and

19、 financial resources to be important. In addition to the accustomed functions of the position, college administrators provide leadership to stakeholders as varied as donors, trustees, alumni, neighboring communities, and federal and local regulators. These continuing pressures are now joined by addi

20、tional factors that demand deft leadership.INTENSIFIED INFLUENCESAll aspects of life, work, and education are subject to changing external factors, and these changes are occurring on a global scale. Educational institutions, as repositories of classical norms, values, and knowledge, have provided bu

21、ilding blocks from the past that lead to the future. To place educational institutions within the context of change, it is important to recognize that colleges are not the drivers of change. We can question, however, whether colleges have synchronized with forces in the external environment that acc

22、ount for much of the need for change. Have colleges kept pace? Have they succeeded in meeting needs? Have they adjusted their roles and programs? Are they optimizing their resources to meet the needs of students to master subject matter knowledge? Are they assuring that students have the skills and

23、individual proficiencies they need beyond graduation? Are colleges profoundly and centrally preparing students to find job opportunities or other viable endeavors following graduation?Academic DepartmentsGeoffrey Garrett (2016), Dean, The Wharton School, pointed out that business schools are changin

24、g both the content of their curriculums and their methods of teaching. Scrutiny of departmental structures, policies, and practices is underway. For example, when tenured faculty members retire, they are more likely to be replaced with part-time or non-tenure-track full-time faculty (Hainline, Gaine

25、s, Long Feather, Padilla, & Terry, 2010). In a Gallup survey of college and university presidents Stubbs (2016) found discrepancies between the professional advancement practices followed in colleges versus the criteria actually practiced. The findings disclosed that decisions concerning promotions

26、conflicted between the path to career success for professors via research and publishing and the relegated importance attributed to faculty members as teachers (Stubbs, 2016).Decrying the drift that has swung the balance from teaching to scientific research by faculty members as the means of assurin

27、g advancement, Bennis and OToole (2005) in their article “How Business Schools Lost Their Way” advocated placing more emphasis on improving the competence of graduates and hiring faculties that understand the drivers of business performance. As stated by the authors “The best classroom experiences a

28、re those in which professors with broad perspectives and diverse skills analyze cases that have seemingly straightforward technical challengesand then reveal hidden strategic, economic, competitive, human, and political complexities” (Bennis & OToole, 2005, What Gets Taught section, para. 2).Changes

29、 are occurring across college departments as professors adapt to greater complexity. Raghaven and Ganesh (2015) studied characteristics of effective teachers as in six roles: as a person, classroom manager, instructional organizer, instructional deliverer, and monitor of student progress and potenti

30、al (Raghaven & Ganesh, 2015). The authors framed their research around six factors shown to have importance in determining service quality, satisfaction, and retention: administrative support, career placement, academic faculty support, institutional factors, instructional program, and information s

31、ystem support (Raghaven & Ganesh, 2015).One of the persistent appeals used by colleges to attract prospective students has been their low student-faculty ratios with the implication that students may have a high degree of interaction with their professors. College administrators, through their marke

32、ting strategies and student support staffs, reinforce the claim of caring professor- student relationships (Chory & Offstein, 2017). Stubbs (2016) found that professors who demonstrated care and concern motivated students to become excited about learning, and having mentors while in school encourage

33、d students to pursue their goals. Further, well-being following graduation along with workplace achievement were linked to having positive undergraduate experiences (Stubbs, 2016). Chory and Offstein (2017) examined pros and cons of close student-professor interactions. On the minus side the authors noted cases of professors feeling uncomfortable ab