Статті в журналах: "Graduate-entry jobs"

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Kjeldsen, Erik K. M. "Sport Management Careers: A Descriptive Analysis." Journal of Sport Management 4, no. 2 (July 1990): 121–32. http://dx.doi.org/10.1123/jsm.4.2.121.

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This study utilized alumni of one sport management graduate program in an effort to investigate career paths in sport management. A representative sample of 126 alumni was selected from a population of 251 students who had graduated over a 10-year period. A total of 69 usable returns were received, for a response rate of 54.8%. Specific points during the professional, preparation period and during the working career were examined as benchmarks in the career path. The number of alumni maintaining jobs in the field at each benchmark shed light on career retention and on the factors contributing to attrition. The five benchmarks selected were entry into the graduate program, exit from the program, the internship, first job, and final job. Salary at each job level and satisfaction were measured in an effort to better understand the nature of a sport management career. The analysis was differentiated by sex and by the various subfields in the sport management profession.

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Mayekiso, Cwenga, and Emeka E. Obioha. "Features of Graduate Underemployment in South Africa : A Study in Mthatha, Eastern Cape Province." African Journal of Development Studies (formerly AFFRIKA Journal of Politics, Economics and Society) 11, no. 1 (March 1, 2021): 169–91. http://dx.doi.org/10.31920/2634-3649/2021/v11n1a8.

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This paper articulates the patterns and feel of graduate underemployment in Mthatha, a South African town in the Eastern Cape Province. Foregrounded on Peter Blua’s Social Exchange Theory, this study adopted a quantitative approach. A sample of 60 respondents was drawn from underemployed graduate population through a combination of stratified and random sampling techniques. Data collected from survey (questionnaire) were analysed with appropriate tools in the Statistical Package for the Social Sciences. The study found that majority of underemployed graduates are between 21 and 25 years of age, married, hold bachelor’s degrees in Social Sciences. Gender, qualification type and level of qualification have no significant influence on determining underemployed graduates’ choice of occupation as single and combined variables or factors. While only very few (5%) of the underemployed graduates are never happy at work, femaleness, older graduates, Africans, higher qualification, higher basic salary and longer years of underemployment best predict happiness at work, although not at significant level, except for basic salary. A majority of graduates (73.3%) do sometimes consider leaving their current jobs, even when there are no alternatives. This is influenced by maleness, older graduates, being Whites, higher qualification, lower basic salary and lower years of underemployment. Lack of networking was found to be the most important factor in graduate underemployment, followed by lack of experience and gender not being significant. This study recommends policy intervention by state, where there is legislation that provides for entry level jobs that may not require previous experience. Also, there should be another legislation that protects the underemployed through salary regulation and incentivising of employers that engage workers in such capacity.

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Thaler, Richard H. "Anomalies: Interindustry Wage Differentials." Journal of Economic Perspectives 3, no. 2 (May 1, 1989): 181–93. http://dx.doi.org/10.1257/jep.3.2.181.

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Firms advertise widely varying wages for jobs that appear to be very similar, such as secretary, data entry clerk, or “tele-marketing representative.” Students who graduate from Cornell's MBA program often receive offers from several firms in the same city with substantially different salaries. These observations seem to violate the law of one price, a fundamental component of the theory of competitive markets. The impression created by these casual bits of data is confirmed by more careful investigations. Some industries appear to pay higher wages than others, even when (measurable) labor quality is held constant. These interindustry wage differentials apply across occupations (if one occupation in an industry is high paid, then all other occupations tend to be) and over time. Why?

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Mansour, Bassou El, and Jason C. Dean. "Employability Skills as Perceived by Employers and University Faculty in the Fields of Human Resource Development (HRD) for Entry Level Graduate Jobs." Journal of Human Resource and Sustainability Studies 04, no. 01 (2016): 39–49. http://dx.doi.org/10.4236/jhrss.2016.41005.

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Thompson, Sheri. "ADVANCING DIVERSITY IN ADRD/AGING RESEARCH AND CLINICAL CARE: EDUCATIONAL AND CAREER TRAJECTORIES OF MSTEM MENTEES." Innovation in Aging 6, Supplement_1 (November 1, 2022): 857. http://dx.doi.org/10.1093/geroni/igac059.3068.

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Abstract As an NIA-funded mentorship program, MADURA addresses the lack of diversity among Aging and Alzheimer’s Disease & Related Dementia (ADRD) researchers and clinicians. Aims include improving retention and academic success of URM MSTEM undergraduates, and increasing rates of graduate/medical school applications and entry into Aging/ADRD clinical careers. MADURA offers paid research lab experience, weekly whole-cohort research skills training, guest seminars and presentations, and weekly faculty-facilitated small group supervision, advising and support. It served 23–29 undergraduates/quarter, in its initial five quarters. The Program accepts students at varying undergraduate educational levels, particularly because students from target populations often enter as Junior-level transfers from community colleges. Thus, although the Program just completed its second year, 17 MADURA trainees have already graduated. While ongoing data collection on Program, Mentor and Student Mentee performance is beneficial, outcomes data are of utmost importance to ensuring achievement of aims. This poster will present descriptive data on MADURA graduates’ immediate employment and educational activities. Notable findings include a significant proportion of trainees who take a gap year before applying to graduate or medical school (for financial and personal reasons), and others taking internships, post-baccalaureate training or research jobs, to strengthen future medical and graduate school applications. Understanding the multiple pathways of recent graduates will enable mentorship programs to help current trainees critique and optimize preparations for their selected educational and career trajectories. These findings also suggest additional mentorship program outcomes of interest (beyond a sole focus on graduate program acceptance), and the need for longer-term alumni follow-up.

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Trusty, Juanita, Frances Fabian, and Michelle Amy Montague-Mfuni. "Toilets for all: corporate social entrepreneurship in Bangladesh and countries in Sub-Saharan Africa." Emerald Emerging Markets Case Studies 11, no. 4 (December 9, 2021): 1–35. http://dx.doi.org/10.1108/eemcs-10-2019-0268.

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Case overview This case uniquely challenges students by introducing the history of how LIXIL transformed its corporate social responsibility (CSR) program to create shared value within the global sanitation sector by launching the SATO business unit as a social enterprise. SATO is a “self-sustaining social business that establishes a local Make, Sell, Use cycle in the community – creating jobs and allowing local manufacturers and stakeholders to continue the business independently” (LIXIL, 2019). From 2012 to 2021, NGOs helped the company design and market the SATO toilet pan and other products that form the SATO business unit. The SATO business unit must balance its social mission of improved sanitation with the need to gain a profit and become a sustainable business – the ongoing challenge of social entrepreneurship. Leaning objectives After completing this case study, students will be able to meet the following objectives: understand the difference in corporate strategy between CSR and ventures that create shared value; understand the sometimes-competing goals of social enterprises and analyze how they can balance both economic and social objectives; understand that developing and emerging markets are different from each other; explain how corporations can decide which markets to pursue, and how they can meet the needs of the diverse BOP markets; understand how the pursuit of the Sustainable Development Goals can create economic opportunities for corporations; and (optional: suggested for post-graduates) identify activities and challenges of MNC market entry in developing country contexts. Analyze institutional voids in developing country contexts and explore how partnerships can help to address these voids. Complexity academic level This case is most appropriate for the study of international business, corporate social responsibility, and social entrepreneurship students at both the undergraduate and post-graduate levels. The case may be used for undergraduate students to illustrate corporate social entrepreneurship, creating shared value, NGO partnerships, and marketing to the base of the pyramid (BOP) consumers. An optional section on BOP market entry is presented for early- and late-stage post-graduate students, illustrating the concepts of the liability of foreignness and institutional voids. Supplementary materials Teaching notes are available for educators only. Subject code CCS 3: Entrepreneurship.

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McGreal, Rory, Wayne Mackintosh, Glenda Cox, and Don Olcott, Jr. "Bridging the Gap: Micro-credentials for Development." International Review of Research in Open and Distributed Learning 23, no. 3 (September 1, 2022): 288–302. http://dx.doi.org/10.19173/irrodl.v23i3.6696.

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This paper describes current trends and issues in implementing micro-credentials. The Covid19 epidemic, combined with the increasing cost of higher education; employer concerns about graduate skills and competencies; increasing inequities in access; and student frustrations about lack of job opportunities have all been a catalyst for universities, colleges, independent credentialing agencies, and leaders of national qualification frameworks to rethink the broader credentials continuum in terms of open education and micro-credentials. Students desire more options at lower costs to combine their education and training for jobs. Employers want entry-level employees with better skills and capacity to learn. As a result, major colleges and universities are now actively engaged in granting and/or recognising micro-credentials. Standardising qualifications based on time competencies is an essential requirement for credit transfer among institutions. Micro-credentials are important in ensuring the acceptance and stackability of credentials from different institutions, while providing employers with a secure and unalterable permanent digital record of applicants' abilities to perform skills of high value in the workplace. The OERu (Open Educational Resources universitas) provides an example of how one international consortium is supporting SDG4: Education for All by implementing micro-credentials allowing for maximum transferability among institutions in different countries. The lesson for strategic leaders is simplicity. Micro-credentials should be well Integrated into current institutional programs, rendered easy-to-use with clear validation metrics, providing a value-added benefit for all stakeholders. A list of recommendations to institutions, governments, UNESCO and Non-Governmental Organizations (NGOs) is provided.

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Opuda, Eugenia. "Survey Respondents Suggest that Some Academic Library Professionals without a Graduate Degree in Librarianship Have Prior Library Experience and Do Not Plan to Pursue a Library Degree." Evidence Based Library and Information Practice 15, no. 1 (March 13, 2020): 254–56. http://dx.doi.org/10.18438/eblip29617.

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A Review of: Oliver, A., & Prosser, E. (2018). Academic librarianship without the degree: Examining the characteristics and motivations of academic library professionals. The Journal of Academic Librarianship, 44(5), 613-619. https://doi.org/10.1016/j.acalib.2018.07.006 Abstract Objective – To examine the motivations and career paths of professionals outside the field of library science who work in academic library settings, including their reasons for not pursuing a graduate degree in librarianship. Design – Multiple-choice survey questionnaire. Setting – Not clearly stated. Subjects – 193 adults without graduate degrees in librarianship employed in professional positions in academic libraries. Methods – A nineteen-item multiple-choice questionnaire hosted on Select Survey and a previous study by the same authors. Filtering excluded survey respondents who did not currently work in academic libraries, who had graduate degrees in librarianship, or who do not identify as an academic library professional. Main Results – Most of the survey respondents (n=115, 59.9%) had positions in a library prior to pursuing a professional academic library career. Of those with prior library experience, most (n=98, 85.2%) had gained experience in academic library settings. The two top reasons cited for becoming an academic library professional were an interest in employment in academic library settings (n=59, 52.2%) and meeting position requirements (n=54, 47.8%). A fifth of respondents both met the requirements for their position and had an interest in working in academic libraries (n=23, 20.4%). Most respondents had less than five years’ experience (n=41, 36.6%) or six to ten years’ experience (n=43, 38.4%) in an academic library. Less than half of respondents had became academic library professionals after applying as an external candidate (n=83, 44.6%) and a number of respondents had applied as an internal candidate (n=52, 28%). Several respondents had become academic library professionals because they were promoted, appointed, or recruited within their academic libraries (n=35, 18.8%). Few respondents were actively working on a graduate librarianship degree (n=21, 11.3%) and most expressed that they did not need such a degree (n=112, 67.9%). Those who were pursuing a graduate degree in librarianship did so because of their desire to advance their careers (n=17, 81%). Respondents’ current positions were mostly categorized in areas such as administration (n=77, 31.2%), scholarly communications (n=34, 13.8%), technical services (n=27, 10.9%), and information technology (n=20, 8.1%). Conclusion – Having prior experience working in an academic library served as a notable motivating factor for entry into the position of academic library professional. Two main pathways towards obtaining such positions included positions without graduate library degree requirements and the transition of paraprofessionals into professional-level jobs. Most survey respondents noted their lack of interest in pursuing an advanced degree in librarianship, as they did not see the significance of having one. These findings may help library education programs to better understand growing needs in librarian education and prepare the future library workforce to meet these new demands.

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Katuli-Munyoro, Pedzisai, and Stephen M. Mutula. "Redefining Library and Information Science education and training in Zimbabwe to close the workforce skills gaps." Journal of Librarianship and Information Science 51, no. 4 (December 26, 2017): 915–26. http://dx.doi.org/10.1177/0961000617748472.

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The purpose of this study is to assess Library and Information Science (LIS) curricula in Zimbabwean universities and polytechnic colleges in the context of perceived skills gaps and from employers’ perspectives on what is required from graduate professionals in entry-level jobs. The study is qualitative in nature and is supported by a post-positivist framework. A case study research design and methods are used. All (three) curricular documents from two universities and polytechnic colleges (use a common curriculum) offering LIS education in Zimbabwe are reviewed using document review methods. Twenty-seven course outlines are analysed. Seventeen LIS employers and five deans/heads of departments have been purposively selected and interviewed using in-depth face-to-face interviews. Data are analysed using NVivo. The study identifies gaps in knowledge as well as in functional and generic employability training in LIS curricula. These are attributed to the transitory environment in which LIS departments operate, dated educational models, shortage of well-developed multi-stakeholder mutual partnerships and alliances, a lack of shared understanding and responsibility, an expanding labour environment and the absence of continuous professional development programmes. The study results suggest that Zimbabwean LIS education programmes are in urgent need of radical transformation and need to adopt innovative education models to meet the dictates of the techno-economic paradigm that serves society today.

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Tulba, Julie. "The Deluge of the MLIS Degree." Pennsylvania Libraries: Research & Practice 1, no. 2 (October 3, 2013): 84–86. http://dx.doi.org/10.5195/palrap.2013.14.

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The librarian job market is already oversaturated, yet each year, graduate schools across the country are releasing newly-minted MLIS degree holders into the workforce, many with slim prospects for employment in their field, let alone a position to help repay their expensive graduate school loans. It would behoove universities to follow the example of some graduate schools in other inundated fields and limit the number of MLIS applicants they admit until the job market for librarians improves and, thus, eliminate the reality of new graduates competing with librarians who have 10 plus years of experience for entry-level positions.

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Bergeron, DSc, Wayne P. "Building the bridge between education and experience: The case for experiential learning in emergency management education." Journal of Emergency Management 17, no. 3 (May 1, 2019): 177–79. http://dx.doi.org/10.5055/jem.2019.0416.

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While the increasing professionalism of the Emergency Management (EM) field has brought great benefits and opportunities, increasingly the bar to entry into the profession has been on a steep incline with ever increasing mandatory and preferred requirements for EM job applicants it seems. For the EM student or new EM graduate with limited experience opportunities, this can be a severe handicap in the quest to secure a viable entry level EM position. Experiential Learning provides an excellent solution to this problem.

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Schilling, Jim F. "Educational Preparation and Experiences in the Industrial-Occupational Setting: A Qualitative Study of Athletic Training Graduates' Perspectives." Athletic Training Education Journal 6, no. 2 (April 1, 2011): 99–106. http://dx.doi.org/10.4085/1947-380x-6.2.99.

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Context: The industrial-occupational setting provides a workplace of substantial potential for the athletic training graduate. Acquiring input from entry-level athletic trainers (ATs) pertaining to experiences, knowledge, and skills necessary to be successful in the industrial-occupational setting is critical information for future Athletic Training Education Program (ATEP) curriculums, continuing education, and post-graduate fellowships. Objective: To gain understanding of the experiences encountered and education needed for successful preparation as an entry-level AT in the industrial-occupational setting. Design: Qualitative Setting: Industrial-Occupational Participants: Seven professional-level industrial ATs Data Collection and Analysis: Structured interview questions were used with an electronic platform. Participants were questioned relating to their experiences and perceptions pertaining to educational preparation for the industrial-occupational setting. An inductive content analysis was performed for textual data analysis. Results: The rationale for acquiring positions in the industrial-occupational setting upon graduation was due to fewer hours and higher salaries, but once hired the most positive experience and greatest job satisfaction came from helping people. The area the participants felt ill-prepared was ergonomics, but respondents felt well-prepared in injury evaluation and treatment. They also commented that gaining respect from the company was the most challenging aspect when entering the industrial-occupational setting as an entry-level AT. Conclusion: Graduates are attracted to the salary and hours associated with the industrial-occupational setting, but helping people provided the greatest job satisfaction. Although most entry-level ATs perceived themselves as well prepared for the industrial-occupational setting, weakness in the area of ergonomics was identified.

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Wyche, Karen Fraser, and Sherryl Browne Graves. "Minority Women in Academia." Psychology of Women Quarterly 16, no. 4 (December 1992): 429–37. http://dx.doi.org/10.1111/j.1471-6402.1992.tb00266.x.

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The experiences that women, especially minority-status women (African, Asian, Hispanic, and Native American), have in educational advancement in psychology is limited. This limited power was examined in two ways: (a) by reviewing the inclusion of minority women within academic psychology at undergraduate, graduate, job entry, and senior level positions within the profession and (b) by reviewing economic and social-psychological processes that unjustly serve as barriers to women.

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Kizer, Carol. "Internships: A Two Year Community College Perspective From Ohio." Hospitality Education and Research Journal 12, no. 2 (February 1988): 484–86. http://dx.doi.org/10.1177/109634808801200261.

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Internships, externships, field experiences, cooperative work experiences, apprenticeships, practicums—There are probably as many combinations and adaptations of these terms in educational institutions as there are states and provinces in the United States and Canadal Yet all exist for the same purpose: to provide students opportunities to apply knowledge and skills learned in those educational institutions to the real world of work in the hospitality industry and to find out first-hand what a job in this industry really entails. Whether at entry level or supervisory level, students and industry benefit from this sometimes misunderstood, and often mismanaged, practical on-the-job experience. The Ohio Board of Regents, as with other state governing bodies, issues definitions and guidelines for a variety of industry work experiences. These give some uniformity within Ohio two year colleges, but even with this the structure and effectiveness of these experiences differ from college to college. The following chart summarizes the Ohio guidelines: The Columbus State Community College curriculum for Hospitality Management students includes two courses, Hospitality Management Cooperative Work Experiences I and II, requiring a minimum of 20 hours per week in employment during each of two 10-week academic quarters. The student receives two credits for each course. Ninety percent of the hospitality students have worked in the industry, so it is recommended they do not enroll in these courses until their last two quarters. Therefore, they can receive maximum opportunity to apply principles learned in previous coursework and work experience. Until two years ago, our hospitality co-op experiences were loosely structured with varying degrees of benefit to students. It was left almost totally to industry personnel to determine the jobs students would perform. Even though graduate follow-up surveys indicated that graduates felt their required work experiences were among the more valuable aspects of their courses of study, we felt we needed to make some changes to assure that all students were able to grow professionally as a result of the experiences. Our industry advisory committee reached impasse after impasse on essentials such as payment or non-payment, actual jobs to be performed, qualifications of the work site, and critical skills of graduates. It was commonly accepted, however, that there must be some opportunity to sharpen skills in human relations, communication skills, and problem solving if students are to become effective first-line supervisors. It was reinforced that the college cannot teach everything in two years and that we should rely on applied work experience to supplement the formal education. The community colleges offer open access, and the profile of the student differs from the traditional college student in the baccalaureate program. This must be considered in outlining requirements for an industry work experience. The student is usually from the local area and commutes within a 30 mile radius, is an adult learner who averages 27 years of age, is likely to have a family and financial responsibilities, and is already employed at least part-time and probably full-time. It is unrealistic to assume one can take this student away from a job necessary to pay the bills and require a non-paid or lower paid experience strictly for the educational benefits to be derived. A compromise was finally reached with our advisory group and it has worked well for students and for industry. A student already employed in a hospitality job may stay at that site—even continue to perform the same job duties at the current rate of pay, but additional opportunities are created. At the beginning of each quarter the instructor, student, and job supervisor together examine a set of expected educational program outcomes or competencies and evaluate the current strengths and weaknesses of that student. An individualized learning contract is negotiated to supplement and reinforce the expected outcomes based upon each student's career objective. Training objectives for the student are then established which can be achieved either within the current job, by transfer to another department within the organization, or by allowing the student to gain additional experience at the same site on a non-paid basis over and above the regular job for which the student would normally be paid. This assures that there will be career growth, and the student maintains the planned income. At the same time it does not place an unrealistic expectation upon the employer. Industry personnel are most cooperative, and rarely would a student need relocation. The instructor has weekly contact with each student in a seminar accompanying the co-op experience. In this seminar students discuss experiences and observations and there is further opportunity to participate in case studies and supervisory skill development. Unless problems develop, the instructor often makes interim follow-ups by telephone only, and will return to the site only for the final evaluation session with the student and supervisor. A grade is determined jointly by the instructor and supervisor including scores for job performance, achievement of established training objectives, and seminar participation. In those infrequent instances where a student was not already employed, job seeking skills are part of the co-op grade determination. Assistance is given by the instructor and college job placement personnel, but the student is ultimately responsible for obtaining employment. A student does have the option for a non-paid experience, arranged by the college, in which case there will be a set rotation of job stations within an organization. This required a more specific work schedule and a formal agreement outlining responsibilities of the student, college, and work site because of the liability involved. Instructor workload for coordinating work experiences is calculated by assigning one contact hour per week for the seminar and one quarter contact hour per week for each student enrolled in the co-op course. The college full-time faculty workload is 20 contact hours per week. One faculty person is assigned organizational responsibility for the seminars, but the student follow-up is completed by each student's faculty advisor. This works well because it gives all faculty the opportunity for interaction with industry personnel and provides variety in the teaching experience. And, of course, the advisor who has worked closely with the student through his or her academic career knows that student's abilities and needs best. What is the future of internships? Whether credit or not-for-credit, whether paid or non-paid, whether tightly, loosely or non-structured, industry internships are her to stay. Graduate surveys reinforce the fact that students find them invaluable. Industry personnel agree that applied work experience should supplement and reinforce classroom learning. There is no doubt that the experiences could often be better structured and executed, but they cannot be replaced! For the past several years, college educators have participated in serious discussions and conducted studies about the quality of American higher education. The American Association of Community and Junior Colleges (AACJC) has assumed leadership in the focus on assessment and outcomes of students' educational experiences. The emphasis on “value-added” education and assessment programs has pervaded our campuses. It is crucial that the education experience adequately prepare students for the workplace and for career mobility. The question arises as to how to measure whether a program actually meets this objective. An AACJC Policy Statementon Student Assessment suggests that colleges will be better able to meet diverse population needs and improve the overall rate of student success if they provide a comprehensive assessment program for all students using effective measures and tools. It suggests that traditional testing alone is inadequate and other appropriate measurements of program strengths and weaknesses must be developed. It is possible that at least one industry work experience or internship course, if taken during a student's last academic term and based on agreed upon objectives and mastery standards, could serve as a summative assessment measure to determine the effectiveness of learning that has taken place over the student's entire program. It could perhaps serve as the “capstone” course. As we grapple with this and other issues, perhaps the CHRIE Internship Technical Committee can delve into how we can more effectively make the industry internships an integral part of the teaching and learning process.

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Ebner, Katharina, Roman Soucek, and Eva Selenko. "Perceived quality of internships and employability perceptions: the mediating role of career-entry worries." Education + Training 63, no. 4 (February 12, 2021): 579–96. http://dx.doi.org/10.1108/et-02-2020-0037.

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PurposeThis study illuminates the assumption that internships facilitate labor market entry and answers the question of why internships have a positive effect on students' self-perceived employability. It is assumed that internships enable more positive employability perceptions by reducing career-entry worries – the worries of not finding a suitable job or not being able to obtain a satisfactory career.Design/methodology/approachA two-wave study among graduate students currently in an internship investigated these relationships. Data on career-entry worries, perceived employability and an evaluation of the internship were collected from 80 students (mean age: 24.6 years, 68% female) from various fields of study aiming at both bachelor's and master's degrees.FindingsThe results showed that positively evaluated internships contributed to graduates' self-perceived employability by means of reduced career-entry worries over an eight-week period.Originality/valueBy considering graduates' career-entry worries – the perceived uncertainty about finding an “appropriate” career in the future – the authors introduce a new concept to the career literature and show that these worries are significant in terms of self-assessed employability.

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Shelen Aderina, Kok, Isai Amutan Krishnan, Vimala Davy G. Ramiah, Thevagaran Paleni, and Shasthrika Baskaran. "Impression Management Tactics in Job Interviews among Fresh graduates in Malaysia: A Case Study in a Workplace." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 1 (January 10, 2022): e001270. http://dx.doi.org/10.47405/mjssh.v7i1.1270.

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The job interview is a viable assessment platform for interviewers to determine the viable prospective graduate for job hiring. During such critical meeting point, the fate of fresh graduates is decided by representatives of an organisation on the suitability of an interviewee for the job. Yet many fresh graduates struggle at such entry level gatekeeping to the professional workplace in view of inability to impress the interviewer. Therefore, the purpose of this study is to investigate whether impression management tactics are portrayed by the fresh graduates during job interviews. They were 15 interviewees who participated in the present study. The job interview data from an organisation was analysed qualitatively using impression management tactics (IMTs) theories. The findings show that the interviewees were poor impression management tactics; interviewees indicated lack of self-presentation and exemplification as positive indicators in securing a job. Hence, impression management tactics are essential in job interviews.

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Schilling, Jim. "Educational Preparation and Experiences in the Clinical Setting: Entry-Level Clinical Athletic Trainers' Perspectives." Athletic Training Education Journal 6, no. 3 (July 1, 2011): 145–53. http://dx.doi.org/10.4085/1947-380x-6.3.145.

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Context: The clinical job setting: (Outpatient/Ambulatory/Rehabilitation Clinic) should no longer be referred to as a nontraditional setting as it employs the greatest percentage of certified members. Understanding the experiences, knowledge, and skills necessary to be successful in the clinical setting as entry-level certified athletic trainers (ATs) is critical information for future Athletic Training Education Program (ATEP) curriculums, continuing education, and post-graduate fellowships. Objective: To gain an understanding of the general experiences encountered and perceived educational preparation necessary for entry-level ATs in the clinical setting. Design: Online questionnaire. Setting: Clinical. Participants: 15 entry-level clinical ATs. Main Outcome Measures: Experiences and educational preparation in the clinical setting as perceived by clinical ATs using an inductive content analysis strategy. Results: Most subjects entered the clinical setting upon graduation and were attracted by fewer hours and higher salaries. The most positive experience once hired was learning from colleagues and the greatest job satisfaction occurred when helping people. The participants also suggested that future graduates should feel confident when entering this setting. While the participants felt ill-prepared regarding insurance issues and communication skills, they felt well-prepared in injury evaluation and treatment. Overall, they found insurance restrictions limiting the scope of care they could give the most challenging. Conclusion: Athletic training graduates are attracted to the higher salary and shorter work hours associated with the clinical setting, but still associate helping people as primary to their job satisfaction. Although most entry-level ATs perceived themselves as well prepared for the clinical setting, weakness in the areas of insurance issues and communication skills were identified.

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Kutz, Matthew, and Joan Scialli. "Four-Corner Model for Curricular Development in Athletic Training Education." Athletic Training Education Journal 3, no. 1 (January 1, 2008): 13–20. http://dx.doi.org/10.4085/1947-380x-3.1.13.

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Objective: To present a model for an educational continuum that identifies entry-level to advance practice competencies and content for athletic training education. Background: Specific degree-level purposes within the context of higher education, in conjunction with professional needs should be addressed in athletic training education. Post-certification (graduate) programs in athletic training should offer increased depth of knowledge and prepare students as clinical experts, scholars, and leaders. To this end, curricular content, based on the athletic training job analysis (i.e., Role Delineation Study), institutional missions, and degree-level specific purposes need to be considered. Description: Graduate athletic training education programs are primarily left to the purview of individual institutions. Using existing curricular development models (i.e., DACUM model and participatory approach) and predictive methods (i.e., Delphi Technique) within the context of higher education, athletic training educators can identify specific competencies and associated content. Then educators can determine the levels of importance of those competencies and content according to the types of athletic training education. Clinical advantages: The proposed framework does not violate institutional and faculty autonomy, but helps to delineate important content for development in graduate athletic training education.

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Sheffield, Suzanne Le-May. "23. Teaching Experience Preferred?” Preparing Graduate Students for Teaching Opportunities Beyond North America." Collected Essays on Learning and Teaching 6 (June 17, 2013): 127. http://dx.doi.org/10.22329/celt.v6i0.3759.

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Over the last 15 years, graduate students applying for academic positions in post-secondary education have increasingly been asked to include a statement of teaching interests, a teaching philosophy, or a teaching dossier with their applications. Even if a potential employer does not request any of these documents, many interviewees are expected to be able to reflect and articulate intelligently about their teaching philosophy in a job interview and/or to demonstrate their teaching. In Canada and the United States, research has shown that hiring committees are looking for candidates that not only have teaching experience, but who can also talk about and demonstrate their teaching (Meizlish & Kaplan, 2008; Schonwetter, Taylor, & Ellis, 2006). However, what types of teaching documentation are required of applicants when they are applying for entry-level academic positions outside of North America? Especially as developing countries are increasingly seeking Canadian faculty for their experience in student-centered pedagogical approaches (Tamburri, 2011). In addition, North American graduates are searching global markets for further career opportunities. An investigation was launched to examine permanent, tenure-track academic positions on six job sites during a four-month period to compare requests for teaching-related materials and teaching experience in job ads beyond North America. This study found that the international job market is comparable to the North American one with respect to teaching expectations and documentation. These findings underscore the importance of graduate student teaching development for those graduates seeking academic employment outside of North America.

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Rahona-López, Marta, and Carmen Pérez-Esparrells. "Educational Attainment and Educational Mismatch in the First Employment in Spain." ISRN Education 2013 (April 18, 2013): 1–7. http://dx.doi.org/10.1155/2013/850827.

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This paper analyses the labour market entry of Spanish school leavers and the match between education and work at the early stages of working life, using a specific data set drawn from the Spanish Module Education to Labour Market Transitions (2000). Special attention is paid to university graduates, because Spain experienced a strong growth in the demand for higher education during the last decades of the 20th century. The empirical evidence shows that although over-education is a common phenomenon in the Spanish youth labour market, being a graduate seems to be associated with a lower likelihood of over-education in the first job. Our results indicate that over-education affects more women than men and foreigners than Spaniards.

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Bacopanos, Eleni, and Susan Edgar. "Identifying the factors that affect the job satisfaction of early career Notre Dame graduate physiotherapists." Australian Health Review 40, no. 5 (2016): 538. http://dx.doi.org/10.1071/ah15124.

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Objective Previous studies have highlighted the short career intentions and high attrition rates of physiotherapists from the profession. The aim of the present study was to examine the job satisfaction and attrition rates of early career physiotherapists graduating from one Western Australian university. Methods A self-administered online survey was conducted of 157 Notre Dame physiotherapy graduates (2006–2012), incorporating a job satisfaction rating scale. Results Results showed that lowered job satisfaction was related to working in the cardiorespiratory area of physiotherapy and working in multiple jobs since graduation. The majority of graduates did not predict a long-term career in physiotherapy, highlighting a lack of career progression and limited scope of practice as influential factors. Conclusions Job satisfaction in early career physiotherapists varies across different clinical areas of practice related to several factors, including challenge and flexibility. New roles in the profession, including extended scope roles, may impact on the future job satisfaction of physiotherapists. Further studies are needed to explore the effect of these roles on workforce trends, including attrition rates. What is known about the topic? Physiotherapists predict careers of 10 years or less on entry into the profession. No previous studies have explored the individual factors influencing job satisfaction in early career physiotherapists across different clinical settings. What does this paper add? This study highlights specific factors influencing the job satisfaction of early career physiotherapists, including clinical area of practice. Physiotherapists working in the cardiorespiratory area were less satisfied, as were physiotherapists undertaking multiple positions since graduation. What are the implications for practitioners? This study informs employers and workforce planners on the factors affecting job satisfaction in early career physiotherapists. In addition, knowledge of issues affecting job satisfaction in the early career stage may assist educational institutions in their preparation of graduates for the future health workforce.

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Andreoletti, Carrie, Laura Donorfio, Karen Kopera-Frye, and Robert Maiden. "Standards and Guidelines for Undergraduate Programs in Gerontology." Innovation in Aging 5, Supplement_1 (December 1, 2021): 555. http://dx.doi.org/10.1093/geroni/igab046.2134.

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Abstract Undergraduate programs (majors, minors, certificates) and continuing education programs in gerontology prepare students for entry-level careers in aging and increase competitiveness for graduate work in a variety of fields. Job growth in the field of gerontology is high, especially for positions requiring a bachelor’s degree and less. Gerontology education at this level is essential for meeting the growing demand for workers in social services and health services who understand the opportunities and challenges that come with increased longevity and global aging. This presentation will highlight the new recommendations for competency-based gerontology education for undergraduate and continuing education credentials outlined in the latest edition of AGHE Standards and Guidelines. Whether you are developing a new curriculum or revising an old one, we will offer suggestions for using the AGHE competencies and guidelines to ensure that your program adequately prepares students and offers them a competitive edge in today’s job market.

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Khalifa, Rihab. "Enhancing female graduate employment through a women-only professional services firm in an economically remote city." Journal of Economic and Administrative Sciences 34, no. 1 (May 8, 2018): 36–47. http://dx.doi.org/10.1108/jeas-06-2017-0051.

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Purpose The purpose of this paper is to report on a study that investigated the feasibility of a women-only professional accounting firm in the city of Al Ain in the United Arab Emirates (UAE) that could help reduce female graduate unemployment in the city. Practically, the study sought to find out if, and under what conditions, a women-only professional accounting firm in Al Ain might be useful in providing employment for women in professional accountancy and facilitating the entry of female graduates into the job market by providing them with professional training. Theoretically, the study sought to add to the literature on positive discrimination to help women’s job prospects. Design/methodology/approach The study followed a qualitative research approach. It sought to show some specific connections between various professional, cultural, and economic factors by crystallising them through a hypothetical, innovative solution to the problem of local female unemployment, namely, a women-only professional accounting firm in a location of limited employment opportunities. It did so by investigating the views of male and female accounting graduates and other stakeholders. Findings The main finding is that the model women-only professional accounting firm could be used to overcome family objections to female graduate employment by removing the requirement that women work a long distance away from their families. The study also showed the deep cultural entrenchment of gendered stereotypes of female professionals. Research limitations/implications The study could have had a larger sample size with the survey, but it is important to note that this was not the focus of the study. However, the strength of the paper is in the qualitative aspect of canvassing views from various stakeholders. Practical implications The study brought to light key opportunities and challenges for policy makers who are seeking to address female graduate unemployment in economically remote locations. Originality/value The paper adds to the literature on positive discrimination for female job seekers in an adverse cultural and economic context.

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Franks, Tina P., Tina Budzise-Weaver, and Leslie J. Reynolds. "Unlocking library search committees at ARL public universities." Information and Learning Science 118, no. 5/6 (May 8, 2017): 252–65. http://dx.doi.org/10.1108/ils-04-2017-0024.

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Purpose The purpose of this paper is to offer insights into the hiring process for candidates seeking entry-level and mid-range librarian positions at ARL public university libraries. Whether a recent librarian graduate, a seasoned librarian seeking a different academic institution or a librarian transitioning into academia from a different library environment, an understanding of how search committees function and the importance they contribute to identifying the best candidate can be beneficial to any job seeker. Design/methodology/approach This paper offers universal best practices, techniques and “keys” to unlocking the secrets of the recruitment process from the candidate’s perspective to help librarians seeking employment in an Association of Research Libraries (ARLs) public university environment. The scope of this paper is for entry level and mid-range librarians, but some ARL’s do use executive search firms for upper level administrative positions. Findings This paper describes the search process, offers insiders’ perspectives and provides techniques along with best practices on how to be a successful applicant and candidate. Practical implications As experienced professionals who have served on search committees, this paper explains the “keys” to best practices and how to enhance one’s resume and curriculum vita. Originality/value This paper walks potential job candidates through the process of how to apply and what to expect during an ARL Library Search Committee application review.

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Grossman, Amanda M., and Leigh R. Johnson. "Employer Perceptions of Online Accounting Degrees." Issues in Accounting Education 31, no. 1 (July 1, 2015): 91–109. http://dx.doi.org/10.2308/iace-51229.

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ABSTRACT This study expands upon the current literature regarding how potential employers perceive the value of online accounting education at both the undergraduate and graduate level. Experimental results demonstrate that employers are significantly more willing to offer employment to an entry-level job applicant whose baccalaureate degree in accounting, from an AACSB-accredited institution, was obtained in a traditional (on campus) or hybrid (blended learning) environment as opposed to an online environment. The reputation of the educational institution as suggested by publication ratings does not significantly affect willingness to hire. Further results suggest that Big 4 employers are equally willing to hire the online accounting graduate as employers from most other types of firms. In addition, employers appear to be more accepting of lower-level, as opposed to upper-level, online accounting coursework and favor applicants who complete a baccalaureate degree on campus and an M.B.A. online, or vice versa, over those who complete both degrees online. Practitioners and students should be aware that, within the aforementioned boundaries, accounting firms are becoming more willing to hire accounting graduates whose academic career includes some online content.

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Robert, Peter. "Job mismatch in early career of graduates under post-communism." International Journal of Manpower 35, no. 4 (July 1, 2014): 500–513. http://dx.doi.org/10.1108/ijm-05-2013-0113.

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Purpose – The purpose of this paper is to investigate vertical and horizontal mismatch between education and current occupation for graduates in four post-communist societies: Hungary, Poland, Lithuania and Slovenia. In this way it contributes to the field by exploring how mechanisms, known from previous studies on western societies, affect job mismatch in emerging market economies. Design/methodology/approach – Two dependent variables are constructed: working in a non-graduate occupation as defined by the ISCO job title depicts vertical mismatch; assessment of the job from the perspective of the fields of study describes horizontal mismatch. Since the dependent variables are dichotomous ones, binary logistic regression models are fitted to the data predicting the incidence of mismatch. Explanatory variables cover mechanisms affecting job mismatch: variation by fields of studies, accumulated work experience during studies, labour market uncertainties during early career, trade off between job safety and job mismatch, persistence of “bad” labour market entry during early career, influence of parental background on school-to-work transition. Findings – The analysis reveals significant differences for study fields in association with occupational specificity of the disciplines. Only study-related work experience seems to be advantageous to find a matching job. Labour market uncertainties increase the probability of job mismatch. Job safety is more important than a matching job. Originality/value – Mismatch in first occupation has strong and long-lasting effect on the job match even five years after the graduation. The effect of parental background on job mismatch is curvilinear.

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Stier, William F., Robert C. Schneider, Stephen Kampf, Gregory Wilding, and Scott Haines. "Current Hiring Practices of Campus Recreation Directors of NIRSA Institutions." Recreational Sports Journal 30, no. 2 (November 2006): 100–115. http://dx.doi.org/10.1123/rsj.30.2.100.

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A survey of all National Intramural-Recreational Sports Association (NIRSA) campus recreation directors was conducted to determine the hiring practices, policies, and procedures relating to professional employees, graduate assistants, and student employees in campus recreation programs throughout North America. The survey instrument, in its final form, addressed hiring practices, policies, and procedures of campus recreation directors through 28 questions relating to the following areas: (a) search and screen committees, (b) job descriptions, (c) advertisement and announcement of vacancies, (d) applications, (e) references, (f) interviews, and (g) impact/involvement of national professional organizations in the hiring process. Selected data is presented in terms of (a) entry level position (coordinator) or for mid-level positions, (b) size of institutions (small, medium, and large), (c) rural, urban, and suburban locations, and (d) public and private institutions.

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Rehman, Sufia, and S. Shahid Mazhar. "A STUDY ON NEW HIRING STRATEGIES TO MANAGE TALENT CRISIS AT ENTRY LEVEL FROM THE PERSPECTIVE OF RECRUITERS AND FRESH GRADUATE ENGINEERJOB SEEKERS." International Journal of Research -GRANTHAALAYAH 4, no. 9 (September 30, 2016): 14–29. http://dx.doi.org/10.29121/granthaalayah.v4.i9.2016.2530.

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Internet apart from influencing life of people has also emerged as a key HR tool for acquiring talent. Traditional HR strategies are being modernized, driven by technology and innovations. The remarkable popularity of internet & Social Media Sites, lower hiring cost & res ponce time and competitive advantage has allured the recruiters not only to use it for effective branding but also for hiring. They offer a great source of talent pool, as almost every fresh graduate / professional has Social Media account. Professional networking with social media as a recruitment tool is influencing with offer of better platform to both recruiters and this study discusses the Impact & effectiveness of New Hiring Strategies. Their advantages and limitations over traditional methods and their role in making or breaking the job opportunity. The study used data from secondary sources also personal interviews with industry professionals and Job seekers were conducted. A comprehensive analysis of the new trends has been done and described through various graphs and diagrams. The findings of the survey show a significant change in trend from traditional recruitment methods to modern techniques. However there remains good scope for improvement in utilizing the various benefits of the new strategies

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Setnick, Jessica, Kerrin Meseck, Jordan Tackett, and Paula Quatromoni. "A survey of Registered Dietitian Nutritionists who provide care to clients with eating disorders: Implications for education, training and clinical practice." Critical Dietetics 6, no. 2 (February 3, 2022): 76–90. http://dx.doi.org/10.32920/cd.v6i2.1603.

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Successful management of eating disorder (ED) symptoms includes Registered Dietitian Nutritionists (RDNs) with specialized expertise, nutrition counseling skills, and advanced training. We conducted an anonymous on-line survey of self-identified ED-specialized RDNs about their previous education and training, workload, job duties, and job satisfaction. Respondents were 182 RDNs who were U.S. members of the International Federation of Eating Disorder Dietitians. Qualitative methods identified salient themes from narrative responses to augment survey data. Most respondents expressed confidence in their ED-related competence, however these skills were gained from post-professional, self-funded activities, not from ED-specific education or training in either school or work settings. While two-thirds of RDNs surveyed held an advanced degree and more than half held specialty certification, an inverse relationship between provider expertise and patient acuity was observed. RDNs working at the highest levels of ED care with the most medically complex patients were less likely to hold graduate degrees or have prior clinical experience. Obstacles to job satisfaction included high patient caseloads, low compensation, lack of employer support, and high burnout. Facilitators of job satisfaction included professional and client communities, and the private practice setting. Considering the essential nature of nutrition rehabilitation in ED treatment and the high prevalence of dysfunctional eating behaviors in society at-large, these observations identify gaps in RDN preparedness and facility staffing practices that may affect treatment outcomes for individuals with known and undiagnosed ED’s. Enhancements in dietetics education and heightened attention to supervision for entry-level clinicians in ED-specific treatment programs are prime targets for actioSuccessful management of eating disorder (ED) symptoms includes Registered Dietitian Nutritionists (RDNs) with specialized expertise, nutrition counseling skills, and advanced training. We conducted an anonymous on-line survey of self-identified ED-specialized RDNs about their previous education and training, workload, job duties, and job satisfaction. Respondents were 182 RDNs who were U.S. members of the International Federation of Eating Disorder Dietitians. Qualitative methods identified salient themes from narrative responses to augment survey data. Most respondents expressed confidence in their ED-related competence, however these skills were gained from post-professional, self-funded activities, not from ED-specific education or training in either school or work settings. While two-thirds of RDNs surveyed held an advanced degree and more than half held specialty certification, an inverse relationship between provider expertise and patient acuity was observed. RDNs working at the highest levels of ED care with the most medically complex patients were less likely to hold graduate degrees or have prior clinical experience. Obstacles to job satisfaction included high patient caseloads, low compensation, lack of employer support, and high burnout. Facilitators of job satisfaction included professional and client communities, and the private practice setting. Considering the essential nature of nutrition rehabilitation in ED treatment and the high prevalence of dysfunctional eating behaviors in society at-large, these observations identify gaps in RDN preparedness and facility staffing practices that may affect treatment outcomes for individuals with known and undiagnosed ED’s. Enhancements in dietetics education and heightened attention to supervision for entry-level clinicians in ED-specific treatment programs are prime targets for actioSuccessful management of eating disorder (ED) symptoms includes Registered Dietitian Nutritionists (RDNs) with specialized expertise, nutrition counseling skills, and advanced training. We conducted an anonymous on-line survey of self-identified ED-specialized RDNs about their previous education and training, workload, job duties, and job satisfaction. Respondents were 182 RDNs who were U.S. members of the International Federation of Eating Disorder Dietitians. Qualitative methods identified salient themes from narrative responses to augment survey data. Most respondents expressed confidence in their ED-related competence, however these skills were gained from post-professional, self-funded activities, not from ED-specific education or training in either school or work settings. While two-thirds of RDNs surveyed held an advanced degree and more than half held specialty certification, an inverse relationship between provider expertise and patient acuity was observed. RDNs working at the highest levels of ED care with the most medically complex patients were less likely to hold graduate degrees or have prior clinical experience. Obstacles to job satisfaction included high patient caseloads, low compensation, lack of employer support, and high burnout. Facilitators of job satisfaction included professional and client communities, and the private practice setting. Considering the essential nature of nutrition rehabilitation in ED treatment and the high prevalence of dysfunctional eating behaviors in society at-large, these observations identify gaps in RDN preparedness and facility staffing practices that may affect treatment outcomes for individuals with known and undiagnosed ED’s. Enhancements in dietetics education and heightened attention to supervision for entry-level clinicians in ED-specific treatment programs are prime targets for actioSuccessful management of eating disorder (ED) symptoms includes Registered Dietitian Nutritionists (RDNs) with specialized expertise, nutrition counseling skills, and advanced training. We conducted an anonymous on-line survey of self-identified ED-specialized RDNs about their previous education and training, workload, job duties, and job satisfaction. Respondents were 182 RDNs who were U.S. members of the International Federation of Eating Disorder Dietitians. Qualitative methods identified salient themes from narrative responses to augment survey data. Most respondents expressed confidence in their ED-related competence, however these skills were gained from post-professional, self-funded activities, not from ED-specific education or training in either school or work settings. While two-thirds of RDNs surveyed held an advanced degree and more than half held specialty certification, an inverse relationship between provider expertise and patient acuity was observed. RDNs working at the highest levels of ED care with the most medically complex patients were less likely to hold graduate degrees or have prior clinical experience. Obstacles to job satisfaction included high patient caseloads, low compensation, lack of employer support, and high burnout. Facilitators of job satisfaction included professional and client communities, and the private practice setting. Considering the essential nature of nutrition rehabilitation in ED treatment and the high prevalence of dysfunctional eating behaviors in society at-large, these observations identify gaps in RDN preparedness and facility staffing practices that may affect treatment outcomes for individuals with known and undiagnosed ED’s. Enhancements in dietetics education and heightened attention to supervision for entry-level clinicians in ED-specific treatment programs are prime targets for actioSuccessful management of eating disorder (ED) symptoms includes Registered Dietitian Nutritionists (RDNs) with specialized expertise, nutrition counseling skills, and advanced training. We conducted an anonymous on-line survey of self-identified ED-specialized RDNs about their previous education and training, workload, job duties, and job satisfaction. Respondents were 182 RDNs who were U.S. members of the International Federation of Eating Disorder Dietitians. Qualitative methods identified salient themes from narrative responses to augment survey data. Most respondents expressed confidence in their ED-related competence, however these skills were gained from post-professional, self-funded activities, not from ED-specific education or training in either school or work settings. While two-thirds of RDNs surveyed held an advanced degree and more than half held specialty certification, an inverse relationship between provider expertise and patient acuity was observed. RDNs working at the highest levels of ED care with the most medically complex patients were less likely to hold graduate degrees or have prior clinical experience. Obstacles to job satisfaction included high patient caseloads, low compensation, lack of employer support, and high burnout. Facilitators of job satisfaction included professional and client communities, and the private practice setting. Considering the essential nature of nutrition rehabilitation in ED treatment and the high prevalence of dysfunctional eating behaviors in society at-large, these observations identify gaps in RDN preparedness and facility staffing practices that may affect treatment outcomes for individuals with known and undiagnosed ED’s. Enhancements in dietetics education and heightened attention to supervision for entry-level clinicians in ED-specific treatment programs are prime targets for actioSuccessful management of eating disorder (ED) symptoms includes Registered Dietitian Nutritionists (RDNs) with specialized expertise, nutrition counseling skills, and advanced training. We conducted an anonymous on-line survey of self-identified ED-specialized RDNs about their previous education and training, workload, job duties, and job satisfaction. Respondents were 182 RDNs who were U.S. members of the International Federation of Eating Disorder Dietitians. Qualitative methods identified salient themes from narrative responses to augment survey data. Most respondents expressed confidence in their ED-related competence, however these skills were gained from post-professional, self-funded activities, not from ED-specific education or training in either school or work settings. While two-thirds of RDNs surveyed held an advanced degree and more than half held specialty certification, an inverse relationship between provider expertise and patient acuity was observed. RDNs working at the highest levels of ED care with the most medically complex patients were less likely to hold graduate degrees or have prior clinical experience. Obstacles to job satisfaction included high patient caseloads, low compensation, lack of employer support, and high burnout. Facilitators of job satisfaction included professional and client communities, and the private practice setting. Considering the essential nature of nutrition rehabilitation in ED treatment and the high prevalence of dysfunctional eating behaviors in society at-large, these observations identify gaps in RDN preparedness and facility staffing practices that may affect treatment outcomes for individuals with known and undiagnosed ED’s. Enhancements in dietetics education and heightened attention to supervision for entry-level clinicians in ED-specific treatment programs are prime targets for action.

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Torabi, Nazi. "A Graduate Degree in Library or Information Science Is Required, but not Sufficient, to Enter the Profession." Evidence Based Library and Information Practice 6, no. 1 (March 16, 2011): 85. http://dx.doi.org/10.18438/b8r63s.

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A Review of: Reeves, R., & Hahn, T. (2010). Job advertisements for recent graduates: Advising, curriculum, and job-seeking implications. Journal of Education for Library and Information Science, 51(2), 103-119. Objective – To analyze the current state of the job market for recent MLS or MLIS graduates. Design – Content analysis of job postings. Setting – Online library or archival job advertisements published between 15 April, 2006 and 10 May, 2009 and collected from two national library publications (American Libraries and Library Journal), two electronic lists (Maryland's iSchool Discussion list and the Archives and Archivists list sponsored by the Society of American Archivists), two Internet job banks (USAJobs.gov and LISJobs.com), and several local chapters of library and archival organizations in the South Atlantic region of the United States. Subjects – 1,042 online library or archival job advertisements. Salary data were obtained from 401 available online job advertisements. Methods – The methodology for collection and content analysis of job ads was adapted from earlier studies, with slight modification wherever appropriate. The following criteria for selecting the ads were applied: • Ad says "entry-level" • No mention of professional experience • No experience or duties impossible for entry-level librarians to gain • Only ads that required an MLS or MLIS degree from an ALA-accredited institution • Part-time or temporary positions of less than nine months were excluded The authors removed duplicated job postings and identified three major areas of content analysis. Table 1 lists a brief summary of these areas and further sub-categories for each area. The content analysis was performed using a custom Microsoft Access database for data organization and storage and Microsoft Excel spreadsheet for data manipulation. SPSS was used for statistical analysis. Main Results – The two largest represented institution types for library positions were academic (63.6%) and public (17.5%). For archival positions, the academic (62.7%) and “other” (25.4%) institutions rank first and second. When the job ads were broken down into the position types, which were covering a wide range of responsibilities, the greatest numbers of entry-level library positions are found to be public service (52.2%) and technical services (23.9%) positions. The two largest represented position types in archives are technical services (50.7 %) and generalist (40.5%). While average salaries increased slightly over the four years of study, there is a more significant increase in the salaries of positions posted in 2009. The highest average salaries were found to be $43K for archivists working for government and $60K for library positions in the “other” category. In addition, the number of entry-level positions has increased from year to year over this period. Social competencies such as communication, collaboration and team work, and service orientation were the most emphasized traits for novice librarians and archivists. General information technology skills and knowledge of technical services were the most common skills required for both library and archive positions. Overall, the entry-level job postings did not require non-professional experience. However, 13.6% of the library and 18.7% of the archival positions required supervisory experience. Experience with preservation of physical objects and the knowledge of programming and mark-up languages were also common requirements for archives positions. Instructional and reference experience ranks the second and third essential skills for librarians. Conclusion – Based on the research results, a graduate degree in library or information science is required, but not sufficient, to enter the profession. Practical experience, either through internships, co-op programs, or part-time or full-time employment, is essential for new graduates seeking employment, but the majority of postings do not require a subject expertise, second Master’s degree, or knowledge of a foreign language. Since the job content analysis in this study only evaluated broad components of library services and archival operation, it might not provide sufficient data on new trends in the job market for the MLS curriculum review.

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Post, Miriam D., Kristen Johnson, Mark D. Brissette, Richard Michael Conran, Ronald E. Domen, Robert D. Hoffman, Cindy B. McCloskey, et al. "Employer Expectations for Newly Trained Pathologists: Report of a Survey From the Graduate Medical Education Committee of the College of American Pathologists." Archives of Pathology & Laboratory Medicine 141, no. 2 (February 1, 2017): 193–202. http://dx.doi.org/10.5858/arpa.2015-0138-cp.

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Context.—Multiple sources have identified challenges that training programs face in preparing graduates for the “real world” practice of pathology, and many training programs have sought to decrease the gap between skills acquired during training and those required in practice. However, there exists the possibility that some of the difficulty experienced by newly trained pathologists and employers might arise from differences between employer expectations of new hires and what applicants expect from their first job. Objective.—To define the constellation of skills and attributes employers prioritize when hiring newly trained pathologists. Design.—A survey of fellows of the College of American Pathologists in practice for 5 or more years in the United States was administered and the results were analyzed. Results.—A total of 630 pathologists who were responsible for hiring a new-in-practice pathologist completed the survey. Regardless of practice setting, certain skills and attributes were rated critically important in new hires, including ethics/integrity, work ethic, and professionalism. Seventy-one percent reported having some difficulty hiring entry-level pathologists and cited inadequate training/experience during residency, and applicants having unrealistic expectations regarding work load/hours as the most common reasons. Conclusions.—Prospective employers not only expect well-developed diagnostic skills in their job applicants, but also require evidence of a strong work ethic and outstanding professionalism. Successful applicants must display willingness to assume responsibilities and flexibility regarding existing and new responsibilities. A secondary but important finding of this survey was that most jobs are garnered through word-of-mouth recommendations; therefore, it is crucial for pathologists-in-training to hone their networking skills.

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Šnýdrová, Markéta, Lucie Depoo, and Ivana Šnýdrová. "How University Graduation Shapes Attitudes Toward Employment in Different Generations Operating at Job Market?" Journal on Efficiency and Responsibility in Education and Science 14, no. 3 (September 30, 2021): 143–53. http://dx.doi.org/10.7160/eriesj.2021.140302.

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The article deals with the evaluation of university graduates’ attitudes towards job characteristics based on their generation. Research shows that the attitudes of individuals in the labor market are currently changing. However, the question is to what extent this change is related to the entry of a new generation or to what extent generational affiliation plays a role in the different attitudes of individuals in the labor market. Therefore, the aim is to test the proposition whether the age of a graduate, respectively his / her affiliation to the generation X, Y or Z affects attitudes towards job characteristics. The partial goal of the article is to identify the main attitudes of searched generations to employment, the second partial goal is to identify attitudes to the evaluation of the benefits of university study in relation to employment. This paper evaluates data from the case study of a selected business university. The return rate of primary survey was representative for the graduates of the case university. The results obtained were statistically tested. Analysis of differences between age and selected factors was used. The analysis showed statistically significant differences between members of generation X, Y and Z in all investigated factors.

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Pramuki, Ni Made Wisni Arie, Komang Ary Pratiwi, and Putu Atim Purwaningrat. "Faktor-Faktor Pemicu Minat Mahasiswa Menjadi Wirausaha (Studi Empiris di Universitas Hindu Indonesia)." Ekuitas: Jurnal Pendidikan Ekonomi 7, no. 1 (June 21, 2019): 23. http://dx.doi.org/10.23887/ekuitas.v7i1.16698.

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Students participate actively in the development of the nation with a hope not only as job seekers, but also as providers or creators of employment by becoming entrepreneurs. Entrepreneurship entry into the college curriculum is expected to provide graduate competencies with hardskills and entrepreneurial softskills. But the low interest of students to become entrepreneurs is the motivation and attractiveness of researchers to conduct further studies. Thus, it is very important to know what factors can encourage students as triggers to become entrepreneurs. This research was carried out with the aim to identify factors that could trigger entrepreneurial interest in students, especially at the Faculty of Economics, Indonesian Hindu University. The analysis was carried out on the data obtained from the primary data by using questionnaire instruments to 100 students which included factor analysis and regression analysis. Factor analysis test results obtained evidence that the main factors that can trigger student interest into entrepreneurship can be grouped into three factors, namely attitudes, image and financial motivation. While the regression analysis obtained evidence that the three factors namely attitudes, image and financial motivation have a positive and significant influence on the interest of students to become entrepreneurs. Thus awareness programs for entrepreneurship need to be carried out more efficiently and effectively, so that our next generation is more as a creator of employment than a job seeker.

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Riley, Merilyn, Kerin Robinson, Natasha Prasad, Barbara Gleeson, Emma Barker, Dennis Wollersheim, and Julie Price. "Workforce survey of Australian graduate health information managers: Employability, employment, and knowledge and skills used in the workplace." Health Information Management Journal 49, no. 2-3 (April 21, 2019): 88–98. http://dx.doi.org/10.1177/1833358319839296.

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Background: Employability, employment destinations and utilisation of knowledge–skill domains of new graduate health information managers (HIMs) have not been explored. Objectives: To capture the timing from course completion to employment and employment locations of a 5-year cohort of health information management graduates of La Trobe University, Australia, in 2017–2018; identify professional knowledge and skills used by the graduates in executing their roles; and map these to four domains of the health information management curriculum. Method: A mixed-methods descriptive study utilising a survey investigated early career pathways of new graduates of health information management courses from 2012 to 2016. Demographic data included age, year of graduation, lead time from course completion to employment, position title, number of positions held post-graduation and knowledge–skills used in the workplace. Results: Eighty percent ( n = 167) of graduates working in Australia with known contact details responded to the survey. Of these, 96.4% ( n = 161) worked in at least one “health information management-related” position since graduation. Forty-five percent ( n = 72) of graduates obtained a position before course completion, and over 94% ( n = 150) were employed in the profession within 6 months of completion. Sixty percent ( n = 97) of graduates had worked in two or more positions from 2012 to 2016. The large majority of new graduate HIMs (82.4%) were employed in the public healthcare sector in “health information management” (44%), or “health classification” (28.1%) roles. Most graduates (61%) had utilised at least three or four domains of professional knowledge–skills in the workplace. Whereas 16% ( n = 26) of graduates used, solely, their health classification knowledge–skill set, almost 74% ( n = 117) undertook some health classification-related activities. Only 16% ( n = 26) of graduates were over 40 years of age, and there were no statistically significant differences between Bachelor and Master (Combined Degree Programs) graduates and Graduate-entry Master degree graduates in terms of lead time to employment, number of positions held, type of employing agency and professional knowledge–skills utilised in the workplace. Conclusion: Graduate HIMs have very high employability, demonstrate job mobility consistent with the national trends, are largely represented in the public sector but have presence throughout the healthcare system and utilise most or all of the specialised domains of professional knowledge and skills studied at university.

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Sokolov, Volodymyr. "APPROACHES TO THE FORMATION OF SCIENTIFIC THINKING IN CYBERSECURITY HIGH SCHOOL STUDENTS." Cybersecurity: Education, Science, Technique 2, no. 18 (2022): 124–37. http://dx.doi.org/10.28925/2663-4023.2022.18.124137.

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The need for specialists in the development of information systems is growing, therefore the cost and demand for educational programs and courses for “quick” entry into the specialty is increasing. Training of information security specialists is impossible without current and clear standards and training programs. Currently, there is no clear standard for a Cybersecurity major for Ph.D. The public discourse on the development and processing of passports of specialties should actualize the problems and challenges of the modern world market of information technologies. The application of best practices in state institutions and services will strengthen the security of the Ukrainian state. This article uses the experience of working with students of higher education at different levels. The corpus of the author’s publications over the past six years is used as the object of the research. The main research methods are a critical analysis of approaches to the activation of creative approaches in acquirers; comparative analysis of difficulties in preparing for the experiment and classification of publications by research areas. The work presents an overview of the information security labor market, its structure and features of interaction between employers and job applicants. The peculiarities of the development of information security specialists, as well as their phases of formation, are considered separately. Consolidation of university curricula and comparison of passports of scientific specialties (05.13.21 information protection systems, 21.05.01 information security, 05.13.06 information technologies, 13.00.10 information and communication technologies in education) of doctors of philosophy made it possible to single out the main directions, which a graduate of the “Cybersecurity” specialty should know and be able to do. Methods of involving students and graduate students in active learning are considered in a separate block. Statistics of cooperation with acquirers are analyzed, and it is shown that covering all aspects of cybersecurity is not always possible

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Santinha, Gonçalo, Teresa Carvalho, Teresa Forte, Alexandre Fernandes, and Jéssica Tavares. "Profiling Public Sector Choice: Perceptions and Motivational Determinants at the Pre-Entry Level." Sustainability 13, no. 3 (January 26, 2021): 1272. http://dx.doi.org/10.3390/su13031272.

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The 2030 Agenda for Sustainable Development now guides public administrations in conveying all their functions. The 17 Sustainable Development Goals (SDG), directly or indirectly, need effective public services and officials for successful implementation. Although working in public entities has been related to ‘a sense of duty and morality’, literature reports that motivation and sense of self-worth among public officials have been declining for many years, which in turn can endanger their performance, diminish their willingness to attend to civic affairs, and become committed to their organisation. Public officials’ motivation has been widely addressed through the lens of public service motivation and public sector motivation. Fewer studies, however, have focused on the factors of choice at a pre-level entry. This paper intends to address this gap by pondering on what influences student’s intention to work in the public sector. Understanding what drives potential future public officials’ motivation is crucial for public service sector effectiveness. Following a case study approach with a sample of 2251 undergraduate and post-graduate students of a Portuguese university, findings show an attribution of similar strengths and shortcomings to public and nonprofit sectors, a more positive perception of the private sector and job stability as the strongest motivation.

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Ciołek, Maciej, and Izabela Emerling. "Can We Shape Trait Professional Skepticism through University Accounting Programs? Evidence from Polish University." Sustainability 11, no. 1 (January 8, 2019): 291. http://dx.doi.org/10.3390/su11010291.

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This paper examines whether it is possible to shape trait professional skepticism of accounting students through undergraduate and graduate university programs. Using Hurtt’s Professional Skepticism Scale (HPSS), we surveyed 432 students of the Poznań University of Economics, who follow either one of the accounting programs or the management program. Comparing the mean scores of first-year undergraduates from each program, who have been studying only for two weeks (initial level of skepticism), with the mean scores of the final-year students as proxies for the entry-level auditors (audit assistants), we calculated the change in the mean scores of students’ trait skepticism over four years of study. The results show that only the ACCA-accredited (Association of Chartered Certified Accountants) accounting program significantly increased the level of trait skepticism of the accounting students in comparison to the control group and students who followed the standard accounting program. The robustness analysis shows that independent variables, such as age, the future job that subjects wish to occupy, and the length of professional experience, have no significant impact on the results obtained. However, that both gender and professional experience have a significant impact on the mean scores may be considered as variables supporting the change of professional skepticism within the four years of study.

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Breslin, Kathleen, Sara Mohsen, and Praveen Kumar. "Neurodiversity in the teaching of the mental state examination: a pilot study of interactive mind-mapping seminars for the new ScotGem (Scottish graduate-entry medicine) students during the COVID-19 pandemic." BJPsych Open 7, S1 (June 2021): S10—S11. http://dx.doi.org/10.1192/bjo.2021.87.

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AimsAgility in educational delivery has been catalyzed in response to national restrictions mandated by the recent COVID-19 pandemic. Increased use of assistive technologies further aligns with the General Medical Council's aims that medical educators provide an 'accessible training experience'. The study examined medical students' receptiveness to different types of interactive teaching. Two undergraduate cohorts received teaching on the Mental State Examination, either socially-distanced delivered by traditional powerpoint or remotely by mind-mapping software on a tablet hand-held digital device. We required an effective program which would retain the popular interactive elements of Psychiatry teaching and promote inclusivity across students' diverse learning styles.MethodTwo cohorts of Year 2 students from the Universities of Dundee and St Andrew's Scottish Graduate-Entry Medicine (scotGEM) course took part in an Introduction to Psychiatry seminar which involved a presentation of the Mental State Examination. One was conducted in a face-to-face setting via traditional PowerPoint. The second was conducted via remote-conferencing with mindmaps of key concepts drawn and screen-shared live to students as teaching progressed.This was a qualitative study, with online links to questionnaires for 24 student participants across 5 domains. (1. The tutorial met my learning objectives, 2. The format was suitable for me, 3. The balance of theory and cases was suitable for me, 4. The tutorial was of appropriate length, 5. I was satisfied with the performance) Response options included: strongly disagree, disagree, neutral, agree, strongly agree. A section was also included with open-ended questions pooled for thematic analysis.ResultResponse rate reached >60% with >80% respondents answering strongly agree across all domains. Thematic results demonstrated positive responses across both teaching sessions, with the interactive elements valued by students. Comments included: “great job was done with the delivery of the session considering it was online rather than in person”; “drawing element was fantastic”; “Good: interactivity of the session drawing and creativity element”.ConclusionThe Mental State Examination (MSE) via live-drawn mind-maps allows salient clinical information to be conceptualised in non-linear diagramatic format. This paediological approach can offer further access points across wide range of learning styles. This pilot study demonstrated such interactive components of Psychiatry teaching continue to be well received and can be effectively delivered remotely. Such sessions also serve to promote inclusivity, linking those who are geographically distant in addition to the visual learner and the neurodiverse. We aim to incorporate these dynamic teaching sessions into our online induction programs and disseminate Intelligent Tutorials to our remote and rural learners throughout Scotland.

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Widianto, Andri, Dewi Kartika, Yeni Priatna Sari, and Elang Bimantoro. "Pemanfaatan Record Macro dalam Pembuatan Formulir Entri Data sebagai Sarana Penguatan Keterampilan Siswa/I SMK." JPKMI (Jurnal Pengabdian Kepada Masyarakat Indonesia) 3, no. 4 (November 13, 2022): 311–19. http://dx.doi.org/10.36596/jpkmi.v3i4.465.

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Abstrak: Tujuan kegiatan ini adalah memberikan tambahan keterampilan lulusan khususnya dalam membuat formulir entri data menggunakan record macro sehingga proses penginputan serta perhitungan data yang biasa dilakukan secara berulang sudah terotomatisasi dan berdampak pada kemudahan dalam menyelesaikan suatu pekerjaan. Bentuk kegiatan pengabdian masyarakat ini adalah pelatihan keterampilan komputer dengan praktik langsung di laboraturium komputer SMK Islam Nusantara Comal. Keterampilan dalam menggunakan Microsoft office (word, excell, ppt, dsb) merupakan suatu keharusan dalam menunjang kemampuan di lingkungan kerja. Siswa perlu dikenalkan dan dilakukan pendampingan intens khususnya dalam pemanfaatan fitur dalam microsoft excel baik macro vba ataupun record macro sehingga siswa/I tersebut dikemudian hari merasakan kemudahan dalam menjalankan pekerjaannya. Berdasarkan hasil penilaian atas kasus yang diberikan menunjukan bahwa dari 25 siswa yang mengikuti kegiatan mendapatkan nilai 80-100 sekitar 19 siswa kemudian untuk nilai 70-80 sekitar 4 siswa dan 60-70 hanya 2 siswa sedangkan yang mendapatkan nilai kurang dari 60 tidak ada. Hal ini menandakan bahwa pemaparan materi dan pelatihan yang disampaikan oleh kedua pemateri dikatakan sukses.Abstract: The purpose of this activity is to provide additional graduate skills, especially in creating data entry forms using record macros, so that the process of inputting and calculating data that is usually done repeatedly has been automated and has an impact on the ease of completing a job. The form of this community service activity is computer skills training with direct practice in the computer laboratory of SMK Islam Nusantara Comal. Skills in using Microsoft office (word, excel, ppt, etc.) are a must in supporting abilities in the work environment. Students need to be introduced and provide intense assistance, especially in the use of features in Microsoft Excel, both macro vba or record macros so that the student will feel easy in carrying out his work in the future. Based on the results of the assessment of the cases given, it shows that of the 25 students who took part in the activity, 19 students got a score of 80-100, then for a score of 70-80 around 4 students and 60-70 only 2 students while those who got a score of less than 60 did not exist. This indicates that the presentation of the material and training delivered by the two presenters is said to be a success.

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G. Mirick, Rebecca, and Stephanie P Wladkowski. "Women’s Experiences with Parenting During Doctoral Education: Impact on Career Trajectory." International Journal of Doctoral Studies 15 (2020): 089–110. http://dx.doi.org/10.28945/4484.

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Aim/Purpose: This study explored the experiences of women doctoral students and their perceptions of the impact of this experience on their academic careers. Background: While more women than men graduate from doctoral programs in all non-STEM fields, women are more likely to take non-tenure positions or positions at less prestigious programs such as community colleges or teaching focused institutions. This creates a lack of diversity at research intensive programs as well as potentially highlighting gender inequities within the pipeline from doctoral education to full professorship. The source of these differences in career outcomes are not fully understood, and it is unclear whether mothers are self-selecting away from research intensive positions, they are less able to obtain the required professional training for these experiences, perhaps in part due to a lack of university based supports, or they experience discrimination based on gender biases around caregiving. Methodology: In this cross-sectional, descriptive study, women doctoral students and graduates (N=777) completed a survey about their experiences as doctoral student mothers. Contribution: Little is known about the availability of supports for doctoral student mothers across fields, or their experiences with parenting during their doctoral programs. This study provides a broader view of doctoral student mothers’ perspectives as well as their understanding of the impact of their doctoral education experience on their career trajectories. Findings: Participants reported informal supports were often available (e.g. flexibility (57.1%), peer support (42.9%)) but identified a need for subsidized childcare (67.7%) and paid leave (53.3%). Many found motherhood decreased productivity (70.1%) and 55.8% said it impacted their career, including a new definition of an “ideal” position, changed career goals, professional development opportunities, being less competitive job candidates, delays in completing their program and entering the job market and a positive impact on career. Recommendations for Practitioners: Implications for doctoral programs are the need for more formal family-friendly policies, including subsidized childcare and conference travel support, improving the quality of mentoring for these students and facilitating access to a diverse array of professional development opportunities. Recommendation for Researchers: These findings suggest that there are multiple, complex factors impacting women’s career trajectory post-graduation once they have children. Researchers should consider multiple pathways to career decisions for women with children. In addition, these findings suggest that researchers exploring this topic should consider both field of study and whether women have a child at the point of program entry. Impact on Society: An underrepresentation of women in prestigious academic positions and leadership positions has a negative impact on young women who desire an academic career. The lack of women with children in these positions creates a problematic lack of diversity in leadership and a dearth of role models for women students with children. The benefits of diversity in leadership are well known. These findings can be used by doctoral programs and academic institutions to increase gender and parental status diversity in these positions, to the benefit of students, faculty, departments, and institutions. Future Research: Future research should explore the impact of supports on measures of doctoral student success (e.g. publications, conference presentations) and the impact of these experiences on students’ careers following graduation.

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Allen, E., S. Gleixner, G. Young, D. Parent, Y. Dessouky, and L. Vanasupa. "Microelectronics Process Engineering: A Non-Traditional Approach to MS&E." MRS Proceedings 684 (2001). http://dx.doi.org/10.1557/proc-684-gg5.1.

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ABSTRACTMaterials Science and Engineering straddles the fence between engineering and science. In order to produce more work-ready undergraduates, we offer a new interdisciplinary program to educate materials engineers with a particular emphasis on microelectronics-related manufacturing. The bachelor's level curriculum in Microelectronics Process Engineering (μProE)is interdisciplinary, drawing from materials, chemical, electrical and industrial engineering programs and tied together with courses, internships and projects which integrate thin film processing with manufacturing control methods. Our graduates are prepared for entry level engineering jobs that require knowledge and experience in microelectronics-type fabrication and statistics applications in manufacturing engineering. They also go on to graduate programs in materials science and engineering. The program objectives were defined using extensive input from industry and alumni. We market our program as part of workforce development for Silicon Valley and have won significant support from local industry as well as federal sources. We plan to offer a vertical slice of workforce development, from lower division engineering and community college activities to industry short courses. We also encourage all engineering majors to take electives in our program. All our course and program development efforts rely on clearly defined learning objectives.

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Drishti, Elvisa, Bresena Kopliku, and Drini Imami. "Active political engagement, political patronage and local labour markets – The example of Shkoder." International Journal of Manpower, April 4, 2022. http://dx.doi.org/10.1108/ijm-06-2021-0362.

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PurposeThis paper aims to contribute to the understanding of the effects of active political engagement in port-of-entry jobs and employment pathways for graduate students in a post-communist context which is characterized by clientelism. The data are derived from a structured survey of a small local labour market where political clientelism is pronounced due to the strong network ties. Controlling for both demand and supply factors, the authors identify a profile for those who are more prone to engage politically in exchange for public sector jobs, which are in turn vulnerable to regime changes.Design/methodology/approachThe authors use data from a sample of 191 students that records month-to-month employment states for three consecutive years (2012–2014). The method attempts to replicate an experimental design with repeated measures before and after the June 2013 government elections. The data is analysed using sequence analysis with optimal matching and difference-in-difference methods.FindingsThe analysis provides evidence of links between political engagement and selection onto different employment pathways under conditions of political clientelism. The pathways themselves are also shown to be differentially impacted by the 2013 election (positively or negatively). Together, these results are supportive of claims that jobs in Albania, particularly those in the public sector, are linked to the short-term presence of vote-buying. This is shown to be the case even for this sample of educated members of the labour force (i.e. university graduates). The analysis also finds evidence of accumulative disadvantages over time, in relation to subjective perceptions of life satisfaction, migration intentions, employability and success in life, as a result of active political engagement.Originality/valueThe study uses a unique data set and a novel methodological approach, sequence analysis. Occupational history calendars were used to capture quantitative information recording detailed work histories. To the best of the authors’ knowledge, this innovative method has not been used before to measure the temporal effects of political engagement on employment pathways.

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Shenoy, Varun, and P. S. Aithal. "Literature Survey and Research Agenda of Entry Level Competencies for Private Banking Jobs." International Journal of Case Studies in Business, IT, and Education, October 15, 2020, 176–92. http://dx.doi.org/10.47992/ijcsbe.2581.6942.0088.

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Skills are a set of capabilities and behaviours that are necessary for performing a job or task. For every profession aspiring graduate fresh out of college, possessing employability skills is an essential part of being able to meet the challenges of career sustenance in a competitive world. Private Sector banks are also among one of the popular choices for a white collar and high paying jobs among graduates fresh out of campuses. Therefore, the objective of this study is to examine and evaluate the different research studies published on essential skills and competencies necessitated for performing various banking tasks and jobs, especially at the private sector. In this paper, the resultant outcomes based on literature investigation are discussed in detail through a systematic review. The research gap and research agenda for further study are identified and analysed using SWOT and ABCD frameworks. Accordingly, the outcomes post the literature investigation is evaluated by making suggestions to develop a systematic research project relevant to the private sector banking industry job skills and employability.

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McMillan, Kim, Chaman Akoo, and Ashley Catigbe-Cates. "New Graduate Nurses Navigating Entry to Practice in the Covid-19 Pandemic." Canadian Journal of Nursing Research, January 12, 2023, 084456212211509. http://dx.doi.org/10.1177/08445621221150946.

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Background The Covid-19 pandemic has significantly impacted organizational life for nurses, with known physical and psychological impacts. New graduate nurses are a subset of nurses with unique needs and challenges as they transition into their registered nurse roles. However, this subset of nurses has yet to be explored in the context of the Covid-19 pandemic. Purpose To explore the experiences of new graduate nurses entering the profession in Ontario, Canada, during the Covid-19 pandemic approximately one year after entering the profession. Methods Thorne's interpretive description method was utilized. Findings All participants identified as completing second entry nursing programs, offering a unique perspective on new graduate nurse transition. Four themes emerged in the data: ‘ Virtual Didn’t Cut It,’ ‘Go Where You Know,’ ‘Picking Up the Pieces,’ and ‘Learning When to Say No and Let Go.’ Participants felt ill prepared to enter the profession and were cognizant of the various challenges facing the nursing profession, and how these pre-existing challenges were exacerbated by the pandemic. They acknowledged the need to protect themselves against burnout and poor mental health, and as such, made calculated early career decisions – demonstrating strong socio-political knowing. Half of the participants had already left their first nursing job; citing unmet orientation, mental health, and wellbeing needs. However, all participants were steadfast in remaining in the nursing profession. Conclusions Second entry new graduate nurses remain a unique subset of nurses that require more scholarly attention as their transition experiences may differ from the traditional trajectory of new graduate nurses.

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Grant, Mary T., Clare Hanlon, and Janet A. Young. "An employable graduate: Essential awareness factors to the preparation of sport management practical experiences." Industry and Higher Education, December 20, 2022, 095042222211471. http://dx.doi.org/10.1177/09504222221147129.

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Managers in the sport management industry sector expect graduates from undergraduate sport management programs to have extensive practical experience and to demonstrate employability. This Australian-based study explored how practical experience can align undergraduate sport management industry sector learning with associated graduate employment. Specifically, the study identified awareness factors essential in the preparation of sport management (SM) undergraduates for undertaking practical experiences and developing employability. A job advertisement audit of 200 graduate-entry SM positions stipulating practical experiences and a tertiary qualification were analysed. The findings revealed six industry awareness and four self-awareness factors – each is associated with SM industry sector employment and requisites for developing employability. Collectively, these factors formed a Pre-Condition Phase developed as a preparatory phase to the established Experiential Learning Cycle (Kolb, 1984). Practically, 22 recommendations have evolved and are proposed to guide the SM industry and higher education sectors to collaboratively develop undergraduate employability through industry exploration, self-awareness and practical experience.

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Ann Vincent, Anchu. "Work opportunity for International Medical Graduates." Journal For International Medical Graduates 1, no. 2 (September 27, 2022). http://dx.doi.org/10.56570/jimgs.v1i2.36.

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Pursuing residency beyond a certain period would be hard for International medical graduates due to inevitable financial restraints. Hence, International Medical Graduates seek work opportunities. which could help them earn money and gain clinical experience at the same time. I have searched through various websites in different search engines for a work opportunity for myself as an International Medical Graduate (IMG). This article is a consolidation of contents from more than ten websites. The conclusion is that-there are health care job opportunities for ECFMG-certified (the Educational Commission for Foreign Medical Graduates -certified) international medical graduates and it would be easier for non-visa requiring candidates. An entry-level job opportunity may lead to another clinical job opportunity during which the candidate could build on strong clinical background in the United States of America and be financially sufficient. Persistence is the key to success.

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AJU, Stellamaris Ifunanya, and Oluyemi Theophilus Adeosun. "Predicting career adaptability of fresh graduates' through personal factors." Journal of Enterprising Communities: People and Places in the Global Economy ahead-of-print, ahead-of-print (December 30, 2020). http://dx.doi.org/10.1108/jec-08-2020-0146.

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Purpose This study sought to determine the contribution of personal factors towards career adaptability among fresh graduates who had been employed for less than two years. This cohort is considered as entry-level employees in organisations. Several dimensions of personal factors focused on the study were self-esteem, conscientiousness, spiritual intelligence and social support. Design/methodology/approach This study used a quantitative approach using a cross-sectional survey. The study sample comprised fresh graduate employees (n=423) from four Malaysian public universities. Findings The regression model fitted the data; the personal factors significantly predicted fresh graduates’ career adaptability, F(4, 418) = 31.982, p < 0.001. Conscientiousness showed highest contribution compared to other variables, with social support being the lowest. Research limitations/implications Owing to challenges faced by fresh graduates as entry-level employees, continuous career adaptation in the working environment is crucial to achieving satisfaction and success in life. All stakeholders, especially in higher education institutions, play an important role in inculcating the requisite personal traits in undergraduates to enhance their career adaptability upon joining the job market. Originality/value This study was conducted with fresh graduates as entry-level employees in Malaysia. It is hoped that the findings of the study would provide a better understanding of the impact of personal factors on career adaptability of fresh graduates in Malaysia, so that the stakeholders involved could act accordingly to help fresh graduates enter the job market with the confidence to adapt to changes at the workplace.

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Kuk, Linda, Brian Cobb, and Cynthia S. Forrest. "Perceptions of Competencies of Entry-level Practitioners in Student Affairs." NASPA Journal 44, no. 4 (January 2, 2008). http://dx.doi.org/10.2202/0027-6014.1863.

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The academic content of graduate preparation programs and the competencies they instill in their graduates is central to the quality and competence of student affairs practitioners within colleges and universities. The focus of this study was to gain additional understanding of what professional competencies were considered important for entry level practitioners by student affairs administrators and preparation program faculty, and whether these competencies were expected to be attained in either preparation programs or on the job. Significant differences were found between the three surveyed groups related to both importance and where the competencies were expected to be attained. These findings have implications for both preparation programs and the mentoring role of supervising administrators.

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Aguiar, Katiuscia Larsen de Abreu, Maria Aparecida Vieira, and Edvane Birelo Lopes De Domenico. "Analysis of evaluations performed by undergraduate nursing alumni: a Brazilian multicenter study." Revista da Escola de Enfermagem da USP 55 (2021). http://dx.doi.org/10.1590/1980-220x-reeusp-2020-0084.

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ABSTRACT Objective: To compare evaluations performed by undergraduate nursing alumni in three dimensions: sociodemographic characterization, identification and insertion into the job market, and professional training evaluation. Methods: Cross-sectional, quantitative, and multicenter study with alumni of three Brazilian public institutions. Data analysis was carried out according to the internal reliability of the used instrument and by applying descriptive statistics. Results: The participants were 446 alumni who obtained their degrees from 2013 to 2016. Most were women, white (44%) or brown (38%), and were between 25 and 30 years old. Most had a specialization degree or were studying to obtain one (54%), had a paid occupation (89%), and were employed by a single institution (60%), with the care area prevailing (57%) in the sample. High levels of satisfaction were found among alumni of two institutions in the evaluation of content learning and essential experiences for training, whereas the other institution obtained better evaluations regarding professional practice. Conclusion: The profile of academic experiences, graduate education, and entry into the job market varied according to the evaluated institution. The findings favored critical-reflective analysis of the institutions’ pedagogical projects.

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Lee, Soo-Hoon, Phillip H. Phan, and Sanjay V. Desai. "Evaluation of house staff candidates for program fit: a cohort-based controlled study." BMC Medical Education 22, no. 1 (November 1, 2022). http://dx.doi.org/10.1186/s12909-022-03801-0.

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Abstract Background Medical school academic achievements do not necessarily predict house staff job performance. This study explores a selection mechanism that improves house staff-program fit that enhances the Accreditation Council for Graduate Medical Education Milestones performance ratings. Objective Traditionally, house staff were selected primarily on medical school academic performance. To improve residency performance outcomes, the Program designed a theory-driven selection tool to assess house staff candidates on their personal values and goals fit with Program values and goals. It was hypothesized cohort performance ratings will improve because of the intervention. Methods Prospective quasi-experimental cohort design with data from two house staff cohorts at a university-based categorical Internal Medicine Residency Program. The intervention cohort, comprising 45 house staff from 2016 to 2017, was selected using a Behaviorally Anchored Rating Scales (BARS) tool for program fit. The control cohort, comprising 44 house staff from the prior year, was selected using medical school academic achievement scores. House staff performance was evaluated using ACGME Milestones indicators. The mean scores for each category were compared between the intervention and control cohorts using Student’s t-tests with Bonferroni correction and Cohen’s d for effect size. Results The cohorts were no different in academic performance scores at time of Program entry. The intervention cohort outperformed the control cohort on all 6 dimensions of Milestones by end-PGY1 and 3 of 6 dimensions by mid-PGY3. Conclusion Selecting house staff based on compatibility with Residency Program values and objectives may yield higher job performance because trainees benefit more from a better fit with the training program.

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