Matching Items (392)
ContributorsWard, Geoffrey Harris (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-18
ContributorsBolari, John (Performer) / ASU Library. Music Library (Publisher)
Created2018-10-04
Description
The purpose of this research is to define significant explanatory factors behind gendered differences in career expectations. The data was collected through a survey that was administered to undergraduate and graduate students who are in the beginning stages of their career development. The questions in the survey focused on determining the expectations that college aged men and women have for their future careers on a subjective and objective basis. In addition, the questions were intended to determine gender differences in four explanatory factors including personality, core self-evaluations, work life values, and gender fatigue. Findings from the study coincide with previous research in that women indicated lower career expectations on a monetary and hierarchical basis in the short term and at the peak of their career. The difference in expectations were found to be significantly correlated with gender differences in extroversion levels, beta work values, and gender fatigue, all of which are internal influences that help to explain the current gap in career expectations, and thus the gap in men and women's eventual compensation and advancement. The findings from the study also help to show that different expectations are caused by differences in how people define success. Implications for these findings can be looked at from two different perspectives. For decades, feminist movements were the approach, and equality was the goal. Now that our society claims gender equality, we are at a standstill in progression, even though there are still clear gaps in compensation and leadership positions. This research can be helpful for not only universities advising future graduates, but also companies currently seeking future employees. Recommendations for future direction are based on the findings from the study and the responses of the individuals.
ContributorsHaechler, Amaelia Josephine (Author) / LePine, Marcie (Thesis director) / Kalika, Dale (Committee member) / W. P. Carey School of Business (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
ContributorsOftedahl, Paul (Performer) / ASU Library. Music Library (Publisher)
Created2018-09-29
Description
This creative thesis project aimed to create career development resources that School of Life Sciences majors could use to enhance their college experience, expand the breadth of relevant career options for School of Life Sciences majors, and confront and divert career problems through the implementation of these career development resources. Students encounter career problems when their intention and action diverge. These career problems may cause a student to stop their pursuit of a given career, change majors, or even stop schooling completely. It is the objective of this project to help resolve these career problems by introducing a career development resource flyer that educates the student about a given career, provides coursework to guide a student towards this career path, familiarize students with extracurricular efforts necessary for this position, propose valuable resources that the student can utilize to learn more about the career, and offer a question and answer portion for further career and professional understanding. In order to create these career development resource flyers a variety of professionals, both with and without relationships with Arizona State University were contacted and interviewed. The answers gathered from these interviews were then utilized to create the career flyers. The project was successful in creating five distinct career development resource flyers, as well as a blank template with instructions to be used in the future by the School of Life Sciences. The career development resource flyers will be utilized by the School of Life Sciences advising staff for future exploratory majors, but is not limited to just these students. Aspirations are set to create an expansive reservoir of these resources for future generations of students to access in hopes that they will be better suited to find a career path that they are passionate about and be better prepared to attain.
ContributorsGallegos, Darius Sloan (Author) / Wilson Sayres, Melissa (Thesis director) / Downing, Virginia (Committee member) / DeNardo, Dale (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
The rising age of the Baby Boomer generation has made a significant impact on the workforce, leaving leadership gaps that Generation X is unable to fill. This leaves an opportunity for the Millennial generation to step up and use their strengths and skills to become stronger leaders of the business and sales industry.
To bridge the gap between the growing sales industry there is the ability to properly train Millennials so they are successful and stay within their roles longer. By attacking this problem from a university level by strengthening sales programs as well as having employers understand and respond to needs of the Millennial generation, this will create an overall successful Millennial salesperson that will stay with their employer long term.
Strengths and weaknesses of this generation are also important to understand. Millennials are known to be tech-savvy, open-minded, collaborative, and connected, resourceful networkers. They also carry weaknesses and stereotypes of being lazy, lacking communication skills, impatient, entitled, and demanding of feedback and work flexibility. From an employer, they expect a large salary as well as a good culture, manager feedback, a mentor, work-life integration, an employer with a social responsibility mindset, and a sense of purpose.
An analysis of 12 sales programs at various universities across the country helped to understand what is being taught and offered to students as well as commonalities and differences that make a strong sales program. Commonalities among these programs include, about 250+ students, high job placement, sales labs, hosting and competing in sales competitions, and a desire to expand and grow their programs. Unique aspects of various programs were partnerships with the sales industry, hosting fundraisers, student ambassadors for the sales program, CRM courses, and internships and competition requirements.
Primary research was conducted to understand various sales development programs from companies in the sales industry. The 12 companies that participated in this research were from Arizona State University’s Sales Advisory Board. These companies completed a survey that provided detailed information of their onboarding and training process as well as their opinions of Millennial employees.
From this research, recommendations were formed for employers,
• creating a collaborative and innovative culture
• A mentorship program
• work flexibility
• continuous learning
• sense of purpose
As for Arizona State’s Sales Program, recommendations include,
• a mentorship program between Sales Scholars and the Sales Advisory Board
• creating a sales lab
• implementing CRM curriculum in classes
• continued support from the Board and alumni of the sales program
To bridge the gap between the growing sales industry there is the ability to properly train Millennials so they are successful and stay within their roles longer. By attacking this problem from a university level by strengthening sales programs as well as having employers understand and respond to needs of the Millennial generation, this will create an overall successful Millennial salesperson that will stay with their employer long term.
Strengths and weaknesses of this generation are also important to understand. Millennials are known to be tech-savvy, open-minded, collaborative, and connected, resourceful networkers. They also carry weaknesses and stereotypes of being lazy, lacking communication skills, impatient, entitled, and demanding of feedback and work flexibility. From an employer, they expect a large salary as well as a good culture, manager feedback, a mentor, work-life integration, an employer with a social responsibility mindset, and a sense of purpose.
An analysis of 12 sales programs at various universities across the country helped to understand what is being taught and offered to students as well as commonalities and differences that make a strong sales program. Commonalities among these programs include, about 250+ students, high job placement, sales labs, hosting and competing in sales competitions, and a desire to expand and grow their programs. Unique aspects of various programs were partnerships with the sales industry, hosting fundraisers, student ambassadors for the sales program, CRM courses, and internships and competition requirements.
Primary research was conducted to understand various sales development programs from companies in the sales industry. The 12 companies that participated in this research were from Arizona State University’s Sales Advisory Board. These companies completed a survey that provided detailed information of their onboarding and training process as well as their opinions of Millennial employees.
From this research, recommendations were formed for employers,
• creating a collaborative and innovative culture
• A mentorship program
• work flexibility
• continuous learning
• sense of purpose
As for Arizona State’s Sales Program, recommendations include,
• a mentorship program between Sales Scholars and the Sales Advisory Board
• creating a sales lab
• implementing CRM curriculum in classes
• continued support from the Board and alumni of the sales program
ContributorsQuinn, Jacklyn Michelle (Author) / Montoya, Detra (Thesis director) / Dietrich, John (Committee member) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
This project was designed to develop resources to highlight diverse career options for students achieving a degree within the School of Life Sciences. Many students have a very narrow view of what careers their degree prepares them for. In addition, if they have a career in mind, they have difficulty selecting an appropriate degree that will prepare them for their intended career. The goal of this project was to provide a broader view of career options, as well as illustrate the requirements each student would need to meet in order to pursue these careers. This was done by interviewing five career professionals and developing a major map that corresponds to the specific requirements of that career.
ContributorsBaber, Ariel Kate Elven (Author) / Wilson Sayres, Melissa (Thesis director) / DeNardo, Dale (Committee member) / Downing, Virginia (Committee member) / School of Life Sciences (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This thesis presents a single source of what students may do during and soon after college to succeed in their careers. It shows what certain steps students should take to increase chances of success and to avoid unnecessary repetition of others' steps and mistakes. One's first full-time work position can be overwhelming and frightening, and navigating a wide variety of resources in addition to all the individual preparation required to begin a position can be a major time waste that increases the overwhelmed feelings. This thesis provides a trustworthy source that pools the outside information and also presents new and valuable data, enabling the avoidance repetition of others' overwhelming experiences. Although every person's experience is different and may require different actions, the information presented allows an understanding of steps and ideas one may benefit from implementing to guarantee or work toward greater success after college. The methods utilized to obtain the information presented are discussed and followed by the key points for students to understand. An appendix follows the bibliography and presents a list of the main directives to students/graduates from each section to enable easy access and understanding.
ContributorsCowsert, Kristin Mikelle (Author) / Van Fleet, David (Thesis director) / West, Mindy (Committee member) / Department of Management and Entrepreneurship (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
ContributorsMarshall, Kimberly (Performer) / Meszler, Alexander (Performer) / Yatso, Toby (Narrator) / ASU Library. Music Library (Publisher)
Created2018-09-16
Description
The Barrett Honors College thesis project is a chance to discover and research a topic that students are truly passionate about, and then share the findings with the Barrett community. The process of brainstorming project ideas and ultimately deciding on a topic is one, which is filled with excitement and curiosity. The topic that is chosen for current research identifies whether career and life satisfaction are competing or complementary factors for executives. The primary reason this particular topic has been selected for the honors thesis is because of the initial interest regarding achieving family and work-life balance in the professional world. The report focuses on the research proposal, methodology of conducting surveys and forming a strong research question, results from statistical analysis, and the implications of this study. As part of the brainstorming process, it is important to understand not only what students' perceptions are of achieving family and work-life balance, but also the American societal stigma of "having it all." After conducting significant research regarding career, family and balancing the two, it is evident that there are societal as well as cultural differences concerning career and personal lifestyle satisfaction. The purpose of this study is to further explore how executives today view the world in terms of overall satisfaction regarding various aspects of their lives including: relationships, family, work hours, vacation and balance, and to determine which factors are most influential in predicting satisfaction. In addition to this, it is also important to evaluate how the results from this research compare to the perceptions existing in modern day society about achieving both career and personal balance.
ContributorsShukla, Shruti (Co-author) / Smith, Erika (Co-author) / Dawson, Greg (Thesis director) / Moser, Kathleen (Committee member) / Dong, Su (Committee member) / Barrett, The Honors College (Contributor) / Department of Supply Chain Management (Contributor) / Department of Information Systems (Contributor)
Created2013-05