Page 197 - Crisis in Higher Education

168 • Crisis in Higher Education

about certificates and licensure, and facilitate students as they create their
professional networks. Students can gain experience with social media,
such as LinkedIn, to build their networks. Employers on the PAB can meet
with small groups of students to (1) offer their perspective on interview-
ing and creating attractive resumes, (2) give advice and answer questions
related to students’ professional development, and (3) make presentation
to clubs and student groups that explain important ideas and practices
students may use in their jobs. PABs also help students prepare for the
recruiting process.

8.3.3 Creating the Mechanism for Recruiting

As students approach graduation, universities must build robust pro-
cesses that support recruiting. This begins when applicants gain insights
about salaries, job responsibilities, educational requirements, and other
information about careers. This continues with COOPs, internships, and
other interactions with PABs. The next step is developing mechanisms for
recruiting. Most universities have an office called placement services or
something similar, but it is often nothing more than a list of organizations
that are coming to campus to conduct interviews, a set of signup sheets so
students can get interviews, and a bank of rooms and a lounge with coffee
for the interviewers and the interviewees.
In developing a recruiting mechanism, an essential parameter is decen-
tralizing the design and operation of the system, so it effectively meets
the needs of potential employers and students. The processes for hiring
high school teachers, geographers, social workers, supply chain manag-
ers, and botanists are different. In some disciplines such as premedicine,
nearly all graduates pursue admission to graduate school, so the place-
ment model is very different. Expertise regarding the needs of students
and expectations of potential employers is held by faculty and adminis-
trators who operate at the program level or possibly the college level but
not at the university level. There may be some basic resources, including
information systems and interview facilities, that could be shared, but
how these resources are used should be determined by program or col-
lege leaders and their faculty.
Preparation for the job search should begin no later than the sophomore
year of study. Most people will work for 40 plus years after graduating with
a bachelor’s degree. They are likely to work 40 plus hours each week out of
a total of 168 hours. After sleeping, work is the biggest time commitment