The Power of Partnerships: Exploring the Relationship between Campus Career Centers and Political Science Departments

Despeaux, J. Michael; Knotts, H. Gibbs; Schiff, Jennifer S.

doi:10.1080/15512169.2013.860877

Cited by 7 publications

(3 citation statements)

References 10 publications

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“…Academic departments have autonomy and primary responsibility for graduate academic programming, but limited expertise or resources for non-academic programming; graduate faculties have resources but insufficient direct access to doctoral programs and students themselves and limited authority to overcome this. Links to other units with expertise and knowledge such as career centres or alumni offices may be further complicated by different organizational relationships and reporting and resource hierarchies within universities (Despeaux, 2014). Moreover, professional development programming must compete with other important priorities for time, attention, and resources both in terms of institutional decisions and the personal engagement of key individuals such as supervisors, department chairs, and graduate deans.…”

Section: Literaturementioning

confidence: 99%

Departmental Engagement in Doctoral Professional Development: Lessons from Political Science

Berdahl

Malloy

2019

CJHE

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There is widespread discussion about the need to develop and enhance the career prospects of PhD graduates, and many Canadian universities are seeking to provide professional development programs and mentorship specifically for doctoral students. This paper considers doctoral career preparation from thedepartment level through an in-depth examination of how Canadian political science departments approach the issue, drawing on a survey of department chairs. We find that departments are supportive of professional development; while departments are not in the position to provide extensive programs andstruggle to integrate efforts systematically, they are well-positioned to participate in collaborative approaches and welcome improved communication and coordination. We argue that graduate faculties should consult with departments and engage them in professional development program design, perhapstailoring to specific disciplines as needed, and that departments should look for opportunities to work with graduate faculties before initiating their own programs.

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Section: Literaturementioning

confidence: 99%

Departmental Engagement in Doctoral Professional Development: Lessons from Political Science

Berdahl

Malloy

2019

CJHE

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“…Notwithstanding, most students in political science programmes will not go on to work in academia (Trueb, 2013). Furthermore, there are obvious connections between the skill-building focus of the employability agenda and the pedagogical and didactical aspects of, for instance, internships (Sosland and Lowenthal, 2017), work placement learning (Curtis, 2012), service-learning (Battistoni and Hudson, 1997), and career-preparation and advice (Despeaux et al, 2014) – attributes and activities not foreign to most political science programmes. Such themes are also related to the debate on whether political science education should encourage civic engagement and/or activism by making students engage in real-world problems and duties (Isacoff, 2014).…”

Section: Political Science and The Question Of Employabilitymentioning

confidence: 99%

Preparing political science students for a non-academic career: Experiences from a novel course module

Broms

Licht

2019

Politics

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Higher education is increasingly expected not only to provide students with disciplinary knowledge and skills but also to prepare them for a future career. As political science is a diverse discipline and does not train students for a certain profession, its students often feel uncertain of the career paths available to them and how their expertise can be used in a future career. In this article, we present and discuss the course ‘The Professional Political Scientist’, given at the bachelor’s level at the Department of Political Science at University of Gothenburg, Sweden, which is an attempt to fill this gap. We present the preparatory work, the design, the pedagogy behind the themes and exercises included in the curriculum, as well as the experiences and evaluations of the first three rounds of the course. Finally, we provide suggestions for teachers interested in developing similar courses.

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“…Due to high student tuition and the economic climate, higher education faces pressure from stakeholders to be more career focused (Despeaux, Knotts, & Schiff, 2014). This pressure aligns well with WIOA's overall goals and objectives regarding employment outcomes.…”

Section: Evolution Of Career Centers In Higher Educationmentioning

confidence: 86%

Leveraging the Workforce Innovation & Opportunity Act (WIOA) to Help Finance College & University Career Centers

Newell

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The Power of Partnerships: Exploring the Relationship between Campus Career Centers and Political Science Departments

Cited by 7 publications

References 10 publications

Departmental Engagement in Doctoral Professional Development: Lessons from Political Science

Departmental Engagement in Doctoral Professional Development: Lessons from Political Science

Preparing political science students for a non-academic career: Experiences from a novel course module

Leveraging the Workforce Innovation & Opportunity Act (WIOA) to Help Finance College & University Career Centers

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