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This paper aims to examine how women working in the advertising industry during the 1920s and 1930s encouraged and resisted stereotypes about women to establish a professional identity. This seemingly paradoxical approach provided women with opportunities for professional development and network building. Dorothy Dignam is presented as a case study of one such advertising woman. She was a market researcher, a teacher, an advocate for women’s employment in advertising, a historian of women’s advertising clubs and a supporter of and a contributor to women’s professional networking.

Archival material is drawn from the N. W. Ayer and Son archives at the Smithsonian Institute, the Advertising Women of New York archives and the Dorothy Dignam Papers at the Schlesinger Library, the Philadelphia Club of Advertising Women papers at Bryn Mawr, the Dignam Collection at the Wisconsin Historical Society and the Women’s Advertising Club of Chicago (WACC) archives at the University of Illinois, Chicago. A close reading method of analysis places the material in a historical context. Additionally, it provides a narrative structure to demonstrate the complementary relationship between advertising club work and professional identity.

Dignam’s career strategies helped her to construct a professional identity that situated her as a guide, teacher and role model for other women who worked in advertising. She supported and created an attitude that enabled aspiring career women to embark on their careers, and she assisted in creating a coalition of women who empowered each other through their advertising club work.

Dignam’s published work about careers for women in advertising, her own career and its advancement and her involvement with women’s advertising clubs all served a rhetorical purpose. Her professional life sought to change both men’s and women’s attitudes about the impact of women in professional roles. In turn, the influence of attitudes helped to create space for women in business, especially those seeking advertising careers.

This paper illustrates how Dignam’s career, accomplishments and publications coalesce to provide evidence of how women negotiated professional identities and claimed space for themselves in the business world and in the advertising industry.

The purpose of this paper is to understand how students perceive their future careers and how university has prepared them to enter the global labor market; student perceptions regarding benefits vs associated costs of pursuing higher education (HE) on employability and earnings; and the anticipated barriers and how to overcome these in pursuit of career sustainability within a career ecosystem.

The authors adopted a qualitative method using semi-structured interviews on a small sample of 38 final year students from a UK university who were also participants in an earlier two-wave quantitative survey, which was conducted with 387 penultimate and final year undergraduates from the same UK-based University.

Findings revealed that undergraduates perceive their investment in HE to offer a net financial gain; however, this is narrowing due to increased tuition fees, associated student debt and interest payments eroding earning premiums. As undergraduates progress, they feel more employable from a personal perspective, but less employable from a market perspective due to competition for graduate jobs and the cost/benefit conflict of resources.

The authors provide nine opportunities for enhancing the employability of graduates collaborating with graduate employers, providing a timely contribution to the social, political and economic debate on the funding of HE.

The authors advance career theory via the new perspective of Career Ecosystem Theory by: explaining student career perceptions in terms of how university has prepared them for the global labor market; exploring the perceived costs vs benefits of pursuing HE in relation to employability; suggesting a two-dimensional model of personal and market factors of employability; providing a model of careers advice from employers and universities for supporting students’ careers; and offering policy implications in relation to the future funding of HE and employability of future graduates.

If IS educators are to provide their students with an understanding of the overall context in which they will develop professional careers, they must have good information about graduates’ employment destinations and their workforce experiences. That information is difficult to obtain from standard data collections. This paper explores the early job experiences of IS graduates using survey and interview data. While the graduates have a strong IS professional orientation and experience friendly work environments, their expectations of access to interesting work, career advice and opportunities for advancement appear to outstrip their experience in the workplace.

Campus career services are increasingly scrutinized as the primary career development resource for undergraduates. The purpose of this paper is to use Career Construction Theory to examine all sources of career information used by undergraduate business students and their contributions toward career exploration and development.

Using a mixed-methods design, a survey was first administered to 372 university students enrolled in an undergraduate business school in the USA. Focus group interviews were conducted with 35 students from the survey sample. Descriptive statistics are reported, and inductive themes and causal networks were derived from qualitative data.

In order of prominence, students endorsed using sociocultural (e.g. family) and institutional (e.g. career services center) resources, and exploratory activities (e.g. work experience) as career information sources. These sources contributed toward students’ vocational development by enhancing their psychological readiness for work, building social capital and facilitating decisions.

Participants were sampled from one undergraduate business school in the USA and were self-selected into the study.

Career services and higher education professionals should think of the career-related information sources available to students as a complex ecosystem of advice instead of singular resources that exist in isolation. Professionals should also attend to students existing sources of career information and consider ways to support students’ development of social and professional networks and opportunities. Furthermore, universities should consider the potential for integrating career exploration into course curricula as opposed to tasking career services offices to be fully responsible for students’ career-related outcomes.

This study is the first to examine undergraduate business students’ sources of career information and their contributions to career development. Its insights offer evidence for ways to tailor interventions to support students’ use of available information sources beyond campus career services.

Dr Bruce Lloyd, Principal Lecturer in Strategy at South Bank University, in discussion with Cathy Bereznicki, (now former) Chief Executive of Institute of Careers Guidance, about the challenges facing both the careers guidance industry in particular and its clients in general. These new challenges include the growing importance of lifetime learning, the impact of globalisation in many areas, more flexible working, changing expectations, increasing attention to the whole area of values and a greater emphasis on personal development. All these factors are likely to radically alter what we mean by a career in the years and decades ahead. This will have a far reaching effect on the nature and form of the support industies, such as those provided by the Institute of Careers Guidance.

Would you like to take control of your career so that you are not at the whim of the employer or the economy? The aim of this paper is to learn how to apply successful small business strategies to your career so that you are in charge.

Learn how to apply successful small business strategies to your career so that you are in charge. This article will help you to look at your career through the lens of an entrepreneur taking a product to market – in this case the product is you! The five steps include: assessing the strengths, capabilities and skills of your product; reviewing what the market wants; analysing the gaps between your product and what the market wants; planning the further development of your product; and marketing your product.

As of July 9 the author is launching a survey to gather success stories of how people have recession proofed their careers. However at the time of this writing the findings from that survey are not available.

These practical steps are easy to apply and can give your career the boost it needs in these uncertain economic times.

While many authors have given the advice to either treat your career as a business or to be the Chief Executive Officer of your career, “Five steps to a recession proof career” provides practical advice on how to actually achieve that goal.

The past decade has witnessed a surge in research focused on universal career development needs. In contrast, the purpose of this paper is to offer a contingency perspective based on self-efficacy theory by examining the relationship between the employees’ perceived mode of employment and expectations of career development opportunities attached to the employer. The authors hypothesized that perceived mode of employment determines employees’ expectations about receiving career development opportunities offered by the employer.

Responses from 203 banking employees were obtained through a structured questionnaire. Perceived employment mode was identified through Ward’s method of cluster analysis. The proposed hypothesis was tested by using one-way analysis of variance.

Employees across all modes of employment (knowledge-based, job-based, contract-based and alliance-based) were found to be similar with respect to their need for career development programs. However, employees positioned in knowledge-based and alliance-based modes were also interested in career appraisal and career training.

The study contributes to the existing body of knowledge on career management by imparting preliminary insights into the way employees’ expectations of organizational career management opportunities vary according to their perceived mode of employment based on self-efficacy theory.

The purpose of this paper is to reveal the success factors for retention of first year special entry Aboriginal students at an Australian metropolitan university. A retention model is proposed for minority students.

A grounded theory approach was taken to a longitudinal study of the first year experience of 12 indigenous tertiary students, the majority being second generation undergraduates. A qualitative methodology features in‐depth interviews conducted three times over one year to ascertain impacts of schooling, teaching and learning, life experience, career aspirations, relationships and racial identity on academic success.

Positive or negative prior life experience had little impact on first year academic performance. Indigenous students as an equity group were found to have similar learning and life issues to non‐indigenous students such as studying to improve job prospects and needing part‐time employment to survive. They did not see themselves as different, and had no close relationship to indigenous knowledge or culture. Yet factors influencing academic success were related to indigeneity. Such as close friendships and dependence on each other, mentoring care of staff, and rewards of giving back through mentoring local indigenous school students. Private schools provided a dominant pipeline to university. Participants had a very early career focus but little career support. Students adopted both indigenous and non‐indigenous world perspectives and displayed robust resilience in the face of challenging family and educational experiences. In‐depth interviews across the year well demonstrated student evolutions. Further longitudinal study of student progress will extend this first Australian study.

This is the first in‐depth analysis and benchmark model for development of success factors for retaining special entry indigenous Australian students in higher education. It provides a one‐year baseline for a unique longitudinal assessment of student success. The paper newly explores the role of career and indigeneity as well as life and academic support systems in student retention. Findings apply to minority retention programs.

To disseminate helpful advice to current and future candidates about the accounting academic job market.

Literature review, interviews with recently hired faculty members, insights from the author’s experiences as both job candidates and search committee members, and discussions with colleagues.

In this chapter, we discuss the current state of the job market for accounting professors and offer our insights as well as those from a group of recent graduates. It is our recent experience that many rookie candidates pursue initial faculty positions with an incomplete understanding of many aspects of the market, including how the market clears, job expectations, and other issues that we believe are important. While others have adequately addressed the importance of research in the profession and alluded to some aspects of the market, we provide additional useful information about the market and other career aspects in order to assist new graduates in their quests to find fulfilling appointments. Our chapter complements existing literature to form an updated and more complete picture of the market and profession.

This chapter helps prepare candidates for the job market by providing information and advice that complements advice given in Ph.D. programs and the existing literature.

Candidates entering the job market will better understand the nuances of the market and can make more informed decisions about the institutions that best meet their needs.

The chapter provides important practical advice for job seekers about the accounting academic job market not available elsewhere.