Academic literature on the topic 'Career advisors'
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Journal articles on the topic "Career advisors"
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Mansson, Daniel H., and Scott A. Myers. "Mentoring Support and Relational Uncertainty in the Advisor–Advisee Relationship." NACADA Journal 33, no. 1 (June 1, 2013): 54–60. http://dx.doi.org/10.12930/nacada-13-208.
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We examine the extent to which career mentoring and psychosocial mentoring received from their advisors relates to advisee perceptions of advisor–advisee relational uncertainty. Doctoral students (N = 378) completed the Academic Mentoring Behaviors Scale (Schrodt, Cawyer, & Sanders, 2003), the Mentoring and Communication Support Scale (Hill, Bahniuk, Dobos, & Rouner, 1989), and the Relational Uncertainty Scale (Knobloch & Solomon, 1999). The results of a series of Pearson correlational analyses indicate that advisees' reports of received career mentoring and psychosocial mentoring from their advisors are negatively related to their advisor–advisee relational uncertainty. These findings emphasize further the importance of advisors' provision of mentoring support for their advisees.
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Dollarhide, Colette T. "Career Process and Advising: Tools for the Advisor." NACADA Journal 19, no. 2 (September 1, 1999): 34–36. http://dx.doi.org/10.12930/0271-9517-19.2.34.
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The author provides a user-friendly, seven-step model for the career-decision process. Advisors can use it to help students make career and academic choices. Practical guidelines for discussions between advisors and advisees are offered.
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Krajňák, Samuel, Katarína Staronova, and Heath Pickering. "Ministerial Advisers in Slovakia: Profiles and Career Paths, 2010 – 2020." NISPAcee Journal of Public Administration and Policy 13, no. 2 (December 1, 2020): 115–40. http://dx.doi.org/10.2478/nispa-2020-0017.
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AbstractThis study examines the transparency of the regulatory framework under which ministerial advisors exist within the politicized context of a Central and Eastern European perspective. We compare profiles and career paths of ministerial advisers under five different types of coalition governments and examine if variance across government types can be explained by type of party – established vs. new parties. Empirically, the article draws on a cohort of 162 ministerial advisers in Slovakia across five governments from 2010 to 2020. We arrive at multiple findings. Firstly, we suggest the limitation in the availability and reporting of data is an important finding as it highlights accountability gaps and lack of government transparency irrespective of the party in power. Secondly, within the low regulatory environment, ministers appoint multiple types of staff including both formal “visible” ministerial advisers and “invisible” ministerial agents that, if one could accurately measure, would likely demonstrate that the ministerial advisory system is more inflated than we currently present. The ad-hoc nature of the advisory system also creates fluctuations in the size of the ministerial adviser cohort across governments and across different ministries. This would also help to explain the next finding, which is that, contrary to the experience in many countries, the overall size of the advisor population does not grow, probably because executive politicians have other avenues of appointing advisory agents. Fourthly, the advisers have a fairly equal distribution of prior employment from both the public sector and the private sector, but we do see some evidence of more established political parties preferring to recruit from the public sector and newer parties preferring to recruit from the private sector. Lastly, the appointment process appears to be highly controlled by individual ministers, suggesting personal ties are essential (link between ministerial and advisor education) and party-political criteria are a low consideration. The research is conducted using a biographical approach in which freedom of information requests and open source data is scrapped and then triangulated via a dozen interviews with current and former advisers. It argues that regulation is weak, lacking public scrutiny, which provides loopholes for employing ministerial agents in informal ways that could create, at worst, the opportunity for corrupt behavior, or at least, lead to poor practices in good governance. Therefore, future research should focus on both the formal “visible” and informal “invisible” ways that ministers recruit their advisory agents, how their agents function, and whether existing regulatory measures create a transparent and accountable governance framework.
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Jaffé, William F., and Mary E. Huba. "Engineering Students' Use of and Satisfaction With Faculty and Professional Academic Advising Systems." NACADA Journal 10, no. 2 (September 1, 1990): 37–43. http://dx.doi.org/10.12930/0271-9517-10.2.37.
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The academic advising program in a college of engineering was studied to describe the role of the advisor in terms of Predominant patterns of use for assistance with preregistration, class add/drop, curriculum planning, career guidance, college and department rules and procedures, and personal counseling. Faculty and professional advisors were compared, and student gender, grade point average (GPA), and age were studied. Students used their advisors predominantly for assislance with preregistration, curriculum planning, and adding or dropping classes. Students assigned to faculty advisors reported greater use of and satisfaction with their advisors than students assigned professional advisors. No discernable pattern of use of and satisfaction with the assigned advisor was found with regard to gender. The expectation was not generally supported that females would use and be more satisfied with their advisors than would males. Students with higher GPAs reported greater use of and satisfaction with their advisors for curriculum and registration assistance than students with lower GPAs. Furthermore, for several advising needs, students with higher GPAs who had assigned faculty advisors used or were more satisfied with their assigned advisors than similar students assigned professional advisors. Younger students used their advisors more frequently than older students for career guidance and personal counseling. This was especially true for younger students assigned to faculty advisors.
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Hughey, Judy K. "Strategies to Enhance Interpersonal Relations in Academic Advising." NACADA Journal 31, no. 2 (September 1, 2011): 22–32. http://dx.doi.org/10.12930/0271-9517-31.2.22.
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The relationship between interpersonal skills is positively correlated with effective academic advising. Professional academic advisors feel significant pressure to meet a wide array of student needs, increase retention rates, help students in their efforts of academic achievement and career exploration, and support institutions to excel in scholarship. These demands make the skills needed for effective academic advising more professionally demanding than ever before. An advisor's skill level in interpersonal relations is critical to advising success. In this article, I share the foundation for interpersonal relations proficiency, communicate the challenges in interpersonal skill areas, and provide strategies with examples designed for advisors to enhance their proficiency in their relationships with advisees.
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Aiken-Wisniewski, Sharon A., Anna Johnson, Joshua Larson, and Jason Barkemeyer. "A Preliminary Report of Advisor Perceptions of Advising and of a Profession." NACADA Journal 35, no. 2 (November 1, 2015): 60–70. http://dx.doi.org/10.12930/nacada-14-020.
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Practicing advisors may not agree, know, or understand that advising does not meet the scholarly definition of a profession. Through a phenomenological study, members of NACADA: The Global Community for Academic Advising were invited to describe the position of academic advisor. The data gathered were used to address two research questions: “How do advisors describe the occupation of advising?” and “How do advisors describe a profession?” Answers to these questions provided a foundation to understand advisors' views of advising as an occupation, definition of their own career, and understanding of a profession as it relates to advising.
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Vespia, Kristin M., Stephanie D. Freis, and Rebecca M. Arrowood. "Faculty and Career Advising." Teaching of Psychology 45, no. 1 (December 5, 2017): 24–31. http://dx.doi.org/10.1177/0098628317744962.
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Psychology prioritizes students’ professional or career development by including it as one of the five undergraduate learning goals. Faculty advisors are critical to that development but likely feel less prepared for the role. Departments face challenges assessing associated student learning outcomes. We introduce an instrument programs can use to evaluate outcomes and advisors can use to measure students’ advising needs, perceptions, and preferences. We share results from an undergraduate sample ( N = 91) to illustrate potential data and uses. For example, these students viewed faculty as knowledgeable career advisors and expressed confidence in their major selection but simultaneously reported feeling unprepared for postgraduation life and thought the major was not highly marketable. We offer specific recommendations for using such data to promote professional development.
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Sun, Li, and Ning Cheng. "Impacts of Sense of Career Calling and Perceived Career Development Opportunities on Work Engagement: A Case Study of Undergraduate Academic Advisor." International Journal of Business and Management 16, no. 8 (June 26, 2021): 37. http://dx.doi.org/10.5539/ijbm.v16n8p37.
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This article studies the impacts of sense of career calling and perception of career development opportunities on work engagement, taking academic advisors as survey object. An online questionnaire survey was carried out on academic advisors of colleges and universities in Henan Province, China. Purposive sampling is used for the convenience of data collection, and a total of 400 valid questionnaires were received. SPSS statistical software is used to conduct descriptive analysis, independent sample t-test, and regression analysis of sample data. Research results show that academic advisors have a higher sense of career calling, perception of career development opportunities, and work engagement. Married teachers have a higher sense of career calling, perception of career development opportunities, and work engagement. Sense of career calling and perceived career development opportunities have a significant positive impact on work engagement, and career mission has a greater impact on work engagement than perceived career development opportunities. This research can help college administrators and decision makers realize the importance of the psychological needs of academic advisors in improving work engagement.
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Donnelly, Ned. "A National Survey of Academic-Advisor Job Satisfaction." NACADA Journal 29, no. 1 (March 1, 2009): 5–21. http://dx.doi.org/10.12930/0271-9517-29.1.5.
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Presented analyses regarding academic-advisor job satisfaction are based on data from a survey administered to NACADA members in July 2005. Advisor job satisfaction in various environments and differences in satisfaction across personal demographics were studied. Academic advisors report high satisfaction overall as well as with student and supervision aspects of the job. Advisors are most satisfied with work variety, job benefits, and teamwork, and they are least satisfied with salary, recognition, and support for career opportunity. Environment variables most strongly related to job satisfaction were variety, empowerment, and teamwork. Advisors were least happy with the environment element of salary. Of the advisor variables, years of experience and advising style showed the strongest relationship with satisfaction. Relative Emphasis: practice, research, theory
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Danis, Edward J. "ACADEMIC PLANNING AS A CAREER STRATEGY." NACADA Journal 7, no. 1 (March 1, 1987): 87–89. http://dx.doi.org/10.12930/0271-9517-7.1.87.
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The following ideas were adapted from a handout given by the Division of Undergraduate Studies at Penn State to its students, who more often than not have great concerns about their University education vis-a-vis the job market. Addressing students directly, it is intended as a practical tool for academic advisors at all institutions of higher education regardless of size or scope. Those who find the contents helpful for their advisers should feel free to use this feature, partially or in its entirely, and should feed free to structure it for local situations.
Dissertations / Theses on the topic "Career advisors"
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Punches-Flick, Rachel L. "To Stay or Go? A Qualitative Investigation of the Motivational Factors Influencing the Career Ascension of Academic Advisors in Higher Education Institutions." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1626798844363319.
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Barham, Lyn. "Talking about careers : personal and professional constructions of career by careers advisers." Thesis, University of the West of England, Bristol, 2013. http://eprints.uwe.ac.uk/20237/.
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This study arose from an 'intellectual puzzle' (Mason, 2003) that careers advisers, when faced with personal career dilemmas, found little apparent attraction in seeking career guidance for themselves. This puzzle resonated with the concern, often mentioned in the literatures on career and career guidance, that practitioners continue to espouse outdated, positivist methods of working with their clients. The research set out to explore how careers advisers think about 'career' in their personal and their professional lives. The study was conducted from a social constructionist metaperspective, which took worldviews and ways of knowing to be individually shaped by relationships and social experience. Data collection was through a storied approach to explore participants' retrospective accounts of their own careers to date, putting considerable effort into hearing stories rather than engaging in professional discourse. A second stage of each interview sought accounts of their ways of working with specific, recent clients. Analysis focused on attending to unique personal voices, and particularly the possibility that people may construe a single idea in different ways in different arenas of their life, exploring ideas of 'conceptual dispersion' (Linder and Marshall, 2003), contrapuntal voices (Gilligan et aI., 2003) and 'I-positions' (Hermans et aI., 1992). Differences emerged in the implicit concepts of career underlying personal career stories, both amongst the sample group of careers advisers, and intrapersonally when comparing personal career stories with discussions of their work with clients. Careership theory proved a powerful explanatory tool, but has not given adequate attention to the subjective nature of turning points alongside their visible manifestations in changes of status or occupation. The findings include identification of aspects of careers advisers' ways of working , which are inadequately recognised and celebrated. They also include an emergent understanding, framed within Careership theory and Bourdieu's work, of how careers advisers could better conceptualise their ways of relating with clients. The Listening Guide, a central tool in analysis of the data, was indentified as having potential in this conceptual development. Preparatory work for the study discovered that a remarkable lack of attention has been paid to the careers of careers advisers themselves. The study makes a contribution to this neglected field, as well as offering a firmly qualitative contribution to a research field noted by Stead et al. (20 11) to be strongly biased towards work in quantitative and positivist approaches.
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Lynes, Diane Gael. "Resourcing And Support For Careers Advisers In Secondary Schools In Canterbury, New Zealand." Thesis, University of Canterbury. School of Education, 2001. http://hdl.handle.net/10092/1048.
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Fifty-three careers advisers in Canterbury secondary schools in New Zealand were asked to complete a questionnaire, assessing their perceptions regarding current levels of resourcing and support for careers advisers in secondary schools. Forty-five returned completed questionnaires, of which ten respondents were male and 35 were female. All were registered teachers. Although there was overall agreement that resourcing had improved over time, the respondents were evenly divided in their opinion that current levels of resourcing were adequate for them to effectively perform their job. Larger schools, in terms of pupil numbers, were better resourced. They had more teaching and ancillary hours for careers. The single most restrictive factor, which was identified as hindering careers advisers from completing their jobs satisfactorily, was time. An analysis of both qualitative and quantitative data has been used to examine present conditions in careers centres in Canterbury secondary schools.
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Thambar, Nalayini Pushpam. "What is the professional identity of Careers Advisers in Higher Education? Challenges and opportunities for careers service leaders and managers." Thesis, University of Bradford, 2016. http://hdl.handle.net/10454/14566.
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This aim of this study is to understand the professional identity of careers advisers in UK universities, at a time of unprecedented interest in employability across the sector following an increase in undergraduate tuition fees in England. The research question is “What is the professional identity of careers advisers in higher education in the ‘new’ employability climate? Opportunities and challenges for careers service leaders and managers.” Here, professional identity is defined as ‘the experience and self-understanding of those fulfilling a particular occupational role’. The study is qualitative, using the methodological approach of Interpretative Phenomenological Analysis. The areas of literature that have been reviewed relate to the nature and development of the professions and the development of individual and collective professional identity. The history of the careers adviser role within the UK education system also provides context. Data was collected in summer 2012 through interviews with 21 careers advisers from 14 universities across England, Wales and Scotland using a stratified sample based on league table data. This study makes a contribution to knowledge by suggesting a professional identity for careers advisers which is Undefined, Parochial, Unrecognised and Unconfident yet Dedicated, and by making recommendations for leaders and managers, and careers advisers themselves, to consider in their approaches to staff development, (self-) advocacy and connection with broader institutional priorities. Such approaches do not conflict with a primary purpose of ‘helping students’ and can serve to strengthen the impact and influence of careers advisers as experts who address the increasingly critical employability agenda.
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McLean, Erika. "Beyond the Cabinet: Zbigniew Brzezinski’s Expansion of the National Security Adviser Position." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84249/.
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The argument illustrated in the thesis outlines Zbigniew Brzezinski’s ability to manipulate himself and his agenda to top priority as the national security advisor to President Carter. It further argues that Brzezinski deserves more blame for the failure of American foreign policy towards Iran; not President Carter. The sources include primary sources such as Zbigniew Brzezinski and President Jimmy Carter’s memoirs as well as information from President Carter’s library in Atlanta, Georgia. Secondary sources include historians who focus on both presidential policy and President Carter and his staff. The thesis is organized as follows: the introduction of Brzezinski, then the focus turns to his time in the White House, Iran, then what he is doing today.
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Kratz, Amelie, and Marika Dozzi. "Från idrottens värld till vägledningsrummet : om idrottspsykologiska rådgivare och tillämpning för studie- och yrkesvägledare." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58923.
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Föreliggande studie undersöker hur idrottspsykologiska rådgivare arbetar och om det i deras klientarbete finns metoder eller modeller som kan vara tillämpbara inom studie- och yrkesvägledning. Syftet var att se hur idrottspsykologiska rådgivare arbetar och vilka skillnader det finns i de båda yrkesgruppernas arbetssätt samt att se om vissa delar i rådgivarnas arbetsformer kan vara tillämpbara eller bara vara kompletterande till studie- och yrkesvägledarnas modeller. Den metod som valdes för forskningen var kvalitativ, med personliga intervjuer. Resultaten som visade att respondenterna arbetade på ett liknande sätt där dialogen med klienten var det primära arbetssättet. En skillnad var att rådgivarna oftast arbetade med sökande som är motiverade till förändring samt att de arbetade processinriktat och hade mer tid för varje klient. Vi anser att det skulle vara möjligt för studie- och yrkesvägledare skulle kunna använda delar av rådgivarnas arbetssätt för att öka och utvidga sina egna framtagna modeller samt för att förnya sina arbetsredskap.This study examines how sport psychology consultants are working and whether their client work are methods or models which may be applicable in career counselling. The research questions that are answered in this paper are about the sport psychology consultant’s work and what differences there are in the two professional groups. And to see if certain parts of the advisers' work can be applicable or be complementary to the study and career counsellors models. The method chosen for the research was qualitative interviewing. The results that emerged indicated that they worked in a similar manner in the dialogue with the client, the primary approach, but one difference was that counsellors often work with applicants who are motivated to change and that they work with process and had more time for each client. We think that it’s possible for study and careers advisors could use parts from the advisors' approach to enhance and expand its own developed models and to renew their working tools. The hypothesis that the two professional groups worked similarly matched and that it is possible to take parts from working sued.
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Parshotam, Anusha. "Quality of work life and career change among online technical advisors." Thesis, 2008. http://hdl.handle.net/10539/5696.
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There is currently a phenomenon of young people changing jobs in our country. This
research looks at the reasons why mechanics leave the workshop environment to
pursue a career as a technical advisor in the call centre. The technical advisors all
make the transition at a particular stage in their lives and this will be looked at in
terms of Super’s (1980) developmental theory, with a particular focus on the stage of
establishment. The dissertation takes the reader on a journey through the lives of five
technical advisors at a particular organisation, and compares and contrasts the two
work environments and the quality of work life associated with both. The study will
also focus on stress that they experience while making the transition from mechanic to
technical advisor and how this impacts on their work and personal lives. The study
was exploratory in nature and was investigated through the qualitative method of
interviewing.
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Pan, Pei-Chun, and 潘姵君. "A STUDY ON THE MENTORING RELATIONSHIP BETWEEN GRADUATE STUDENTS AND ADVISORS－THE EFFECTS ON LEARNING SATISFACTION, AFFECTION INTERFLOW, AND CAREER CONSULTATION." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/54040639090024822934.
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碩士大同大學
事業經營學系(所)
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Mentoring relationship is a relationship in which a junior staff member is attached to a senior person in the organization, and receives job skills and mental training and a great deal of help. The origin is from the well-known Greek Homer’s epic, The Odyssey, where the hero Odysseus entrusted his son to the credible friend Mentor for protection and education while he was going to fight the Trojan War. Then it made for a relationship that Mentor was like both a teacher and a friend to his son. Afterward, a mentoring relationship, no matter if in eastern or western culture, has had some typical examples. For instance, Confucius and his 72 disciples are in eastern culture, and philosophers Socratic and Plato are in western culture. These examples are enough to explain the existence and impact of the mentoring relationship. However, most existing research on the mentoring relationship has been set in a career environment and usually discusses the mentoring relationship from the student’s perspective to see how the mentoring function works. From the survey done for this study, there is no research discussing the effects of the mentoring relationship from both sides until now. This study is to make a breakthrough in the lack of the existing research on the mentoring relationship through field surveys by using the questionnaire survey. All the assistant professors and professors which had experience in thesis mentoring, and the first and second year graduate students were surveyed in one of the private universities in Taipei. There were a total of 150 and 665 questionnaires distributed to teachers and students, respectively, after two months tracing and collecting, the retrieved qualified questionnaires are 83 and 413, respectively. Data Analysis of this study was conducted through the AMOS 6.0 Structural Equation Modeling Analysis and SPSS14.0 was used for the registration of information and descriptive statistics calculation. This study finds that the recognition of the mentoring function among the mentoring professor and the master’s students will positively affect career consultation and affection interflow; the affective interflow among the mentoring professor and the master’s students will positively influence the level of learning satisfaction of the latter. First, one different point of this study from the previous research is that “On the recognition of the mentoring function, the mentoring professor’s and the master’s students’ recognition of the instrument function are higher than the recognition of the psychosocial and networking functions.” The point we can realize from this is that the domestic education for the master’s is required by completing the thesis. This is different from the European and American education for the master’s. They are required to get the fixed academic credits and join the specified seminars. The domestic education for a master’s is still a typical traditional learning of graduate school, focusing on theory development and application. In addition, professors face stresses from evaluation and promotion, and they can get the points for promotion by publishing papers abstracted from the students’ theses that they guided. Therefore, it makes the education for the master’s trend to practical orientation that is the professors’ advising capacity is respected. Second, both teachers and students must believe in the mentoring function strongly, and then the affection interflow and career consultation will be influenced positively. In other words, when only the mentoring relationship exists and works well, both teachers and students will get the positive affection interflow, and also students will have career consultations further from the teachers. Finally, affection interflow has the mediating effect on the learning satisfaction of the students, it proves that a professor’s respect, concern, sharing, and encouragement will influence a student’s attitudes for the learning environment and further increase its effects on learning.
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Kelly, Ron, University of Western Sydney, College of Business, and School of Management. "Career management in the NSW Public Service : the experience of secondary school careers advisers." 2009. http://handle.uws.edu.au:8081/1959.7/42087.
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This research sets out to identify (i) the perceptions of careers advisers and other relevant stakeholders about current career management practices provided for secondary school careers advisers by the NSWDET and (ii) the current and future career issues faced by NSWDET careers advisers in view of social political and economic changes in the last decade in so far as they impact upon their careers. In this thesis, career management is conceptualised as a process which involves employees becoming aware of their own interests, values, strengths and weaknesses, obtaining information about job opportunities within their organisation (and by implication, with other potential employers), identifying career goals and creating plans to achieve such goals. As such, the process is not exclusively driven by the employer, but is rather a joint responsibility. However to discover what the career management stakeholders viewed about the career management received by NSWDET secondary careers advisers, it was necessary to focus on what this employer had provided. To establish a set of criteria to discover the types and support for such career management, the schema of career management interventions provided by Arnold’s (1997) see Table 1.1, was used as an investigative tool. The conclusions reached are that there remain unmet challenges for the career management of secondary school careers advisers and indeed to the careers of these practitioners in NSWDET schools. An important outcome of this thesis will be to create a set of recommendations to guide the future course of managing the careers of these secondary school careers advisers.M. Commerce (Hons.)
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"Experiential Learning: Perspectives from Undergraduate Peer-Advisors Pursuing Careers in Higher Education." Doctoral diss., 2017. http://hdl.handle.net/2286/R.I.42059.
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abstract: The impact of peer-leadership programs on undergraduate students has been studied since the inception of higher education. Programs such as peer-mentoring, peer-counseling, and peer-advising are regularly used within the college environment as there are proven benefits to both student leaders and mentees. However, there is limited content on students who plan to pursue higher education careers and experiential programs that prepare them for the field. Thus, this action research study is designed to examine the influence of a peer-advising program on participants who have identified their interest in various careers in the college setting. Employing a mixed-method approach to inquiry, the study connects Kolb’s (2005) Experiential Learning theory, and Chickering’s (1964) Vectors of Student Development to a hands-on learning experience designed to improve participants’ competency and clarity in their potential career choice. This study was conducted with the purpose of illustrating the role of experiential learning opportunities in higher education, particularly with a unique focus on undergraduate students desiring careers in the higher education field.
Four senior students were positioned as peer-advisors assisting fellow students with academic related matters over one semester as a means of gaining competency and clarity in their pathway toward working in higher education. The results of the study indicate that peer-advising participants attributed program participation to increased career competency and clarity. There were also 64 student-advisee participants who found the program to be beneficial to their overall advising needs, as well as one professional advisor who found the program to be effective in decreasing her advising load during the study. The results of this study align with outcomes of pinnacle research and scholarship on experiential learning, and support the growing acknowledgment of the importance of applied learning experiences in higher education.Dissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2017
Books on the topic "Career advisors"
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Alexander, Gorelik, and Vault (Firm), eds. Vault career guide to investment management. New York, N.Y: Vault Inc., 2002.
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Vaughn, Rosco C. Handbook for advisors of career and technical student organizations. 5th ed. Winterville, Ga: American Association for Vocational Instructional Materials, 2007.
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Vaughn, Rosco C. Handbook for advisors of career and technical student organizations. 5th ed. Winterville, Ga: American Association for Vocational Instructional Materials, 2007.
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Vaughn, Rosco C. Handbook for advisors of career and technical student organizations. 5th ed. Winterville, Ga: American Association for Vocational Instructional Materials, 2007.
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Vaughn, Rosco C. Handbook for advisors of career and technical student organizations. 5th ed. Winterville, Ga: American Association for Vocational Instructional Materials, 2007.
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Vaughn, Rosco C. Handbook for advisors of career and technical student organizations. 5th ed. Winterville, Ga: American Association for Vocational Instructional Materials, 2007.
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Career advising: An academic advisor's guide. San Francisco: Jossey-Bass, 2006.
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Chevalier, Judith A. Career concerns of mutual fund managers. Cambridge, MA: National Bureau of Economic Research, 1998.
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1962-, Phillips Stephen Bennett, ed. Readers, advisors, and storefront churches: Renée Stout, a mid-career retrospective. Kansas City, MO: University of Missouri-Kansas City, Belger Arts Center for Creative Studies, 2002.
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Cohen, Roy. The Wall Street professional's survival guide: Success secrets of a career coach. Upper Saddle River, N.J: FT Press, 2010.
Find full textBook chapters on the topic "Career advisors"
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Pritoni, Andrea, and Maria Tullia Galanti. "Of Pure Academics and Advice Debutants: The Policy Advisory Roles of Political Scientists in Italy." In The Advisory Roles of Political Scientists in Europe, 205–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86005-9_10.
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AbstractTo date, no systematic attempt has been made to describe the main features of the Italian policy advisory system. In particular, we know very little about the role of political scientists within it. This study addresses precisely this gap in the literature. First, by presenting original data derived from an online survey to which 177 Italian political scientists responded, we reconstruct frequency, type, recipient(s), and areas of their (potential) policy advice. Second, by focusing on two very relevant policy processes—the approval of the so-called Italicum (electoral law) and of the so-called Jobs Act (labour market reform)—we add insightful qualitative details to our quantitative analysis. Empirical results show that Italian political scientists are seldom engaged in policy advisory activities: many of them have never been. Moreover, there are no particular differences—from the point of view of personal characteristics (gender and level of academic career)—between policy advisors and the so-called pure academics. Finally, as the two case studies show, informal advice has the greatest impact on policymaking. This latter aspect reminds us of how much the Italian policy advisory system (PAS) is still poorly institutionalised and largely based on personal relationships as well as on political proximity.
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Álvarez-González, Beatriz, Magdalena Suárez-Ortega, Beatriz Malik-Liévano, and María Fe Sánchez-García. "Defining Entrepreneurs’ Needs and the Barriers They Face According to the Perceptions of Professional Guidance Practitioners and Career Advisors." In International Perspectives on Research in Educational and Career Guidance, 19–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-26135-1_2.
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Natarajan, Harish, Dereck Jos, Omkar Mahadik, and Yogesh Shahare. "Career Advisor Using AI." In Advances in Intelligent Systems and Computing, 511–17. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4676-9_44.
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Press, Frank, and Philip M. Smith. "Science and Technology in the Carter Presidency." In Presidential Science Advisors, 37–56. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3898-2_4.
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Papini, Dennis R. "Your Advisor and Department Chair." In Your Career in Psychology, 45–58. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781444315929.ch4.
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John, Tracey, and Dwaine Clarke. "Virtual Career Advisor System with an Artificial Neural Network." In Advances in Artificial Intelligence: From Theory to Practice, 227–34. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60042-0_26.
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Molnár, Gábor Tamás. "Coping with a Closed and Politicized System: The Advisory Roles of Political Scientists in Hungary." In The Advisory Roles of Political Scientists in Europe, 181–203. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86005-9_9.
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AbstractThis chapter provides a first look at the policy advisory system of an illiberal-populist democracy, Hungary, asking how can we explain the low level of advisory engagement of Hungarian political scientists? and how can we apply our theoretical framework to describe the patterns of policy advisory activities of Hungarian political scientists? Based on an overview of Hungarian policymaking, we expect a closed, politicized policy advisory system dominated by the central government and its externalized structures of advice. Access is expected to be selective, based on personal connections. We find that policy advice is neither especially restricted nor incentivized by professional norms and academic career considerations, but there is a general lack of fit between knowledge demand from policymakers and traditional areas of political science. The decisive factor in explaining the low level of engagement in Hungary seems to be demand from the potential recipients and the selective access to the policymaking process. Advice is institutionalized outside of academia and the internal governmental arena, with (consulting) firm membership being the strongest predictor of advisory engagement and think tanks being the most frequent recipient. The advisory strategies observable are often highly informal, while those lacking personal connections utilize alternative, more formal means.
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Real-Dato, José. "In Search of Relevance: The Advisory Roles of Political Scientists in Spain." In The Advisory Roles of Political Scientists in Europe, 253–77. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86005-9_12.
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AbstractThis chapter analyses the involvement of academic political scientists in Spain in political and policy advisory tasks and the factors that account for such engagement. This is done by using data from the ProSEPS COST Action survey collected among political scientists working in Spanish academic institutions during 2018. After describing both the contextual opportunities and limitations affecting the demand and supply of policy and political advice in Spain, the chapter investigates the factors that could explain the frequency and causes of the engagement of political scientists in policy advice activities. Results show that the structure of the state as well as professional norms, the stage in professional career (seniority and tenure), and the level of specialisation influence the participation in advisory tasks. The chapter ends with a reflection about the possibilities to further expand the advisory influence of Spanish political scientists.
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Horiuchi, Annick. "The Career of Takebe Katahiro as Advisor of the Shōgun." In Science Networks. Historical Studies, 207–39. Basel: Birkhäuser Basel, 2010. http://dx.doi.org/10.1007/978-3-7643-8745-7_7.
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Shankhdhar, Ashutosh, Anurag Gupta, Akhilesh Kumar Singh, and Rahul Pradhan. "A Vocational Career Advisory Application Built Using Unsupervised Machine Learning Frameworks." In Lecture Notes in Electrical Engineering, 471–80. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8542-2_38.
Full textConference papers on the topic "Career advisors"
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Choudhary, Neha, and Brent K. Jesiek. "Engineering Ph.D. students' career preferences: Levels, changes, and the role of advisors." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344217.
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Capello, Maria Angela, C. Susan Howes, and Eve Sprunt. "Capitalizing on Mentoring, Sponsoring and Networking for your Career Success." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206063-ms.
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Abstract Mentors, sponsors, and networks increase your chances of having a successful career. Mentors provide valuable guidance and advice on career alternatives, while sponsors support candidates selected for highly desirable roles by serving as a reference that they can perform well in positions of increasing responsibility and importance. Networking increases the number of people who are familiar with your abilities and is a powerful way to sustain and enhance your reputation and circle of influence. Networking is about making the right connections and building beneficial relationships. In this article, we showcase how the combination of mentoring, sponsoring, and networking produces advisors who can enable us to have a rewarding and successful professional career. We share our three-component system for optimizing your chances of career success. – Mentoring and the "Critical Listening" model: Intelligent questioning, ranking of options or preferences, and attentive listening are used during mentoring sessions. The balance between these modes as you progress through your career from fresh graduate to mid-career to experienced professional. This model includes practical examples to guide you in your approach mentoring loops whether for either the first or for the nth time with the aim of maximizing the value you can gain from mentoring. – Sponsoring and the "BET" model: BET is our acronym for Building a Network, Equal Priorities, and Tactics (BET). We explain how individuals can acquire and tactically leverage sponsors throughout their careers. The approaches of sponsors and protégées evolves with career stage, that changes priorities and focus. – Networking Development and Optimization: Networking for mentoring and sponsoring is essential to career success. A diverse network enhances innovation and problem solving. We benefit from both deep and shallow connections. Networking built on a foundation of reciprocity includes an exchange of mutually beneficial information that establishes long-lasting professional relationships. Methods to diagnose and address network gaps help professionals to achieve career objectives. Strong networking skills build collaborative relationships that add value for both one's career and employer. Understanding how to maximize the value of mentoring, sponsoring, and networking is essential to career success. We encourage self-analyses throughout your career and provide guidelines on how to leverage mentors and sponsors and utilize best practices to expand your professional network. In an era where COVID has drastically changed how most of us work, understanding how to thrive with these three key instruments for career success is challenging, given the additional hurdle of having to do it in a virtual ecosystem with fewer or no opportunities to meet face to face. This article raises awareness and provides practical guidance for individuals on building beneficial relationships from mentoring, sponsoring, and networking. Keeping networks alive and strong in a reduced mobility world requires new strategies.
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Cummings, Robert, Earl Huff, Naja Mack, Kevin Womack, Amber Reid, Brandon Ghoram, Juan Gilbert, and Kinnis Gosha. "Vlog Commentary YouTube Influencers as Effective Advisors in College and Career Readiness for Minorities in Computing: An Exploratory Study." In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2019. http://dx.doi.org/10.1109/respect46404.2019.8985961.
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Skaltsa, Ioanna G., Katerina Kasimatis, and Alex Koutsouris. "Fostering young agronomists’ competencies through experiential learning: A pilot research in the Agricultural University of Athens, Greece." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end110.
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"In the 21st century agronomy students need to take the responsibility of their career planning. Upon graduation, they are called to combine knowledge, skills, and values, in order to support as change agents, farmers’ decision making aiming at sustainable agriculture and rural development. To reinforce such a role it is deemed necessary to cultivate student agency, namely, a sense of responsible and active participation in society. Students need to be able to set achievable goals, collaborate successfully in order to solve problems, and act in-line with a professional ethos supporting the wellness of the community and the sustainability of earth. Hence, the need of competence-based education in our century is usually taken as granted. Higher education should adopt educational methods and tools that would support students’ competence development. Experiential learning, represented by Kolb’s Experiential Learning Cycle (KELC), is an essential part of such an approach and includes four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. In this paper, we explore the effectiveness of experiential learning aiming at the acquisition and/or development of competencies on the part of Agricultural University of Athens (AUA) students. To attain such an objective, we carried out a pilot with 69 AUA students, in spring of 2021. Students were divided into three groups (A, B, and C). Each group, attended a 3-hour meeting, using different approaches (A=traditional lecturing, B=experiential learning based on KELC and C=investigative case-based learning). Furthermore, students were offered a participatory class regarding rural advisors’ profile and planet sustainability. Due to the COVID-19 pandemic, online tools were adopted. Students participated in pre- and post-survey based on a questionnaire. Focus groups and observation methods were also utilized to further explore and validate quantitative data. In this paper we report the design and the quantitative and qualitative findings, particularly focused on the experiential learning approach."
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Lee, Terri, Tianjie Zhu, Sophia Liu, Linh Trac, Zizhen Huang, and Yu Chen. "CASExplorer: A Conversational Academic and Career Advisor for College Students." In Chinese CHI 2021: The Ninth International Symposium of Chinese CHI. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3490355.3490368.
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Bryan, April, Patricia Brackin, and Wayne Sanders. "Evaluating Lifelong Learning." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12638.
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One of the required ABET outcomes is “a recognition of the need for, and an ability to engage in lifelong learning.” Although students must demonstrate this recognition and ability at graduation, data from alumni can strengthen a program’s assertion that its graduates actually engage in lifelong learning. Several strategies for demonstrating lifelong learning are presented and discussed. In addition, a case study from the Mechanical Engineering Department at Rose-Hulman Institute of Technology is presented. For the case study, several assessment instruments were used: an alumni survey, employer focus groups, an Advisory Board survey, and feedback from senior students. Each component will be discussed, results will be presented, and conclusions will be drawn. The alumni survey was made via the internet. The 760 respondents included graduates from the 1940s through the 2000s. Respondents were asked to indicate the number of additional courses or workshops that they had taken and whether or not they had received any additional degrees. Furthermore, respondents were asked to rate the importance of lifelong learning to their current job. In addition, they were asked to rate how well Rose had prepared them for lifelong learning. Employer perspective was gained through focus groups and the advisory board. Companies who were present at career fairs were asked to answer questions about Rose graduates in general. The ME Advisory Board contains members from institutions who are major employers of our graduates. Advisory board members gave feedback based on their knowledge of graduates’ performances. As in the alumni survey, both groups were asked to rate the importance of lifelong learning, along with how well Rose prepared them. Finally graduating seniors were asked to rate how important they felt lifelong learning would be in their careers. In addition, they were asked how well prepared they thought they were. All groups surveyed rated the ability to continue to learn and educate one’s self as being important, and all groups felt that RHIT graduates met the required standard.
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Karimabadi, Homa, Dimitris Vassiliadis, Shing F. Fung, Xi Shao, Ioannis A. Daglis, and Joseph D. Huba. "How I Chose My Thesis Advisor." In MODERN CHALLENGES IN NONLINEAR PLASMA PHYSICS: A Festschrift Honoring the Career of Dennis Papadopoulos. AIP, 2011. http://dx.doi.org/10.1063/1.3544332.
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Stebleton, Michael. "Doctoral Students in Humanities and Social Sciences: The Role of Advisers on Stress and Career." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683277.
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Masunaga, Hiromi, and Tianni Zhou. "Reasons why students decide to leave a university." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002540.
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This project was designed to expand our understanding about (1) who drops out, and (2) what predicts student attrition in the first two years at a university. The university where this project has been conducted is a 4-year Hispanic Serving institution in California. The university currently involves approximately 34,000 undergraduate students, 44% of whom are from Hispanic/Latino background. Other groups are Asian (20%), White (16%), and African-American, American Indian and others (15%). We invited freshmen and sophomores to participate in this project when they had no registered courses two months after the registration period started (i.e., approximately three weeks before the start of the following semester). Our understanding was that the delay in the registration reflected cognitive and non-cognitive factors that would seriously and negatively impact continuous enrollment. A series of surveys and focus groups examined students’ decision-making motives and non-cognitive factors that would inhibit their academic progress, retention, and success. Non-cognitive reasons examined are:1. Financial problems, 2. Poor secondary school preparation, 3. Undecided/ Unsatisfactory majors, 4. Conflict with work and family commitments, 5. Increasing difficulty in academic success/progress, 6. Lack of quality time with faculty and counselors, 7. De-motivating school environment, 8. Undesirable experiences in classes, and 9. Lack of student support (Bownan et al., 2019; Goldrick-Rab, 2018; Kim, 2019; Kirp, 2019ab; Moody, 2019; Sagenmuller, 2019; Saunders-Scott, et al., 2018; Silver Wolf et al., 2017; Yool, 2019). This project additionally examined the impact from COVID-19. As compared to those participants who intended to return to the university, those who indicated that they would not return to the university presented a wider range of inhibiting factors, including: •Financial difficulties •Undecided, Undeclared, Undesirable, & Unsuitable Majors•Difficulties in maintaining good Academic Progress•Not being in contact with faculty & counselors•Not being connected with faculty & advisors•Perceived non-support - “Please reach out to me!”•Intimidation - Difficulty in reaching out to instructors or counselors•Low levels of awareness, access and use of University Support Services•Lack of understanding/support for college education from family•Lack of support on family needs that conflict with academic pursuit•Multitudes of obligations (e.g., financial, caregiving)•Some self-regulatory factors (e.g., time management, procrastination, goal setting)•Difficulty in online modalities of instruction during COVID-19The findings suggest a strong need to systematically support students who struggle. The majority of struggling students are first-time college students in the family, and low-income and under-represented students who have been strongly affected by COVID-19. When struggled, those students were not necessarily aware of campus resources or did not utilize the existing support services even when they were aware. Students sought individualized advising and wanted to be reached out. In order to promote students’ success, a holistic system must be built. For instance, it might be helpful if we try to: (1) unite financial aid, career advising, physical and mental health support, counseling, and academic support in order to ease access by students, and (2) promote student sense of belonging and connectedness as soon as they start their college lives.
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Williams, Adele. "Career Exploration From Policy to Practice: Influence of Advisory Committees on Education and Employment Outcomes (Poster 8)." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1890355.
Full textReports on the topic "Career advisors"
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McKinnon, Mark B., and Daniel Madrzykowski. Four Firefighters Burned in Residential House Fire - Georgia. UL's Fire Safety Research Institute, June 2022. http://dx.doi.org/10.54206/102376/gekk4148.
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On September 3, 2018, two career Fire Lieutenants and two career Firefighters suffered burn injuries as a result of a residential structure fire. On September 10, 2018, personnel representing several other fire departments in the area, including a member of the Fire Safety Research Institute (FSRI) Advisory Board visited the fire scene to document the incident and collect material samples from the structure. The narrative and analysis presented in this report rely on the photographs and evidence collected on September 10, 2018, dispatch transcript [5] and videos recorded at the time of the incident, and interviews conducted by a local investigator between September 3, 2018 and September 7, 2018 with fire service personnel involved in the incident and the resident of the structure [6]. The LaGrange Fire Department invited FSRI to study this incident as part of FSRI’s Near-Miss Project which is supported by a DHS/FEMA Assistance to Firefighters Grant. The goal of this project is to enhance the safety and situational awareness of the fire service by applying fire dynamics research results to near-miss or line of duty injury fire incidents. By identifying factors that contributed to the incident, perhaps future incidents may be prevented. FSRI’s analysis of this incident will apply research results and utilize fire research tools, such as computer fire models, to examine key fire phenomena and tactical outcomes. This report will explain the incident, what occurred, why it occurred, and what can be done differently in the future to result in a more favorable outcome
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Ossoff, Will, Naz Modirzadeh, and Dustin Lewis. Preparing for a Twenty-Four-Month Sprint: A Primer for Prospective and New Elected Members of the United Nations Security Council. Harvard Law School Program on International Law and Armed Conflict, December 2020. http://dx.doi.org/10.54813/tzle1195.
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Under the United Nations Charter, the U.N. Security Council has several important functions and powers, not least with regard to taking binding actions to maintain international peace and security. The ten elected members have the opportunity to influence this area and others during their two-year terms on the Council. In this paper, we aim to illustrate some of these opportunities, identify potential guidance from prior elected members’ experiences, and outline the key procedures that incoming elected members should be aware of as they prepare to join the Council. In doing so, we seek in part to summarize the current state of scholarship and policy analysis in an effort to make this material more accessible to States and, particularly, to States’ legal advisers. We drafted this paper with a view towards States that have been elected and are preparing to join the Council, as well as for those States that are considering bidding for a seat on the Council. As a starting point, it may be warranted to dedicate resources for personnel at home in the capital and at the Mission in New York to become deeply familiar with the language, structure, and content of the relevant provisions of the U.N. Charter. That is because it is through those provisions that Council members engage in the diverse forms of political contestation and cooperation at the center of the Council’s work. In both the Charter itself and the Council’s practices and procedures, there are structural impediments that may hinder the influence of elected members on the Security Council. These include the permanent members’ veto power over decisions on matters not characterized as procedural and the short preparation time for newly elected members. Nevertheless, elected members have found creative ways to have an impact. Many of the Council’s “procedures” — such as the “penholder” system for drafting resolutions — are informal practices that can be navigated by resourceful and well-prepared elected members. Mechanisms through which elected members can exert influence include the following: Drafting resolutions; Drafting Presidential Statements, which might serve as a prelude to future resolutions; Drafting Notes by the President, which can be used, among other things, to change Council working methods; Chairing subsidiary bodies, such as sanctions committees; Chairing the Presidency; Introducing new substantive topics onto the Council’s agenda; and Undertaking “Arria-formula” meetings, which allow for broader participation from outside the Council. Case studies help illustrate the types and degrees of impact that elected members can have through their own initiative. Examples include the following undertakings: Canada’s emphasis in 1999–2000 on civilian protection, which led to numerous resolutions and the establishment of civilian protection as a topic on which the Council remains “seized” and continues to have regular debates; Belgium’s effort in 2007 to clarify the Council’s strategy around addressing natural resources and armed conflict, which resulted in a Presidential Statement; Australia’s efforts in 2014 resulting in the placing of the North Korean human rights situation on the Council’s agenda for the first time; and Brazil’s “Responsibility while Protecting” 2011 concept note, which helped shape debate around the Responsibility to Protect concept. Elected members have also influenced Council processes by working together in diverse coalitions. Examples include the following instances: Egypt, Japan, New Zealand, Spain, and Uruguay drafted a resolution that was adopted in 2016 on the protection of health-care workers in armed conflict; Cote d’Ivoire, Kuwait, the Netherlands, and Sweden drafted a resolution that was adopted in 2018 condemning the use of famine as an instrument of warfare; Malaysia, New Zealand, Senegal, and Venezuela tabled a 2016 resolution, which was ultimately adopted, condemning Israeli settlements in Palestinian territory; and A group of successive elected members helped reform the process around the imposition of sanctions against al-Qaeda and associated entities (later including the Islamic State of Iraq and the Levant), including by establishing an Ombudsperson. Past elected members’ experiences may offer some specific pieces of guidance for new members preparing to take their seats on the Council. For example, prospective, new, and current members might seek to take the following measures: Increase the size of and support for the staff of the Mission to the U.N., both in New York and in home capitals; Deploy high-level officials to help gain support for initiatives; Partner with members of the P5 who are the informal “penholder” on certain topics, as this may offer more opportunities to draft resolutions; Build support for initiatives from U.N. Member States that do not currently sit on the Council; and Leave enough time to see initiatives through to completion and continue to follow up after leaving the Council.