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Descriptors:
Best Practices; Cultural Differences; College Presidents; Occupational Information; Employment Opportunities; Content Analysis

Abstract:
This study investigated how well institutions were communicating their commitment to diversity within position announcements for presidential openings and whether or not this communication reflected best practices in forwarding the diversity agenda for institutions. The sample included 70 institutions that advertised for a new campus president in "The Chronicle of Higher Education." Using documents pertaining to the search, we applied content analysis to position announcements and campus websites dealing with presidential searches and diversity. Evidence indicated that within our sample only 13 (19%) of institutions stated directly that they were looking for a diverse applicant pool and that only 28 (40%) of the announcements mentioned diversity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Holidays; Seasonal Employment; Service Occupations; Self Employment; Income; Occupational Information

Abstract:
Professional Santas entertain children and adults during the holiday season at all types of events. They work at shopping malls or stores; entertain crowds at parades and tree lightings; and make appearances at holiday parties, charity events, and people's homes. Most Santas work during the Christmas holiday season, which usually lasts from late November through December 25. Santas at shopping malls or department stores often work 10-hour shifts and see more than 150 children each day, according to the International Council of Shopping Centers. There are no formal educational requirements for becoming a professional Santa. However, aspiring Santas often develop their skills by attending schools, conventions, or workshops. Santa schools typically last a few days, charge tuition, and include detailed instruction on topics such as beard maintenance, communication skills, and sleigh flying. Santa conventions take place all over the world and offer both beginner and experienced Santas the opportunity to mix and mingle. In this article, Phil Wenz describes his job playing Santa Claus. Wenz has been dressing up as Santa Claus for nearly 50 years. As a teenager, he dressed up as Santa to visit patients at a local hospital. He continued to play Santa in parades and other events, eventually landing a full-time Santa job at a Christmas theme park in Dundee, Illinois. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Real Estate; Financial Services; Housing; Marketing; Sales Occupations; Inspection; Office Occupations; Maintenance; Insurance; Occupational Information; Qualifications

Abstract:
Millions of people buy and sell homes each year. And because these transactions are often complex, many home buyers and sellers turn to workers who can help with the search or the sale--or both. From preparing to put a home on the market to filing the sales documents, many workers are involved in helping a home change hands. Other key industries that employ workers involved in home-sale transactions include banking and insurance. This article focuses on eight occupations--including home inspectors, loan officers, and title examiners--whose workers provide services for buying or selling a home. The first section has details about these workers' job duties and includes data from the Bureau of Labor Statistics (BLS). The second section describes pros and cons of the work. The third section explains how workers prepare for these occupations. And the final section gives sources for more information. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Energy; Power Technology; Facilities; Employment Opportunities; Occupational Information; Credentials; Qualifications; Scientists; Engineering; Technical Occupations; Skilled Workers; Building Trades; Paraprofessional Personnel; Income; Employment

Abstract:
In the search for new energy resources, scientists have discovered ways to use the Earth itself as a valuable source of power. Geothermal power plants use the Earth's natural underground heat to provide clean, renewable energy. The geothermal energy industry has expanded rapidly in recent years as interest in renewable energy has grown. In 2011, the U.S. Bureau of Labor Statistics (BLS) counted about 1,050 jobs in geothermal power generation. And the Geothermal Energy Association estimates that there were about 5,200 jobs directly related to geothermal power production and management in the United States in 2010. Geothermal energy production is expected to continue to grow, and with it the demand for workers in associated occupations. This article describes geothermal energy and career opportunities in the industry, focusing on geothermal projects that generate electricity for power grids. The first two sections explain geothermal energy and how it works, and the third section discusses the different steps necessary to construct a geothermal plant. The fourth section highlights occupations that are critical to the geothermal industry. Each occupational overview includes information on job duties; occupational wage and employment data; and the credentials needed to work in these occupations, such as education, training, certification, and licensure. Sources for more information are listed at the end of the article. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Physical Fitness; Physical Education Teachers; Career Development; Qualifications; Occupational Information

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This article presents an interview with Tammy Kenney, who teaches a yoga-Pilates class in several different gyms. In this interview, Kenney talks about her career as a group fitness instructor and gives her best advice for someone who wants to teach group fitness.

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Administrator Education; Business Administration Education; Alumni; Graduate Surveys; Job Satisfaction; Research Reports; Employment Opportunities; Employment Potential; College Outcomes Assessment; Work Environment; Educational Benefits; Educational Attitudes; Masters Programs; Longitudinal Studies; Annual Reports; Compensation (Remuneration); Salary Wage Differentials; Occupational Information; Cohort Analysis; Scheduling; Input Output Analysis; Task Analysis

Abstract:
How successful was the class of 2012 at securing employment after graduation? What does a "typical day" of work look like for graduate business school alumni? What impact do job tasks and work environments have on job satisfaction? How do alumni assess the value of their graduate management degree? The findings in the 2013 Alumni Perspectives Survey report answer these questions and others that address current economic and regional trends affecting alumni of MBA and other business master's programs. The Alumni Perspectives Survey, conducted in September 2012 by the Graduate Management Admission Council[R] (GMAC[R]), is a longitudinal study of respondents to the Global Management Education Graduate Survey, the annual GMAC exit survey of graduate management students in their final year of business school. This 13th annual report includes responses from 4,444 alumni who graduated from the classes of 2000 through 2012, including 834 members of the class of 2012. (Contains 16 figures, 8 tables and 61 footnotes.) [Contributions provided by Paula Bruggeman, Veronica Sinz, Gregg Schoenfeld, Michelle Sparkman Renz, and Lawrence M. Rudner.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Graduates; Labor Market; Competition; Work Environment; Occupational Information; Job Skills; Employment Qualifications; Communication Skills; Interpersonal Competence; Problem Solving; Teamwork; College Curriculum; College Students; College Faculty; Supervisors; Role Playing; Class Activities; Education Work Relationship; Student Behavior; Learner Engagement

Abstract:
Recent college graduates are entering a competitive workforce that demands strong communication, teamwork, and problem-solving skills. However, many recent surveys and reports describe college graduates as deficient in these skills. For two courses at separate institutions, we each framed a course as a job, playing the role of a supervisor or employer rather than a professor. We prepared an employment contract rather than a syllabus, and created assignments and class activities that required students to explicitly consider how their college experiences might apply to the workplace. Students at both institutions thought the framing was interesting and fun, and thought the professors should continue to frame future courses as jobs. As instructors, we found that students were more professional, prompt, and detail-oriented. It also provided us with multiple opportunities to engage students in serious discussions about transitioning to the workplace upon graduation. (Contains 5 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Occupational Information; Collegiality; College Environment; Interdisciplinary Approach; Work Environment; Vignettes; Environmental Education; College Faculty; Employment Interviews; Job Applicants; Job Application; Faculty College Relationship; Values

Abstract:
This paper sets up a scenario about Rebecca, a jobseeker, who is a fictitious composite, a "typical" candidate who wants a position at a college/university. A job description is provided. She interviews for the advertised position, and while doing so, she also interviews the university, school/department, and working environment to see if there is a match with her goals. She goes about her own interviewing using observational, interactive, and analytic approaches, which are described. Rebecca had to clarify her goals in terms of interdisciplinarity, collegiality, and the kind of community that she ideally wants. She found shortfalls between what was advertised and the actual program and also the setting in which she ideally would like to work. This is problematic for her, but she is pragmatic and knows she needs a job. The scenario ends with Rebecca exploring her options. This paper will be of interest to anyone seeking an environmental job in academia. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; Data; Information Utilization; Alignment (Education); Labor Market; Computer Software; Demand Occupations; Employment Opportunities; Occupational Information

Abstract:
Community colleges are under pressure these days to produce graduates who can land jobs. But identifying which occupations and skills are in demand is often easier said than done. LaGuardia, a City University of New York campus in Long Island City, is one of 10 community colleges across six states experimenting with software that collects real-time labor-market data, part of a project led by Jobs for the Future, a Boston-based nonprofit group that studies education and work-force issues. The software scours job ads from thousands of online sources, such as job boards, employers' Web sites, newspapers, and government agencies. The tool then aggregates and analyzes the information to produce a database of current job opportunities, including which companies have the most openings and what exactly job announcements say. The technology is relatively new, but an increasing number of state governments, local work-force boards, and economic-development agencies are already using it to try to improve the economy. Higher education has less experience collecting real-time labor-market data, so how far the information could go toward developing and tweaking occupational training programs is still unknown. One goal of the Jobs for the Future project, which began last year, is to evaluate how colleges are using the software, how the data gathered differ from traditional labor-market information, and how the two can complement each other. The state of the economy has made community colleges' pivotal role in training America's work force more important than ever. Nearly 13 million Americans are unemployed, according to the Bureau of Labor Statistics, while many companies have open positions they say they cannot find workers qualified to fill. Almost half of employers report having a hard time hiring, citing applicants' lack of talent and training, a survey in May by the ManpowerGroup showed. Real-time labor-market data might not be the solution, but the software has the potential to help fix the apparent mismatch between colleges' training and employers' needs, proponents say. The new technology may help make training programs more efficient. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Careers; Graduate Students; Career Exploration; Career Choice; Nonprofessional Personnel; Doctoral Degrees; Job Search Methods; Search Strategies; Occupational Information; Career Information Systems; Employment Qualifications; Job Analysis; Phenomenology; Employment Potential; Employment Practices; Educational Attainment

Abstract:
Discussion of nonfaculty careers for graduate students so easily disintegrates into dueling anecdotes. The author describes a story about someone who had to drop his Ph.D. from his resume in order to get a job at all. Stories cluster around both of those poles in the comments section whenever the author has written about nonprofessorial career paths. Anecdotes about alternative jobs for Ph.D.'s proliferate because data are in short supply. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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