Despite the rise in scope and role of campus career centers and the role of faculty in career advising, faculty perspectives on undergraduate careers have received minimal scholarly attention. We conducted a qualitative study bounded in a medium-sized R1 institution (i.e., a doctoral university with very high research activity in the Carnegie Classification of Institutions) in the Northeast to examine faculty perspectives on undergraduate career development and undergraduate career services. Eight faculty members participated in semistructured focus groups allowing for in-depth conversations and analysis. Using thematic analysis (Braun & Clarke, 2006), we identified five principal themes: (a) positive impressions of the career center, (b) barriers to faculty engagement, (c) collective responsibility for students' career development, (d) nonlinear career paths, and (e) student perceptions. Results indicate career centers should engage faculty as a constituent group, describe to faculty how centers help students address broad career questions, and tailor resources for faculty. Future research with larger, more diverse, and multi-institutional samples of faculty could expand knowledge in this area toward improved synergy between faculty and career centers in promoting student career development.

中文翻译：

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本科生职业发展和职业中心服务：教师观点

尽管校园职业中心的范围和作用以及教师在职业建议中的作用有所增加，但教师对本科职业的看法却很少受到学术界的关注。我们在东北部的一所中等规模的 R1 机构（即在卡内基机构分类中具有非常高研究活动的博士大学）进行了一项定性研究，以检查教师对本科职业发展和本科职业服务的看法。八名教职员工参加了半结构化的焦点小组，以便进行深入的对话和分析。使用主题分析 (Braun & Clarke, 2006)，我们确定了五个主要主题：(a) 职业中心的正面印象，(b) 教师参与的障碍，(c) 对学生职业发展的集体责任，(d) 非线性职业道路，以及 (e) 学生的看法。结果表明职业中心应该让教职员工作为一个组成群体，向教职员工描述中心如何帮助学生解决广泛的职业问题，并为教职员工量身定制资源。未来对更大、更多样化和多机构教师样本的研究可以扩展该领域的知识，以改善教师和职业中心之间的协同作用，促进学生职业发展。