When asked about the effectiveness of career center staff, students are similarly lukewarm. Just under a third say the staff are effective at helping them identify potential careers, and only about a quarter say they’re effective at helping them identify potential employers. The same small share say staff are effective at helping them secure internships and jobs.
Students are more divided on the level of faculty involvement in career readiness. Just under half say faculty have been somewhat involved in their career readiness, while a quarter say they’ve been very involved and another quarter say not at all.
When it comes to internships, the outlook is brighter. Nearly half of students (46 percent) say they’ve had at least one internship during college, and another 16 percent say they plan to have one before graduation. Among students who’ve had an internship, 85 percent found it at least somewhat valuable, and 44 percent found it very valuable.
Overall, students appear to be taking a proactive approach to their own career readiness. Just over half (52 percent) say they’ve taken the lead on their own readiness, compared with 27 percent who say their institution has taken the lead and 21 percent who say they’ve both taken the lead.
These findings suggest that while students may not be fully satisfied with the support they receive from their college’s career center, they are actively seeking out opportunities for internships and taking responsibility for their own career readiness.
In conclusion, the experiences of students Olivia Wing and Sam Semsel highlight the importance of both institutional support and individual initiative in preparing for success after college. While their paths may differ, both students express confidence in their futures, a sentiment echoed by many of the 5,000 respondents to Inside Higher Ed’s Student Voice survey. By taking advantage of resources, experiences, and mentorship, students can navigate the transition from college to career with confidence and purpose.
Students need to know about the career services and resources available to them. Paré suggests that colleges and universities need to do a better job of promoting and marketing these services to ensure that all students are aware of the support available to them. This includes utilizing multiple communication channels and engaging with students in a variety of ways to ensure they are aware of the resources and how to access them.
Overall, the data shows that students value career development services and support from their institutions, but there is room for improvement in how these services are delivered and promoted. By prioritizing internships and job opportunities, preparing students for success, and engaging faculty in the career exploration process, colleges and universities can better support students in their career readiness and help them feel confident in their future success.
Overall, the experts agree that while there are challenges in building awareness and engagement with career services on campus, there are also opportunities for improvement. By focusing on providing more resources, training, and support for career centers, as well as increasing access to internships and building stronger connections with employers, colleges and universities can better prepare their students for success after graduation. Additionally, involving faculty members in the career readiness process and emphasizing the importance of career development as a campus-wide effort can help ensure that students receive the support they need to thrive in their chosen careers.
Los miembros de la facultad también pueden ayudar a “filtrar el ruido para dirigir a los estudiantes a recursos profesionales y llevar recursos directamente al aula que ayuden a establecer conexiones para los estudiantes.”
El vínculo con la salud mental: Kirschner dice que los hallazgos más preocupantes fueron los relacionados con el estrés, ya que la mayoría de los estudiantes se sienten así acerca de la vida después de la universidad.
Incluso en las instituciones con mejores recursos, no estamos haciendo lo suficiente para ayudar a los estudiantes a mantener el equilibrio y mirar hacia adelante con confianza y alegría.” —Ann Kirschner, profesora de práctica en la Universidad Estatal de Arizona
VanDerziel también se preocupa por esto, diciendo que “la educación superior necesita ayudar a los estudiantes con estas habilidades para la vida y proporcionar servicios que los preparen para el éxito futuro.” Pero dice que los graduados están teniendo en cuenta la seguridad laboral y el bienestar, incluida la salud mental, al elegir dónde trabajar, según la investigación de NACE.
Rebekah Pryor Paré, fundadora y directora de estrategia de Paré Consulting, que ayuda a los líderes de la educación superior a transformar los servicios profesionales, subraya la aparente falta de alineación entre el nivel de confianza de los estudiantes en la preparación para el éxito postgraduado y su estrés al pensar en su vida después de la universidad. Y dice que es “desconcertante” que la preparación para la carrera no sea una parte más importante de la conversación sobre la crisis de salud mental en la universidad.
“Esta presión comienza en la escuela secundaria, y los estudiantes la llevan consigo. Las universidades que quieran avanzar en el bienestar estudiantil deben tener esto en cuenta.”
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