Increasing Career Confidence through a Course in Public Service Careers

ABSTRACT

Universities, colleges, and their academic programs are under increasing pressure to demonstrate positive job outcomes for graduates. A degree in political science confers on students a host of transferrable skills, but career paths for using those skills are not always clear. We present one method for leveraging the resources of the campus career center in order to increase career efficacy and decision-making confidence. Namely, we present a collaborative course—Careers in Public Service—that offers two career interventions: exploration and skill building. We further present evidence that the course is effective in increasing career self-efficacy and maturity, even for nonmajors interested in public service careers. We conclude with advice for fostering a program-career center collaboration and offering a similar course within political science curriculum.

KEYWORDS:

• Career confidence
• career exploration
• collaboration
• job seeking

Notes

It is important to note that there is a great deal of variation in the experimental results of choice overload. In fact, a meta-analysis of this literature finds that increased choices can in fact be better when decision makers “have well-defined preferences prior to choice” (Scheibehenne, Greifeneder, and Todd 2010, 421). It stands to reason, however, that many, though not all, college students may not have well-defined preferences regarding careers. Thus, choice overload is still quite possible. Conversely, career exploration could help to provide further definition to student preferences, thus allowing them to better capture the benefits of numerous career choices.

The Stockton University Institutional Review Board approved this study on March 6, 2017. A total of 15 students completed the demographic profile and pretest questionnaire.

See the supplemental materials for a syllabus.

See the supplementary materials for a copy of our survey.

There was no such correlation with career efficacy, r(12) = −.40, p = .152.

There was no such correlation with career efficacy, r(12) = −.40, p = .153.

We were unable to complete such an assessment due to the component not appearing in the original IRB application and a change in jobs for the principal investigator.

This, of course, would happen anyway if the course structure is used for the credited portion of an internship experience.

Additional information

Notes on contributors

Daniel J. Mallinson

Daniel J. Mallinson is an Assistant Professor of Public Policy and Administration in the School of Public Affairs at Penn State Harrisburg. His research focuses on policy diffusion, elite behavior, pedagogy, and several policy topics.

Patrick Burns

Patrick Burns is an Assistant Director of the Career Center at Stockton University where he works directly with students, and collaboratively with campus community, toward positive career outcomes. Patrick has an MS in Counseling from Villanova University with a focus in mental health and school counseling. Patrick is a Licensed Associate Counselor in New Jersey, a registered NCDA Instructor, a Global Career Development Facilitator Instructor, a Certified Career Services Professional, and a Job and Career Development/Transition Coach.