The University does not exist to get a student a job

It seems like I can’t turn around without being bombarded by articles and blogs lamenting how universities exist to get students and alumni jobs. As a career services director, I applaud the focus on careers as an outcome and agree with many of the suggestions presented. In particular, I agree with all the suggestions from a blog by the Boyer Management Group; however, I do disagree with many of their premises.

• First, the author lumps all of higher education together with examples “including William Peace University, Santa Barbara Business College, Missouri State, Boise State, Virginia College, University of Cincinnati, Genesee Community College”.  There is a difference between vocational, community, state and research university missions.   Not all higher education has the same mission and focus. Depending on the mission budgets vary greatly.  I am at a research university where a significant part of our mission is to generate knowledge.  Only a small part of the budget comes directly from tuition of the students.  Civic education is often cited as a primary role of higher education.  By blending civic education with opportunities to practice, you give students the opportunity to build their experiences and knowledge of the employment market.  This goes hand in hand with academics and is not the center of a Career Services Office.
• Second, they focus on how much time students spend “learning about how to obtain employmentin a career that will span about 40 years”.  A career services center can’t anticipate the changes in employment or recruiting methodologies for 40 years.  This is where the practical knowledge universities teach is important.  Students need to show initiative, be adaptable, and be able to critically think through their decisions.  These skills do not come from a career services office alone, but from the dedicated faculty and student life administrators that offer the opportunities for critical thinking and leadership.
• Third, the focus of the suggestions are on the job search but not on career decision-making.  Career decision-making comes from exposure.  In Predictably Irrational “Ariely argues that greater understanding of previously ignored or misunderstood forces (emotions, relativity and social norms) that influence our economic behavior brings a variety of opportunities for reexamining individual motivation and consumer choice, as well as economic and educational policy.”  Exposure comes from many sources on a university campus including speaker series, case studies in the classroom, alumni gatherings, and sponsorships; however according to most articles the focus is usually only on career fairs and on-campus interviews as the only option.

Based on the assumptions above, I would add three suggestions to list by Boyer Management Group.

1. Higher education overall needs to understand their mission and blend career informationthroughout the student’s experience.  Each institution should think about how they create “career consciousness” (Gysbers, Heppner, Johnston, 1998, p.8) in their student population and teach them critical thinking, initiative, and the ability to adapt to changing circumstances.  In addition, throughout the coursework and extra-curricular activities, they should be exposed to organizationsthat are using the research generated by the university.
2. Students need to take the initiative to use all the resources that are at hand.  Many of the students that come into my office spend more time thinking about what they will have for dinner than they do thinking about their career.  Students are the only ones that can do this for themselves.  Students need to Decide that is their goal.
3. The focus of the career services office needs to be on the current student population.  Boyer Management cites the student to staff ratio, which is bad across the board at any institution of higher education; however, what makes it worse is having to service alumni, as well.  So their figures are off.  Career Services are not set up for senior level searches. Sure, we can give general advice, but if you didn’t create a career consciousness, gain critical thinking skills, learn to take initiative and acquire the ability to adapt during your college years, there is not much that a career office can do for you.

In conclusion, higher education is not all the same and it is not designed to get a student a job.  It is designed to give students the critical thinking skills, adaptability and initiative to grow and adapt to a constantly changing labor market. Graduates should be able to make sound decisions for the next forty years, if done correctly.  Can we do a better job of helping students to understand careers and land that first job?  Absolutely!