促进大学生就业外文文献翻译.docx

促进大学生就业外文文献翻译.docx

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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

StrengtheningCollegeSupportServicesToImproveStudentTransitioningToCareers

WilliamArnold

ABSTRACT

Thearticlereviewschallengesfacingcollegesincludingtheneedforactionstoaddressnewcircumstancesofeducatingcollegestudentsandpreparingthemforproductiverolesfollowinggraduation.Thesechallengesarebalancedbyresourcescollegesaredevelopingtofacilitatecollege-to-careertransitioningtofirstdestinationsfollowinggraduation.Inareviewofsupportservicesofferedbycollegesthearticleidentifiesinnovativeprogramsthatshowpotentialforimprovedcareersupportforstudents.Sources,includingsurveysofstudentsandemployers,publishedwritingbyleadersineducation,andreporteddatafromcolleges,provideapresentviewofcareersupportfunctionsandsuggestpatternsofevolution.Collegesarestrengtheningtheirsupporttostudent’sdepartmentbydepartment,butprogramsandactivitiesacross-departmentsneedtobeintegratedtoimproveservicesforstudents.Leveragingsynergiesamongcampussupportfunctionsimprovesservicestostudents.Theuseofstudentsupportcasemanagersmayeliminatethesilosamongcollegesupportfunctions.Designingprogramsaroundstudentsandbridginggapsamongsupportservicescandelivermorerelevantandtimelyresults.ThearticleintroducesthevoicesofstudentsexpressedinanupperdivisionbusinesscourseManagementTheoryandPractice.Theactualwordsofstudentswereacquiredasbyproductsofclassassignmentsandcourseevaluations.Collectingtheseindirectlyratherthatasthefocalpointofstudentinputlendsacandidperspective.Thecommentsinterjectbothstudents’requestsforassistanceandtheirappreciationforthesupporttheyreceived.

Keywords:

CollegeCareerServices;StudentTransitioningtoCareers;CollegetoEmployment;CollegetoCareerTransitioning;StudentCareerServices;CollegeGraduateFirstDestinations

INTRODUCTION

Educationalinstitutionsconstantlyevolvetofulfilltheirrolesinchangingtimes.Periodicallytheevolutionarypaceofprogressisdisruptedbytheneedformoreextreme,revolutionarychange.OneextremeexampleoccurredinresponsetotheinfluxofstudentsfollowingpassageoftheGIBillin1944.Adoptingcomputercapabilitiesschool-widecanbeviewedasanother.Neverbefore,though,haschangebeenasdrivenbychangesinthestudentsthemselves.AsmillennialsmakewayforGen-Zstudents,incomingfreshmenincreasinglyholdexpectationsofaccesstoadvancedsoftwareandcommunicationresources.Thenewgenerationshavebeenconditionedtohavinginstantaccesstoinformationandengaginginrealtimecommunicationonaglobalscale.Theyarepronetotakingactionandareoftenwillingtoproceedwithoutthebedrockoftheory.Itispossiblethatstudents,pre-filledwithknowledgeandexposedtoadvancedlearningopportunitiesfromearlyages,haveestablishedalearningmomentumthatisoutrunningtherateatwhichcollegesareadaptingandchanging.Inseveralwaysstudentsmaybeaheadofschooldeansandfacultiesassignedtoeducatethem.

Inthisarticlewereviewtheforcesbehindchangeaswellasexemplaryinnovationsbyeducationalinstitutions,especiallyinresponsetostudents,parents,andemployerswhoneedschoolstodevelopstudents’leadershipcapabilitiesandskillsthatwillallowthemtobeeffectiveintheworkforce.Studentsupportfunctions,typicallyclusteredwithinaStudentAffairsorganization,encompassprogramsthatmeetstudentneedsforhousing,disabilityservices,careerservices,andotherareasofstudentlife.OutsidethescopeofStudentAffairsaresignificantservicesprovidedbyacademicadvisors,campusevents,clubs,andprograms.Manycampusactivitiesofferopportunitiesforleadershipdevelopmentandskillbuildingforfuturecareers.Studentsupportfunctions,though,aretypicallyscatteredaroundcampuses,andoftenoperatewithminimalcoordination.Asaresultsupportprogramsthatcouldbenefitstudentsmaybebroughttotheirattentiononlysporadically.

Thisarticleincludesexamplesofinstitutionsthathavesteppedintothefuturetowardservice,plusadministrativeconfigurationsthatcenteronassistingstudentsintheirjourneystowardcareers.FinallythearticleportraystheneedforstudentsupportusingthevoicesofstudentsinaManagementTheoryandPracticescourseastheyarethenearingtherealityoffindingacareerorotherdestinationbeyondgraduation.

PRESSURESCONFRONTINGCOLLEGES

Collegeadministratorsarereactingtoaplethoraoffactorspresentlyexertingpressureforchange.Theseencompasstheneedforleadershipfunctionstypicallyinherentintheirroles.Topprioritiesofcollegedeanscontinuetobebudget,facultyrecruitment,fundraising,studentenrollment,accreditation,facultydevelopment,andinternationalization.Inaddition,changesinschoolrankingsandreputationsrequireattentioninanincreasinglycompetitiveenvironment（AssociationtoAdvanceCollegiateSchoolsofBusiness[AACSB],n.d.）.Takingadifferentslantintochallengesfacingleadersofeducationalinstitutionsbasedonaworldwidesampleof31businessschools,D’AlessioandAvolio（2011）foundstrongfaculty,teaching,quality,researchprograms,facilities,supportservices,andfinancialresourcestobeimportant.Inadditiontotheaccustomedfunctionsoftheposition,collegeadministratorsprovideleadershiptostakeholdersasvariedasdonors,trustees,alumni,neighboringcommunities,andfederalandlocalregulators.Thesecontinuingpressuresarenowjoinedbyadditionalfactorsthatdemanddeftleadership.

INTENSIFIEDINFLUENCES

Allaspectsoflife,work,andeducationaresubjecttochangingexternalfactors,andthesechangesareoccurringonaglobalscale.Educationalinstitutions,asrepositoriesofclassicalnorms,values,andknowledge,haveprovidedbuildingblocksfromthepastthatleadtothefuture.Toplaceeducationalinstitutionswithinthecontextofchange,itisimportanttorecognizethatcollegesarenotthedriversofchange.Wecanquestion,however,whethercollegeshavesynchronizedwithforcesintheexternalenvironmentthataccountformuchoftheneedforchange.Havecollegeskeptpace?

Havetheysucceededinmeetingneeds?

Havetheyadjustedtheirrolesandprograms?

Aretheyoptimizingtheirresourcestomeettheneedsofstudentstomastersubjectmatterknowledge?

Aretheyassuringthatstudentshavetheskillsandindividualproficienciestheyneedbeyondgraduation?

Arecollegesprofoundlyandcentrallypreparingstudentstofindjobopportunitiesorotherviableendeavorsfollowinggraduation?

AcademicDepartments

GeoffreyGarrett（2016）,Dean,TheWhartonSchool,pointedoutthatbusinessschoolsarechangingboththecontentoftheircurriculumsandtheirmethodsofteaching.Scrutinyofdepartmentalstructures,policies,andpracticesisunderway.Forexample,whentenuredfacultymembersretire,theyaremorelikelytobereplacedwithpart-timeornon-tenure-trackfull-timefaculty（Hainline,Gaines,LongFeather,Padilla,&Terry,2010）.InaGallupsurveyofcollegeanduniversitypresidentsStubbs（2016）founddiscrepanciesbetweentheprofessionaladvancementpracticesfollowedincollegesversusthecriteriaactuallypracticed.Thefindingsdisclosedthatdecisionsconcerningpromotionsconflictedbetweenthepathtocareersuccessforprofessorsviaresearchandpublishingandtherelegatedimportanceattributedtofacultymembersasteachers（Stubbs,2016）.

Decryingthedriftthathasswungthebalancefromteachingtoscientificresearchbyfacultymembersasthemeansofassuringadvancement,BennisandO’Toole（2005）intheirarticle“HowBusinessSchoolsLostTheirWay”advocatedplacingmoreemphasisonimprovingthecompetenceofgraduatesandhiringfacultiesthatunderstandthedriversofbusinessperformance.Asstatedbytheauthors“Thebestclassroomexperiencesarethoseinwhichprofessorswithbroadperspectivesanddiverseskillsanalyzecasesthathaveseeminglystraightforwardtechnicalchallenges…andthenrevealhiddenstrategic,economic,competitive,human,andpoliticalcomplexities”（Bennis&O’Toole,2005,WhatGetsTaughtsection,para.2）.

Changesareoccurringacrosscollegedepartmentsasprofessorsadapttogreatercomplexity.RaghavenandGanesh（2015）studiedcharacteristicsofeffectiveteachersasinsixroles:

asaperson,classroommanager,instructionalorganizer,instructionaldeliverer,andmonitorofstudentprogressandpotential（Raghaven&Ganesh,2015）.Theauthorsframedtheirresearcharoundsixfactorsshowntohaveimportanceindeterminingservicequality,satisfaction,andretention:

administrativesupport,careerplacement,academicfacultysupport,institutionalfactors,instructionalprogram,andinformationsystemsupport（Raghaven&Ganesh,2015）.

Oneofthepersistentappealsusedbycollegestoattractprospectivestudentshasbeentheirlowstudent-facultyratioswiththeimplicationthatstudentsmayhaveahighdegreeofinteractionwiththeirprofessors.Collegeadministrators,throughtheirmarketingstrategiesandstudentsupportstaffs,reinforcetheclaimofcaringprofessor-studentrelationships（Chory&Offstein,2017）.Stubbs（2016）foundthatprofessorswhodemonstratedcareandconcernmotivatedstudentstobecomeexcitedaboutlearning,andhavingmentorswhileinschoolencouragedstudentstopursuetheirgoals.Further,well-beingfollowinggraduationalongwithworkplaceachievementwerelinkedtohavingpositiveundergraduateexperiences（Stubbs,2016）.ChoryandOffstein（2017）examinedprosandconsofclosestudent-professorinteractions.Ontheminussidetheauthorsnotedcasesofprofessorsfeelinguncomfortableab