Career Development Interventions in Higher Education

1. Career Development Interventions in Higher Education

2. As the global labor market continues to evolve the need for a highly educated labor force has never been more important. • Increasingly, higher education is seen as the principle key to future employment and opportunity, worldwide. Mutlu Süral and Korkut Owen, 2015

3. Increasing number in Turkey... Many new universities opened • Female enrollment increases • In USA at 2010,undergraduate students, % 57 female, % 43 male (US National Center of Educational Statistics, 2012). • OECD countries have same tendencies (Severiens &ten Dam, 2012) Mutlu Süral and Korkut Owen, 2015

4. Femaleandmalestudentsnumber

5. During 15 yearsjust at 2002 total universitystudentnumberdropped • Tillto 2008 numberswereincreasingslowly since thenincreasingfaster • Male studentnumbersare a littlehigher (% 54) thanfemale (% 46)

6. Career Needs of Students in Higher Education • Today’s students are diverse in background, characteristics, developmental levels, and career development needs.

7. Career Needs of Students in Higher Education, continued • More than 130,000 students with learning disabilities are currently attending college. • Women enrolled in higher education more than ever. • Career development needs of lesbian, gay, and bisexual students have long been ignored in higher education. • This increased heterogeneity suggests that career development interventions in higher education must be comprehensive and systematic.

8. The Evolution of Career Development Interventions • Professor/advocate • Job placement • Employment agencies • Placement offices • Diverse services (no single type of counseling center or placement center)

9. Five Major Approaches for Delivering Career Services • Macrocenter • Counseling orientation • General-level service • Career planning and placement • Minimal service

10. Why College Students Seek Career Assistance • Learn more about themselves • Identify career goals • Become more certain of their career plans • Explore career options • Do educational planning • Learn job search skills

11. Career Development Competencies in Adulthood • Self-Knowledge • Skills to maintain a positive self-concept • Skills to maintain effective behaviors • Ability to understand developmental changes and transitions

12. Career Development Competencies in Adulthood • Educational and Occupational Exploration • Skills to enter and participate in education and training • Skills to participate in work and lifelong learning • Skills to locate, evaluate, and interpret career information • Skills to seek, obtain, maintain, and change jobs • Ability to understand how the needs and functions of society influence the nature and structure of work

13. Career Development Competencies in Adulthood • Career Planning • Skills to make decisions • Ability to understand the impact of work on individual and family life • Ability to understand the continuing changes in male-female roles • Skills required to make career transitions

14. Goals of Career Interventions in Higher Education • Help students learn to identify and transfer career interests to a plan of action • Help students relate interests and goals to opportunities • Help students relate their career plans to life goals and opportunities • Help students learn how to evaluate their progress toward career goals through academic preparation

15. Career Interventions in Higher Education (Crites’ Model) • Explore a variety of options. • Crystallize a narrow range of specific options. • Make a commitment to a choice and specify college major. • Implement the choice of major.

16. Powell and Kirts Model • Proposes a systems approach to career services in higher education • Starts by providing an overview of services to new students • Continues by providing self-assessment • Then focuses on exposure as students engage actively in career exploration • Finally provides training in job search skills

17. The Florida State Model • A curricular career information service (CCIS) model with five modules, as follows: • Introduction to the service • Orientation to the decision-making process • Self-assessment • Career information • Matching of majors and jobs

18. Career Services • Courses, workshops, and seminars -- structured group experiences on topics such as career decision making, career planning, and job search skills • Group counseling activities for students dealing with career indecision, career indecisiveness, and job search anxiety • Individual career counseling • Placement programs

19. Components of Comprehensive Career Services (Hale) • Structured, university-wide program of career education • One-stop center that offers career counseling, career planning, and placement • Specially trained and selected academic advisers representing many academic areas • Central full-time administrator • Commission on academic advising and career services

20. Goals of Career Interventions in Higher Education (Herr & Kramer) • Provide assistance in the selection of a major • Provide self-assessment and self-analysis • Assist students to understand the world of work • Assist students to learn decision-making skills • Provide assistance with unique needs of sub-populations • Provide assistance with access to jobs

21. Career Development Goals in Higher Education (Griff) • Increase career and self-awareness • Develop decision-making skills • Acquire knowledge of current and emerging occupational options • Develop job search skills • Crystallize career goals • Participate in academic planning

22. Council for the Advancement of Standards (CAS) Guidelines • Essential components of career services • Leadership • Organization and management • Human resources • Financial resources • Facilities, technology, and equipment • Acceptance of legal responsibilities

23. CAS Standards, continued • Equal opportunity, access, and affirmative action • Campus and community relations • Diversity • Ethics • Assessment and evaluation

24. Advantages of Centralized Services • More likely to have a critical mass of professional staff • Efficiencies and economies of scale in use of facilities and support staff • Vibrant, challenging environment because of heterogeneity of student population

25. Disadvantages of Centralized Services • May be viewed by students as less personal due to size • May be located farther away from places where students spend most of their time

26. Ten Imperatives for Career Services (Rayman, 1999) • 1: Acknowledge lifelong nature of career development and challenge students to take responsibility for their own career destiny • 2: Accept and embrace technology as an ally in service delivery • 3: Continue to refine and strengthen professional identity • 4: Acknowledge and accept that individual career counseling is at the core of our work

27. Ten Imperatives for Career Services (Rayman, 1999) • 5: Forge relationships with other professionals and parents to achieve a “multiplier effect” • 6: Redouble efforts to meet needs of an increasingly diverse student body • 7: Maintain focus on quality career services while also filling relationship role with corporate America

28. Ten Imperatives for Career Services (Rayman, 1999) • 8: Acknowledge that on-campus recruiting is a thing of the past and develop new approaches • 9: Resolve the nature of the university’s role with alumni, eliciting support rather than providing services to them • 10: Advocate effectively for resources to maintain and increase services and use existing resources efficiently