View in EDS PDF Full Text

Graduating Career-Ready Business Students.

Saved in:
Bibliographic Details
Title: Graduating Career-Ready Business Students.
Authors: Burke, Molly1, Shaw, Jamie1, Meisinger, Kathy1
Source: Journal of Higher Education Theory & Practice. 2024, Vol. 24 Issue 2, p57-76. 20p.
Subject Terms: *Experiential learning, *Business students, *Vocational interests, *Career development, *Internship programs, Occupational achievement
Abstract: This paper analyses three key components of a career development curriculum for business majors that has generated superior results, supporting undergraduates’ transition from higher education to professional employment while teaching students career advancement skills that will be used throughout their lives. Students have expressed strong satisfaction with opportunities for coaching and mentoring, coursework facilitating experiential learning, and mandatory internships in their major. Analyses of qualitative data drawn from student assignments and course evaluations suggest these three elements of the program have positively impacted students’ career-readiness, career aspirations and career achievements. Quantitative data shows increased student success in achieving their career goals. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 175780567
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Graduating Career-Ready Business Students.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Burke%2C+Molly%22">Burke, Molly</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Shaw%2C+Jamie%22">Shaw, Jamie</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Meisinger%2C+Kathy%22">Meisinger, Kathy</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education+Theory+%26+Practice%22">Journal of Higher Education Theory & Practice</searchLink>. 2024, Vol. 24 Issue 2, p57-76. 20p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Business+students%22">Business students</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocational+interests%22">Vocational interests</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Internship+programs%22">Internship programs</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+achievement%22">Occupational achievement</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper analyses three key components of a career development curriculum for business majors that has generated superior results, supporting undergraduates’ transition from higher education to professional employment while teaching students career advancement skills that will be used throughout their lives. Students have expressed strong satisfaction with opportunities for coaching and mentoring, coursework facilitating experiential learning, and mandatory internships in their major. Analyses of qualitative data drawn from student assignments and course evaluations suggest these three elements of the program have positively impacted students’ career-readiness, career aspirations and career achievements. Quantitative data shows increased student success in achieving their career goals. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=175780567
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.33423/jhetp.v24i2.6793
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 57
    Subjects:
      – SubjectFull: Experiential learning
        Type: general
      – SubjectFull: Business students
        Type: general
      – SubjectFull: Vocational interests
        Type: general
      – SubjectFull: Career development
        Type: general
      – SubjectFull: Internship programs
        Type: general
      – SubjectFull: Occupational achievement
        Type: general
    Titles:
      – TitleFull: Graduating Career-Ready Business Students.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Burke, Molly
      – PersonEntity:
          Name:
            NameFull: Shaw, Jamie
      – PersonEntity:
          Name:
            NameFull: Meisinger, Kathy
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 05
              M: 01
              Text: 2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 21583595
          Numbering:
            – Type: volume
              Value: 24
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Higher Education Theory & Practice
              Type: main
ResultId 1