A Differential Feature-Cost Analysis of Internet-Based Career Information Delivery Systems (CIDS)

Abstract

The primary purpose of this study was to highlight similarities and differences among Internet-based career information delivery systems (CIDS) so that practitioners, system developers, policy makers, and researchers may make informed decisions concerning such sites. The specific Internet-based CIDS included in this analysis were: 1) e-Choices, 2) Career Information System-National site, 3) Embark.com-Education and Career Opportunities System (ECOS), 4) Georgia Career Information System, 5) Illinois Career Information System (Horizons), 6) Indiana Career and Postsecondary Advancement Center (ICPAC), and 7) Washington Occupational Information System (WOIS). For the purposes of this analysis, features included: 1) site content, 2) user friendly features, 3) support resources, and 4) access policy, while costs included license fees. The data presented in this analysis were gathered from on-line CIDS use, support materials provided on-line, and telephone interviews with the developers.

A Feature Analysis of Career Information Delivery Systems (CIDS)

“…Basing the design of Web sites for career information delivery on a needs-based model, helps individuals to more quickly find information that meets their needs while understanding how to use the information they receive (Sampson, 1999). Traditionally, the user has been required to learn the navigation metaphors and "rules" of a particular Web site in order to find the information which they seek.…”

“…Four search methods were used to identify potential CIDS for inclusion in the analysis. The first method included systems from a previous feature-cost analysis of Internet-based CIDS (Sampson, Lumsden, Carr, & Rudd, 1999) that still met criteria for inclusion. The second method included statebased CIDS with Internet delivery that were identified by the Association of Computer-Based Systems for Career Information (ACSCI, 2003).…”

“…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.…”

A Campus Audit of Student Affairs-Faculty Collaborations: From Contacts to Compacts

“…When Jamaican, German, and Costa Rican students visit the campus, the American host students work with the International Center to make arrangements for the visiting students. (Sampson, Jr., Lumsden, Carr, & Rudd, 1999), Reducing Negative Career Thoughts with a Career Course (Reed, Lenz, Reardon, & Leierer, 2000), The Effects of Career Courses on Learner Outputs and Outcomes (Folsom & Reardon, 2001), Paraprofessionals in Career Services: The FSU Model (Lenz, 2000), and The Impact of a Career Course on Retention and Academic Performance (Folsom, Peterson, Reardon, & Mann, 2002).…”

Herramientas Informáticas para la Orientación y el Asesoramiento Vocacional

“…Harris-Bowlsbey, 1998a y 1998b; Kapes y Whitfield, 2002; National Career Development Association, 1997;Offer, 1997;Offer y Sampson, 1999;Offer y Watts, 1997;Robinson et al, 2000;Sampson, 1999a Sampson, y 1999bSampson, 2000;Sampson et al, 1997;Sampson et al, 1999;Sampson et al, 2002;Sampson y Lumsden, 2000;Sanz, 2005;Stevens y Lundberg, 1998;Watts, 2001). Faltan herramientas, instrumentos, recursos, materiales que pueden y deben ser implementados en la red de redes como apoyo para esos asesores vocacionales que ejercen su labor en el Departamento de Orientación de un centro de educación secundaria.…”