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.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
StrengtheningCollegeSupportServicesToImproveStudent
TransitioningToCareers
WilliamArnold
ABSTRACT
Thearticlereviewschallengesfacingcollegesincludingtheneedforactionstoaddressnewcircumstancesofeducatingcollegestudentsandpreparingthemforproductiverolesfollowinggraduation.Thesechallengesarebalancedbyresourcescollegesaredevelopingtofacilitatecollege-to-careertransitioningtofirstdestinationsfollowinggraduation.Inareviewofsupportservicesofferedbycollegesthearticleidentifiesinnovativeprogramsthatshowpotentialforimprovedcareersupportforstudents.Sources,includingsurveysofstudentsandemployers,publishedwritingbyleadersineducation,andreporteddatafromcolleges,provideapresentviewofcareersupportfunctionsandsuggestpatternsofevolution.Collegesarestrengtheningtheirsupporttostudent'sdepartmentbydepartment,butprogramsandactivitiesacross-departmentsneedtobeintegratedtoimproveservicesforstudents.Leveragingsynergiesamongcampussupportfunctionsimprovesservicestostudents.Theuseofstudentsupportcasemanagersmayeliminatethesilosamongcollegesupportfunctions.Designingprogramsaroundstudentsandbridginggapsamongsupportservicescandelivermorerelevantandtimelyresults.ThearticleintroducesthevoicesofstudentsexpressedinanupperdivisionbusinesscourseManagementTheoryandPractice.Theactualwordsofstudentswereacquiredasbyproductsofclassassignmentsandcourseevaluations.Collectingtheseindirectlyratherthatasthefocalpointofstudentinputlendsacandidperspective.Thecommentsinterjectbothstudentsre'questsforassistanceandtheirappreciationforthesupporttheyreceived.
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,andemployerswhoneedschoolstodevelopstudentsleadershipcapabilitiesandskillsthatwillallowthemtobeeffectiveintheworkforce.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).
HowBusi
Decryingthedriftthathasswungthebalancefromteachingtoscientificresearchbyfacultymembersasthemeansofassuringadvancement,BennisandO'Toole(2005)intheirarticleSchoolsLostTheirWay”advocatedplacingmoreiesmonphimasprovingthecompetenceofgraduatesandhiringfacultiesthatunderstandthedriversofbusinessperformance.Asstatedbytheauthors“Thebestclassroomexperiencesarethoseinwhichprofessorswithbroadperspectivesanddiverseskillsanalyzecasesthathaveseeminglystraightforwardtechnicalchallenges…athtenrevealhiddenstrategic,economic,competitive,human,andpoliticalcomplexities(B”ennis&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.Ontheminussidetheauthorsnotedcasesofprofessorsfeeling
uncomfortablea
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