The Effect of Dynamic Career Services on Enrollment and Retention

CCHE 690 Statement Paper

The Effect of Dynamic Career Services on Enrollment and Retention
Aaron Cirzan
Northern Arizona University

The Effect of Dynamic Career Services on Enrollment and Retention

Universities, nationwide, are increasingly focusing on enrollment

management and retention rates as resources and funding become more limited in
higher education. At the same time, tuition rates continue to increase, and 70
percent of Individuals in the United States feel that the cost of college tuition is
priced beyond the income of the average family (Immerwahr, 2002). Furthermore,
almost 50 percent of students who begin college do not complete their degree
within 6 years, leaving individuals with large amounts of debt and no postsecondary
degree (USDOE, 2016). For this reason, the task of growing student enrollment and
degree completion is progressively becoming more difficult, but also increasingly
important. Nonetheless, it is commonly understood that in the interconnected and
rapidly changing world, in which we exist, an educated citizenry is required to
sustain advancement. Barack Obama, President of the United States, has set a goal
for higher education, that by 2020 the United States will once again have the
highest proportion of college graduates in the world. (Obama, 2009). It is also
expected that by 2020, an estimated 66 percent of job openings will require
postsecondary training and the average worker with a bachelors degree will earn
almost 1 million more than a worker with no post-secondary education, throughout
his or her life (USDOE, 2016). This economic impact is not localized to the United
States but is a phenomenon across the world, as universities contributed almost 60
billion pounds to the economy in Great Britain in 2007 (Faust, 2010). Due to the
significance and importance of a university education, colleges must establish new
enrollment strategies. To increase university enrollment and degree completion,
universities, nationwide, must establish, develop and restructure high intensity
career service programs.

The Effect of Dynamic Career Services on Enrollment and Retention

Students who use career services are better equipped to explore a number of
career opportunities during and after college, plan student loans based on future
income, and prepare themselves to be more marketable job candidates in applicant
pools (Gobel, 2014). This is significant, as 66.6 percent of first year students claim
the job market, getting a job, and overall economic conditions do affect their choice
to attend college (Wyer, 2012). Although, historically, students have not often
thought about career services when choosing a college, trends are changing. With
such a high number of students attending college due to the job related benefits of
an education, it is necessary that universities support students through career
service programs to attract new students. Furthermore, existing programs must
restructure their model to include more than a few overbooked career advisors who
work with students their senior year. Career offices must include faculty, staff and
administrators who outreach to students on day one to begin planning a career goal
(Grasgreen, 2013). Career Services must also reach out into the community to form
partnerships with local and national businesses as well as alumni working within
targeted industries. By doing this, the value of a college education will be more
clear. Students will know, and be better prepared, to enter the workforce upon
graduation. Students will feel that their education is meaningful and has purpose.
This will not just support enrollment and numbers across the university, but will also
support retention. If students are able to see a clear purpose in their education and
have skills to reach an attainable career goal, students will not continue to drop out
at the current 44 percent, at four year institutions (Waldron, 2012). Through
creating, developing and enhancing career services, enrollment and retention rates
will rise.

The Effect of Dynamic Career Services on Enrollment and Retention

To implement such a program universities must begin by creating a vision

and mission for career development based out of student needs. Although the
mission must be aligned with the institutions educational goals, it must extend
impact beyond the confines of the university to build a bridge to the community.
Once the mission and vision has been developed, partnerships and collaboration
must develop between career services and other departments across the institution.
This includes garnering support from administration and faculty and setting in place,
a program leader who can support mutually respectful relationships across campus
and throughout the community. The new leadership must also hire a core team to
support the new mission and department. Due to the transformed and expanded
nature of the program, it will also be a good time to rebrand career services, so
students understand the changes that have been made. New marketing materials
need to be developed and short, catchy explanations about what students,
businesses, alumni and faculty can expect from the new career services will be
established. Throughout the entire process, it is crucial that career development
outcomes and data be collected and that all constituents received updated reports
with program growth and needs. This includes perspective and current students,
parents and others to show the benefits of attending a university with enhanced
career development services. Finally, utilizing this data is important to ensure that
students personal goals and the universities mission is being fulfilled and becomes
a critical component of every students college experience (Chan & Derry, 2013).
When implementing such a program, challenges will arise. Funding is a
constant issue on college campuses. Starting or enhancing a career services
department will create a new need for additional funding. Hiring additional support,
or providing stipends to faculty, on campus, who become involved, is necessary.

The Effect of Dynamic Career Services on Enrollment and Retention

Nonetheless, funding is not a deal breaker. Through creating partnerships with local
and national businesses, the career services department will be able to rely on fees
and funds from business partners who want access to students on campus. This will
also lead to the creation of grant funding opportunities for students to take
advantage of, to help pay for internships or career based activities. Schools such as
Princeton, George Washington University, and Notre Dame have created such
funding partnerships benefiting the university, the students and the businesses
involved (Norte Dame 2016). Furthermore, schools nationwide have begun to invest
in career services and schools like University of California Berkley, Texas A&M and
St. Johns have built new state of the art career centers to support business partners
and students (Dey, 2014). Another issue that could arise is that students will not
take advantage of what is offered. This is a significant issue, as without students,
the program is worthless. Nonetheless, due to the level of integration in the
university that the new career services department will have, students will be
reminded, beginning on day one, from professors, staff and peers that services
exists and upon understanding the success that career programs have, students will
attend. It is important to note that fifty percent of students who used career
services on college campuses, received at least one job offer immediately after
graduation, and 26 percent of students secured a job before graduation (Hannon,
2010). Furthermore, with enhanced marketing, interest across campus will be
generated.
By overcoming such challenges, career service centers can support students
in finding employment and ultimately post-graduation success. Statistics on
students, one year after graduation, will be used to track program success.
Students will be tracked in numerous areas but the primary five categories are post-

The Effect of Dynamic Career Services on Enrollment and Retention

graduation knowledge rates, full time employment rates, continuing education

rates, salary rates and satisfaction rates (knowledge rates indicates the number of
students who feel they had reliable information for post-graduation success) . Each
of these areas will have a target goal. For example, students knowledge rates
should exceed 80 percent, while full time employment will target to exceed 65
percent. These numbers are based off rates of success at Georgetown University
(Cawley, 2015). While in school, outcomes will be based on tasks and abilities to
prepare for career success, including the ability to write a resume and cover letter,
develop skills in professional networking and job searching and completing a job
skill assessments. By creating outcomes and goals, the career services program will
be able to identify strengths and success as well as identify new needs and areas
for growth.
Although career centers have lacked the publicity they deserve in school
politics, there are clear and set national trends across the nation. Career centers
began to be established at universities in the 1940s and were used as job
placement centers. In the 1970s, career centers became career development
centers that focused on providing students with information. Now, career centers
are focused on networking and developing partnerships and use technology to
provide opportunities for students and alumni alike (Sullivan, 2013). Because
universities like Stanford have begun to reinvent their programs by holding 16
smaller career fairs throughout the year, expanding their career website to list more
than 10,000 job postings a year, holding presentations and information centers
across campus in dorms, classrooms, and cultural centers and providing access to
interview streams, freshman begin using career services immediately. Stanford has
also begun to create career communities so students work together, who have

The Effect of Dynamic Career Services on Enrollment and Retention

similar goals, to support each other in understanding how to succeed postgraduation. By engaging in such changes, Stanford is leading the nation in
updating antiquated and generally stagnant career services programming. Schools
who follow suit will see a rise in enrollment levels as well as retention rates.
With over 60 percent of students attending college to expand their
opportunity for a job, it is crucial that schools create and enhance their career
service programs. Although a small number of schools, like Stanford, have begun to
make changes, most continue to be ineffective. By revolutionizing career services
through innovative ideas and programming, universities will be viewed as unique,
and students will want to enroll. It is important to note that 60 percent of paid
interns get job offers, and if universities can show their graduates are hired over
other graduates, enrollment will rise (Hibel, 2012). Also, by supporting existing
students with such programming, more students will graduate to achieve their set
goals, and retention rates will rise. Involving student mentors in career services,
alongside faculty, staff and administrators will promote comfort with using career
service resources and knowledge about the existing programs. By enhancing such
services, through multiple means, higher education, students and the workforce will
all benefit.

The Effect of Dynamic Career Services on Enrollment and Retention

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