Journal articles on the topic 'Career advisors'
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1
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.
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Yates, Anne, and Megan Bruce. "The future of career education in New Zealand secondary schools: A review of the literature." Australian Journal of Career Development 26, no. 2 (July 2017): 62–70. http://dx.doi.org/10.1177/1038416217700421.
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Traditionally career education in New Zealand secondary schools has been provided by a dedicated career advisor, but the effectiveness of this model is increasingly being questioned. This review examined approaches to career education in order to recommend a more appropriate model for the future. A review of 14 articles revealed that career education is increasingly important for secondary school students and that advantages exist in an integrated whole-school approach. The authors argue that such an approach is desirable, but acknowledge the issues to be addressed to ensure success. These include professional development for career advisors, principals and teachers, changing entrenched attitudes, reimagining the role of the career advisor and providing increased resourcing. While this review is focussed on New Zealand, it is apparent that other countries are grappling, similarly, with the issue of career education for secondary school students.
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Chibsa, Banje Asefa, Tesfaye Sura Ayana, and Ahmed Mahmud Hussein. "AN ASSESSMENT OF THE PRACTICES AND CHALLENGES OF ACADEMIC ADVISING AT MADDA WALABU UNIVERSITY." International Journal of Research -GRANTHAALAYAH 7, no. 10 (June 14, 2020): 205–20. http://dx.doi.org/10.29121/granthaalayah.v7.i10.2019.388.
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Academic advising is of paramount importance to students in higher learning institutions on setting their personal life, academic and career goals, that academic advisors shall fulfil. Based the Senate Legislation of Madda Walabu University, instructors are often assigned to shoulder the responsibility of academic advising, but it is rarely seen when they provide the service. This enquiry tries to assess the Practices and Challenges of Academic Advising services provided at Madda Walabu University. To this end, the study used both qualitative and quantitative approach of Descriptive survey type in nature. Interview and Questionnaire were the data collection instruments used to gather the primary data from the participants of this study. Accordingly, 107(25%) systematically selected 3rd year University students of 2016 academic year filled the 21 closed- ended item questionnaire, and eleven(11) randomly selected instructors (Directors, Teachers, and Department heads ) from Eleven departments of the four randomly selected colleges were interviewed to get the necessary data for this study. The result obtained from the students’ questionnaire and the interview result of the study show that academic advising is such a marginalized academic practice that received little or no attention at Madda Walabu University. It was revealed that advisees neither make regular contact with their advisors nor are the advisors themselves willing to devote their time and academic potentials for the betterment of their learners’ advice. Most of the lecturers do not have the essentials skills in academic advising nor do they know how to help students exploit the available resources to achieve academic results. A wide–gap between advisors and advisees, poor motivation on part of the advisees seeking advising services, advisees’ lack of self–confidence and inability to approach positively to their advisers, the unwillingness of advisers to offer advice services, lack of sufficient know-how and insufficient incentives given for advisors were the commonest challenges identified. Recommendations have also been forwarded to the concerned bodies for the betterment of the service provided in the University.
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Woldendorp, Jan. "“Metaphorically Speaking…”Paradigm And The Use Of Metaphor In Career Conversations." Journal for Perspectives of Economic Political and Social Integration 25, no. 1 (2019): 83–101. http://dx.doi.org/10.18290/pepsi-2019-0005.
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Since theorists like Inkson (2002), Mignot (2004), Amundson (2009) and McMahon & Watson (2012) have introduced metaphor as a valuable component in careers work, not a lot of empirical research has been added. To contribute to the need for empirical research, a qualitative study was performed to explore the actual use of metaphors in career conversations. The main aim of the study is to contribute to the theoretical and empirical knowledge base to enhance professional practices of career development. The research question was how career practitioners and their clients conceptualize careers in career conversations by the use of metaphor. The study also explored the differences in the use of metaphors when looking at the conversational role of the participants. For this purpose, the use of metaphor through two types of career practitioners as distinguished by NICE (career professionals and career advisors) was analysed. By applying the MIPVU metaphor identification procedure, 861 surface metaphors, clustered into 19 metaphor themes were identified in 18 recorded career conversations. All nine metaphor themes as identified by Inkson (2004) were found as well as the Game and Chaos metaphors as described by Prior & Bright (2009). Besides that, seven other metaphor themes were detected: Career as Physics, Liquids, Objects, Views, Constructs, Time(line), Projects and Art. Differences in the use of metaphor themes were found between clients and practitioners and between career advisors and career professionals. Based on the findings, career practitioners are recommended to actively develop awareness of their clients’ and their own paradigmatic thinking (deep metaphors) that is revealed by the use of metaphor. By doing so, they can consciously and instrumentally integrate that awareness in their professional repertoire. The academic field is recommended to expand empirical research on the role of metaphors, the paradigms that are revealed by them and the level of deliberateness and intentionality of metaphor use.
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Hayward, Charles N., Sandra L. Laursen, and Heather Thiry. "Why Work with Undergraduate Researchers? Differences in Research Advisors’ Motivations and Outcomes by Career Stage." CBE—Life Sciences Education 16, no. 1 (March 2017): ar13. http://dx.doi.org/10.1187/cbe.16-07-0229.
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Undergraduate research is often hailed as a solution to increasing the number and quality of science, technology, engineering, and mathematics graduates needed to fill the high-tech jobs of the future. Student benefits of research are well documented but the emerging literature on advisors’ perspectives is incomplete: only a few studies have included the graduate students and postdocs who often serve as research advisors, and not much is known about why research advisors choose to work with undergraduate researchers. We report the motivations for advising undergraduate researchers, and the related costs and benefits of doing so, from 30 interviews with research advisors at various career stages. Many advisors stated intrinsic motivations, but a small group of early-career advisors expressed only instrumental motivations. We explore what this means for how advisors work with student researchers, the benefits students may or may not gain from the experience, and the implications for training and retaining research advisors who can provide high-quality research experiences for undergraduate students.
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De Magalhaes, J. Roberto A., and Harold Wilde. "An Exploratory Study of the Career Drivers of Accounting Students." Journal of Business & Economics Research (JBER) 13, no. 4 (October 5, 2015): 155. http://dx.doi.org/10.19030/jber.v13i4.9448.
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<p>The purpose of this study was to assess the relative importance of nine career drivers of undergraduate accounting students. Career drivers are motivational factors that influence students’ choices of careers. Faculty, academic advisors, and employment recruiters, among others, can benefit from knowing what accounting students consider to be important career factors. The three most important career drivers are expertise, security, and search for meaning. We also attempted to assess if there are significant differences in the career drivers of male and female students. Our results indicated that there are statistically significant differences between male and female respondents in the career drivers of expertise, security, and search for meaning.</p>
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Solon, Keira, Craig M. McGill, and Daniel Jensen. "Understanding the Career Management of Female Primary-Role Advisors." NACADA Journal 42, no. 2 (December 1, 2022): 19–31. http://dx.doi.org/10.12930/nacada-22-16.
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In the United States, academic advising is among the highest turnover professions in the university system. Academic advisors, who work at the intersection of academics and student life, bear the brunt of increased pressures and decreased resources. Yet, primary-role advisors often do not experience high salaries or opportunities for advancement. Despite a high turnover in advising, some advisors have intentionally chosen to remain in advising. Framed by the social cognitive model of career self-management, this phenomenological study examined the workplace career management of female primary-role advisors at public institutions in the midwestern region of the United States. Through holistic coding, three primary factors emerged from the data: students, supportive environments, and balance and benefits. We offer implications for practice.
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Shaffer, Leigh S., and Jacqueline M. Zalewski. "A Human Capital Approach to Career Advising." NACADA Journal 31, no. 1 (March 1, 2011): 75–87. http://dx.doi.org/10.12930/0271-9517-31.1.75.
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We began this series by addressing the challenges of career advising in a volatile, uncertain, complex, and ambiguous environment. In this article, we define human capital and suggest that advisors encourage students to utilize the principle of maximizing human capital when making decisions. We describe the personal traits and attitudes needed to succeed in the new economy as well as the working lifestyle of continuous, lifelong, self-directed learning that characterizes knowledge workers of today. We also emphasize the strategic importance of acquiring the transferable skills that allow workers to move from one job opportunity to another, and we advocate advisors helping students develop the habit of documenting their human capital development by starting portfolios early in their college careers.
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Bloom, Arvid J., Philip R. Tripp, and Leigh S. Shaffer. "Academic and Career Advising of Scanners." NACADA Journal 31, no. 2 (September 1, 2011): 55–61. http://dx.doi.org/10.12930/0271-9517-31.2.55.
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Scanners has become a common term for a recently identified category of people who find choosing just one interest or career path difficult (Sher, 2006). Academic and career advisors who work with scanners will likely find that these students have difficulty selecting an academic major or career path and that they seem to suffer anxiety and a palpable sense of loss with each attempt to make a final selection. We introduce the concept of scanners and describe a new self-report instrument called The Scanner Self Inventory (Bloom, 2009; Bloom & Tripp, 2011) that academic and career advisors can use to work with students who display unusual anxiety associated with major selection or career decision making.
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Fawehinmi, Olawole Olanre, and Khulida Kirana Yahya. "Investigating the Linkage Between Proactive Personality and Social Support on Career Adaptability Amidst Undergraduate Students." Journal of Business and Social Review in Emerging Economies 4, no. 1 (June 30, 2018): 81–92. http://dx.doi.org/10.26710/jbsee.v4i1.370.
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Purpose: This paper studies the linkage between proactive personality and social support with career adaptability amidst final year undergraduate students at a university in the northern region of Malaysia.
Design/Methodology/Approach: 257 questionnaires were distributed but only 188 were received and analysed. Regression analysis was used to determine the linkage relating proactive personality and social support with career adaptability.
Findings: Results indicates there is positive relationship and significance relating proactive personality and career adaptability. Likewise, positive relationship and significance exist relating social support and career adaptability.
Implications/Originality/Value: Proactive personality and social support are variables which essentially influence career adaptability among students. This result gives implication on how career advisors, lecturers and parents can channel efforts in making fresh graduates highly adaptable in their chosen careers.
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Bee, Richard H., Terry Ann Beronja, and Genevra Mann. "Analysis of the Unionization of Academic Advisors." NACADA Journal 10, no. 1 (March 1, 1990): 35–40. http://dx.doi.org/10.12930/0271-9517-10.1.35.
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Professionalladministrative personnel at colleges and universities must address not only the challenges of a changing student population but also their own personal and professional needs. The relatively small number in this “middle-management” group (e.g., academic advisors, career counselors, admissions counselors) has been a hindrance to its collective strength in obtaining economic, career, and professional goals. The professionalladministrative staff at Youngstown State University pursued an innovative course, unionization, in an attempt to achieve these desired goals. The question examined is whether unionization produced the outcomes these professionals had envisioned it would.
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Szczechowiak, Ewelina. "Doradca zawodowy we współczesnym systemie edukacyjnym." Studia Edukacyjne, no. 56 (March 15, 2020): 253–66. http://dx.doi.org/10.14746/se.2020.56.14.
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Szczechowiak Ewelina, Doradca zawodowy we współczesnym systemie edukacyjnym [Career Advisors in the Contemporary Educational System]. Studia Edukacyjne nr 56, 2020, Poznań 2020, pp. 253-266. Adam Mickiewicz University Press. ISSN 1233-6688. DOI: 10.14746/se.2020.56.14The position of a career advisor in the contemporary educational system is linked to challenges. The situation on the labor market and its changes over the years are crucial for vocational guidance and lifelong learning. Appropriate support from a specialist, parents of an apprentice and teachers can lead to future educational and professional success. Young people think about self-realization, development, and success; they notice that the course of a career in line with their assumptions depends on getting to know their strengths and weaknesses. The main task of career counselors is to help in choosing the further path of education, which is why their role is so important in the life of young people. The article deals with the reality and ideal model of a career advisor and shows the attitude of young people towards a specialist.
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Hart-Baldridge, Elizabeth. "Faculty Advisor Perspectives of Academic Advising." NACADA Journal 40, no. 1 (June 8, 2020): 10–22. http://dx.doi.org/10.12930/nacada-18-25.
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A considerable body of research connects students' college experiences to their interactions with a faculty member. Quality academic advising is key to student success and the faculty advisor is a valuable piece of the advisor-student interaction. To ensure student success through academic advising, it is important for institutions to understand how they can best support faculty in their advisor roles. This qualitative study explored the experiences of eleven faculty members at a mid-sized, Midwestern public institution in their role of academic advisor. The findings suggest faculty consider their greatest advising responsibilities are to ensure students fulfill graduation requirements, explain graduate school and career exploration, teach students to navigate systems, and empower students. However, faculty advisors experience challenges navigating software, view academic advising as an isolated process, receive unclear expectations, and observe workload inequity. An awareness of these difficulties should impact how higher education administrators support faculty advisors and how they demonstrate their appreciation for the advising work faculty do.
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Rahmadani, Kurniati, and Dedy Irfan. "Contribution of Career Counseling, Internship Experience and Advisor Toward Students Work Readiness at Vocational High School." JURNAL PENDIDIKAN TEKNOLOGI KEJURUAN 4, no. 1 (June 29, 2021): 25–30. http://dx.doi.org/10.24036/jptk.v4i1.19423.
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The problems in this study are 1) The lack of subject relevance at schools with its implementation in the industrial world, 2) DU / DI instructors only provide guidance on what needs to be done in the field, without giving direct guidance, 3) Inadequate career guidance received by students at school. Students only get a little information related to the expertise program they choose, 4) The advisor is only limited to monitor students in the Internship, without providing optimal reinforcement and direction to students. This study aims to: 1) Contributing as career guidance to student work readiness at SMKN 2 Padang, 2) Knowing the contribution of internship experience with student work readiness at SMKN 2 Padang, 3) Knowing the contribution of mentoring teacher to student work readiness at SMKN 2 Padang, 4) Knowing contribution of internship career guidance and advisors together with the student work readiness at SMKN 2 Padang. This type of research is quantitative using correlational research methods. This research was conducted at SMK Negeri 2 Padang. The population of this study were students of grade 12 at SMKN 2 Padang. The sampling technique was proportional random sampling, with a total sample of 83 students. The data analysis technique used is quantitative data analysis techniques. Based on the research results, it was found that the data were normal, linear and did not occur multicollinearity. The results of the research are: 1) There is a contribution of career guidance to student work readiness at SMK N 2 Padang, 2) There is a contribution of internship experience to student work readiness at SMKN 2 Padang, 3) There is a contribution of a advisor to student work readiness at SMK N 2 Padang , 4) Career Guidance Internship Experiences and advisors together provide a positive relationship to student work readiness at SMK N 2 PADANG by 78.0%.
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Joy, Simy, Xiang Fen Liang, Diana Bilimoria, and Susan Perry. "Doctoral Advisor-Advisee Pairing in STEM Fields: Selection Criteria and Impact of Faculty, Student and Departmental Factors." International Journal of Doctoral Studies 10 (2015): 343–63. http://dx.doi.org/10.28945/2302.
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Unlike the doctoral programs in places where students are paired with advisors at the time of admission itself, most US programs require the students to choose their advisors, and the advisors to formally accept the students as advisees. Little research has been done to understand how students and faculty approach this mutual selection and pairing process. This paper examines this process in STEM departments (Science, Technology, Engineering and Mathematics), with specific focus on factors influencing the decisions. Based on focus groups and interviews of doctoral students and faculty from STEM departments in an American university, we identify criteria applied by students and faculty in making their choices. Students were found to assess faculty on available funding, area of research, personality, ability to graduate students fast, and career prospects for students, and faculty to assess students on their qualifications/credentials and perceived ability to contribute to research. We also found that this mutual assessment was not objective, but influenced by perceptions associated with faculty gender and career stage, and student nationality. In the end, whether students and faculty were actually paired with persons of their choice depended on departmental factors including prevalent pairing practices, restrictions on student numbers per faculty, and reward structure. We discuss implications of the findings for research and practice.
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Chireshe, Regis. "Career Guidance and Counselling Provisions at a South African University: Career Advisors’ Reflections." Anthropologist 14, no. 4 (July 2012): 305–10. http://dx.doi.org/10.1080/09720073.2012.11891251.
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Dean, Gary J., Jan P. Eriksen, and Sherie A. Lindamood. "ADULTS IN MID-CAREER CHANGE: CASE STUDIES FOR ADVISORS." NACADA Journal 7, no. 1 (March 1, 1987): 16–26. http://dx.doi.org/10.12930/0271-9517-7.1.16.
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Adults are making mid-career changes more frequently today than ever before. According to Arbeiter et al., over 40,000 Americans are engaging in or anticipating a career change at some time in the future.1 Of these, 60% desire educational and career services. The National Center for Education Statistics reports that over 14,000,000 adults are currently enrolled in two- and four-year college credit courses.2 Three trends have i weased the importance of rumtraditional student programs in many universities across the country: 1) the increase in numbers and visibility of the adult, non-traditional college student population, 2) the stabilization or decrease in the size of the traditional, younger student population, and 3) the expanded services and offerings of programs and courses geared to nontraditional students.3 Thus, academic advisors must be able to understand the needs and motivations of adult learners and to develop advising skills and programs in response to these needs. The purpose of this paper is to outline some of the motivations and needs of both full-time and part-time adult learners who are in transition from work to school and to offer suggestions to academic advisors on how to meet those needs.
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Huggett, Kathryn Dey. "Professional Development in an Uncertain Profession: Finding a Place for Academic and Career Advisors." NACADA Journal 20, no. 2 (September 1, 2000): 46–51. http://dx.doi.org/10.12930/0271-9517-20.2.46.
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Professional development for academic and career advisors has not attracted much attention in the advising literature and is more often embedded in discussions of the assessment of advising or professional development for student affairs practitioners. The result of this omission from professional discourse has contributed to uncertainty about advising as a profession and minimized the apparent need for professional development. In this article, the author examines the relationship between advising and professional work and details the need for professional development for academic and career advisors in higher education. Barriers to professional development are considered and a model for change is introduced.
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Cameron, Caitriona. "Tertiary Learning Advisors in Aotearoa/New Zealand: Part One: Building a Profile of Our Profession." ATLAANZ Journal 3, Special Issue (October 4, 2018): 1–24. http://dx.doi.org/10.26473/atlaanz.2018.1/001.
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Defining and re-defining identity is important for any profession, particularly so for tertiary learning advisors (TLAs) in the increasingly uncertain tertiary education environment in Aotearoa New Zealand. In the past ten years, two national surveys of learning centres in tertiary institutions sketched the professional status of TLAs, based on data from managers; there has been little research, however, on individual TLAs’ perspectives of their professional status. This special issue, ‘Identity and Opportunity’, reports on a project designed to address that gap, in three parts: building a professional profile, acknowledging learning advisors’ contribution, and rewards and challenges of the role. The findings indicate that TLAs are highly qualified and experienced but – for many – their skills and experience are not adequately recognised by institutions. There are significant barriers to progression within their institution, stemming mainly from organisational policies. Despite that lack of clear career opportunities, and other frustrations, overall satisfaction with the TLA role is high. Underpinning the findings, however, are issues of identity and recognition that should be addressed to ensure a resilient profession. Keywords: professional identity, tertiary learning advisor, higher education, career, job satisfaction
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Cameron, Caitriona. "Tertiary Learning Advisors in Aotearoa/New Zealand (Part 2): Acknowledging our contribution." ATLAANZ Journal 3, Special Issue (October 4, 2018): 25–43. http://dx.doi.org/10.26473/atlaanz.2018.1/002.
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Defining and re-defining identity is important for any profession, particularly so for tertiary learning advisors (TLAs) in the increasingly uncertain tertiary education environment in Aotearoa New Zealand. In the past ten years, two national surveys of learning centres in tertiary institutions sketched the professional status of TLAs, based on data from managers; there has been little research, however, on individual TLAs’ perspectives of their professional status. This special issue, ‘Identity and Opportunity’, reports on a project designed to address that gap, in three parts: building a professional profile, acknowledging learning advisors’ contribution, and rewards and challenges of the role. The findings indicate that TLAs are highly qualified and experienced but – for many – their skills and experience are not adequately recognised by institutions. There are significant barriers to progression within their institution, stemming mainly from organisational policies. Despite that lack of clear career opportunities, and other frustrations, overall satisfaction with the TLA role is high. Underpinning the findings, however, are issues of identity and recognition that should be addressed to ensure a resilient profession. Keywords: professional identity, tertiary learning advisor, higher education, career, job satisfaction
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Nelson, Erin. "They Pay People to Work Here? The Role of Volunteering on Nonprofit Career Awareness and Interest." Journal of Public and Nonprofit Affairs 4, no. 3 (December 1, 2018): 329. http://dx.doi.org/10.20899/jpna.4.3.329-349.
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Individuals have several possible points of introduction into the nonprofit sector, including parental socialization, volunteering, and academic engagement. However, little is known in regard to how individuals learn about the nonprofit sector as a place of employment and become interested in nonprofit careers. Individuals are often exposed to nonprofit “work” for the first time as a volunteer. This research examines the particular experiences nonprofit employees had prior to their entry into the sector that may have influenced their selection of a nonprofit career. Results of this mixed-methods inquiry indicate that volunteering is an important conduit, as it allows people to see that paid employment exists in the nonprofit sector and allows them to better understand the various career options and career trajectories available to them. Finally, this paper discusses the practical implications for nonprofit practitioners and academic advisors, and their roles in connecting service to career.
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Van, Nguyen Thuy, and Hamdan Said. "ACADEMIC ADVISORS’ PERCEPTIONS OF ACADEMIC ADVISING IN PUBLIC UNIVERSITIES OF MALAYSIA." International Journal of Educational Best Practices 2, no. 2 (December 1, 2018): 34. http://dx.doi.org/10.31258/ijebp.v2n2.p34-47.
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Abstract: This study explored academic advisors’ perceptions toward academic advising implemented at public universities of Malaysia. Using a qualitative research design with cross-site analysis strategy approach, interviews were conducted with eight academic advisors from four Malaysian public universities. Each interview session was assisted by the interview protocol. The interview was recorded and transcribed verbatim. The qualitative data was analysed in the form of thematic analysis with the assistance of NVivo12. Several themes emerged from the initial analysis. Further analysis using several coding and themes revealed one advanced theme namely the outcomes of academic advising and four sub-themes related to student development: academic development, personal development, social development, and career development. This study found that academic development, personal development and career development were the first, second, and third themes most stated while the subtheme social development was hardly stated by the academic advisors when asked regarding their perceptions towards academic advising. The finding of this study implies that social development of students was not part of academic advising tasks of academic advisors from the perspective of Malaysian public universities.
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Knotts, H. Gibbs, and Claire B. Wofford. "Perceptions of Effectiveness and Job Satisfaction of Pre-law Advisors." NACADA Journal 37, no. 2 (January 1, 2017): 76–86. http://dx.doi.org/10.12930/nacada-16-006.
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Despite playing an important role, preprofessional advising has received little research attention. For this study, 313 U.S. preprofessional advisors were surveyed in 2015. Drawing on work adjustment and social cognitive career theories, we analyzed the job satisfaction and perceived effectiveness of pre-law advisors. The major findings reveal that advisors having a law degree, the ability to secure more resources, and a commitment to spending significant hours weekly in advising tend to be more satisfied and perceive themselves to be more effective in helping students gain admission to law school and preparing them for academic success than other pre-law advisors. Other factors related to participant self-perceptions on advising future law students are also discussed.
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Menke, Donna J. "The 3-I Career Advising Process and Athletes With Foreclosed Identity." NACADA Journal 35, no. 1 (July 1, 2015): 22–28. http://dx.doi.org/10.12930/nacada-14-031.
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Student-athletes who identify more strongly with their athletic role than their academic life may neither encounter nor embrace the chance to explore career options. Their lack of exposure or interest to career advising may compound career immaturity and development. Gordon's (2006) 3-I (inquire, inform, integrate) decision-making process applied to career guidance may help advisors encourage professional development and personal growth among student-athletes. Integrating knowledge of self with academic information requires engagement in the inquiry and information gathering stages of the fluid 3-I cycle, which may contribute to greater career maturity, especially for the identity-foreclosed student-athlete.
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Ryser, Jeannine, and Peg Alden. "Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD." NACADA Journal 25, no. 1 (March 1, 2005): 51–63. http://dx.doi.org/10.12930/0271-9517-25.1.51.
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Advisor perceptions of and responses to the social and emotional needs of college students with learning disabilities (LDs) and attention deficit/hyperactivity disorder (AD/HD) are studied. Through a mixed-method approach of surveys and focus groups, four themes emerged: social-emotional issues that students present in the advising relationship; advisor challenges and responses to presenting issues; sources of advisor support; and monitoring of student medication. Data support a revised and expanded developmental advising model that includes the complex layering of social and emotional challenges that face students with LDs or AD/HD and the factors that keep this complex domain in balance with academic and career exploration. The revised model may also be useful for advisors whose students have any social or emotional challenges.
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Parkes, Kelly A., and Brett D. Jones. "Motivational Constructs Influencing Undergraduate Students’ Choices to Become Classroom Music Teachers or Music Performers." Journal of Research in Music Education 60, no. 1 (February 14, 2012): 101–23. http://dx.doi.org/10.1177/0022429411435512.
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The primary purpose of this study was to examine whether any of the six motivational constructs in the expectancy-value model of motivation (i.e., expectancy, ability perceptions, intrinsic interest value, attainment value, social utility value, and cost) would predict whether students intended to have a career teaching classroom music or performing music. Participants included 270 undergraduate students enrolled in music programs at seven major U.S. universities who completed an online questionnaire. Using stepwise multiple regression, the authors documented that attainment value, intrinsic interest value, and expectancy predicted 74% of the variance in whether students intended to choose a career teaching music. They found that expectancy, attainment value, ability perceptions, and intrinsic interest value explained 65% of the variance in whether students intended to choose a career in music performance. Because of the importance of attainment value in predicting students’ intentions to teach and the importance of expectancies in predicting their intentions to have a performance career, these two constructs would be obvious choices for teachers and advisors to target if they want to encourage students to pursue these careers.
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Clark, Sheri L., Christina Dyar, Nina Maung, and Bonita London. "Psychosocial Pathways to STEM Engagement among Graduate Students in the Life Sciences." CBE—Life Sciences Education 15, no. 3 (September 2016): ar45. http://dx.doi.org/10.1187/cbe.16-01-0036.
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Despite growing diversity among life sciences professionals, members of historically underrepresented groups (e.g., women) continue to encounter barriers to academic and career advancement, such as subtle messages and stereotypes that signal low value for women, and fewer opportunities for quality mentoring relationships. These barriers reinforce the stereotype that women’s gender is incompatible with their science, technology, engineering, and mathematics (STEM) field, and can interfere with their sense of belonging and self-efficacy within STEM. The present work expands this literature in two ways, by 1) focusing on a distinct period in women’s careers that has been relatively understudied, but represents a critical period when career decisions are made, that is, graduate school; and 2) highlighting the buffering effect of one critical mechanism against barriers to STEM persistence, that is, perceived support from advisors. Results of the present study show that perceived support from one’s advisor may promote STEM engagement among women by predicting greater gender–STEM identity compatibility, which in turn predicts greater STEM importance among women (but not men). STEM importance further predicts higher sense of belonging in STEM for both men and women and increased STEM self-efficacy for women. Finally, we describe the implications of this work for educational policy.
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Carlstrom, Aaron H., and Kenneth F. Hughey. "Exploring Work Values: Helping Students Articulate Their Good (Work) Life." NACADA Journal 34, no. 2 (December 1, 2014): 5–15. http://dx.doi.org/10.12930/nacada-13-100.
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The current article builds on Living the Good (Work) Life: Implications of General Values for Work Values (Carlstrom, 2011) by presenting ways to address work values in career advising. The following questions are addressed in the current article: When should students explore work values in career advising? What career development and planning tasks and goals can advisors help them achieve with an exploration of work values? What advising settings and formats encourage exploration of work values? What activities help students address work values?
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Paul, Chan, Dossick Carrie, Hacker Miriam, Hartmann Timo, Javernick-Will Amy, Mahalingam Ashwin, and Vedran Vedran. "Journal Reviews and Revisions: Advice from an Early Career Panel Discussion." Engineering Project Organization Journal 9, no. 1 (January 1, 2020): 1–9. http://dx.doi.org/10.25219/epoj.2020.00101.
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Peer review is a cornerstone of high-quality research. While attending PhD programmes, we mostly interact with advisors, however the academic quality of our work is ultimately judged by a broader range of academic peers. For early career researchers, transitioning into independent thought-leaders requires increasing exposure with our community of peers, and inevitably engaging with review practices - both as authors and reviewers. Whilst many PhD programmes around the world offer training on paper and grant reviews, journal paper reviews remain somewhat vague to many researchers at all levels who haven’t had extensive exposure to advisors, editors, and peers who share their understanding of expectations and best practices. This article provides a discussion of the review and revision process for journal articles, including a check-list for each section.
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ANAFARTA, Ayse, and Cigdem Apaydin. "The Effect of Faculty Mentoring on Career Success and Career Satisfaction." International Education Studies 9, no. 6 (May 26, 2016): 22. http://dx.doi.org/10.5539/ies.v9n6p22.
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<p class="apa">Mentoring has received considerable attention from scholars, and in the relevant literature, a number of studies give reference to the mentoring programs developed at universities and to the mentoring relations in higher education. Yet, most of these studies either only have a theoretical basis or deal with the mentoring relationships between academic advisors and undergraduate or masters’ students. Very few studies have been conducted so far on the mentoring or protégé experiences of academicians in the university setting, and the relationships between career satisfaction and career success. The aim of the current study is to examine the effect of mentoring on career success and career satisfaction of faculty members in Turkish higher education system. Participants included 445 faculty members from various universities in Turkey. The results of the study reveal that academic and psychosocial mentoring have an impact on faculty members’ career satisfaction and career success. Also, psychosocial mentoring affects career success more compared to academic mentoring.</p>
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Lee, Hwa Young, Shine Chang, Cheryl B. Anderson, Erin K. Dahlstrom, and Carrie Cameron. "Research Career Intentions Among Non-Native English-Speaking Graduate and Postdoctoral Trainees in STEM—Results from Cross-Sectional and Longitudinal Studies." International Education Studies 15, no. 3 (May 5, 2022): 61. http://dx.doi.org/10.5539/ies.v15n3p61.
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International graduate trainees, many of whom are non-native English-speaking (L2) trainees, comprise more than half of graduate-level trainees in STEM, but little is known regarding factors that influence their career intentions, especially those that foster their growth as scientists to achieve their full potential in research. Thus, the purpose of our studies was to examine the relationship between L2 status and contextual factors that help shape the learning experiences and plans for research-focused careers. Study 1 collected cross-sectional survey data from doctoral and postdoctoral trainees (N=510) from research institutes in the Texas Medical Center in Houston. We examined which factors were associated with research career intentions using multiple linear regression analysis. Study 2 collected longitudinal data from doctoral and postdoctoral trainees (N=185) from 71 institutions in 33 states in the U.S. Repeated measures of career intentions were evaluated using mixed-effect modeling, and cross-tabulation analysis evaluated job-seeking behaviors by language status. Results showed that L2 trainees had stronger intentions to pursue research careers than did native English-speaking trainees (L1), controlling for other variables. Mentoring, trainee self-efficacy, and the perception of working more than mentors expected influenced each career intention differently. In Study 2, career intentions did not change over time for L2 or L1 trainees, but L2s preferred working in higher education or research institutes more than L1s. L2s, however, were more likely to be in early stages of seeking jobs compared to L1s. These findings provide implications for research mentors, advisors, and academic administrators in facilitating L2 career advancement and success.
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Kotlar, Vilma. "Karijerni centri: podrška studentima u upravljanju karijerom." Magistra Iadertina 14, no. 1 (May 20, 2020): 57–72. http://dx.doi.org/10.15291/magistra.2959.
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Career centres in higher education institutions in Croatia are being formed more intensely in the past few years. The incentive for this development was the Strategy for lifelong professional guidance and career development 2016-2020 which was passed by the Government of Republic of Croatia, as well as various forms of informal professional training for career advisors which were then organized by the Croatian agency for science and higher education or became available through the Euroguidance network (European network of national centres for support in professional guidance) whose member is the national Euroguidance centre which is a part of the Croatian agency for mobility and EU programmes. Experts for career matters generally hold that careers need to be continually guided and if necessary diverted or reshaped anew. Career management requires skills which should be learned during education so that work is more easily found after it. However, the contemporary dynamic labour market barely even recognizes lifelong employment. Thus lifelong professional guidance and development is necessary and with it continued support and guidance which in the context of higher education should be provided by career centres. For that reason, it is necessary to strengthen existing career centres and to create them where they are missing, whereby it is necessary to insure permanent placements, since higher education institutions cannot plan the establishing and development of career centres in the long run, relying on volunteers and employees temporarily or partially employed through projects.
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Partanen, Kati, Ardita Jahja-Hoxha, Jussi Juhola, and Paavo Maskulainen. "Exporting Finnish Agricultural Advisory Knowhow - Training of Agricultural Advisors in Kosovo." Suomen Maataloustieteellisen Seuran Tiedote, no. 30 (January 31, 2014): 1–5. http://dx.doi.org/10.33354/smst.75425.
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In Kosovo conditions for agricultural production are good, climate in the region is close to ideal. However, local agricultural production is relatively low and income from agriculture for the rural population is extremely low. One of the key challenges in developing the agricultural sector and employment within is the knowledge base. Lack of business skills and modern agricultural methods added with practically no access to advisory services is the key barrier for further development of the sector. The aim of this project was to develop Kosovan agriculture through building the capacity of agricultural advisory by constructing a modern curriculum model and developing the advisors’ ability to help farms to develop their entrepreneurship. The steps of the projects were: 1. Building a modern curriculum of agricultural advisory training according to the local needs. 2. Emphasizing the expertize of the advisor students by team working method. 3. Testing the knowledge: real enterprise’s development process and result analysis. 4. Evaluating the project and methods used. The curriculum was built according to the competences defined in four workshops organized for stakeholders in Kosovo. Five competence areas were recognized: Communication skills, Business competence, Development competence, Production competence and Key skills for lifelong learning. Students participating in the training (27) were required to have at least a Bachelor’s degree in agriculture or related fields. The training itself was organized by team training method. The training consisted of lectures, team and independent studying and working as a team with a real farm enterprise advisory case. The team learning process was guided to increase the students’ knowledge of team building in working life. Five student teams identified the main development needs in a real enterprise case and planned a way to realize them. The entrepreneurs were satisfied with the concrete development realized during the project. Both students and stakeholders evaluated the project to be very successful. The students’ satisfaction was evaluated by a web questionnaire and the stakeholders’ satisfaction through six focus group discussions organized in different parts of the country. 90 % of the students found training beneficial for their future career and all students were satisfied with the training. This new training model requires good cooperation among stakeholders but increases capacities of all counterparts. The Finnish agricultural advisory and training knowledge has demand.
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McMillian, Martha. "ADVISING FUTURE TEACHERS IN AN ERA OF EDUCATIONAL REFORM." NACADA Journal 7, no. 1 (March 1, 1987): 73–82. http://dx.doi.org/10.12930/0271-9517-7.1.73.
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Academic advisors and counselors of future teachers can have a great impact on the status of education and its reform by attracting top-notch students into the field and by providing encouragement to those who select teaching as their career. Consequently, advising in teacher education programs should elicit top priority in funding and rewards. In this article, several suggestions are outlined for teacher education advisors who wish to become leaders in the education reform movement and who are concerned about dealing more effectively with students entering the profession of teaching.
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Newell, Emily M. "International Student–Athlete Adjustment Issues: Advising Recommendations for Effective Transitions." NACADA Journal 35, no. 2 (November 1, 2015): 36–47. http://dx.doi.org/10.12930/nacada-14-015.
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Through an extensive literature review, student–athlete college transition issues as well as concerns of international student-athletes are identified. Research on general student advising, developmental advising, and mentoring literature points to successful tactics for assisting domestic students, international students, and student-athletes through the transition to college life. This review culminates in a table that combines findings from previous studies into a set of suggested practices for academic advisors working with international student-athletes. Advisors can use this research to support international student-athletes during recruitment and throughout their collegiate career.
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Matusovich, Holly, Cheryl Carrico, Angela Harris, Sheri Sheppard, Samantha Brunhaver, Ruth Streveler, and Marlena B. McGlothlin Lester. "Internships and engineering: beliefs and behaviors of academics." Education + Training 61, no. 6 (July 8, 2019): 650–65. http://dx.doi.org/10.1108/et-02-2017-0017.
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Purpose Internships play an important role in the choices engineering students make about future career pathways though there is little research about the messaging students receive regarding internships from academics. This messaging is important because it can contribute to the expectations students set for internships which in turn influences the interpretation of the experience and sense of appropriateness of that particular career pathway. Situated in Expectancy X Value theory, the purpose of this paper is to examine the beliefs and behaviors of the academics with whom engineering students interact as related to internship experiences. Design/methodology/approach The authors conducted and analyzed interviews with 13 career center employees and 14 academic advisers/faculty members across six demographically and geographically diverse schools. Interviews were coded, and within and across case patterns developed. Findings Across all six schools, interview participants believe internships are important for students with regard to three areas: enabling career discovery, providing opportunities for development of career skills and helping students with full-time job acquisition. However, participants describe few direct actions associated with these beliefs. The lack of recommended actions for making the most of the internship experience, despite a strong belief in their importance, is a major finding of this paper. Originality/value This study is original in that it examines an important perspective that is not often a focus of research related to internships: academic advisors, faculty or career center personnel. The multi-institution sample enhances the value of the study as commonalities were seen despite variation in schools, enabling recommendations useful to a variety of contexts.
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Stack, Shane. "Is dentistry worth investing in? An opinion on the views of the financial community." Faculty Dental Journal 2, no. 1 (January 2011): 20–23. http://dx.doi.org/10.1308/204268510x12888692636544.
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Shane Stack, a partner at Medical Money Management, independent financial advisors to the medical and dental professions, seeks to explore the question on the minds of most dental students and newly qualified dentists considering a career as a practitioner or owner: is it worth the investment?
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Ruud, Collin M., Evthokia S. Saclarides, Casey E. George-Jackson, and Sarah T. Lubienski. "Tipping Points." Journal of College Student Retention: Research, Theory & Practice 20, no. 3 (August 30, 2016): 286–307. http://dx.doi.org/10.1177/1521025116666082.
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This exploratory mixed-methods study examines factors contributing to doctoral students’ consideration of departure from their graduate programs with comparisons made by sex and affiliation with Science, Technology, Engineering, and Mathematics (STEM) programs. Logistic regression and qualitative analyses point to the importance of strong relationships with advisors and faculty, collegiality, and preparation for students’ desired careers. Yet, results also suggest that women in STEM may be less satisfied than their male peers with the advising and career preparation received. The findings propose that university administrators and faculty should foster better faculty–student relationships and help students make more informed decisions prior to entering doctoral study.
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Elam, Carol L., Daniel C. Seaver, Peter N. Berres, and Barbara F. Brandt. "An Overview of Admission Processes for Medical, Dental, Pharmacy, Physical Therapy, and Physician Assistant Programs." NACADA Journal 20, no. 1 (March 1, 2000): 24–32. http://dx.doi.org/10.12930/0271-9517-20.1.24.
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Advisors commonly meet with students interested in pursuing a career in a health profession. This paper addresses the admission processes used by medical, dental, pharmacy, physical therapy, and physician assistant programs. Advice on helping students gather information about the professions, seek health-related experience, and prepare academically competitive portfolios is presented. Admission procedures across the health professions are discussed, including the application timelines, as well as institutional use of standardized tests, interviews, and letters of evaluation to make selection decisions. By being better informed about the admissions process in the health professions, advisors can assist students in planning their undergraduate educational experiences.
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Scheffler, Jason M. "380 Awardee Talk: Deer eat Birds and Other Revelations: Teaching a Changing Demographic of Animal Science Student." Journal of Animal Science 100, Supplement_3 (September 21, 2022): 186. http://dx.doi.org/10.1093/jas/skac247.342.
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Abstract Animal Science (ANS) programs have seen the demographics of their students progressively shift to include more urban and suburban students with limited firsthand knowledge of production agriculture. A major contributor to that shift is an influx of students with the intent of pursuing veterinary school, primarily with the goal of working with companion animals. The change in students has its challenges, but also presents opportunities. It is a chance to communicate with our customers, voters, and prospective thought leaders and decision makers. It is also a chance to recruit new and diverse talent into animal agriculture to help solve current and future problems. Despite the high number of students interested in pursuing vet school, a small percentage gain admittance making it important to help students recognize alternate career paths as soon as possible. This is particularly critical at the University of Florida where 41% of our students are transfers. We questioned if the students’ focus on entering the veterinary field is due to viewing it as their best career opportunity, or their only opportunity. We conducted a career awareness survey at the start and end of the ANS3006 Introduction to Animal Science course over the past several years. Over 49% could not list more than two ANS-related careers. Veterinarian was the most common and appeared on 76% of responses. In turn, we have incorporated more career-related content into ANS3006. In the post survey evaluation, 57% listed more than two careers and 18.8% of students indicated their career goals had changed over the course of the semester, with more than 2/3 of those being students who changed from a veterinary path. Anecdotally, our advisors report students are more amenable to changing from the pre-vet track when encouraged. Emphasizing the opportunities is an effective way to help students find the career paths they may have otherwise missed.
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McManus, Dean. "Are Ph.D. Students Able to Explore Career Paths That Their Advisors Disparage?" Oceanography 15, no. 1 (2002): 142–43. http://dx.doi.org/10.5670/oceanog.2002.48.
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