A Differential Feature-Cost Analysis of Seventeen Computer-Assisted Career Guidance Systems

Sampson, James P.; Reardon, Robert C.

doi:10.17125/fsu.1525886641

Cited by 5 publications

(3 citation statements)

References 16 publications

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“…Version of DISCOVER Years of Operation Mainframe 1976Mainframe -1987 Microcomputers (DISCOVER II) 1982 Organizations (DISCOVER III) 1983-present Minicomputers 1984-1995 Adult Learners [1985][1986][1987] Junior This document is covered by a signed "Reproduction Release (Blanket) form (on file within the ERIC system), encompassing all or classes of documents from its source organization and, therefore, does not require a "Specific Document" Release form.…”

Section: Appendix a Discover Chronologymentioning

confidence: 99%

ACT research report series: A comprehensive review of research evaluating the effectiveness of DISCOVER in promoting career development

Taber¹,

Luzzo²

1999

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Section: Appendix a Discover Chronologymentioning

confidence: 99%

ACT research report series: A comprehensive review of research evaluating the effectiveness of DISCOVER in promoting career development

Taber¹,

Luzzo²

1999

PsycEXTRA Dataset

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“…Features were established by building upon previous feature-cost analyses of computer-assisted career guidance systems beginning with PC-based features (Sampson, et al, 1998) and continuing with Internet-based features (Sampson, et al, 1999). As the CIDS were reviewed, features were added or removed to best reflect the existing features of the CIDS.…”

Section: Establishment Of Featuresmentioning

confidence: 99%

A Feature Analysis of Career Information Delivery Systems (CIDS)

Sampson¹,

Reardon²,

Carr³

et al. 2003

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Career information delivery systems (CIDS) have evolved from a rare technological innovation to a common resource in the delivery of career services. The problem is that most information in texts, training materials, and marketing materials from CIDS developers describe the features of a single system. No current aggregate data is available that examines the features of CIDS to provide a state-ofthe-art perspective on system design. The general purpose of this study was to provide an aggregate description of the features of CIDS in order to identify the current strengths and weaknesses of this technology. In particular, practitioners, CIDS developers, researchers, and policy makers can make specific use of data from this study. A Total of ? Internet-based CIDS were included in the study. Each CIDS was analyzed according to ? features in the four categories of 1) site content, 2) user friendly features, 3) support resources, and 4) access policy. Data were gathered by actual CIDS use and the review of support materials provided on-line. Results are presented in a checklist format along with a listing of the CIDS that were analyzed in the study. A general conclusion follows a discussion of the results.

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“…The hourly rate of pay for support peer paraprofessional staff was calculated to be approximately $7/hour, an amount that was based on prevailing rates of pay offered by most institutions using federal financial aid guidelines. To calculate an approximate average cost per hour of technology used in the intervention process, an analysis of costs of 12 CACGs revealed the mean cost to be $1,390 (Sampson et al, 1994). Assuming 6 uses per day for 200 days totaling a minimum of 1,200 uses in 1 year (Bowlsbey, n.d.), the ABC for technology would be $1.16.…”

Section: Technology and Support Staff Costsmentioning

confidence: 99%

Toward the development of systematic career guidance.

Colozzi¹

Career Counseling of College Students: An Empirical Guide to Strategies That Work.

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How can career services providers cost-effectively address the career development needs of students pursuing postsecondary education? What are the components of a systematic career guidance program that are supported by theory and practice? How can career services providers better justify their programs, even their own positions, in the context of frequent scrutiny for increased accountability and impending budget reductions? Are there implications for a n "emergent role" in the way that these providers will need to approach their responsibilities? This chapter seeks to answer these questions by presenting a "blueprint in formation" for a theory-based, systematic career guidance approach for use in college and university settings. It is the intention of this chapter not to present a n evaluation of a current program but rather to draw on the observations of past experiences and research to inform this working blueprint. The chapter includes a discussion of the theory behind this approach as well as National Occupational Information Coordinating Committee (N0ICC)based guidelines that support systematic career guidance. A formula to determine the base cost per contact hour of staff and technology interventions is described to assist career services providers in their planning efforts to establish such a model and for use with budget justification of career services to college and university administrators.I would like t o thank J o h n Bowlsbey for her encouragement and early suggestions for this chapter.

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A Differential Feature-Cost Analysis of Seventeen Computer-Assisted Career Guidance Systems

Cited by 5 publications

References 16 publications

ACT research report series: A comprehensive review of research evaluating the effectiveness of DISCOVER in promoting career development

ACT research report series: A comprehensive review of research evaluating the effectiveness of DISCOVER in promoting career development

A Feature Analysis of Career Information Delivery Systems (CIDS)

Toward the development of systematic career guidance.

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