The Information Needs and Behaviors of College Students Seeking Employment After Graduation

Debates on the effectiveness of networking

Job search networking is defined as "the proactive process of initiating and using informal relationships to potentially benefit one's job search goals" (Wanberg et al., 2020b). Networking intensity is defined as the amount of time expended engaging in networking activities (Wanberg et al., 2020b). Contrary to a logical assumption that increased intensity of one's networking activities would necessarily increase the quantity of job offers someone receives, studies on this relationship have found mixed results (Wanberg et al., 2020a; Barbulescu, 2015). The fluid nature of interpersonal relationships, combined with the changing dynamics of networked contacts' own careers and social capital, make it challenging to draw a straightforward conclusion about the relationship between networking and securing employment.

Online job searching

Online job searching (OJS) has emerged as a popular job search method over the past couple decades. According to Faberman and Kudlyack (2016), as household internet access increased over time, so did the usage of the Internet for job searching. In 2000, 26% of unemployed job-seekers used OJS compared to 76% in 2011.They note, "Prior to the rise of OJS, job seekers had to rely on newspaper help-wanted ads, referrals, offline networking, word-of-mouth leads on jobs, and direct contact with employers to find out about new job opportunities" (Faberman & Kudlyack, 2016, p. 2). Beyond online application portals and job-posting websites, such as Indeed.com, there is also the emergence of social media platforms as sites for exchanging information both formally and informally. The NACE (2023c) reports that the graduating class of 2023 preferred in-person recruiting activities, such as career fairs, but continued to rely heavily on virtual resources in their job search. The top three virtual resources used were job-search websites, employer websites, and social media (NACE, 2023c).

Social networking sites

Social media platforms, such as Facebook, Twitter, and LinkedIn, can be channels through whi ch both informal and formal job-search information exchanges take place (Mowbray et al., 2018). One of the young job-seeking participants in Mowbray et al.'s (2018) study on job-seeking Scottish youth articulates the multifunctionality of social media platforms - both as a place for informal exchanges with friends and for more formal career services' and job-related information pages: "They tend to intertwine in that sense. I mean if I'm on speaking to friends, as you do for that sort of social media, there's nothing stopping me spending 5, 10 minutes just looking at these sites you know. I just use them for both. Mainly just to keep in contact with friends, obviously” (p. 245). The participant also notes that their mother's friends reach out to them through Facebook messenger to share job advertisements they have found. Participants also reported checking companies' Twitter pages to get the latest updates on a business' projects or open positions.

Online databases

In addition to utilizing social media platforms and online job sites, job-seekers also use databases to learn more about different fields or kinds of job positions. For example, O*NET (www.onetonline.org), sponsored by the U.S. Department of Labor and maintained by the National Center for O*NET Development, is an online database managed by research professionals who regularly survey "incumbent workers, occupational experts, analysts, employer job postings, and customer & professional association input" (National Center for O*NET Development, n.d.). Occupation pages include the typical activities of that job, required knowledge and skills, personality traits, the technology used, expected educational requirements, average salary, and an outlook on new opportunities within that occupation. College students would benefit from exploratory tools such as O*NET to help them discover what kind of work they would be interested in. Career preparation, exploration, and planning has a positive impact on young adults' school-to-work transitions (Blokker et al., 2023).

Using AI in the job-search

Artificial Intelligence (AI) is an emergent technology increasingly used by both employers and applicants. Employers utilize AI for candidate screening, personality and skill-based assessments, performance evaluations, and other wellness programs (Mariani & Vega Lozada, 2023, p. 11). Job seekers, particularly students, leverage AI to craft their application materials. A study conducted by NACE (2023a) surveyed college career service professionals about their perceptions of students' AI usage. The results showed that 49% of respondents indicated their students use AI to draft cover letters, and 42% reported students using AI to create their résumés (NACE, 2023a). A Reddit search for using AI in job applications reveals reviews of generative AI tools, with Reddit users discussing the pros and cons of these different tools and weighing the benefits of investing in a paid plan or getting what they need from the free version. College career service professionals express some caution about using AI (NACE, 2023a). However, they do not necessarily discourage students from using it. According to NACE (2023a), nearly a third of surveyed professionals reported plans to conduct workshops with students on how to use AI. This suggests that career services staff are adapting to the new technological landscape and helping students to do the same.

Internet self-efficacy

Confidence in one's ability to use the Internet is called internet self-efficacy. If students feel confident in their Internet skills and capabilities, they are more likely to use it for career preparation (Fetherston, 2019). Fetherston (2019) finds that, "college students' confidence in their ability to use the Internet for career information is critical for taking an active role in career preparation by seeking information online” (p. 336). The Internet contains a vast amount of constantly updated job-related information. If students do not feel confident in their ability to use it, they may shy away from using online job sites or databases. Since social media sites are online, a lack of internet self-efficacy could also limit students' use of social media to find updated information or to build their networks.

Job-search resources available at public libraries

Libraries offer job-seeking activities that prepare individuals for an immediate job search, including résumé and cover letter assistance, one-on-one interview practice, test preparation, and job search and application support (Holcomb et al., 2019). Libraries also offer workforce development services, which focus more on long-term skill development, such as information and referral services, educational opportunities and classes, literacy services, referrals to training or other services, small business development, and skill development (Holcomb et al., 2019). According to the Public Library Association (PLA, 2023), 78% of public libraries provide job and career services and around a quarter of public libraries offer workforce development programs.

On an international scale, the International Federation of Library Associations and Institutions (IFLA) has made it a priority to "promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all" (IFLA, 2016, p. 11). In the European Union every year, "250,000 people find jobs through their public library” (IFLA, 2016, p. 11). Additionally, "public libraries helped 4.1 million Europeans with queries related to employment and further helped 1.5 million Europeans to apply for jobs” (IFLA, 2016, p. 11). While public libraries have not emerged as a top information resource for college students seeking employment, they remain a useful public resource for general job-seekers. That said, if a student is seeking a job in their hometown, their local library may be able to offer local connections or resources that their college, if not local to them, may be less likely to provide.

College career centers and services

Usage of college career services appears to be growing. According to the NACE Student Survey Report (2022), 58% of students reported visiting their college career center at some point during their college tenure. A year later, in NACE's (2023c) survey of 2,300 bachelor's level seniors graduating in 2023, 69 percent engaged with their college career center at some point during their time in college, most often using services such as skills testing, research into employers, and career assessments. Career fairs, in particular, are highly utilized by students. NACE (2023b) finds that, "Career fairs are the number one recruiting activity in which students engaged: 52% of graduating seniors went to at least one in-person or virtual career fair” (p. 2). While overall career fair attendance rates are comparable between 2022 and 2023 graduating seniors, graduating seniors in 2023 attended more in-person career fairs than their 2022 counterparts (NACE, 2023c). This may be because the U.S. has emerged from the height of the COVID pandemic, thus students are no longer limited to only attending virtual fairs due to safety concerns.

The rise of informal career meet-ups are now replacing formal workshops and presentations (Dey & Cruzvergara, 2014). In preparation for a career meet-up, career counselors are assigned to student communities to facilitate "informal discussion circles" (Dey & Cruzvergara, 2014, p. 10). The goal of this approach is to build relationships with students, as trust is critical to being open and receptive to new information. When students encounter information overload, they often rely on "their trusted network of friends, family, and advisors to help them cut through the noise” (Dey & Cruzvergara, 2014, p. 10). Studies on college students from the past 5-10 years similarly reveal that students' job search expectations and career choices are greatly influenced by their close network of family and friends (Aley & Levine, 2020; Smith, 2017). The power of relationship-building is also proven with studies on the effectiveness of mentorship programs, wherein mentors support students’ career self-efficacy and planning by modeling task competency and professionalism; coaching their protege students on how to reach their career goals; and demonstrating an overall investment in students' careers (Renn et al., 2014).

References

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