Career Course Competitive
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Career Course Competitive



MwACE 09 Presentation

MwACE 09 Presentation



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    Career Course Competitive Career Course Competitive Presentation Transcript

    • Career Courses Create Competitive Candidates Amy O’Donnell MwACE Annual Conference August 2-4, 2009
    • While we’re waiting , please write your responses to the questions on the scrap paper provided
      • Do you represent a college/employer, other?
      • Do you think career courses should be offered? Required?
      • Do you have a career course on your campus? If so is it required?
      • What challenges do/might you face trying to implement career curriculum?
      • If you have course resources would you be willing to share?
      • Write your name/email address, if willing.
    • Today’s tasks
      • Create awareness of why the UT College of Business Administration implemented required career courses
      • Note employer survey results which support having career courses
      • Share resources/ideas among colleagues who have or wish to have courses
    • Setting the context
      • UT is a public institution of 20,700 students
      • College of Business Administration houses 3200 students (about a 2750/350 split)
      • There is a centralized career services office; however, the College values the discipline-specific attention it can offer in the Business Career Programs Office
    • Business Career Programs
      • Assists business students in securing internships during their undergraduate careers and full-time placement upon graduation
      • Supervised by Associate Dean for Undergraduate Programs and Administration, who, until fall 2004, also provided job search advising/resume critiques
    • Business Career Programs
      • In addition to the Associate Dean for Undergraduate Programs and Administration, additional staff include
        • ¾ time secretary
        • Undergraduate Office Staff
        • Graduate Student
      • Career Development Curriculum/Lecturer provide exposure to career exploration/job search process
    • Career Development I & II
      • Act in place of having full-time advising/administrative staff
      • Required of all undergraduates
      • One credit hour, graded A-C, No Credit (although this is changing Fall 2009)
      • Six sections of “II” and then, “I,” are taught concurrently for 8 weeks
      • 40 + students per section total approximately 480 students per semester
    • Career Development Courses take students from self-assessment through the offer
      • Career Development I:
        • self-assessment
        • Introduction of resources
        • major/career exploration
      • Career Development II:
        • job search strategies/networking
        • refining written documents
        • interview prep
        • professionalism
    • How did we get faculty support?
      • New Dean welcomed idea of introducing required career curriculum when Associate (then, Assistant) Dean’s attention to career-related tasks became too much
      • Support came easily when presented to
        • College’s Undergraduate Studies Committee
        • College faculty as a whole
        • University Faculty Senate
      • Piloted in 2004; became required in 2005
    • Our story is unique
      • “ Another challenge…is convincing the administration that offering career courses provides benefits to students,” (Brooks, 1995)
      • Administration investment remains an issue at many institutions as faculty are opposed to awarding academic credit (Mead and Korschgen, 1994)
      Raphael, A. (2005, Fall2005). CAREER COURSES: HOW WE KNOW WHAT STUDENTS ARE LEARNING. NACE Journal , 66 (1), 34-39. Retrieved July 29, 2009, from Education Research Complete database
    • Why explore career course’s impact?
      • Continually receive comments from employers stating students are better prepared than they used to be
      • Reactions from:
        • Students
        • Colleagues
        • Employers
      • Trying to lend support to university colleagues
      warranted it (“enthusiastic” about unique required model)
    • Why explore career course’s impact?
      • There is overwhelming evidence that career courses have a positive impact on student outcomes (Folsom and Reardon, 2001)
      • Students who enroll in career courses begin their career planning earlier and develop greater self awareness (Brooks, 1995)
      • There are clear advantages to taking a career course over individual counseling sessions (Stonewater and Daniels, 1983)
      Raphael, A. (2005, Fall2005). CAREER COURSES: HOW WE KNOW WHAT STUDENTS ARE LEARNING. NACE Journal , 66 (1), 34-39. Retrieved July 29, 2009, from Education Research Complete database
    • Survey Particulars
      • Sample comprised of primary contacts who recruited last year and those who had record of resume referrals from 2004-2009 
      • Sent E-mail invitation to participate to 200 recruiters who quickly began responding online
      • Adjustments were made for incorrect addresses/contacts
      • Sent one reminder message
      • Reporting 96 participants and 48% response rate
    • How many years have you been recruiting at the UT College of Business? This impacted results
    • Where do you recruit your interns/entry level workforce?
    • For what disciplines or majors do you recruit?
      • Respondents verified mostly typical business disciplines:
        • Accounting
        • Finance
        • Management (HR, Organizational Leadership)
        • Marketing, E-commerce
        • Professional Sales
        • Supply Chain/Operations
        • IT
      Some not major specific
    • What activities generally comprise your recruiting program? Still value high touch
    • Have you noticed a change in UT Business students’ ability to be competitive in the last four years?
    • If you are new (within the past three years) to recruiting UT Business students, how do they compare?
    • Are you familiar with the practice of offering students career development/job search courses?
    • Do you believe colleges should require career/job search courses?
    • What benefits do you believe are or could be realized by colleges requiring career courses? Noted awareness of careers and “reality”
    • Would you say that students who take career courses versus those who do not are more competitive in the market?
    • If one of the colleges where you recruit decides it wants to implement required career curriculum, would you be wiling to support the college with written recommendations?
    • Would you advise on curriculum?
    • Would knowing a college requires career curriculum impact your decision to recruit there?
    • In the absence of required career courses, what recommendations would you have for colleges as they create competitive candidates?
    • Are you aware UT College of Business students are required to take two career development courses?
    • Observations
      • Although 70% of our recruiters weren’t aware of our required curriculum, they believe our students are competitive (62%) or about the same (36%) as students from other schools
      • 67% of surveyed recruiters had only been recruiting five or fewer years, and thus wouldn’t have had a basis to judge students from the days prior to required curriculum
    • Observations
      • 85% of employers believe that colleges should require career curriculum, yet only 53% say knowing the schools require the courses would impact their decision to recruit
      • 81% of employers said they’d be willing to support you with written recommendations
      • 65% indicated they would advise on curriculum
    • Conclusion? Sounds like employers like the idea of enhancing competitiveness through career courses.
      • UT College of Business offers assistance:
        • Dr. Terribeth Gordon-Moore, Associate Dean for Undergraduate Programs and Administration,
          • 419-530- 4376, [email_address]
        • Amy O’Donnell, Career Development Lecturer
          • 419-530-2422, [email_address]
      • Discussion?