1. CAREER DEVELOPMENT INTERVENTIONS IN HIGHER EDUCATION
Career Development Interventions in the 21st Century
4th Edition
Spencer G. Niles and JoAnn Harris-Bowlsbey
Prepared By
Jennifer Del Corso

2. Career Needs of Students in Higher Education
Today’s students have diverse backgrounds, characteristics, developmental levels, and career development needs.In 2007, slightly more than 18 million students were enrolled in postsecondary education in the United States.
Survey results from the American Council on Education (1999) indicate that most first-year college students (77%) indicate that they chose to attend college to “get a better job” and 75% report that they chose to attend college “to make more money”
Only 63% of students who enroll in a four-year university will earn a degree (Marklein, 2011) 2

3. Career Needs of Students in Higher Education continued
More than 130,000 students with learning disabilities are currently attending college.
Approximately 500,000 international students were enrolled in higher education in 2001.
Women now constitute the majority (57.5%) of students enrolled in higher education.
Ethnic minorities made up 22.5% of students in higher education in 1999. 3

4. Career Needs of Students in Higher Education continued
Career development needs of lesbian, gay, and bisexual students have long been ignored in higher education.
This increased heterogeneity suggests that career development interventions in higher education must be comprehensive and systematic. 4

5. The Evolution of Career Development Interventions
Professor/advocate
Job placement
Employment agencies
Placement offices
Diverse services (no single type of counseling center or placement center) 5

6. Five Major Approaches for Delivering Career Services
Macrocenter
Counseling orientation
General-level service
Career planning and placement
Minimal service 6

7. Why College Students Seek Career Assistance
Learn more about themselves
Identify career goals
Become more certain of their career plans
Explore career options
Do educational planning
Learn job search skills 7

8. Career Development Competencies in Adulthood
Self-Knowledge
Skills to maintain a positive self-concept
Skills to maintain effective behaviors
Ability to understand developmental changes and transitions 8

9. Career Development Competencies in Adulthood
Educational and Occupational Exploration
Skills to enter and participate in education and training
Skills to participate in work and lifelong learning
Skills to locate, evaluate, and interpret career information
Skills to seek, obtain, maintain, and change jobs
Ability to understand how the needs and functions of society influence the nature and structure of work 9

10. Career Development Competencies in Adulthood
Career Planning
Skills to make decisions
Ability to understand the impact of work on individual and family life
Ability to understand the continuing changes in male-female roles
Skills required to make career transitions 10

11. Goals of Career Interventions in Higher Education
Help students learn to identify and transfer career interests to a plan of action
Help students relate interests and goals to opportunities
Help students relate their career plans to life goals and opportunities
Help students learn how to evaluate their progress toward career goals through academic preparation 11

12. Career Interventions in Higher Education (Crites’ Model)
Explore a variety of options.
Crystallize a narrow range of specific options.
Make a commitment to a choice and specify college major.
Implement the choice of major. 12

13. Powell and Kirts Model
Proposes a systems approach to career services in higher education
Starts by providing an overview of services to new students
Continues by providing self-assessment
Then focuses on exposure as students engage actively in career exploration
Finally provides training in job search skills 13

14. The Florida State Model
A curricular career information service (CCIS) model with five modules, as follows:
Introduction to the service
Orientation to the decision-making process
Self-assessment
Career information
Matching of majors and jobs 14

15. Sampson Model (2008)
Eight-step model which begins by evaluating and assessing career resources and services. Based on the initial assessment, career resources and services are adapted and revised to meet the students’ needs.

16. Career Services
Courses, workshops, and seminars -- structured group experiences on topics such as career decision making, career planning, and job search skills
Group counseling activities for students dealing with career indecision, career indecisiveness, and job search anxiety
Individual career counseling
Placement programs 16

17. Career Services in Higher Education (Herr)
Infuse academic subject matter with information pertinent to career development Provide coursework on career development Use external resources such as internships) to provide career-related information, Integrate placement and transfer processes in support of career planning

18. Career Services in Higher Education (Herr) (Continued)
Offer opportunities for work-study/cooperative education Provide decentralized counseling using academic departments Provide seminars in residence halls, student unions, that focus on college life and career planning Provide group counseling Provide interactive, computer-based career guidance and information systems

19. Goals of Career Interventions in Higher Education (Herr et al., 2004)
Provide assistance in the selection of a major
Provide self-assessment and self-analysis
Assist students to understand the world of work
Assist students to learn decision-making skills
Provide assistance with unique needs of sub-populations
Provide assistance with access to jobs 19

20. Council for the Advancement of Standards (CAS) Guidelines
Essential components of career services
Leadership
Organization and management
Human resources
Financial resources
Technology
Facilities and Equipment 20

21. CAS Standards continued
Legal Responsibilities
Equity and Access
Campus and External Relations
Diversity
Ethics
Assessment and evaluation 21

22. Advantages of Centralized Services
More likely to have a critical mass of professional staff
Efficiencies and economies of scale in use of facilities and support staff
Vibrant, challenging environment because of heterogeneity of student population 22

23. Disadvantages of Centralized Services
May be viewed by students as less personal due to size
May be located farther away from places where students spend most of their time 23

24. Ten Imperatives for Career Services (Rayman, 1999)
1: Acknowledge lifelong nature of career development and challenge students to take responsibility for their own career destiny
2: Accept and embrace technology as an ally in service delivery
3: Continue to refine and strengthen professional identity
4: Acknowledge and accept that individual career counseling is at the core of our work 24

25. Ten Imperatives for Career Services (Rayman, 1999)
5: Forge relationships with other professionals and parents to achieve a “multiplier effect”
6: Redouble efforts to meet needs of an increasingly diverse student body
7: Maintain focus on quality career services while also filling relationship role with corporate America 25

26. Ten Imperatives for Career Services (Rayman, 1999)
8: Acknowledge that on-campus recruiting is a thing of the past and develop new approaches
9: Resolve the nature of the university’s role with alumni, eliciting support rather than providing services to them
10: Advocate effectively for resources to maintain and increase services and use existing resources efficiently 26