Online Career Services
Supporting
College Students
On Campus and
at a Distance
Melissa A. Venable, PhD
melissa@onlinecollege.org
April 2014
© 2014 OnlineCollege.org
Introduction and Overview
Students interested in online education have seen options expand over the past
several years. Campus-based institutions are offering online courses and programs,
online institutions are establishing on-ground student support centers, and blended
learning models offer a combination of online and in person learning environments.
According to the Babson Survey Research Group’s annual report on distance
learning, 66% of responding academic leaders included online education as part of
their institutions’ long-term strategies. This survey also found that one-third of higher
education students took at least one online course in 2013 (Allen & Seaman, 2014).
With continued concerns about the value not only of online degree programs, but
also of higher education in general, students are concerned about employment
options after graduation. As explained by professors Barbara Schneider and
Richard Settersten (2013), students often “find themselves competing with
record numbers of college graduates, often for low-paying or part-time jobs while
shouldering college loans.” The role of the career center, and its ability to meet
the needs of online and on-campus students who are preparing life and work after
graduation, is more critical than ever.
In 2011, we published a white paper titled Career Services and Online Colleges:
Providing Critical Support to Online Students (OnlineCollege.org). This project
included a two-step approach to gather information about the availability of career
services at online institutions and the use of technology to deliver them: (1) a survey
was sent to career services directors at 10 online colleges, and (2) a review was
conducted of each institution’s career center website for references to typical services.
Our latest report shares an update to the 2011 study, employing the same two-step
approach, but with some changes as well. This year, 20 schools were included,
representing a wider range of both online and traditional institutions that enroll
students in online courses and programs, and have a strong presence online. All
of these school career centers have websites that were reviewed. Representatives
from 6 (response rate 30%) career centers replied to the survey. A link to the
survey was also posted in a LinkedIn Group focused on career centers and
technology, resulting in one additional response.
Completed survey responses, information presented on career center websites,
and a review of recent research all contribute to answering the following questions:
• Why are online career services important for today’s college students?
• What services are typical of college career centers?
• What types of services are offered by colleges that enroll students in
online courses or programs?
• Which services are the most popular with students?
• What career services are being delivered?
• What career services innovations are on the horizon?
• What should prospective students ask colleges about career
development support?
• How can career centers continue to leverage technology to connect with
students and deliver support services?
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OnlineCollege.org | Career Services and Online Degrees
Supporting Student Career
Development via Technology
As students choose online and blended learning options, the services that
support their learning are following suit. From library catalogs and financial aid
applications, to the university bookstore and technical help desks, students who
need flexible options can access helpful resources online and around the clock.
Career Development and Job Search Tools
Career service centers use a variety of technologies to bring awareness to available
assistance and to directly serve students involved in career development and job
search. Students who rarely travel to a physical campus can still access digital
resources and recorded workshops online. Even campus-based students who are
managing busy work and family schedules in addition to their studies can benefit
from extended hours available through online chat sessions and advising via email.
Job search assistance, for example, has been enhanced and expanded by
technology in the following ways:
• According to human resources analyst and researcher Josh Bersin,
Applicant Tracking System (ATS) software “has now become a core
platform and it is now available in almost every core HR system” (Bersin,
2013). This type of software has evolved from a basic resume scanning
tool to include recruiting and workforce planning functions.
• Jobvite.com conducts multiple annual research initiatives related to
social media and the job search process. In a 2014 survey, 76% of
responding job seekers reported that they “found their current jobs
through Facebook,” while 94% of recruiters preferred using LinkedIn to
connect with potential hires and applicants. (Kasper, 2014).
• As hiring practices and the nature of work change, including remote and
other types of off-site employment, video interviews can save time and
money required to have candidates travel to an in-person interview at a
physical location. According to a report from iMeet , a Web conferencing
service, as cited on Mashable.com, video interviewing has increased 49%
since 2011 (Knoblauch, 2013).
Relevance of Career Services
As questions and debate surrounding the potential return on investment of a
college education continue, students and their parents often look at employment
potential and starting salaries after graduation to help them make decisions related
to enrollment. Schools are seemingly aware of how higher education and careers
are connected, often including details about their career planning resources in
marketing materials targeting prospective students. For online and on-campus
institutions, these resources are increasingly made available via a variety of
technology applications.
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Taking a Blended Approach
The National Association of Colleges and Employers (NACE) 2013-2014 Career
Services Benchmark Survey for Colleges and Universities (NACE, 2014) included
input from more than 800 centers, the majority representing traditional, oncampus institutions. It found that “almost three out of four offices offer career
counseling via the Internet,” most often in the form of email. Other common
uses of technology include online job-posting systems and online interview
scheduling – reported by participating career centers as “the two most effective
technologies.”
Students have more options than ever when they enroll in college-level courses.
Many traditional institutions now offer online courses and programs in addition
to or in alignment with existing campus-based offerings. The University of North
Carolina’s Online MBA program is just one example (The University of North
Carolina at Chapel Hill, 2014). Predominantly online institutions, such as Kaplan
University, are opening regional learning centers to connect students with inperson support services (Kaplan Higher Education, 2014). As a result, asking the
question, “Are you an online or on-campus student?” is less relevant than it may
have been in years past as schools offer their services to all enrolled students.
The distinction isn’t as concrete or necessary. As stated on the University of
Massachusetts website: “UMassOnline is UMass.”
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Career Services
What services are typical of higher education career centers?
The 2011 OnlineCollege.org study used a list of 11 “typical services” from a National
Association of Colleges and Employers survey conducted in 2010. These services
included: career counseling by appointment, career fairs, workshops, assistance
with employer-offered internships, career assessment tools, drop-in career
counseling, online counseling, assistance with academic internships, specialized
career fairs, on-campus interviewing, and alumni outreach (OnlineCollege.org,
2011).
The organization’s 2013-2014 Career Services Benchmark Survey report identifies
eight “commonly offered” services: career fairs, specialized career fairs, oncampus interview programs, career workshops, work/study programs, in-office
student employment, career assessment tools, and career resource libraries
(NACE, 2014).
All of these items listed above can be organized into categories included in NACE’s
list of “program components,” found in its Professional Standards for College
and University Career Services publication (NACE, 2010). This document outlines
broad areas in which career centers should be providing services and serves as an
updated framework for this report. The five components include:
• Career Advising/Counseling: “through scheduled appointments and
drop-ins with individuals, group programs, career planning courses,
outreach opportunities, special events, information technology, and/or
any other available resources.”
• Career Information: such as “self-assessment and career planning;
occupational and job market; graduate/professional schools;
employment/job search; job, experiential education, and internship
listings; and employer information.”
• Employment Services: that may include “preparing job search
competencies and tools … connecting with employers through campus
interviews, job listings, referrals, direct application, networking, job
search events, publications, and information technology.”
• Graduate School Planning: “identifying graduate or professional
school programs that match [student] career goals … through a variety
of sources,” as well as preparation for the application process and
connecting with school representatives and information.
• Experiential Education and Career Exploration: resources that include
“student employment and/or cooperative education, work-based
learning, apprenticeships, internships, volunteer jobs, service learning,
and shadowing experiences.”
As described by NACE, these components are broad and there is some overlap
in what they contain. This is a helpful starting point for an online search and
“reflect[s] dimensions of career services that affect program performance and
quality” (NACE, 2010). There is, however, variability in what offices within an
institution provide these services, and not all aspects of each component are
relevant for every institution.
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Which services are most popular?
NACE’s 2013 student survey found that of the 79% of undergraduate students
who took advantage of their schools’ career services during their senior year,
“resume writing/reviewing” and having access to “job listings” were the most
wanted services. They also found these areas of assistance, along with “practice
interviews,” to be the most helpful.
When asked which services were the most popular, the majority of our survey
respondents indicated “resume writing” and “resume reviews.” Other services
mentioned include: selection of majors and matching majors to careers,
personalized appointments/counseling, assistance with the job search process,
website resources, interview preparation, workshops, job listings, special events,
and social media.
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Review of Career Center Websites
The NACE program components described above were used as a framework to
review the services presented on the websites of the 20 schools identified in this
study. These institutions range from those that are completely online to those with
traditional campuses, but all offer online courses and/or programs.
What will the prospective student find when searching for information about
career support at different institutions? What information is available prior to
enrolling or even talking with an admissions representative?
Depending on the user’s familiarity with career services in general, and experience
in conducting an Internet search, finding evidence of services that represent the
NACE components can be challenging when reviewing the information provided
on a website. While some services are described in detail, others may be implied,
or offered by the career center but not referenced on its website.
A list of the 20 career center websites reviewed for this study can be found in
Appendix A. Most of the URLs were identified through a Google Internet Search
using the name of the school and the term “career services.” Other links were
found through searches for the key terms “career center” and “career services”
using search tools found on university home pages. The links found through these
avenues served as a starting point for the website reviews. Additional websites
may exist that were not returned in the results of these searches.
Which career services are offered?
The review took place over a two-week period from March 3 to March 14, 2014.
The information presented in this section reflects only what was publicly available
on the websites identified in the searches described above. Additional services
may be provided by these career centers and schools, which give access to more
detail provided to students upon request, during the admissions process, or after
enrollment.
% (n) of websites
Career Service Typereferencing
Career Advising/Counseling
85% (17)
Career Information
95% (19)
Employment Services
90% (18)
Graduate School Planning
35% (7)
Experential Education and Career Exploration
65% (13)
Referenced on career center websites of schools reviewed
Examples of how specific services identified in these categories, using the NACE
descriptions, are being delivered via technology, are provided below.
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Career advising/counseling
Career practitioners working at college career centers have varying titles. In
the review of 20 websites, all of the following were identified: coach, counselor,
advisor, assistant, and specialist. While there are formal credentials related to
coaching and counseling, the use of these terms is widespread and may not
indicate formal certification. Here are examples of how these career practitioners
interact with students via technology:
• Walden and Liberty Universities offer scheduled one-on-one telephone
appointments.
• Strayer University students can “contact a career coach now” from the
center’s website and choose from a list of coach profiles.
• Skype sessions with career advisors at Northeastern University and
NOVA Southeastern University are available by appointment.
• Students at Arizona State University can join career advisors in an online
chat during daily drop-in hours using a link provided on the career
services website as shown in the image below.
Career information
This category may be the most broad in terms of the types of resources and
activities that are offered by career centers online. From lists of helpful links and
job boards, to customized webinars and subscription-based services, students
can expect to find information related to career development and job search
through services such as:
• Online self-assessments (e.g., values, skills, personality inventories) are
common. While some schools provide links to helpful open access tools
like the O*Net Interest Profiler, other options range from the American
Public University Systems access to the Focus 2 career planning system ,
to the University of Phoenix’s interactive Web-based tools founded on the
Holland Occupational Themes .
• Strayer University provides video recorded career advice from alumni
representing a variety of academic fields and industries.
• Online job boards can be helpful not only in the job search process, but
also in career exploration and planning. Students can access linked lists
of sites like Monster Careers and Indeed.com , often organized by career
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field or academic discipline. Western Governors University’s career
center manages its own database of openings, often provided by alumni,
as an additional service.
• Franklin University provides company information sessions on campus
and online via “FranklinLive.”
• Many schools, including American Intercontinental University and Penn
State University, offer live online workshops or webinars that are also
recorded and archived for repeated viewing.
•
Capella University’s YouTube channel , illustrated in the image below, offers
a series of career and job search-related videos.
employment services
Assistance related to finding employment can include everything from preparing
cover letters and practicing interview techniques, to participating in career
fairs and weighing the pros and cons of a job offer. Career centers are using
technology to provide this kind of assistance in a variety of ways:
• Northeastern University provides students with access to Interview
Stream , an interview practice tool that captures students’ answers via
webcam and provides feedback. NOVA Southeastern offers mock
interview appointments through Skype.
• DeVry University’s regional career centers organize virtual and on-site
career fairs.
• Students can participate in Job Club meetings via Adobe Connect with
the Western Governors University’s career center.
• Resume critiques can take place in counseling appointments, as well as
through online form submission systems like the one used at Franklin
University, shown below. Walden University’s “Resume Café” hosts live
45-minute Q&A sessions with advisors.
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graduate school planning
What if a student’s career goals mean graduate or professional school is the
next step? While not always listed as a separate category of services offered by
career centers, many are involved in advising students about the options available
and guiding them through the application process, often in career counseling
appointments. Related conversations may also take place with academic advisors
and instructors. The following examples illustrate how elements of graduate school
planning might take place online:
• Is graduate school right for you? Arizona State University’s career center
links to the institution’s graduate education “strategies for success ,” which
include exploration of the requirements and expectations of a graduate
program (e.g., writing, teaching, research).
• Resource web pages with links to information about entrance exams,
funding sources (e.g., assistantships, fellowships), and transcripts are
made available by Embry Riddle University (see screenshot below).
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Experential education and career exporation
This category of services may be coordinated through collaboration across college
agencies, including the career center, student employment office, community
service liaisons, and academic departments. Student career development can be
positively affected by participation in internships, volunteer activities, and other
opportunities to experience work environments first hand. Making students aware
of the options available is happening in several ways:
• American Public University’s career services website includes a list of
frequently asked questions about internships, which includes tips about
monitoring deadlines, and assistance available in identifying leads.
• Internships for credit are a part of many academic programs. American
Intercontinental University’s career services center provides eligibility
requirements online, along with a link to the school’s internship
handbook, as shown below.
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How are career services being delivered?
Similar to the 2011 OnlineCollege.org study, there is evidence of both synchronous
and asynchronous delivery ranging from career center presence in the school’s
learning management system (e.g., Blackboard, Moodle) to outsourced multiservice solutions like Optimal Resume and CareerBeam .
A majority of survey respondents indicated that their career centers use the
following technologies to conduct outreach, marketing, and other initiatives to
connect with students “frequently” or “a lot”:
% responding to each item:
Career Service Typewe use this “frequently” or “a lot”
Online virtual classrooms (eg., Collaborate, GoToMeeting)
67%
Learning Management System (eg., Blackboard, Moodle)
67%
Internal websites – requiring special access or password
83%
Online community and networking systems
(eg., Google+ Communities, LinkedIn Groups)
83%
Video Recording (eg., recorded presentations, YouTube)
100%
Chat rooms or instant messaging (eg., AIM, Skype)
67%
Blogs
67%
Social media accounts
83%
Referenced on career center websites of schools reviewed
Ashford University’s Career and Professional Development Center is just one
example of how access may be provided to enrolled students via their online
student portal, as seen in the image below.
Technologies that the majority of responding centers use “rarely” or “not at all”
include Virtual Worlds, Text Messaging via Mobile Devices, Wikis, and Mobile Apps.
Social Media
Social media and networking sites are also part of career centers’ strategies for
delivering services and increasing awareness of their services. Online communities,
such as LinkedIn Groups, provide central locations for current students to network
with alumni. Career Centers are also using tools like Facebook and Twitter to
announce upcoming events (e.g., career fairs, employer information sessions,
resume writing webinars), and remind student followers about related deadlines.
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Take a look at this example of a career-related reminder sent from the University of
Phoenix Twitter account:
Among the survey respondents, LinkedIn was the most popular social media
platform, with 100% of centers reporting that they use it to connect with students.
Centers also shared that they are using Facebook (83%), Twitter (67%), Pinterest
(50%), and Google+ (33%). Items listed as “Other” included social components of
internal student portals.
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What innovations are on the horizon?
When asked to comment on innovative services or strategies related to the
delivery of career services, survey participants were more reluctant to share details
related to their centers’ plans for the future. Among the items submitted were:
• Twitter Chats
• Job Clubs via Facebook Groups
• Live chats to develop podcasts
• Comprehensive online career center integrated with the college’s
student portal
Additional innovative strategies and tools that were identified during the website
reviews include:
• Services related to personal branding and social media use for the job
search
• Access to student outcomes data related to employment and starting
salaries, often categorized by degree or career field
• Use of multimedia presentations in a variety of ways to include, brief
instructional “lessons” on career-related topics, student testimonials
about working with the career center and searching for a job, overview
of resources available and how to proceed with appointments, etc.
• Detailed “About Us” or “Meet the Staff” pages with photos, profile
information, qualifications, areas of specialization, how to contact, etc.
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Considerations for Prospective
Students and Career Centers
This report reflects the services identified online at a small number of institutions.
While the information available is limited – to what career center professionals
were willing to share via survey, and what was publicly available online via career
center websites – it does provide a snapshot of current practices.
This information is also helpful as a starting point for: (a) prospective students
interested in finding out more about the types of services they will have access to
at different institutions, and (b) career center personnel interested in reviewing
their own use of technology or exploring options for expansion. For both groups,
additional questions and research are in order.
What should prospective students ask about career planning
and job search support?
Be prepared to ask questions about the services that are important to you.
Spend some time thinking about what support you would like to see and initiate
conversations with schools to find out more.
What are my priorities and goals?
What types services do you anticipate needing as a student and future
graduate? Your list will be unique to you and vary based on your interests and
context. Will this be your first time in college? If so, you may be new to career
planning and the job search, and want to attend introductory webinars and find
recommended resume examples online. Are you planning a career change or
seeking advancement in your current field? You may already have experience with
career development activities, and place a higher priority on access to job boards,
employer partnerships, and networking events. How do you want to interact with
career center personnel and resources? Flexible hours may be important to some,
high-tech tools and web-access helpful to others.
What additional information is available?
Don’t judge a career center by its website alone. Assistance may be available
even if a service you are interested in is not listed online. If something (e.g., job
listings, resume writing, practice interviews, portfolio building, alumni mentoring) is
particularly important to you – ask if it’s available. Talk with admissions advisors as
well as career services professionals at the schools you are interested in attending.
Make career services part of your checklist as you compare potential schools and
programs.
how can i connect with physical career center locations?
Find out if a tour is available or request a meeting at regional or on-campus
learning and career centers if applicable for your schools of interest. Once you
are enrolled, make plans to visit for an initial meeting to find out more about the
assistance available. Northeastern University’s Career Center website includes
an invitation to distance learners who are traveling in the campus area for other
reasons (e.g., business meetings, vacations, conferences) to set up an appointment.
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How can career centers continue to leverage technology for
delivery of services?
Support prospective and current students, as well as alumni, with a range of
options for connecting with and discovering available services. Consider how
the following activities might be explored to meet the needs of your center’s
stakeholders:
increase awareness of current trends and practices.
Not all services and technologies will be appropriate additions to all career centers,
but being aware of the options available can help you address the needs of your
students and clients. The need to review, and potentially revise, your offerings is
continuous as the platforms available evolve.
Be specific and provide examples.
Terms such as guidance and assistance can be vague, leaving the details up for
interpretation by the reader. “Career planning assistance,” for example, does it
mean a one-on-one appointment or a list of relevant resources? As you prepare
copy for your center’s website and other outreach materials, can you be more
descriptive about the types of activities that might be involved? Current students
and alumni may also be able to inform new students about the services they
receive through text-based or video testimonials.
review and update web-based materials often.
How are new services or events added to your center’s website? Negotiating
an institution’s policies and procedures can be daunting. Explore user-friendly
alternatives for providing current information about your services online. Of the
career services websites reviewed for this report, several were using tools like
WordPress and Google Sites to either supplement content provided on an existing
web page or pages as part of their institution’s larger website, or as a stand-alone
website platform.
Share your success stories and lessons learned.
What is working well, or not so well, at your center? Let your career center
colleagues know what technologies, approaches, and conversations are most
effective as you pursue improved services for students. Consider reaching
a broader audience through publications, conference presentations, and
participation in professional associations such as the National Association of Colleges
and Employers and the National Career Development Association.
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Conclusion
It is no longer a matter of whether or not career services are important or will
be available to college students. Questions related to how and when they will be
available remain, however. Convenient and flexible access is important not only for
online and nontraditional students, but also for on-campus students who may be
managing heavy course loads along with other work and life responsibilities.
Additional inquiry into the following areas may further help us understand
the nature of student needs and preferences, as well as the capabilities of the
technologies available:
• What are the career development needs and preferences of more
specific student populations, e.g., graduate students, professional
students, veterans, career changers?
• How is social media being used by career centers? Determine leading
practices for specific platforms and account management.
• How can career and other support services be integrated with academic
services and departments, as well as other student support offices, via
technology enhanced communication?
Technology, in the form of web-based resources and communication tools, is
increasing access and ease of use for students and career services professionals
alike. Challenges exist as the options evolve – existing tools become obsolete,
enhanced features and functions become available, and new opportunities emerge.
But career centers are actively exploring ways to make the most of the methods
available to meet their mission of student career development and job search
assistance.
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Resources
References
18
I. Ellen Allen & Jeff Seaman,
Babson Survey Research
Group, January 2014
Grade Change: Tracking
Online Education in the
United States
Sloan Consortium
Josh Bersin, May 2013
Are Applicant Tracking
Systems Now a Commodity?
LinkedIn
Kaplan Higher Education,
2014
Learning Center Experience
Kaplan University
Kimberly Kasper, Jobvite,
February 2014
2014 Jobvite Job Seeker
Nation Study
Jobvite
Max Knoblauch, Mashable,
July 2013
Are Video Interviews the
Future of Hiring?
Mashable
National Association of
Colleges and Employers,
March 2014
2013-2014 Career Services
Benchmark Survey for
Colleges and Universities n
National Association of
Colleges and Employers
National Association of
Colleges and Employers,
November 2013
The Class of 2013 Student
Survey Report
National Association of
Colleges and Employers
National Association of
Colleges and Employers,
March 2010
Professional Standards
for College and University
Career Services
National Association of
Colleges and Employers
OnlineCollege.org, August
2011
Career Services and Online
Colleges: Providing Critical
Support to Online Students
OnlineCollege.org
Barbara Schneider and
Richard Settersten, Inside
Higher Ed, July 2013
Now What?
Inside Higher Ed
The University of North
Carolina at Chapel Hill,
2014
MBA@UNC: Shaping Global
Leaders Online
MBA@UNC
OnlineCollege.org | Career Services and Online Degrees
Appendix A – Websites Reviewed
American Intercontinental University
aiuniv.edu
American Public University System
apu.apus.edu
Arizona State University
eoss.asu.edu
Ashford University
ashford.edu
Capella University
capella.edu
Devry University
devry.edu
Embry Riddle University
careers.erau.edu
Franklin University
franklin.edu
Kaplan University
kaplanuniversity.edu
Liberty University
liberty.edu
Northeastern University
northeastern.edu
NOVA Southeastern University
nova.edu
Pennsylvania State University
student.worldcampus.psu.edu
South University
online.southuniversity.edu
Southern New Hampshire University
snhu.edu
Strayer University
ucc.strayer.edu
University of Massachusetts
umass.edu
University of Phoenix
phoenix.edu
Walden University
careercenter.waldenu.edu
Western Governors University
sites.google.com/a/wgu.edu
This review took place March 3 to March 14, 2014.
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Appendix B – Additional Resources
20
Adobe Connect
adobe.com
Applicant Tracking Systems
wikipedia.org
Blackboard
blackboard.com
Career Beam
careerbeam.com
Facebook Groups
facebook.com
Focus 2 Career Assessment
and Planning System
focuscareer2.com
Google Sites
sites.google.com
Holland Occupational Themes
careerkey.org
iMeet
imeet.com
Indeed.com
indeed.com
Interview Stream
interviewstream.com
LinkedIn Groups
linkedin.com
Monster Careers
monster.com
Moodle
moodle.org
National Association of Colleges
and Employers
naceweb.org
National Career Development
Association
ncda.org
O*Net Interest Profiler
mynextmove.org
OptimalResume
optimalresume.com
Skype
skype.com
Twitter Chats
onlinecollege.org
WordPress
wordpress.com
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