No abstract

Student portfolios are a tool that academic institutions can implement to enhance students' job search processes. Students can enhance their ability to pass the initial screening process by preparing a portfolio that identifies their goals and provides evidence that they possess the skills and qualities to reach these goals. The portfolio should emphasize communication skills, as they are deemed most important by employers in the initial screening process. When preparing a portfolio, students should consider a variety of media, including paper, videotape, and compact disk. Schools that implement student portfolios must decide if all students will be required to prepare them, if the administra tors will determine the contents, and who will approve the contents of stu dents' portfolios.

Microenterprise can be defined as development from the bottom‐up. Many current economic intervention practices stem from the failed economic policies of developed nations, which rely primarily on structural adjustment as the dominant aspect of international (money lending‐based) support for development. This approach is still popular, even while the number of people in the world who fall below the poverty level is increasing. HRD microenterprise processes concentrate on empowering individuals to take ownership of their means of subsistence and development, while working towards an end, because they care about the goals and own the processes to achieve these goals. HRD microenterprise processes facilitate participation by ensuring that all stakeholders will be heard in the decision‐making processes, thus decreasing dependency. The microenterprise phenomenon, however, does not consist of unfamiliar activities; much of what is described in this paper is integral to well‐established Human Resource Development processes, ethics and values, utilized in developed countries.

In response to the demand for business graduates with good communication skills, many schools are examining ways to enhance and strengthen their communication programs to ensure students' development of these skills. This paper presents a model for implementing a Communication Across the Curriculum (CAC) program that is based on an integrated approach to developing students'communication skills. The model is based on the authors'experience as coordinators of the CAC program at their university.

No abstract