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ERIC Number: EJ1132704
Record Type: Journal
Publication Date: 2017
Pages: 6
Abstractor: ERIC
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0737-7363
The Career Pathways Landscape: Policy, Partnership, and Association Impact in Higher Education
Schulte, Marthann; Custard, Holly; Cunningham, Mark; Major, Debbie; Murray, Ashley P.; Stone, Alexandria
Journal of Continuing Higher Education, v65 n1 p64-69 2017
"Career pathways" is the collective term for a workforce development strategy to support workers as they transition from education into jobs. Adopted at the federal, state, and local levels, the strategy increases education, training, and learning opportunities for America's current and emerging workforce. As workers mature, career pathways provide opportunities to improve skills, obtain new credentials, and therefore change or advance into new employment. Finding ways to seamlessly and efficiently integrate career pathways requires unique partnerships among academia, companies, government, and education service providers. This research includes an analysis and recommendation that identifies the state of career pathway and employability initiatives (policy to implementation) in a specific scope of the higher education spectrum. The research, in a targeted outlook, incorporates the current status of higher education degrees as they affect career aspirations and industry readiness. Foci are governmental policies, emerging partnerships, and individual associations that are advancing the career pathways strategy. By combining multiple entities' approach and work, the resulting information better characterizes the need for and creation of career pathways at academic institutions.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A