US Education Model

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US Education Model Career Placement

• Professor Alexander Settles, State University
  Higher School of Economics, University of
  Delaware, USA

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Higher Education Model

• Higher Education was thought as a place for
  reflection and knowledge development now
  increasingly a vehicle to develop career specific
  job skills
• US model of higher education increasingly focused
  on education program with the goal of job
  placement
• Moving away from generalist education
  (well-educated person) to career specific
  training for the first job

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Structure of US Higher Education

• Multiple tiers of post-secondary education
• University Colleges
• Research Graduate Degree granting institutions
• Four year colleges
• State supported versus private
• Community Colleges two institutions
• Vocational Schools

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Degree types offered

• Two-year colleges offer the Associates degree
  (A.A.)
• Four-year colleges and universities offer the
  Bachelor of Arts (B.A.) or Bachelor of Sciences
  (B.S.) degree.
• Graduate programs grant a variety of Master's
  degrees including M.S., M.A. M.B.A.s or M.F.A.s.
• Medical schools award M.D.s and law schools award
  the J.D.
• The highest academic degree is the Ph.D.

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Accreditation of Programs and Degrees

• Self-organized accreditation
• Accreditation completed by private educational
  associations of regional or national scope
• Typically universities as a whole are accredited
  by regional organizations and certain programs by
  subject area national organizations
• US Department of Education and State Departments
  of Education do not accredited universities or
  degree programs
• States do accredit postsecondary vocational
  education

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Number of Institutions/Students/Faculty

• Institutions (2004)
• 4,216
• 4-year 2,533
• 2-year 1,683
• Students (2004)
• 17,272,000 (43 male)
• 10,610,000 Full time
• Faculty (2003)
• 664,800 Total
• 382,800 Full Time
• 282,000 Part Time
• 54 of Staff are lecturers

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Degrees Awarded

• 2,755 million (2004)
• 41.8 percent male (2004) since 1980 over 50
  percent of degree were awarded to women
• Total degrees continue to grow while Ph.D. have
  remain constant or declined since 1970
  (approximately 24,000 per year)

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Student Costs 2003-2004 of US Higher Education

• Average cost per year 11,256
• Public Four year institution 13,808
• Private Four year institution 30,340
• Includes Price of attendance includes tuition and
  fees, books and supplies, room and board,
  transportation, and personal and other expenses
  allowed for federal cost of attendance budgets.

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Finances of US Higher Education

• Public US Higher is primarily supported through
  State government support
• In 2005 approximately 5.88 billion was provided
  by the state for public education
• In 2005 approximately 29 billion was granted to
  Universities by the US Federal government for
  research

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Salary of Professors
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Finances of US Higher Education

• From 1995 to 2005, average tuition and fees at
  private four-year colleges and universities rose
  36 after adjusting for inflation, 51 percent at
  public four-year institutions and 30 percent at
  community colleges.

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Number of Students and Degree Programs
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US Labor Market Students

• High Percentage of High School Graduate attend
  Higher Education Institutions
• Of the 2.5 million youth who graduated from high
  school between October 2005 and October 2006, 1.6
  million (65.8 percent) were attending college in
  October 2006.
• The college enrollment rate of young women, 66.0
  percent, was about the same as that of young men,
  65.5 percent.

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Service Sector Continues to Dominate U.S. Labor
Market
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US Goods Producing Industries Continue to Decline
in Job Creation
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Career Services in US Higher Education An
Introduction

• US institutions of higher education enroll close
  to 15 million students.
• Many of these students will need help determining
  their career path and finding employment or
  pursuing further education.
• Career services professionals have the
  opportunity to positively impact key aspects of a
  students life and collegiate experience.

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Typical University Career Placement Service

• Internal University organization
• Close connections with local, regional and
  national employers
• Provide career development and job skills for
  students and alumni
• Holds workshops, career and graduate education
  fairs, and training events for job seekers

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Typical Work Tasks

• Counseling and advising individuals and groups on
  occupations, career exploration, career planning
  and decision-making, job-search strategies,
  employability skills, and graduate and
  professional education.
• Organizing and managing career information
  resources.
• Developing and producing publicity/PR materials.
• Helping students locate work experiences to
  reality- test their career goals and build their
  resumes.

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Typical Work Tasks (continued)

• Designing, planning, and implementing career
  programs including career planning and job-search
  workshops, career expos, career panels, alumni
  networks, and similar services.

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Work Settings

• In higher education settings, career services
  departments may be housed organizationally in a
  variety of units including
• student affairs/services,
• academic affairs (as part of academic advising or
  as part of a specific school or college,
  especially on decentralized campuses),
• development/university advancement/alumni
  relations, or
• enrollment management.

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Career Services Staff by Title, Experience,
Salary
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Education and Training of Staff

• Persons in career services in a college or
  university setting typically possess a masters
  degree in counseling or higher education
  administration, or in a related major such as
  psychology, human resources, social work, or
  sociology.
• Many directors in upper-level positions,
  especially at large scale universities, have a
  doctorate in student personnel services,
  counseling, or a related field.
• Placement and recruiting coordinators, job
  developers, and computer/technical professionals
  are most likely to have bachelors degrees.

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Professional Associations

• National Association of Colleges and Employers
  (NACE)
• Regional Associations of Colleges and Employers
  (EACE, MWACE, RMACE, SACE, SWACE, WACE)
• American College Personnel Association (ACPA)
• Cooperative Education Internship Association
  (CEIA)
• National Career Development Association (NCDA)
• National Society of Experiential Education (NSEE)
  and State Associations and Local Organizations

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UD Career Services Provided

• Job Search
• Resume Service
• Interview coaching
• Career Success Plan
• Job Fairs
• Company specific recruiting
• Campus Interview Program
• Alumni Placement
• Follow on surveying of graduates

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UD Workshops of Interest

• Get a Job! Get Search Strategies
• Developing a 30-Second Commercial
• Behavioral Interviewing - covering the Star
  Method of interviewing
• Dining Etiquette
• Salary Negotiation

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Impact of the Internet

• On line job search predominates
• On line resume bank reduces contact with students
• Wetfeet and Vault that include detailed career
  information, city and country profiles, company
  profiles, salary statistics, and much more.

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Role of Parents Avoiding Helicopter Parenting
during the job search
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Effective role of parents

• Effective "career coaches" for students
• Encourage your students to explore and develop
  their interests through co-curricular activities,
  leadership positions, community service, study
  abroad, research opportunities, summer jobs, and
  internships.
• Motivate your students to take advantage of all
  career services - individual advisement,
  workshops, job fairs, resume services, resources,
  internships, eRecruiting and campus interviews.
• Introduce interesting careers options that your
  student may not have considered.

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The Career Success Plan University of Delaware
Example

• Career Development Model, which outlines steps
  for students throughout their four years that can
  better prepare them for eventual employment
• Assess skills, interests, values and abilities
• Explore career options and academic majors
• Experience careers through student activities
  volunteer work, summer and part-time jobs and
  internships
• Build job search skills
• Connect with full time job opportunities
• Consider graduate or professional school

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Assessment of skills, interests, values and
abilities

• Interests Identify interests by reviewing
  courses and course projects that you have liked.
  Examine interests that have developed from
  volunteer, part-time, and summer work. What
  extra-curricular activities have you enjoyed?
  Compare this information with interest inventory
  results.
• Skills Include not only grades and course
  projects, but also accomplishments that you have
  through volunteer, part-time, or summer work.
  Identify skills obtained in courses through labs,
  writing, research participation, and work with
  professors.
• Values Which values are important to you?
  (Excitement? A sense of accomplishment? Security?
  Improving society? Helping people? Making money?)
  Values are often learned through participation in
  sports, school activities, volunteer work, and
  employment

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Options to explore different careers

• Seek out nonprofit employers and volunteer.
• Network with employers who have internships.
• Join student chapters of professional or trade
  associations.
• Contact an advisor at Career Services to discuss
  appropriate organizations related to your career
  choice or major. Attend professional meetings
  (local or national) to begin establishing a
  professional network.
• Assume active leadership roles in campus
  organizations or community activities.
• Join academic organizations and honor societies.
• Identify a professor, faculty advisor, alumnus,
  or employer whom you can talk to about academic
  and career issues.
• Consider a study-abroad program.
• Explore undergraduate research opportunities

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Role of Professors in Job Placement

• Professors are sources of information to
  employers about high quality students for
  internships and jobs
• Professors have connections into the business
  community due to consulting, development,
  training and other activities

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Difference in education models difference in
placement US and Russia

• Russian students specialize at university
  admission versus US students that receive a
  broader education and can specialize as late as
  third year of university
• No required internship or practical training at
  undergraduate and limited requirement at graduate
  level
• Full time students do not typically work full
  time in fact many university limited work to 20
  hours a week and require attendance to course
  meetings

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Differences in placement experience

• US students utilize career or placement services
  earlier in academic career for summer internships
  after 1st, 2nd and 3rd years
• US Students have greater individual experience in
  job searching

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Trends in US placement

• Accountability
• Branding
• Diversity
• Internships/Co-ops
• Technology
• Labor shortage and change in demands for new
  industry sector

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Questions?Thank you for your attention!

• Dr. Alexander Settles
• asettles_at_hse.ru
• State University Higher School of Economics