Graduate Student Placement: An Examination of Experience and Career Barriers in a Student Affairs Professional Preparation Program

Wilson, Amy Blank; Hall, Jeremy B.; Alba, Amanda Meliá de

doi:10.28945/2342

Cited by 2 publications

(2 citation statements)

References 18 publications

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“…Adding to these, university career fairs enable employers to differentiate their product and brand, allowing graduates to assess employer attributes for cultural fit. Other pathways for filling graduate positions include the direct transfer of interns within an organisation to graduate roles (Wilson et al, 2016) and accessing candidates through known networks and referrals (Gilani, 2020). Gilani recommended that institutions encourage their industry partners to adopt blind application approaches, removing candidates' details to eliminate nepotism and bias.…”

Section: Graduate Recruitment Channelsmentioning

confidence: 99%

Determining factors in graduate recruitment and preparing students for success

Jackson

Riebe

Macau

2022

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PurposeThis study aims to investigate graduate employer perceptions of determining factors in recruitment decisions and their preferred use of recruitment channels. This study drew on the employability capitals model to interpret findings and identify ways to better prepare higher education students for recruitment and selection. This is particularly important in declining graduate labour markets, further weakened by COVID-19.Design/methodology/approachThis study gathered data from surveying 183 Australian employers from different organisational settings. Responses were analysed using descriptive and multivariate techniques, the latter exploring variations by role type, sector and organisation size.FindingsFindings reaffirmed the criticality of students having the right disposition and demonstrating professional capabilities during recruitment, highlighting the value of building cultural and human capital during university years. Recruitment channels that require students to mobilise their identity and social capital were prioritised, particularly among private sector organisations. Work-based internships/placements were considered important for identifying graduate talent and developing strong industry–educator partnerships, needed for building networks between students and employers.Originality/valueThis study provides valuable insights into determinants of graduate recruitment decision-making from the employer perspective. These highlight to students the important role of capitals, and how they can be developed to optimise recruitment success. This study presents practical strategies for universities to build their students’ human, social, cultural and identity capital. Findings on the prioritisation of recruitment channels among graduate employers from different sectors will enable students and universities to better prepare for future recruitment. It emphasises that student engagement with employability-related activities is a critical resource for an effective transition to the workplace.

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Section: Graduate Recruitment Channelsmentioning

confidence: 99%

Determining factors in graduate recruitment and preparing students for success

Jackson

Riebe

Macau

2022

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“…The creation of these guidelines illustrates the importance of valuing diverse cultures in higher education master's level programs, and programs should instill a commitment to diversity, as this is critical in preparing effective practitioners (Linder et al , 2015; Mueller and Pope, 2001; Poon, 2018; Robbins, 2016). One approach is through diversity courses or other types of courses focused on inclusion and equity (Gayles and Kelly, 2007; Mueller and Pope, 2001; Talbot, 1996; Wilson et al , 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching diversity in North American higher education master's programs: curricula and rationales

Walpole¹,

Crockett²,

Lezotte³

2021

JARHE

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Purpose This study aims to examine North American master's programs in higher education administration, leadership and student affairs; the extent to which these programs incorporate diversity coursework; and their reasons for doing so. Graduate programs must prepare practitioners who are able to work effectively with multiple groups of students, ameliorate persistence and graduation gaps, and create more socially just campuses.Design/methodology/approachUsing an open-ended questionnaire and document analysis, the authors analyzed the extent to which and why these master's programs incorporate courses and course material on diversity.FindingsExactly half of higher education leadership (50%) and a small majority of student affairs (52%) programs require some type of diversity course, while only 42% of higher education administration programs do so. Reported reasons for including such coursework include students' demand for such courses, the centrality of diversity to university missions and standards in the field.Research limitations/implicationsResearch on faculty perceptions regarding the need for diversity courses with a focus on interest convergence may be productive.Practical implicationsProgram directors should ensure that coursework on diversity is required, and that faculty teaching these courses are comfortable discussing these topics to prepare students to work with diverse groups in multiple contexts.Originality/valueThis study uses multiple methods (document analysis, open-ended questionnaire of program directors) to analyze programs and program design intentions. The authors use the critical race theory framework's tenet of interest convergence to understand program rationales.

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Graduate Student Placement: An Examination of Experience and Career Barriers in a Student Affairs Professional Preparation Program

Cited by 2 publications

References 18 publications

Determining factors in graduate recruitment and preparing students for success

Determining factors in graduate recruitment and preparing students for success

Teaching diversity in North American higher education master's programs: curricula and rationales

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