Great Expectations–Accenture 2014 College Graduate Employment Survey

The Accenture 2014 College Graduate Employment Survey

Accenture-2014-College-Graduates-Survey-smaller  “The research reveals that many companies are not providing the talent development and training programs expected by recent college graduates. The vast majority of students graduating from college in 2014 (80 percent) expect their first employers to provide them with a formal training program, however, 52 percent of students who graduated from college in the past two years say they did not receive training in their first job. The research also found that nearly half (46 percent) of those who graduated in 2012 and 2013 consider themselves underemployed and working in jobs that do not require their college degrees, up from 41 percent of recent graduates participating in last year’s survey.

The research identifies several strategies for how employers can improve how they hire and develop entry-level talent coming out of college, something that is essential to maximizing the overall “talent supply chain”.

“The survey polled more than 2,000 students and compares the perceptions of the class of 2014 who are preparing to enter the job market, with the experiences of recent grads already in the working world. A similar study was conducted in 2013.”

A Curriculum for the Selfie Generation

The Chronicle of Higher Education

“Students seldom relish required courses. They are often seen as a burden that everyone would rather get out of the way—a bit like flossing.

“Some colleges think they’ve found a solution: They have adopted a curricular approach fit for a generation of oversharers and made the courses all about the students.”

http://chronicle.com/article/A-Curriculum-for-the-Selfie/146873/

Deeply Affecting First-Year Students’ Thinking: Deep Approaches to Learning and Three Dimensions of Cognitive Development

The Journal of Higher Education

“This study estimates the effects of a deep approaches to learning scale and its subscales on measures of students’ critical thinking, need for cognition, and positive attitudes toward literacy, controlling for pre-college scores for the outcomes and other covariates. Results suggest reflection is critical to making gains across the outcomes.”

http://muse.jhu.edu/journals/jhe/summary/v085/85.3.laird.html

Why STEM Students Need Gender Studies

American Association of University Professors

“Gender studies as a field illustrates the potential of interdisciplinary scholarship in today’s scientific and technical university: it can increase the representation of women and minorities in STEM fields and help prepare them to participate in those fields.”

http://www.aaup.org/article/why-stem-students-need-gender-studies#.U44aiC9RGQS