Closing the Gap Between College and Career: Comparative Analysis

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Table of Contents

Introduction
Stakeholders and Their Positions
Stakeholder Positions
Connecting Stakeholders
Confounding Issues
Conclusion
References

Introduction

Individuals usually pursue a college degree to find better employment, but unfortunately, not all graduates can find a job immediately after graduation. It is difficult for students to start building a career because of their major or the lack of work experience in the field (Torpey, 2013; Morgan, 2021). The unemployment rate for graduates aged 22-27 is still high and seems to surpass the national average (Tanzi, 2022).

This trend significantly worsened amid the lockdown and the economic recession because businesses could not afford to train young workers (Tanzi, 2022). It appears that the unemployment curve’s stability and instability vary depending on the economic situation in the country (Luitel & Mahar, 2022). Thus, to help graduates close the college-to-career gap, especially during times of financial crisis, it is crucial to train them for the job search and application.

Stakeholders and Their Positions

Students and Fresh Graduates

The first groups of stakeholders, in this situation, are students and graduates. Their primary value in terms of their career is obtaining a degree and finding employment in the field they studied. The lack of preparation and understanding of the career field is a serious problem for students. Therefore, students need to start preparing themselves for a job during their studies by expanding their resumes. At the same time, students should stop thinking that only taking specific courses will guarantee them a job. This false mindset was created on many campuses and directs students to only learning skills and technical knowledge, making them unprepared for teamwork and other diverse real-life situations (Jacobson, 2021). Therefore, students should aim at not only getting good grades but also obtaining hands-on experience.

Instructors

Even though the general belief is that university professors check assignments and teach because they are paid, many are genuinely concerned with their student’s future. According to Jacobson (2021), “most faculty (69%) report that they see part of their role as preparing students for employment” (para. 2). However, the main issue is that they sometimes lack resources and institutional support to fully prepare learners for their career paths. Hence, more approval and encouragement from college administration to prepare graduates for immediate entrance into the job market.

Employers

Business owners are interested in finding employees with the proper knowledge and skills regardless of age and years of work experience in a particular industry. However, when the economy crashes, like during the coronavirus crisis, hiring fresh graduates is not beneficial for employers (Tanzi, 2022). They need more experienced workers to restore their businesses and prevent a significant drop in revenue. Still, it is critical for them not to completely disregard young candidates because many do internships, volunteering, research, and work in the field during college.

Government

Since the federal government in the U.S. is elected by American citizens, these agencies should adjust policies and legislation to improve the economy and reduce unemployment. However, these laws should not only be targeted at college debts but also provide free training to help students to become more equipped for a job search. Moreover, governmental agencies should create incentives for businesses that hire and train young graduates.

Stakeholder Positions

The four stakeholders’ perspectives differ, but the general belief is that preparation is essential. Many young people who enter academia have realized that completing credit requirements and passing exams is crucial but not the most important component of higher education. Students started to understand that to be employable, it is critical to do internships or work part-time in the field they plan to enter. This realization developed from even entry-level positions requiring at least several years of experience in a certain industry (Morgan, 2021). However, many graduates claim that it is difficult to be accepted for their first internship or part-time employment without prior experience (Morgan, 2021).

The representatives of ethnic minority groups were found to be at a disadvantage when being selected for such positions. For instance, it was found that more than 50% of white graduates did internships during their studies, whereas only 40% of black and Latinx students had the same experience (Jacobson, 2021). It leaves them in a vicious circle of inability to find a job related to their university degree.

College professors’ job is not only to lecture and check homework assignments but also to guide students in their career paths. Similar to today’s graduates, faculty members understand that for students to be successful candidates for a job position, technical and scientific knowledge is necessary but insufficient. Thus, they encourage learners to develop their oral and written communication skills (Jacobson, 2021). Furthermore, they inspire students not to fear career transition from one area to another as long as it aligns with their internal belief system and goals (Jain, 2019). Overall, the role of academic advisors and instructors is to show the variety of opportunities available for young individuals after graduation and how to prepare for each.

Regarding employers and the government, their perspective probably varies with the economic situation. Indeed, 87% of hiring managers believe that problem-solving, critical thinking, and participating in high-impact practices define a successful applicant (Jacobson, 2021). The government certainly wants a strong economy and low unemployment rates among youth. Still, governmental agencies, specifically the U.S. Bureau of Labor Statistics claims that students’ major plays an essential role in future employment (Torpey, 2013). On average, science, technology, and engineering graduates have higher employment possibilities than humanities and psychology majors.

Connecting Stakeholders

One common theme that connects the stakeholders is the gap between college and career, which causes many young graduates to seek other opportunities, not in their field of study. Colleges, governments, and even employers created another path of continuing their education for those who cannot immediately find employment to increase their chances (Jain, 2019). Many students nowadays choose this option and go to graduate schools to perform specific research or gain more in-depth knowledge.

Opinion on Similarities and Differences

This paper discusses the four stakeholders: students, professors, employers, and the government. The first two have a similar understanding of what factors can make graduates more successful job applicants. Their cooperation may increase the hiring rate of young people who will be better equipped to directly enter the field after undergoing internships. The government and business owners are equally interested in having fresh graduates in the industry because they have knowledge and skills and are flexible. However, this perspective seems to change to demand more experience from job applicants amid an economic crisis.

Confounding Issues

The main problem that complicates the situation with college-to-career transition is the fact that the country’s, as well as global economies, are unstable, and the stock market experiences disastrous crashes sometimes. For example, the unemployment rate among recent graduates rose to more than 4% early in the ongoing COVID-19 pandemic (Tanzi, 2022). In fact, economic fluctuation is the most substantial confounding issue in this case.

Conclusion

In summary, the issue of college-to-career transition remains unresolved because not all stakeholders, specifically students and professors, have educational resources to prepare for job search and application. Additionally, many businesses made it difficult for young graduates without prior work experience to enter the field. Therefore, the government and educational institutions must cooperate and increase the number of training programs that teach how to become successful applicants and help find internships and jobs.

References

Jacobson, C. (2021). Bridging the gap between curriculum and career. CAEL. Web.

Jain M. (2019). Transitioning from College to Job. TED. Web.

Luitel, H. S., & Mahar, G. J. (2022). Why economists disagree: An illustration of irreconcilability using the U.S. state-level unemployment rate data. Bureau Information, 2(5), 2–5. Web.

Morgan, K. (2021). Why inexperienced workers can’t get entry-level jobs. BBC Worklife. Web.

Tanzi, A. (2022). Young U.S. college graduates face a tougher job market. Time. Web.

Torpey, E. (2013). College to career: Projected job openings in occupations that typically require a bachelor’s degree. U. S. Bureau of Labor and Statistics. Web.

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