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This study documents a new case of the further commercialization of the university, the rapid adoption of corporate partnership programs (CPPs) within centralized university career services departments. CPPs function as a type of headhunting agency. For an annual fee they facilitate a corporate hiring department’s direct access to student talent, allowing the company to outsource much of its hiring tasks to the university career center. CPPs are a feature found predominantly, though not exclusively, on campuses where there is a highly rationalized logic around the economic benefits of academic science. Further, CPPs represent a commercialization of practice that is in tension with the student-development mission of traditional career counselors. Using an inhabited institutionalist approach, we show how the models differ and how staff on each side attempt to negotiate their competing roles in the multiversity environment. We also discuss some of the potential impact on students, on the career services profession, and on college-to-work pathways.

This study seeks to examine the extent to which the use of career center services results in the significant incremental prediction of career outcomes beyond its established predictors.

The authors survey the clients of a public agency's career center and use hierarchical multiple regressions in order to examine the extent to which it achieved its goals.

Career center usage predicted career resilience and action as well as perceived management commitment to employee development beyond established predictors for these variables. Employees' belief that they were personally responsible for their careers was the prime predictor of career center usage.

The primary limitations of this research are the cross‐sectional research design, the self‐selected sample, and the single source of survey data.

Making a career center available to employees can help them adjust to the new protean career model and an environment of considerable downsizing. Using the career center leads to positive results with respect to the perceptions of management.

Although the cultural barrier to career center usage is likely to be resolvable only over time, supervisors could be encouraged to offer more support and coaching to employees. Also, employees' jobs can be developed by increasing the extent to which supervisors provide feedback to employees, allow employees to work autonomously, and require the use of multiple skills.

In the time of social and technological challenges and in the perspective of recent global crisis, the ability of students to perform on the labour market to get their first job and to make significant, fulfilling career, is very important. The aim of this paper is to examine some aspects of counselling students in higher education to develop their competencies as future employees. This article discusses similarities and differences in organised counselling forms for students in some neighbouring European countries.

The survey was conducted as comparative study desk research on the basis of internet data – higher education institutions (HEI) web pages. Authors defined a set of 28 items by which they evaluated each individual HEI, and developed a dislcloser index Career Centre – DICC. For 246 HEI entities involved in the research the authors developed and tested research hypothesis. The authors applied descriptive statistics and bivariant statistics – non‐parametric Kruskal‐Wallis test and the Chi‐Square Test.

The results show that there is a statistically significant difference between the countries regarding DICC. Correlation between the existence of the Careers Centre at HEI and the country is confirmed. There is no correlation between range of Career Centre users and the State.

For the purpose of examining the problem of Career centres at HEI, an dislcloser index Career Centre – DICC was developed. Significant difference between countries regarding DICC index was confirmed. The future research will include and will explore students points of view regarding their expectations and satisfaction with the existing career counselling offer at HEI.

Functionality of generating human capital of educated workers and citizens is core to higher education. This chapter explores the long-term relationship for the academy to support the needs for advanced degree and certificate programs, executive education, career preparation, and lifelong service opportunities focused on companies and their needs.

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.

College support and career development are two significant challenges international students encountered during the pandemic, and these two factors have an enormous impact on the internationalization of higher education. The data for this study came from the 2020 to 2021 administrations of the National Survey of Student Engagement (NSSE) that includes over 500 international students enrolled at over 120 four-year colleges and universities in the United States. These students specifically responded to an open-ended item asking them what they think institutions should do better to assist their academic achievement and career goals. This study takes an in-depth look at international students’ qualitative responses about ways that institutions could better support their preparation for future careers. Using theories of cultural wealth and ecological systems to understand the unique experiences of international students during the pandemic offers an opportunity to help students not just in times of crisis but more holistically as they continue to pursue their higher education experiences in the United States. Ultimately, the authors provide recommendations for higher education professionals working with international students to better support their students’ career development and overall college experience.

This paper aims to demonstrate the variety of ways institutions and their libraries approach student success both conceptionally and operationally.

Librarians from eight different institutions of higher education were given a series of questions about student success on their campuses and in their libraries. They responded with written essays describing their experiences and perspectives.

The contributed pieces in this second installment are collected together and a variety of ways the academic library engage with “student success” are discussed. Initiatives include high-impact practices, fostering academic rapport and creating a sense of belonging, experiential learning and creative spaces and professional development.

These examples help to observe what is happening throughout higher education and see potential paths forward at the institutions engaged in this work.

Internships play an important role in the choices engineering students make about future career pathways though there is little research about the messaging students receive regarding internships from academics. This messaging is important because it can contribute to the expectations students set for internships which in turn influences the interpretation of the experience and sense of appropriateness of that particular career pathway. Situated in Expectancy X Value theory, the purpose of this paper is to examine the beliefs and behaviors of the academics with whom engineering students interact as related to internship experiences.

The authors conducted and analyzed interviews with 13 career center employees and 14 academic advisers/faculty members across six demographically and geographically diverse schools. Interviews were coded, and within and across case patterns developed.

Across all six schools, interview participants believe internships are important for students with regard to three areas: enabling career discovery, providing opportunities for development of career skills and helping students with full-time job acquisition. However, participants describe few direct actions associated with these beliefs. The lack of recommended actions for making the most of the internship experience, despite a strong belief in their importance, is a major finding of this paper.

This study is original in that it examines an important perspective that is not often a focus of research related to internships: academic advisors, faculty or career center personnel. The multi-institution sample enhances the value of the study as commonalities were seen despite variation in schools, enabling recommendations useful to a variety of contexts.

The purpose of this paper is to examine the career information sources used by university students and identify whether the use of the various sources differs across three generational cohorts.

A survey was administered to 322 students majoring in food marketing and related fields at 12 US universities. The results were compared to prior survey results from 1995 to 2004.

Students continue to use many of the same sources for career information, but use them more frequently. College professors/courses were the most fruitful sources, followed closely by career fair/company visit, job/internship, and family/relatives. Although career centers and counselors were used less frequently, their use is growing. Written materials are used the least, and their use is declining.

The sample is limited to the food and consumer packaged goods (“food/CPG”) industry. It is also limited to US college students.

If organizations and recruiters want to reach and attract millennial students, establishing and fostering relationships with university personnel, especially faculty, is critical. Investing in course activities (e.g. guest lectures, case studies) and industry experiences (e.g. jobs and internships) is also important.

This is the first study to examine the use of career information sources across generational cohorts specifically in the context of the food/CPG industry. The results are bolstered by robust samples and the time-lag design.