Literatura científica selecionada sobre o tema "Harvard University. Office of Career Services"

Promoting the use of new technologies in the career counselling process, the Career Services Office of the Aristotle University of Thessaloniki has developed an easy-to-use career counselling guide containing multimedia applications. The purpose of this career guide, called ‘Career Counseling@Career Office of Aristotle University of Thessaloniki’, is to support students and graduates in the development of their professional skills using interactive exercises and self-presentation sample tools. It also contains, in written and/or visual form, career information, success stories of fellow students and graduates and videos with advice and tips from human resources managers, recruiters and academic staff. The sections of the electronic guide are organized as ‘stations’ that may help the student or graduate in career decision-making, planning and organizing job searches in Greece and abroad, identifying training opportunities and achieving career goals in general. This innovative application is used in combination with personal and group career counselling services. This article explains the rationale for the application in terms of its usage and the expanded functionality it offers career counsellors in higher education institutions.

The university graduate unemployment rate reached a record high of 6% in 2009 in Taiwan; paradoxically, business managers complained that they could not find enough qualified employees. The mismatch between knowledge taught in universities and the requests of the job market has been criticized as the main reason for the escalation of the university graduate unemployment rate. To alleviate the aforementioned crisis, this research endeavored to identify the major career services that should be provided by universities, calculate the relative importance of each career service, and determine which department should be responsible for what career services. The analytic hierarchy process (AHP) was adopted as the major research method, and a self-developed questionnaire was administered to 30 university faculty and 50 students. The results indicated that real work place practice and internships were rated as the most important career service that should be carried out by universities immediately. Moreover, the career center and academic department office are the most important offices in accomplishing the career services.

This research set out to identify the reasons why students attend the faculty/university counseling office and to identify students' preferred ways to promote the services of their faculty/university counseling office for the years 2019 and 2022. The research method used was a questionnaire survey (Alpha Chronbach coefficient is .790), applied to 207 students. The counselor’s personality matters the most (5.2464- on average value) when students address the counseling office, followed by the promotion made to the counseling office (5.1304 average) and the students' interest (5.0242 average). The reasons for addressability to counseling is centered on: the need for individual counseling services (105 choices, N-207), the need for career counseling (47 choices) and the students' need for information (15 choices). Students acknowledge that they need individual counseling services (105 choices) and career counseling services (47 choices) but some are unaware of the existence of the counseling office (69 choices) and would need counseling, because they are not self-confident (51 choices). The ways students prefer to promote counseling services are flyers (26.06%) (mean - 3.69 with standard deviation - 13.41) and Facebook posts or on student groups (25.31%) (mean - 3.58 with standard deviation - 13.43).

Abstract Sherri Rose, Ph.D. is an associate professor at Stanford University in the Center for Health Policy and Center for Primary Care and Outcomes Research as well as Co-Director of the joint Harvard–Stanford Health Policy Data Science Lab. A renowned expert in machine learning methodology for causal inference and prediction, her applied work has focused on risk adjustment, algorithmic fairness, health program evaluation, and comparative effectiveness research. Dr. Rose’s leadership positions include current roles as Co-Editor of Biostatistics and Chair of the American Statistical Association’s Biometrics Section. She is also a Fellow of the American Statistical Association. Dr. Rose earned a BS in Statistics from The George Washington University and a PhD in Biostatistics from the University of California, Berkeley before completing an NSF Mathematical Sciences Postdoctoral Research Fellowship at Johns Hopkins University. Prior to joining the faculty at Stanford University, she was on the faculty at Harvard Medical School in the Department of Health Care Policy. Below, an interview of Dr. Rose, conducted by her colleague, Dr. Laura Hatfield, on the occasion of her 2020 Mid-Career Award from the Health Policy Statistics Section (HPSS) of the American Statistical Association. This award recognizes leaders in health care policy and health services research who have made outstanding contributions through methodological or applied work and who show a promise of continued excellence at the frontier of statistical practice that advances the aims of HPSS.

One afternoon about twenty-five years ago, there was a knock on my Harvard office door, and Benito Legarda walked into my life. Ben had written his Harvard economics PhD thesis in the early-mid 1950s and then launched his career in central banking and financial policy. Meanwhile, his thesis on nineteenth-century Philippine trade and development was resting comfortably in the archives, where it was soon discovered by scholars and eventually became widely cited. Upon “retirement” some forty years later, Ben had the good fortune to meet up with Henry Rosovsky, a well-known quantitative economic historian who was famous for his Kuznets-like seminal work on Japan. By the 1990s and their meeting, Rosovsky had been chairman of Harvard’s economics department, dean of Harvard’s Faculty of Arts and Sciences, and had become the retired doyen of the Harvard community. Ben told me that Rosovsky had advised him about retirement life: “Now that you’re retired, Ben, why don’t you return to academic research? Indeed, why don’t you revise your thesis for publication? And if you decide to do so, you should go knock on Jeff Williamson’s door. I hear he has interests in the Philippines that stretch back to his participation in a Ford Foundation teaching program at the University of the Philippines School of Economics in the late 1960s.” Thus, the knock on my door some twenty-five years ago.

Abstract This presentation will describe collaborative efforts on the campus of a mid-sized, private university to carry out activities consistent with the Age-Friendly University philosophy. In one program, staff from Career Services and a faculty member from the Department of Health Science coordinated with the President’s College (a continuing education program for adult learners), the Emeriti Association (a group of retired faculty members), and alumni to offer mock interviews for students preparing for graduate school. In another program, steps were taken to coordinate with the office of Diversity, Equity and Inclusion to address Ageism in the Workplace. The presentation will conclude with advice for identifying allies across campus and fostering support for the AFU principles.

The purpose of this article is to describe how a multifaceted approach to career and professional development training, focused on core competencies, student-driven programming, inter and multidisciplinary collaboration, and cultivating a community of insight and support, is being implemented by a university Public Health Career Services office with limited staff and resources and to share these practices for other public health programs to scale this approach to their own students’ needs. The design of the career and professional development training program comprised five main approaches: (1) one-on-one career counseling, (2) peer-to-peer learning workshops, (3) community partnerships and experiential opportunities, (4) student-driven programming, and (5) accessible training and digital resources. All programs were tracked to gauge participation and to assess effectiveness. Noteworthy findings from program evaluations include (1) a large increase in student confidence levels in professionalism topics, from all of the school’s departments; (2) benefits of student-driven programming and peer-to-peer learning, and (3) importance of employer and alumni engagement. Rather than use an optional participation model, it is recommended that a cohort model or mandatory participation be implemented as the opportunity to build on curriculum is vital.

Emily Hahn and Katharine Fowler challenged gender barriers decades ahead of modern feminism, and, together with other pioneering women geologists, they provide inspiration for all. They met at the University of Wisconsin in 1925. Hahn had chosen engineering because a professor said women can not be engineers. Rejecting an office-only mining career, she then found her ultimate calling as writer and world traveler, spending two years in the Belgian Congo (1931-33) and eight in China (1935-43). During the Japanese occupation of Hong Kong, she had a daughter by a British officer, whom she married in 1945. Fowler came from Bryn Mawr College to Wisconsin to compete in a men's world. They forced acceptance as the first women to take a mining geology field trip and a topographic mapping field course. Later, in disguise, Fowler gained admission to a Black Hills mine and then did Ph.D. field work alone in Wyoming. After an African Geological Congress, she worked in the Sierra Leone bush (1931-33) and then began teaching at Wellesley College (1935). She attended a 1937 Soviet Union Geological Congress, taking harrowing field trips in the Caucusus Mountains and Siberia. From 1938, she and her new husband, Harvard geologist Marland Billings, collaborated in important New England research.

Of recent, there is changing work environment for agricultural extension workers as they operate under the multi-stakeholders’ phenomenon. This increasingly poses a challenge to frontline extension workers trained on linear model (extension-researcher-farmer linkage) in extension services delivery. This is because, facilitating the multi-stakeholder processes requires competent agricultural extension workers well-versed in human relations. In recognizing the importance of human capital development for agricultural extension service delivery in Tanzania, Sokoine University of Agriculture established a mid-career agricultural extension training programme in 1998. Informed by the human capital theory, this study employed an evaluative study design to assess the impact of the Sokoine University of Agriculture (SUA) mid-career BSc. Agricultural Extension and Education training programme on human capital development. The study was conducted in five agro-ecological zones, that is, Eastern, Western, Central, Southern Highlands and Lake zones in Tanzania. The development of the sampling frame was done in collaboration with the Ministry of Agriculture (MoA), Ministry of Livestock and Fisheries (MLF) and President’s Office-Regional Administration and Local Government (PO-RALG). A total of 200 respondents-100 alumni and 100 farmers were sampled proportionately. A snowball sampling technique was used to replace the respondents who were selected randomly but could not be reached for interview. Data were collected from respondents through a questionnaire that covered a set of competences through analysis of the mid-career agricultural extension curriculum and consultations with public and private employers. In addition, literature review and observations were also used to supplement the collected information. The findings indicate that the agricultural training programme at Sokoine University of Agriculture (SUA) equipped graduates with appropriate knowledge, competencies and skills that improved their job performance and productive capacities that enabled them to interact with various stakeholders and facilitate multi-stakeholders’ processes. This is in line with the purpose of establishing the programme. Hence, this points to the need for continuous human capital building and motivations of agricultural extension workers for the improvement of their performance. Key words: Mid-career, Agricultural extension workers, Curriculum, Human capital, Multi-stakeholder processes

Thesis (M.S.)--Kutztown University of Pennsylvania, 1995.
Source: Masters Abstracts International, Volume: 45-06, page: 2711. Typescript. Abstract appears on leaves 2-3. Includes bibliographical references (leaves 65-67).

In this case study, the authors discuss the implementation of online career advising and planning services at a major university. Using externally hosted chat software, the office of career services designed an interactive, student focused, online resource for students and alumni. Implementation required researching best practices, establishing a reasonable budget, training staff, and marketing this service to the university community.

The changes of style and sensibility in Harvard’s governance during the last third of the twentieth century had close parallels in the academic realm. The faculty, like the bureaucracy, became more professional, more specialized, more worldly. Nevertheless, in most respects Harvard’s academic fundamentals in the magic year 2000 were pretty much what they had been half a century before. Faculty autonomy, the disciplinary pecking order, the tension between teaching and research, the sheer intellectual quality, range, and vigor of the place: these remained alive and well. Harvard changed more between 1940 and 1970 than it did between 1970 and 2000. The Faculty of Arts and Sciences traditionally was Harvard’s academic core. Medical School administrator Henry Meadow spoke in 1974 of the “religious” feeling that the FAS departments were the heart of the University, their faculty the real Harvard professors. By the end of the century that was a less self-evident proposition. The crisis of the late 1960s, the intellectual and career problems afflicting the humanities and the social sciences, and Derek Bok’s ideal of a more socially engaged and useful University eroded FAS’s privileged place. Yet the College and the Arts and Sciences departments still made the largest claim on the University’s assets and on its public reputation. The FAS deanships of Paul Buck in the 1940s and McGeorge Bundy in the 1950s gave their office a place in Harvard affairs second only to the president. John Dunlop, appointed to stanch the flow of institutional blood after the events of 1969, made way in 1973 for fellow economist Henry Rosovsky, who held the post until 1984 and then came back for a fill-in year in 1990. Rosovsky’s was one of the notable deanships in Harvard’s history, and he played a major role in the University’s glissade from meritocracy to worldliness. Like his predecessors Buck, Bundy, Ford, and Dunlop, Rosovsky had not gone to Harvard College. Unlike them he was Harvard’s first Jewish, and foreign-born, dean. He came to the United States in 1940, a thirteen- year-old refugee from Hitler’s Europe, and went to college at William and Mary.

As soon as he became president, Bok set out to modernize Harvard’s central administration. His first move, recruiting a core of professional administrators, met with universal approval. In principle the administration simply provided services: financial, legal, health, information technology, food, real estate, personnel, development, government relations. But in practice this meant replacing Conant’s and Pusey’s low-keyed central “holding company” with a much more assertive, take-charge body of managers. As the number and agendas of the new bureaucrats grew, so did the tension between the faculty and the administration, between the more centralized direction of the University’s affairs and the venerable each-tub-on-its-own-bottom Harvard tradition. When Bok took office, the Harvard Corporation consisted of two recently elected academics, Charles Slichter of Illinois and John Morton Blum of Yale; two lawyers, Bostonian senior fellow Hooks Burr and Hugh Calkins of Cleveland; Socony-Mobil executive Albert Nickerson of New York; and Harvard’s treasurer, State Street banker George Bennett. By the time he left in 1991, all of them were gone, replaced by a heterogeneous mix ranging from Boston-New York businessmen (Gillette CEO Colman Mockler, Time publisher Andrew Heiskell, venture capitalist Robert G. Stone, Jr.) to Henry Rosovsky, the Corporation’s first Jewish fellow and its first Harvard faculty member since 1852, and Washington lawyer Judith Richards Hope, the first female fellow. Brahmin Boston had no representative on the Corporation that Bok bequeathed to his successor. During this time, too, three new treasurers came in quick succession: George Putnam, another State Street banker; Roderick MacDougall, a Bank of New England executive; and Ronald Daniel, a former partner in the conspicuously non-Old Boston consulting firm of McKinsey and Company. Across the board, old boys gave way to non-Brahmin newcomers. As both Harvard and its bureaucracy grew, the Corporation became more detached from the mundane realities of University governance. Streaming in from points south and west, the fellows met every two weeks on Monday mornings for a heavy schedule of reports, discussions, and meetings with the president and his chief administrative officers.

Abstract Carol C. Nadelson is a national and international leader in psychiatry. She is the Founding Director of the Partners and Brigham/Women’s Hospital Office for Women’s Careers (OWC) and Professor of Psychiatry at Harvard Medical School. She has also been Professor of Psychiatry and Vice Chair of the Psychiatry Department at Tufts University School of Medicine. She has been a powerful influence on policy related to women in medicine since her academic career began at the Massachusetts Mental Health Center and Boston’s Beth Israel Hospital. She was the first woman President of the Massachusetts Psychiatric Society and the American Psychiatric Association. Dr Nadelson pioneered the development of programmes to advance women’s careers, working to facilitate leadership development, and mentoring to advance the promotions of women faculty and to ensure benefits for women MDs and PhDs, making OWC a national and international leader in medical education.

This book grew out of a chance discovery of an online memorial to an uncle I never knew. Reuben Peiss had been a librarian at Harvard when World War II began, and like many in academia, he was recruited into the Office of Strategic Services, the nation’s first intelligence agency. As a field agent based in Lisbon and Bern, he developed a network of book dealers and private individuals to acquire timely publications for intelligence analysis. When the Allies pushed into Germany, he worked with documents-gathering teams to uncover records of war crimes, caches of Nazi propaganda, and book collections buried in caves and mines. After the war, he headed an overseas mission of the Library of Congress to acquire works published in wartime Germany and occupied countries for American research libraries. When he returned, he worked in the State Department and taught at the library school of the University of California, Berkeley. Plagued with chronic illness, he lived a short life, dying in 1952 at age forty....

The aim of the present study is to analyze the relationship between information accessibility and career decision making among first-year university students from a Central Eastern European university (n=2,330). Hierarchical cluster analysis was conducted based on motivational factors and four distinct student groups were identified: ‘Independent Decision Makers’ (IDM, 15.4%), ‘Amenity-Oriented Selectors’ (AOS, 41.2%), ‘Location-Centric Choosers’ (LCC, 16.6%), and ‘Academic Excellence Seekers’ (AES, 26.8%). While IDMs made decisions independent of institutional attributes, AOS prioritized university services, LCC were influenced by the city, and AES emphasized academic course quality. The most relevant sources of information are the official website of the National Office of Admissions, university websites, peer opinions, and institutional information. These findings provide important insights for universities and their targeted enrollment campaigns to understand the different decision-making preferences of students.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.