Graduating Career-Ready Business Students

Authors

  • Molly Burke Dominican University
  • Jamie Shaw Dominican University
  • Kathy Meisinger Dominican University

DOI:

https://doi.org/10.33423/jhetp.v24i2.6793

Keywords:

higher education, career development curriculum, career-readiness, experiential learning, mentoring, internships

Abstract

This paper analyses three key components of a career development curriculum for business majors that has generated superior results, supporting undergraduates’ transition from higher education to professional employment while teaching students career advancement skills that will be used throughout their lives. Students have expressed strong satisfaction with opportunities for coaching and mentoring, coursework facilitating experiential learning, and mandatory internships in their major. Analyses of qualitative data drawn from student assignments and course evaluations suggest these three elements of the program have positively impacted students’ career-readiness, career aspirations and career achievements. Quantitative data shows increased student success in achieving their career goals

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Published

2024-02-12

How to Cite

Burke, M., Shaw, J., & Meisinger, K. (2024). Graduating Career-Ready Business Students. Journal of Higher Education Theory and Practice, 24(2). https://doi.org/10.33423/jhetp.v24i2.6793

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