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TABLE OF CONTENTS List of Figures & Tables ......................................................................................................................... 3

Figures ............................................................................................................................................... 3

Tables................................................................................................................................................. 3

Contributors & Writers of Plan ............................................................................................................ 4

List of C3’s Visionaries .......................................................................................................................... 5

Executive Summary .............................................................................................................................. 6

Project Background .............................................................................................................................. 8

Timeline & Objectives (Scope of Consulting Project) ....................................................................... 11

Timeline ........................................................................................................................................... 11

Objectives Team 1: Strategic plan ................................................................................................. 12

Objectives Teams 2 & 3: Operational PLan................................................................................... 13

Objectives Team 4: Tactical PLan .................................................................................................. 15

Metrics of Success (Proposed) ....................................................................................................... 15

Research .............................................................................................................................................. 16

Overview & Approach .................................................................................................................... 16

SWOT Analysis ................................................................................................................................ 18

Secondary Research ....................................................................................................................... 20

Trends in Higher Education........................................................................................................ 20

Trends in Industries Hiring Communication Graduates .......................................................... 25

Benchmark Programs ................................................................................................................. 27

Primary research ............................................................................................................................. 28

Focus Groups & Interviews ........................................................................................................ 28

Observations of Key Stakeholders ............................................................................................ 29

Key Findings......................................................................................................................................... 31

Summary of Key Findings ............................................................................................................... 31

Identifiable Problems ..................................................................................................................... 31

Additional Notes & Finding ............................................................................................................ 32

Recommendations .............................................................................................................................. 37

C3 Is Integral to CMST .................................................................................................................... 37

Key Players During Start-Up Process ............................................................................................. 37

Mission ............................................................................................................................................ 38

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Physical Operation Mission ....................................................................................................... 38

Communication Virtual Community ......................................................................................... 38

Objectives ........................................................................................................................................ 39

Objective 1: Focus on Solving Current Students’ Needs (Invest in Students’ Success) ......... 39

Objective 2: Invite Alumni to Meet and Connect with Students and Teachers ..................... 39

Objective 3: Support Academic and Professional Confidence ................................................ 40

Objective 4: Remain Flexible to Students’ Needs .................................................................... 40

Objective 5: Support Transfer and International Students ..................................................... 40

Implementation Guide ....................................................................................................................... 45

Objective 1: Maintain Stronger Connections with Alumni through C3 ...................................... 45

Objective 2: Effectively Communicate with Students About C3 to Increase Use of Services ... 45

Objective 3: Utilize Advertising Strategies that Increase CMST Student Involvement in C3 .... 45

Communication Channels and Media ........................................................................................... 46

Logo and Branding .......................................................................................................................... 47

Operational Set-up ......................................................................................................................... 48

Website (CVC) ................................................................................................................................. 50

Timeline (5-Year) ............................................................................................................................ 57

Advisory Board ................................................................................................................................ 58

Benchmarks of Success ...................................................................................................................... 59

Metrics of Success (Recommended) ............................................................................................. 59

Conclusion ........................................................................................................................................... 60

References ........................................................................................................................................... 62

Works Consulted ................................................................................................................................. 64

Appendixes .......................................................................................................................................... 70

Appendix A: Comprehensive SWOT List........................................................................................ 70

Appendix B: Benchmark Programs (EXPLORED) ........................................................................... 73

Appendix C: Useful Resources ....................................................................................................... 75

Appendix D: Focus Group Protocol ............................................................................................... 76

Appendix E: Additional Findings .................................................................................................... 78

Appendix F: Methods of Institutionalization ................................................................................ 80

Appendix G: Additional Figures ..................................................................................................... 82

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LIST OF FIGURES & TABLES

FIGURES Figure 1. Project Timeline ---------------------------------------------------------------------- 11

Figure 2. Research Process --------------------------------------------------------------------- 16

Figure 3. Student Preparedness --------------------------------------------------------------- 23

Figure 4. NACE Survey Results, 2014 (Adams, 2014) ------------------------------------- 25

Figure 5. Survey of Hiring Managers - Recommended Courses (Engstrom, 2016) 26

Figure 6. New Saluki (International Student) Welcome Event ------------------------- 41

Figure 7. Coordination/Types of Workshops for International Students ------------ 43

Figure 8. Coordinating Internships with ICE ------------------------------------------------ 44

Figure 9. Communication Flow Diagram for C3 ------------------------------------------- 46

Figure 10. C3 Logo -------------------------------------------------------------------------------- 47

Figure 11. Color Schema for Branding ------------------------------------------------------- 48

Figure 12. C3 Bureaucracy ---------------------------------------------------------------------- 49

Figure 13. Website Visitor Info Flow --------------------------------------------------------- 50

Figure 14. Website Menu Options ------------------------------------------------------------ 51

Figure 16. Sample Operational Set-up ------------------------------------------------------- 82

Figure 17. Website User Interaction (Flow) ------------------------------------------------ 83

TABLES Table 1. SWOT ANALYSIS (TOP 5) -------------------------------------------------------- p. 19 Table 2. Recommended 5-Year Timeline----------------------------------------------- p. 57

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CONTRIBUTORS & WRITERS OF PLAN This strategic plan (consulting report) is written by the parties identified below in partial fulfillment of the requirements for CMST 483: Studies in Organizational Communication, taught by Dr. Craig Engstrom. It is presented to Dr. Craig Engstrom (the client) in fulfillment of the consulting plan contract that was initiated in the memo of understanding. The memo was produced and agreed upon by each team at the beginning of the consultancy. In addition to the presentation of findings, this shall constitute the final deliverables and termination of the initial agreement. The parties responsible for producing the contents of this plan have signed below.

OJ Duncan Kenzie Eveland Pamella Farrell Ashley Hughes Chaundia Jones Mako Kosugi Alexa Miller Grace Parace Alexis Pickles Mariana Pilon Desiree Smith Bailie Stowell Hannah Sweitzer Katelyn Tobin Jacob Young

Desiree Smith, Kenzie Eveland, Chaundia Jones, Katelyn Tobin

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LIST OF C3’S VISIONARIES

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EXECUTIVE SUMMARY This plan, which offers both strategies and tactics, outlines the vision, scope, objectives, implementation strategy, and organizational structure for the Communication Career Council (C3), a proposed start-up organization in the Department of Communication Studies at Southern Illinois University Carbondale. Our plan sets forth realistic strategies and tactics for an organization that will come into existence in an environment of resource deprivation and faculty attrition. If implemented correctly, this plan will have tangible and useful benefits for students with minimal faculty intervention and, within one year, serve as an attractive opportunity to students thinking about majoring or minoring in Communication Studies.

Picture 1. Mako Kosugi, Hannah Sweitzer, Alexis Pickles, Mariana Pilon

Our consulting teams were given the initial task of developing a comprehensive strategic plan for an organization that would provide career guidance for students by students in a center format. However, following the completion of a comprehensive SWOT analysis, analysis of secondary research of trends in higher education, industries hiring communication graduates, and benchmark programs, and analysis of primary research drawn from interviews, focus

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groups (57 participants), and observations with key stakeholders, we determined that the best approach would be to form a loosely structured council that would achieve the following mission: improve the hireability of CMST students and alumni through career workshops and training, networking opportunities, job search support, and relevant informational resources. We believe the greatest strength of this brief mission is that it is specific enough to provide accomplishable objectives year over year (as we outline in this plan); however, the mission is broad enough to allow for scalability and adaptability of the organization as resources and student interests/needs shift over time in the uncertain and dynamic climate of higher education. We recommend that C3 be a registered student organization (RSO) operating as the National Communication Association Student Club (NCASC), since the structure for this organization is already in place and can be reinstated as an active organization relatively easily. This would allow the organization to also request funds from the student activities fee. A key benefit of it being affiliated with the National Communication Association is that it will give C3 legitimacy in the eyes of potential and current communication students. Our primary recommendation related to the actual operation of the council and implementation of key objectives is to form the council with a competitively selected executive board, who will be hired by the organization’s adviser and graduate students. This board will then coordinate activities and plan events using ad-hoc teams formed by active, non-executive members called career peers (see organizational chart, Figure 16). In fulfilling the mission of the organization, the executive team will primarily focus on the following objectives-oriented tasks:

(1) updating and maintaining a C3 website (www.siuc3.com; www.siuc3.online); with useful information for majors related to career and course planning,

(2) maintaining a list of alumni advisers willing to provide a variety of career services, such as conference calls, on-campus talks, one-on-one career guidance, etc.

(3) planning an annual networking event in the fall for all CMST undergraduate majors, with breakout sessions for transfer majors and international student majors,

(4) planning an annual networking event in the spring for all transfer students or majors, (5) coordinating workshops or other services (e.g., peer-to-peer advising or curating online

training resources) for students who need assistance, (6) identifying and distributing relevant information about all-campus career events and

resources available to students via various communication channels. In this plan, we provide specific suggestions and recommendations that will guide the development of C3 through its first five years. Questions and inquires related to this project should be directed to Dr. Craig Engstrom, assistant professor, Communication Studies, SIUC, 1100 Lincoln Drive, Carbondale, IL 62901 | 618.453.2249 | craig.engstrom@siu.edu.

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PROJECT BACKGROUND

The idea to develop and write a strategic plan for a Communication Career Council (C3 or C3), originally conceptualized as a center, arose from informal conversations with SIUC Department of Communication Studies faculty and students as well as observations of various department activities that have been developed over the years with varying degrees of success and sustainability.

Conversations with undergraduate students suggest that a commonly shared complaint is that they receive poor academic advising and that the SIU Career Center, although helpful in identifying possible career paths/majors or interview preparation, provides too generic advice regarding résumés, job search, and networking opportunities for students majoring in Communication Studies. While the department may have little control over academic advising, ongoing conversations with students suggest they want more advice about which courses would help them prepare for specific jobs, not necessarily which courses they need to graduate. They feel that this information is not available or, if it is available, not easily accessible. Some

formal structure of information distribution and internal advising related to careers could mitigate this problem. Another complaint, particularly by students specializing in organizational, interpersonal, intercultural, and persuasive communication, is a lack of co-curricular activities within the department that would allow them to use or showcase their knowledge, skills, and competencies. In the recent past, NCASC has provided an alternative to PRSSA and Kleinau Theater to these students. Unfortunately, NCASC is no longer active; however, it can easily be resurrected with focus on professional development. This organization, staffed by students who need to develop a portfolio regarding their organizational communication and human resource potential, could be tasked with developing in-services, inviting guest speakers, distributing information about relevant courses and activities, as well as maintaining a website that provides useful career information to current students and alumni.

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Picture 3: Mako Kosugi, Hannah Sweitzer, Alexis Pickles, Mariana Pilon

The department has undertaken an effort in recent years to better track its graduates and to provide more career preparation and networking opportunities for its current students. In spring 2016, for example, the department hosted its first-ever Communication Day. This event profiled an alumna and provided some career directives to undergraduates. Currently faculty are preparing a follow-up to this program called Communication Alumni Weekend (spring 2018), which will be an even bigger event. However, the department also used to host Brand U, an event that offered professional development training and guest speakers over a weekend for students across SIUC. To ensure greater participation from current students and institutionalization of future events, an organization like C3 could be involved in the implementation and planning. What is more, students interested in careers in event planning could obtain skills and a résumé line or two by being involved in the planning and implementation of the event. While students do have their complaints, there are also many things they like about the Department and the Communication Studies and degree, notably the fact that there are a lot of courses to select from, engaging and encouraging faculty, and the communication degree’s transferability to many different industries and professions. Many see our students and alumni, such as D.J. Jeffries, Jimmy Ellis, Meagan Oestry, Phil Riggs, Kaci Huelsmann, and Libby Spellman, landing lucrative careers with top companies in professions as varied as human resources, digital media, management consulting, event planning, and financial services. In some cases, students are not aware of the excellent resources and information CMST provides (such as the brochure highlighting alumni and their careers). Students want more media about alumni, from podcasts to videos. C3 can play a part in distributing information and producing such material, providing valuable portfolio material for its producers.

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The idea to start C3 was born out of recognition of the above complaints and positive suggestions. It was initially conceptualized by Dr. Craig Engstrom to develop a stronger course-to-career (C2C) pipeline, to ensure the department better utilizes its amazing alumni network (and stays connected), to address current students’ wishes to have more career counseling specific to communication studies, and to provide a useful recruitment tool (the existence of a council that is run by student for students could be a selling point to students). Recognizing that organizational planning and organizational resource development is best achieved through collaboration with all potential stakeholders, Dr. Engstrom asked students enrolled in the Organizational Communication (CMST 483) capstone course in spring 2017 to work in teams to develop a strategic plan for C3. The strategic planning process constituted the semester-long project and involved students learning about all aspects of strategic planning, including writing a formal strategic plan based on research and analysis. Students demonstrated competencies by producing actual strategic plans and presenting their formal plans in a competitive format. All reports have been synthesized together into this final strategic plan, which is now the formal operating paper that will be used to guide the start-up of C3. In short, the C3 concept was born out of its very mission: give students an opportunity to obtain the knowledge, skills, and competencies needed in the workplace, a platform for showcasing these skills, and tangible products to add to their portfolio to demonstrate these skills. These student–consultants have provided excellent insights to produce a C3 that is realistic and achievable in today’s current climate of resource deprivation and declining student enrollments at SIUC. Invested in the long-term success of the department and its current students, future students, and alumni, the students listed on the contributors’ page played an integral part in setting forth the plan described herein. Their efforts far exceed expectations.

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TIMELINE & OBJECTIVES (SCOPE OF CONSULTING PROJECT) During our client intake we proposed that, over a four-month period, four teams would produce a strategic plan with tactical and operational components. This plan was to be based upon initial secondary and focus group research (presented in next section). We have accomplished all the required components by the mutually agree upon times and with minimal deviation from our initial memoranda of understanding.

TIMELINE

Figure 1. Project Timeline

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OBJECTIVES TEAM 1: STRATEGIC PLAN Team 1 was tasked with preparing this strategic plan. Initial intergroup discussion, interviews, and focus group data suggested that Communication Studies students (1) feel unprepared to enter the workforce, (2) current resources provided by the university for career development are not adequate or accessible, and certain stakeholder groups in the department are resistant to change. Objectives seek to better understand the following goals: (1) determine what specific career resources students would like or should be provided to them by the Department Communication Studies, (2) determine how students would like the resources provided (i.e., physical center, website, app, or workshops) and (3) determine which stakeholders would be critical in supporting the changes needed (i.e., who is open to change and who are influencers?). Below are the specific objectives with related deliverables.

• Objective 1: Find out what students need

­ Provide client with suggestions for direction of project ­ Provide client data related to best way to reach students

• Objective 2: Define roadblocks to project implementation ­ Outline key players in project, and who will need persuasion ­ Provide options to overcome roadblocks identified

• Objective 3: Define scope of project ­ Suggest method of developing support ­ Create plan that will explain specific needs to key players (persuasion)

• Objective 4: Determine feasibility of project ­ Determine likelihood of success in current fiscal climate ­ Define key strategic markers in determining success

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OBJECTIVES TEAMS 2 & 3: OPERATIONAL PLAN The strategic plan developed by Team 1 assumes a rather traditional operation of a student-based organization on a college campus, housed within a university department. In many ways, C3 would operate similarly to PRSSA. The department, therefore, already has the organizational technology1 to develop and operate this unit. However, we identified that the department is rather insular, has not traditionally focused on developing cross-unit alliances to benefit its undergraduate population, has not adequately given attention to its transfer student and international student population, and underutilizes technology and social media (please note that this was identified in focus group data and not necessarily representative of our opinion). We also determined an online C3 website would be beneficial because, from our focus group findings and expertise, students want a convenient way to get career-related information (including courses relevant to their careers). Currently, the website cola.siu.edu/communicationstudies does not provide these details, is not engaging, and is hard to update. Teams 2 and 3 were therefore tasked with developing operational plans that focus on how the center could operate in achieving two goals: (1) providing virtual interactions with undergraduate students and (2) providing transfer and international students more experiential learning or networking opportunities. In some cases, the operational plans are more tactical in nature but still provide useful operational suggestions.

• Objective 1: Increase transfer students’ involvement ­ Provide operational ideas to increase transfer student participation and

involvement in departmental activities

• Objective 2: Enhance the department’s open and diverse culture image ­ Increase in-coming international students’ knowledge of courses and

activities within the department ­ Develop communication plan to enhance communication flow between

CMST and other units on campus

• Objective 3: Increase opportunities to increase students’ abilities to obtain jobs after graduation ­ Provide client with valuable program ideas to prepare all

communication students for professional world

1 Organizational technology is all the knowledge, skills, structures, and so on that are used by an organization in to accomplish operational goals. Using Thompson’s (1967) framework, CMST has the techno-structure for mediating and intensive processes. In short, C3 will fit within this techno-structure.

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• Objective 4: Develop operational platform to increase alumni involvement ­ Suggest website features and content that will allow alumni to stay

connected (engaged alumni will meet and connect with students and likely donate more money)

­ Provide suggestions for ways to get alumni to share insider tips about their careers via social media (e.g., podcasts or webinars)

• Objective 5: Develop operational suggestions that demonstrate to students that the department is invested in their professional success ­ Provide operationally guidelines that will allow C3 needs to regularly

produce content, including how-to videos, templates and workshops ­ Provide guidance on how to deliver course-to-career related information

• Objective 6: Develop operation suggestions to make C3 flexible, yet efficient and cost effective ­ Determine which web and social platforms are likely to yield the most

effective outcomes, such as virtual office hours, webinars, etc., so that they can be built into operations early on

­ Provide suggestion on the use of free or existing technology and content, including D2L and information on craigengstrom.ninja

Picture 5. Hannah Sweitzer

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OBJECTIVES TEAM 4: TACTICAL PLAN Early in research we determined that it would be necessary to provide some additional suggestions related to communication strategy. We felt that providing specific tactics would be most beneficial since CMST understands the importance of having communication strategy. By providing specific tactics, however, we would leave the client with tangible, executable, and creative ways to get information about C3 to students in ways that would resonate with them. There are already a lot of great resources on the SIUC campus, such as Career Services, SIU Alumni Association, communication career-relevant Registered Student Organizations (RSOs) on the SIU campus, and engaging department activities; however, many students are often unaware of these resources. Increasing communication through operations (outlined by Teams 2 and 3) and through targeting engagement marketing would yield more opportunities to utilize a nurture marketing strategy.

• Objective 1 ­ Provide client with means of connecting more effectively to alumni ­ Provide client with advertising strategies to increase student, alumni,

faculty involvement

• Objective 2 ­ Provide client with suggestions on how to use multiple media sources,

integrated with operational plans ­ Provide client with useful social media guidelines that can be used to

build a helpful online presence over 5 years

METRICS OF SUCCESS (PROPOSED) We believe that by achieving the above, C3 will have mechanisms for achieving the following (which form the basis of specific measurable metrics for success):

• Student engage with C3 will increase year-over-year

• C3 participants and CMST alumni will have stronger résumés

• Enrollment in CMST degree specializations will increase

• Students and alumni involvement will increase Obviously, these initial metrics were updated after we completed additional research and analysis.

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RESEARCH

OVERVIEW & APPROACH Research was ongoing throughout this project. However, most data were collected during the first seven weeks of the consulting project. Additional data were collected as necessary, especially to support finding and conclusions. The process for research and analysis was conducted as follows: (1) SWOT Analysis, (2) Secondary Research, and (3) Primary Research. As with all consulting projects, research flow was an iterative process whereby a step informed the next step of data collection, which in turn reinforced the previous step. Thus, Figure 2 provides a conceptualization of how this research process ought to be understood. Our approach is commonly referred to as Grounded Theory research that relies on open and evaluative coding of data during the process of data collection and interpretive analysis (Glaser and Strauss, 1967/1999).

Figure 2. Research Process

Overall, data collection followed protocols typical of strategic planning and process consulting as outlined by communication consulting experts Edgar Schein (1999), Sue DeWine (2001), Stephen Beebe, Timothy Mottet, and David Roach (2012), and John Charles and Steve Imam (1980). The SWOT analysis was guided common techniques used in all forms of business, marketing, and executive analysis2 (see Bell & Rockford, 2016; Siciliano, 2016).

2 For a very quick, thorough, and easy-to-understand explanations, read en.wikipedia.org/wiki/SWOT_analysis

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Secondary data was collecting using appropriate research protocols explicated in the Business Writer’s Handbook (Alred, Bursaw, & Oliu, 2009) and Purdue OWL3 guidelines, which have become the de facto protocol in evaluating secondary resources in strategic planning and business writing. Primary data were collected using interview and observational protocols guided by humble inquiry (Schein 2012, 2016), invitational rhetoric (Foss, 2009), focus groups as conversations (Kvale & Brinkmann, 2009), qualitative communication research (Lindlof & Taylor, 2010) and grounded theory (Strauss & Corbin, 1994). Additional works consulted during the research and analysis phase include Kurpius, Fuqua, and Rozecki (1993), Slabon, Richards, and Dennen (2014), Richmond, McCroskey, and Powell (2013), and Cheney, Christensen, Zorn, and Ganesh (2011).

Picture 6. Mako Kosugi and Hannah Sweitzer

3 See owl.english.purdue.edu/owl/section/2/8

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SWOT ANALYSIS SWOT analysis is a planning tool used by organizations in the formulation stage of the strategic management process. Organizational consultants and managers guide individuals through the analysis when preparing strategic plans to identify potential issues that may arise during various stages of the implementation process, including the identification of unforeseen opportunities. SWOT looks at the internal strengths and weaknesses of an organization. In the case, the standpoint of strengths and weaknesses is from the standpoint of the Department of Communication Studies (CMST). SWOT also looks at the external opportunities and threats faced by an organization. Because opportunities and threats can be difficult to conceptualize, some consultants have been relabeling these as unfavorable trends forecast and favorable trends forecast. We will continue to use the OT label, but readers may better understand why our focus is both on the trends within SIU (those external to the department) as well as those external to SIU. We feel that some trends within SIU but external to the department are both favorable and unfavorable to CMST. Similarly, there are general trends within higher education that are a threat to SIU and therefore a threat to CMST. External trends are difficult to control; therefore, the primary focus of our recommendations for C3 is to utilize and build upon CMST’s core strengths. Similarly, we believe our recommendations will limit the risks associated with current CMST’s weaknesses. Strengths and weaknesses should be understood within the context of external trends. For example, higher education faces declining enrollments (Marcus, 2015) and SIUC seems to be declining faster than the 2% average (Merano, 2016). Fewer students overall means fewer students for SIUC. However, a core strength of CMST is that it has a recognizable course-to-career program (Public Relations) and offers courses that students may be seeking to enhance their career prospects (e.g., Business and Professional Communication, Organizational Communication, Persuasion, Interpersonal Communication, Social Media, and Intercultural Communication). As competition for student enrollment in programs increases or programs shutter due to declining enrollment, CMST may be well positioned to pick up new students. C3 will be able to further assist students and promote the value of CMST as a course-to-career program. The SWOT analysis was conducted both pre- and post-secondary/primary research. Teams generated their own comprehensive lists, which were then consolidated into a top-five list that support or justify recommendations. The top five SWOTs are presented in Table 1. The entire list of SWOTs, including links to sources of information, is provided in Appendix A for future reference.

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Table 1. SWOT ANALYSIS (TOP 5)

CMST Internal Environment

Strengths of Dept. for C3 Weaknesses of Dept. for C3 1. Diverse faculty, multi-talented faculty

with a variety of interests 2. Great educators, including graduate

teaching assistants (GTAs) 3. Large number of GTAs provide large

resource pool of motivated students (of similar age)

4. Public Relations as major, PRSSA, and Pyramid provide excellent opportunities for students to get practical experience and stronger resume

5. Flexible programs that allow students to cater their degrees toward specializations of interest

1. Loss of core faculty through attrition in

key undergraduate areas 2. Focus on graduate program priorities

over undergraduate priorities 3. Career-oriented courses, particularly

electives, not being offered due to factors related to 1 and 2

4. Poor distribution of information related to course-to-career offerings, career opportunities, internships, and alumni

5. Lack of RSOs/opportunities for CMST specializations outside of PRSSA and Kleinau

CMST to SIUC / SIUC to External Environment

Opportunities (Favorable Trends) Threats (Unfavorable Trends)

1. Recognition by companies and recruiters that communication competency is an essential skill

2. The current budget may lead significant cuts to student services, creating an opportunity for individual departments to fill the gap (and request $ to do so)

3. Despite common beliefs, the Bureau of Labor Statistics project the greatest areas of job growth will not be in STEM fields (in fact PR is among fastest growth in Illinois)

4. SIUC is still one of the most affordable options for students seeking a campus experience

5. Universities will be encouraged to find alternative revenue streams C3 could one day provide Comm. Consulting services

1. Declining enrollments (and lack of

funding) at SIUC will likely force continued cuts to programs, including to CMST

2. Poor advising support from COLA regarding courses and careers

3. Focus on STEM as best means to career despite some arguments to contrary

4. SIUC is not close to large metropolitan areas, which limits opportunities

5. SIUC amenities and facilities, including the communication building, are aging and potentially hurting recruiting

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SECONDARY RESEARCH During initial client–consultant meetings, three important categories of information and data were determined to be significant to supporting arguments for the needs, relevance, and operational set up C3. Each team procured a significant amount of secondary research data, which was presented to the client during the first and final presentation. The three categories of secondary research are (1) trends in higher education; (2) trends in industries hiring communication graduates, and (3) benchmark programs. As the project progress, we tried to keep up-to-date information and have summarized here only the key take-aways. Appendix A and the Works Consulted paged provide additional reference to sources of useful data and information. Trends in Higher Education There is a significant information available for dissecting current trends and the future of higher education. We therefore concentrated our efforts on information that seems immediately relevant and from credible sources: The Chronicle of Higher Education, The College Board, Inside Higher Education, Washington Post: Higher Education, Huffington Post: Higher Education, and a few educational influencers’ blogs. Based on our research, there are many things to be pessimistic about, especially in Illinois. However, there are also some reasons to be optimistic. Some of the negative trends in higher education, pointed out in the SWOT analysis as to their effect specifically on CMST, are declining student enrollments, public defunding and increased tuition, and greater emphasis on job placement. Declining Student Enrollments Although enrollments in public universities is up overall historically—in 2010, 15% higher than in 2005 and 44% higher than in 1995—rates have declined year-over-year from 2010 to 2014. The share of undergraduate students enrolled in public two-year colleges fell from 44% in 2010 to 42% in 2014. In addition, enrollments at four-year public universities declined from 83% in 2004 to 79% in 2014 (College Board, 2016a). This trend is not likely to be reversed any time soon since the overall population of the United States is declining. According to the Population Reference Bureau (2014),

THE U.S. TOTAL FERTILITY RATE (TFR) CURRENTLY STANDS AT 1.9 BIRTHS PER WOMAN, DOWN

FROM 2.1 AT THE ONSET OF THE RECESSION IN 2007. THIS REPRESENTS THE SIXTH STRAIGHT YEAR

THAT THE U.S. FERTILITY RATE HAS BEEN BELOW "REPLACEMENT LEVEL," THE LEVEL THAT IS NEEDED

FOR COUPLES TO REPLACE THEMSELVES IN THE POPULATION. (PARA. 2)4

4World Population Datasheet (2014).

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As students seek out metropolitan universities for their proximity to companies with internships and job placement opportunities, rural universities like SIUC are likely to struggle (Auman-Bauer, 2017). This is noticeable as student enrollments grow at SIUE and decline at SIUC campuses (SIUE, 2016). Public Defunding and Increased Tuition Rates According to College Board (2016a), “appropriations per FTE [full-time equivalent] student were 8% lower in inflation-adjusted dollars than they were a decade earlier and 11% lower than they were 30 years earlier” (p. 3). In a letter to university employees, SIU President Dr. Randy Dunn (2017a)5 cited a Pew Charitable Trusts study that said that “from 2000 to 2012, revenue per [FTE student] from federal sources going to public, non-profit, and for-profit institutions grew by 32 percent in real terms, while state revenue fell by 37 percent.” President Donald Trump’s so-called “skinny budget” proposed budget cuts to various entities upon which SIUC is reliant, which will exacerbate this funding problem on this campus. In Illinois, the budget impasse has led SIU to make significant cuts to academic and student services programs:

Beyond the $21 million in cuts that campus has already taken, Interim Chancellor Colwell has laid out the framework for where the additional $30

million will come from. In a memo he sent to the SIUC community which followed my Connection column on March 29, Brad listed $19 million in

permanent reductions in areas covered by state-funded accounts: $10 million sweep of vacant positions; $1.5 million from equipment, supplies, and

contractual services; $1 million in campus work opportunities for students; $535,000 travel (eliminating all remaining travel on state dollars); $1.5 million

in reduced physical plant operations; $1.2 million in funding from what are intended to be self-supporting units; $1 million in academic administration

cuts, largely from unit reorganizations; $750,000 from non-academic administration; and operating cuts to these specific functional areas:

$500,000 Information Technology, $465,000 School of Law, $400,000 Library

Services, $166,000 Development and Alumni Relations.

Of course, there is a negative feedback loop. As enrollments decline and defunding accelerates, universities often offset revenue losses by making significant cuts that impact programs, raise tuition rates, and therefore likely accelerate enrollment decline. Greater Emphasis on Job Placement The campus of 2019, according to Dr. Scott D. Miller, (2014) will usher forth the “notion of student as client [and] … pressure [will mount] on college juniors and seniors to secure their first jobs before they walk across the commencement stage” (para. 13).

5 Dunn, R. (2017a, April 26). SIUC System Connection

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Depending on one’s perspective, this could either be approached as a positive or a negative trend. While it is certainly important that students receive a good return on investment (ROI), the focus on job placement is a challenge to SIUC given its location. While students receive a high-quality education that prepares them for careers rather than just jobs and they are given the tools to think analytically and critically, the lack of job opportunities within Carbondale hurts students’ ability to pay for tuition, makes it more difficult to obtain internships and career experiences; therefore, developing courses to career opportunities on campus will be critically important. Obtaining a baccalaureate degree remains a lucrative investment. In terms of payoff for individuals and communities, individuals with higher levels of education earn more, pay more taxes, and are more likely than others to be employed. What is more, college education increases the chance that adults will move up the socioeconomic ladder and reduces the chance that adults will rely on public assistance. (College Board, 2016b).

There are many positive trends in higher education that will further increase potential for success. We believe these are centered around complementary themes of technology advancements, curriculum theory, and student preparedness. Technology Advancements Students come into the classroom with gadgets and devices that enable them to learn. Over time, and with the right kind of guidance, they learn how to use them professionally. Overall, college students are more connected than non-college students, giving them an advantage for obtaining necessary knowledge and skills (Smith et al, 2011). While SIUC may be somewhat behind in deployment and use of technology, meetings with key administrators suggest that improvements are rapidly being made in terms of tracking systems and LMS updates. The LMS updates can lead to more gamification and competency-based learning, as noted below in the section on curriculum theory. In a study by EDUCAUSE, research shows that the flipped classroom, which is the use of online competency-based teaching and use of classroom space for laboratory-type activity:

70 PERCENT OF STUDENTS LEARN BEST IN A BLENDED ENVIRONMENT CONSISTING OF FACE-TO-FACE

LEARNING AND AN ONLINE SUPPLEMENT. PERHAPS “HYBRID LEARNING ENVIRONMENT” IS A BETTER

TERM THAN “FLIPPED CLASSROOM,” SINCE THERE ARE MANY WAYS TO INTEGRATE ONLINE

LEARNING INTO TRADITIONAL CLASSES WITHOUT ENTIRELY CHANGING THE TEACHING PHILOSOPHY. SIXTY-FOUR PERCENT OF STUDENTS AGREED THAT “TECHNOLOGY ELEVATES THE LEVEL OF

TEACHING,” AND 68 PERCENT ARE SATISFIED WITH THEIR PROFESSORS’ USE OF TECHNOLOGY.6

6 Daly, J. (2012)

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We are aware that this model is going to be tested in CMST 280: Business and Professional Communication sometime in 2018. C3 can be used to develop additional outside-of-class, co-curricular activities using blended formats. Other technology advancements, such as further development of faster compression speeds, lower-cost streaming options, freemium video platforms, editing tools, and so on will allow teaching and learning to take place asynchronously. Student Preparedness Although there are data that suggest students are unprepared for work by their own and hiring managers’ assessment7 (see Figure 3), there are reasons to be optimistic. Because of the changed in both technology and curricula, students are now entering the world of work with greater technological savviness that their predecessors which, overall, will make them more competitive for jobs. C3, as noted, can focus on developing soft skills and provide on-campus opportunities for students to develop their resumes and portfolios in preparation for careers in human resources, training and development, and even planning.

Figure 3. Student Preparedness8

7 Bridge that gap… (n.d.) 8 Ibid.

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Curriculum Theory Gamification and competency-based education using predictive analytics are the biggest trends in education9 likely to have a positive impact on curriculum at SIUC. Currently, SIUC is developing a predictive analytics platform for advising students and D2L offers many of these functionalities (interview with administrators). We have provided the definitions of these two trends, which intuitively summarize their value to CMST and C3.

Gamification is the application of game-design elements and game principles in non-game contexts. Gamification commonly employs game design elements

which are used in non-game contexts to improve user engagement, organizational productivity, flow, learning, crowdsourcing, employee

recruitment and evaluation, ease of use, usefulness of systems, physical exercise, traffic violations, voter apathy, and more.10

The most important characteristic of competency-based education is that it

measures learning rather than time. Students progress by demonstrating their competence, which means they prove that they have mastered the knowledge and skills (called competencies) required for a particular course, regardless of

how long it takes.11

If C3 focuses on providing additional training and opportunities around the use of technology, from use of Microsoft Word features to uses of social media platforms, students will be more competitive in the workplace. By embracing advances in technology and curriculum—such as delivering material across multiple platforms including D2L and www.siuc3.com or using MOOCs and meetups, students can obtain can be more prepared without significant increases in time or money on CMST. If more faculty embrace gamification in their classrooms or, at the very least, it provides the model for engagement at seminars and workshops hosted by C3, the payoff will be students learning more about the benefits of gamification, which is used in corporate training.

9 Mathewson, T. (2015) 10 Definition retrieved from en.wikipedia.org/wiki/Gamification 11 Definition retrieved from Mendenhall (2012).

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Figure 4. NACE Survey Results, 2014 (Adams, 2014)12

Trends in Industries Hiring Communication Graduates Of course, the oft-cited National Association of Colleges and Executives surveys of most desirable skills employers are seeking in graduates, consistently places many of the skills Department of Communication Studies (CMST) offers in the top of its ranking (see Figure 4). Additionally, in a similar and more recent study (NACE, 2016)13, employers indicate they are seeking the following reflected on résumé: leadership skills, ability to work in a team, written communication skills, verbal communication skills, and strategic planning skills. NACE survey are often criticized for their emphasis on large corporations’ executive, which will have a bias toward business degrees. Despite this, 25% of respondents in a 2014 survey indicated that they would hire a communication major (Adams, 2014). These data are also supported by some research conducted by CMST faculty Craig Engstrom (2016). In a survey of hiring managers, the top 12 courses that respondents (n=600) indicated that job seekers for generalist positions should take include public speaking (59.2%), leadership (58.2%), business communication (56.7%), and interpersonal communication (53.2%), which was higher than business management (44.4%). See Figure 5.

12 Adams, S. (2014) 13 NACE (n.d.).

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Figure 5. Survey of Hiring Managers - Recommended Courses (Engstrom, 2016)

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Benchmark Programs We defined a benchmark program as a Department of Communication (Studies), optimally housed in a humanities college, with enrollments similar to SIUC or relatively comparable to SIUC (i.e., not the top-ranked state school), and with some form of career council, center, or career-oriented career day/week. However, we did not necessarily adhere to these criteria while conducting searches in order provide useful guidance when brainstorming (see Appendix C). While there are many program from which to choose, most of the recommendations based on benchmarking are form the following three departments:

• Texas State University: commstudies.txstate.edu ­ Has a Center for Communication, Collaboration, and Creativity (C3)14 ­ Host an annual Communication Week to emulate15

• Boston University Communication: bu.edu/com ­ Uses website effectively, specifically with an interactive tool called Career

Pathfinder16

• Penn State University College of Communications Student Council:

comm.psu.edu/current/organizations ­ The department itself may not exactly be a peer institution; however, the CSC is one

from which to take tips and ideas. Additional benchmark programs that were looked at are provided in Appendix C.

14 http://c3.finearts.txstate.edu 15 http://www.commstudies.txstate.edu/In-The-News/commweek.html 16 http://www.bu.edu/com/pathfinder

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PRIMARY RESEARCH To better understand stakeholders’ needs, we went about conducting interviews and focus groups throughout the consultancy. Student focus groups were conducted prior to development of the initial consultancy objectives to provide optimal understanding of the project’s scope. Some teams conducted additional follow-up focus groups as needed. Interviews with key stakeholders were conducted primarily if specific key objectives were developed and implementation strategies being refined. This was critical to ensure we better understood what was feasible and what was not feasible. Focus Groups & Interviews In total, 11 focus groups were conducted with a total of 57 students from various stakeholder groups (e.g., CMST students, transfer students, international students) in groups sizes of 3 to 6 participants. Protocols for focus groups were developed using the concept of humble inquiry developed Edgar Schein (2013), a type of inquiry that aims to get at answers through discussion. After each team generated a list of their objectives and questions, they were merged into a single protocol with the assumption that teams would use the protocol to guide discussions within the broad parameters. This provided greater flexibility during focus groups and allowed teams to answer their specific questions but also cover information useful to other teams. To maintain some consistency, teams agreed to focus their questions on answering two specific pre- and post-intervention needs assessment goals:

1. What is the current state of things (why is there a need for C3)? 2. What is the desired state of things (what should C3 do, and why)?

The combined focus group protocol is provided in Appendix E.

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Observations of Key Stakeholders Significant time was spent doing ethnographic research during the semester, which included observing classrooms, taking notes of informal conversations among students, reflecting on our own experiences, and engaging in pre-text fact finding missions. A pre-text activity involves someone posing to be someone else in order solicit information. In our case, we often called other universities to solicit information and to see how they treat potential students, two samples of this are provided from field notes and conclusions taken from two of the consultants. Consultant 1’s notes:

I called Wingate University as a prospective student and asked for information about career training services they could provide. I was redirected four times

before someone connected me with a woman at The Center for Vocations, Internships, and Career Services. I asked if many students used their services, and they said that students are encouraged to talk to an advisor once a year.

Many students used their workshops and interview preparation days.

My first notes were that relationships need to be developed between C3 and admissions offices as well as the communication studies department to make

sure students are easily and quickly directed to C3, instead of relying on someone else to show them the resource.

Workshops were more popular than one on one services, so a focus on that

may be beneficial. This should be a question in our focus group.

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Consultant 2’s notes:

I called two different college career services center. The first one was Illinois State University. I talked to their Communication Department where they told

me that I would have to talk to the Career Center on more specifics. He did inform me that they have a Communications Studies advisor who works with the career center and two of their students often speak at the center at least

once a month. The career center also offers resume writing, career fairs, mock interview, and induvial comes to each office. Standard stuff.

The second place I called was the University of Michigan. They didn’t have direct communication career center but they did tell me that as a potential student I should consider LinkedIn and Handshake to connect with Alumni.

They also informed me that no one in their office had a communication studies degree but they were “well versed.’’ They informed me to know more about

the communication studies I should reach out to one of the advisors.

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KEY FINDINGS Based upon primary, secondary, and benchmark program research, we have summarized what we believe are the top findings.

SUMMARY OF KEY FINDINGS 1. C3 should occupy a physical space17 with regular office hours 2. C3 should provide virtual, career-oriented and professional development services 3. C3 should be an RSO and forge connections across campus and with other national

organizations for legitimacy and support (e.g., NCASC, SIU Career Services and International Student Programs, Student Programming Council, PRSSA, SHRM, and ATD

4. C3 should be operated as an organization with a faculty advisor, a graduate assistant, student executives (hired, not elected), and career peers

5. C3 should provide workshops, trainings, and events for various stakeholders and should utilize alumni, local professionals, advanced students, and faculty for these workshops (students do not prefer trainings by peers; however, career peers can help develop trainings and events for their resumes)

6. C3 can assist in maintaining strong student and alumni relations

IDENTIFIABLE PROBLEMS We have concluded that students in the department are experiencing several problems, including:

• Lack of career training

• Lack of after-graduation direction

• Lack of clearly defined requirements for major

• Lack of clearly defined timeline for graduating

• Lack of guidance in preparation for graduate studies

17 We recommend an empty office to be the headquarter (e.g., Comm. Bldg. 2213) and the computer lab in the main office to be a primary training area.

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ADDITIONAL NOTES & FINDING Because the key findings from the secondary research is intuitive, we have summarized some of the key findings from the focus group and interview research below. These finding were used to generate the summary of findings above. (In some instances, interesting quotations from focus groups have been provided.)

• The C3 should be a physical center and should run by faculty/professional for the most successful outcome of student use. ­ Students feel a physical center gives them a place to go and they get hands-on

experience with a variety of skills. ­ Students would like one-on-one meetings with professionals ­ C3 should provide professional resume editing and printing services which would

require a physical center

• The C3 could use Alumni as professional speakers to help guide students by sharing their personal experiences post-graduation. ­ Students can benefit from learning about the variety of career opportunities out

there ­ Some alumni ae working in fields different from what they had originally planned, so

it will be helpful for students to hear that their college major does not dictate the rest of their career

• The C3 could hold its own communication job fairs, mock recruiting meetings, and mock interview training. ­ This would expand student awareness on job options available and prepare them for

the job market post-graduation. ­ Job fairs and mock recruiting meetings allow students to meet with recruiters in

person from the very beginning, which can give extra attention to strong candidates ­ Mock interviews will provide constructive feedback, prepare for behavioral-based

interview questions, boost confidence, and help reduce stress and anxiety about interviewing.

• The C3 should offer training and workshops for things like: building a resume, case studies, negotiating salary and benefits, using Microsoft office and other popular software programs, setting up yourself professionally using social media (LinkedIn), and social skills within the work environment. ­ Things like building a resume, case studies, negotiating salary and benefits, using

Microsoft office and other popular software programs would be beneficial not only to make student more aware of the clerical work that goes into getting a job, but also for the hands-on experience.

­ Setting up yourself professionally using social media line LinkedIn to broaden the network of people who could potentially be your boss or coworker

­ Strong interpersonal skills will enable you to talk to and work with all types of people, including managers, coworkers and customers.

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ADDITIONAL NOTES & FINDING, CONT’D

• The C3 could develop its own RSO within the center itself but having the center still run by professionals. ­ Registered Student organizations provide a variety of educational experiences that

will encourage organization members to broaden their knowledge of and increase enthusiasm for their chosen occupational areas

­ Registered Student Organizations centralize, organize and increase student involvement

­ Student activities and involvement help students get involved on campus and increase their knowledge in specific fields

• C3 could also offer some academic advisement such as when is the best time to take certain courses or offer helpful preparation students before taking certain communication courses. ­ To assist students in understanding the requirements and policies necessary to

complete a degree in a timely manner ­ Pamphlets would spell out college policies, curriculum guides and procedures to go

through pre-graduation.

• C3 should be composed of diverse members in terms of age, status, occupations, genders, and race to provide a wide range of advice ­ “I don't like to get professional advice from students who are clearly younger than

me”

• Develop more connections with Alumni association or outside companies to help international students get internship/job opportunities. ­ “I got a job that I have currently directly through that department not through

career service. I have never used career service to get on-campus jobs or looked for internships”

• “More advertising or marketing about Career Fair ­ CMST Senior: “I have never been to career fair.”

• Create more welcome events (including tour, career information, campus event information, and so on) for transfer students on their first day ­ Transfer Students were not involved in school events when they transferred

• Provide students role models of their service and use them for our center ­ Other departments have completely different advisement/career service.

• C3 should use email, such as MailChimp, to stay in contact w/ students. 80%+ indicate this would be most effective.

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ADDITIONAL NOTES & FINDING, CONT’D

• C3 should co-exist with a RSO such as PRSSA. It should also be offered as a class and a

requirement for all communication studies majors. This would motivate students to be involved.

• Handshake is more for bigger Career Centers and most students don’t understand it. The C3 should help students understand why linked in is important and have a LinkedIn workshops.

• C3 should either use email or LinkedIn to reach alumni

• Physical center, but not student run. Can employ volunteer students for experience. This match many of the models that we found in our research.

• Emphasis on workshops. Holding a variety of events throughout the year will help keep students prepared and engaged. Student said they preferred the following types of workshops: ­ Job Fair and Job Fair Prep ­ LinkedIn ­ Negotiating Benefits and Salary ­ Case Study ­ Workplace Social Skills ­ Using Business Programs (Word, Excel, PowerPoint, etc.)

• Timelines for Specific Checkpoints for different students. These can help keep students

on track, and give them a leg up on their competition. ­ GRE ­ When to Start Applying for Jobs

• Website should provide list of helpful classes for specific jobs. These can help students in areas where their advisor may not be knowledgeable in the area.

• Students want a reason to get involved, but they like incentives: Receiving a credit for getting involved, like an RSO, was suggested as well as possibly have a class like the University Studies class, only for seniors to build resumes and learn how to search for jobs

• Things that drive students to be involved ­ Want to have the best resume they can when they leave college. ­ Want to make connections with professors and make friends along the way

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ADDITIONAL NOTES & FINDING, CONT’D

• The best type of social media or way to get in contact with students

• E-mail currently, however students in the focus group said they are less likely to look at e-mail or answer phone calls from SIU after graduating. E-mail was also said to be the best source of contact with them. ­ LinkedIn was not favored by all, students felt that having classes that required them

to make a LinkedIn account was pointless.

• Experience at S.I.U. as an International student looking for jobs: Americans have a very

Americanized, westernized view. International student must work harder for jobs, especially due to paperwork such as green cards, etc.

• S.I.U. offers jobs and sends out paperwork; however, there is no career service.

• Thoughts on Career Service: ­ Very general, but does not cater to specific needs and lacks formality. ­ Lacks proper resume training- resume advice lacks rhetoric & doesn’t cater to

specific advice ­ Not all majors have career centers, so something that offers training in

communication as well as more interactive approaches may be beneficial. ­ Attendance to Career Center is usually required by classes. This is not beneficial as

the career center does not cater to the educational needs of all students ­ For example, one interviewee, who is a science major, went there, and the advice

given was not false for general pretenses, but inaccurate for what she needed.

• What elements of a program/what kind of program would be beneficial to find future careers:

• Specialized Departments

­ Organized Events ­ Qualified Providers that have at least a Master’s degree and/or specialized

professional experience. ­ More professional consultants should be required

• Would C3 be beneficial to other majors as well? ­ C3 could provide different communication skills. Such as telecommunications, i.e.

Microsoft, and professional help, i.e. with interviews ­ C3 would be beneficial if provided at a college-friendly or free budget ­ What kind(s) of career help would be most wanted/needed:

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ADDITIONAL NOTES & FINDING, CONT’D

• For Pre-Graduation? ­ Some international students find experience on campus, but help for when not in

school would be beneficial ­ Help finding on campus jobs would also be beneficial to help find experience that’s

more convenient ­ Help with volunteer and internship opportunities because these forms of

opportunities accommodate with students whom are unable to work and are flexible in timing while still providing hands-on experience that jobs might

• For Post-Graduation? ­ Help finding jobs- It’s important to help with not only professional skills once you

find the jobs, but teaching the skills and resources needed to find jobs; provide guidance with where individuals could relocate to upon graduating

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RECOMMENDATIONS Drawing on the research and in fulfillment of the requirements of our consultancy objectives, we are happy to make the following recommendations, which should accomplish all the key objectives outlined by the client, including preparing students for the world of work, growing enrollment, and better utilizing alumni.

C3 IS INTEGRAL TO CMST While the client approached us to develop the plan for C3, it was necessary for us, as good consultants, to determine if something like C3 was even a good idea. Sometimes it happens that a client’s desired program may not be in its best interest. We are happy to report that following our research and analysis, we have concluded that C3 is not only a good idea, it can play an integral role in the strengthening the CMST undergraduate program. Based on our research, we recommend that CMST, with or without C3:

• Establishes a program of regular workshops to ensure training and student preparation

for careers outside of academia;

• Assist students in preparing for, finding, and securing a career while still enrolled in the university;

• Establish clear requirements for each specialization in the department, as well as suggestions for specific career goals (e.g., Human Resources, Event Planning, Motivational Speaking, Public Relations, Social Media Marketing, Performance Art, NGO Development, and Theater Manager);

• Establish a department specific set of goals and guidelines for students interested in graduate studies, and make them readily available.

Obviously, C3 can be tasked with implementing the above recommendations.

KEY PLAYERS DURING START-UP PROCESS We believe that the three key players in CMST for executing the start-up process and maintaining the integrity of this operation are as follows:

• Faculty overseeing Organizational Communication specialization

• Department Chair of Communication Studies

• Introductory Course Director

• Undergraduate Director Each member would plan an integral role in supporting strategic, tactical, and marketing initiatives, obtaining buy-in from administration to support institutionalization, and procuring necessary resources.

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We have provided a list of notes that may be useful to institutionalizing C3 in Appendix E. We have also provided a sample schematic for the roles specific department members could play in establishing C3 based on the current department configuration in Appendix F. As previously noted, the client’s initial mission of C3 was modified to better support these recommendations research findings be adhering to the following mission.

MISSION

Improve the hireability of CMST students and alumni through career workshops and training, networking opportunities, job search support, and relevant informational resources.

We believe the greatest strength of this brief mission is that it is specific enough to provide accomplishable objectives year over year; however, the mission is broad enough to allow for scalability and adaptability of the organization as resources and student interests/needs shift over time in the uncertain and dynamic climate of higher education. This mission can then be further segmented into two separate missions, the first for a physical operation that includes face-to-face interactions and one for the Communication Virtual Community (CVC). Physical Operation Mission Provide an encouraging and affirming space for students to practice communication career skills through coaching and advising others who need career advice and support. Center operation will provide essential skills that are needed to succeed in today’s ever-changing workforce. Communication Virtual Community Career Peers will provide its patrons with practical training experience, and with ongoing networking opportunities through an interactive online website and social media.

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OBJECTIVES

“I know where the jobs are, but you never know what your starting salary will be. . . learning how to negotiate salary range, benefits, and compensation would be helpful for students entering the job force.” - Ziggy

“When am I supposed to take the GRE, when am I supposed to take these other tests for Grad School? No one will ever talk to me about it…” - Dennis

Objective 1: Focus on Solving Current Students’ Needs (Invest in Students’ Success) Through research we've learned that there is a lack of confidence in students' futures. Through the physical center and the CVC, C3 will help guide students to a career path by finding their passion. It will also provide a one-stop shop of resources organized around a Course-to-Career (C2C) orientation, so students can choose a career of interest, then see specific courses, RSOs, and other specific resources. CVC will also provide access to resources, data, and competency-based learning tools provided through C3 (self-developed) and other on-campus entities (e.g., Career Services). Some of the resources students are looking for are

• Services to prepare students to impress recruiters

• Services to establish a career based social media presence

• Services to negotiate benefits and salary

• Experience working with real-world workplace situations

• Experience and training for using computer programs required by many workplaces

• Networking opportunities with alumni and recruiters

• Assistance with resume writing, printing, and deployment

• Timelines for applying for jobs, graduate school, and placement exams

Students wanted the center to

• Have a physical location with open hours where they could get one-on-one assistance

• Provide workshops to develop skills as a group

• Be run by faculty in the department

Objective 2: Invite Alumni to Meet and Connect with Students and Teachers

• This will address the lack of communication by bridging the gap between Southern

Illinois Students, Alumni and Employees;

• Specific recommendation is to do this through online chats, discussion boards, and video feeds to ensure direct communication, since these are the most cost effective

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Objective 3: Support Academic and Professional Confidence C3 should provide, among other things, course outlines, careers connecting to courses, Career Peer programs that assist, guide, and collaborate ideas, passions, and knowledge to fellow communication majors.

Within five years, C3 should try to develop a virtual database that would be personally tailored to each students’ needs so that it will be more personal and proactive, fit curricula development around competency-based learning and gamification (e.g., collected badges) and will particularly allow highly motivated communication students to enhance their learning process while helping other students (i.e., by being creators rather than just consumers of C3 materials).

Objective 4: Remain Flexible to Students’ Needs We recommend that C3 host the CVC to support online chats with students and peers, provide a tool for virtual appointments (or scheduling in-person appointment), and explaining what peers are and how current, transfer, and international students can be connection with the team of career peers for advising over the phone, live chat, or through video technology. Career peers will be gatekeepers to alumni, maintaining an advisory board and providing student–alumni matches only as necessary and within protocols established by C3 faculty/graduate advisers. Objective 5: Support Transfer and International Students C3 should organize events, coordinate workshops, and identify opportunities for transfer students and international students, who enter the university with unique circumstances. Transfer students need networking support and immediate knowledge of course-to-career options. International students are unable to work off-campus; therefore, identifying or providing unique opportunities for them to build career skills on campus is important. Some ways to accomplish this objective for transfer students:

• Plan and conduct a Saluki Welcome Event for incoming transfer students ­ Integrating with Transfer Student Services to develop a welcome event for incoming

students to meet professors, alumni and current students, including those who were once transfers as well. ▪ Professors will introduce themselves and give a brief description of their courses. ▪ Saluki Ambassadors will introduce themselves and create homophily by sharing

stories about the university and details about the campus. ▪ Graduate students will explain the communication career center and present

themselves as mentors to students for the incoming year, while also introducing previous transfers the students can connect with. They will also welcome and introduce alumni at this event.

▪ The event for CMST students could be coordinated between C3 and Transfer Student Services (or CIE) as shown in Figure 6. This would give it legitimacy and perhaps lower costs.

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Objective 5, Cont’d.

• Establish a mentorship program connecting graduate and transfer students

­ Assigning graduate students to direct a mentorship program for new transfer students through their first year at SIU. This will allow SIU grad students to work in the center and an opportunity to build their resumes, as well as transfer students guidance throughout the year. The new transfer students will be partnered with previous transfer students at the Senior level.

• Partner with SIU alumni ­ Partnering with SIU alumni who earned degrees in Communication Studies is a major

networking opportunity that will provide transfer students with knowledge regarding internships and jobs, as well as emotional support about concerns after graduation.

Additional notes that may be helpful in meeting this objective are provided in Appendix E.

Figure 6. New Saluki (International Student) Welcome Event

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Some ways to accomplish this objective for transfer students:

• Connect international students to professors with experience as international resources

• Establish intercultural training workshops catered to business customs in U.S. Culture (could be useful to ICC specialization students who could do the workshops)

• Partner with international alumni, including those who stayed in the U.S. and traveled back home upon graduation

• Collaborate with another R.S.O.’s. ­ Collaborating with other R.S.O.’s will help international students with legal matters

and documentation, technical skills such as writing and linguistics, general skills/outlines for basic tasks such resumes, specific skills within our department, as well as opportunities such as internships.

• Partnership with Center for International Education (CIE Office)

• Have Interview/resume workshops for international students ­ Bring an expert or graduates as a workshop event to teach international students

how American recruiting systems are different from their countries. ­ Since a few psychology graduate students have already been conducting such events

every semester, C3 should make them one of the official programs.

• Post international student tailored “how-to” videos online via CVC (www.siuc3.online) ­ Create videos available online so students can go to these online programs and find

what they need to learn anywhere anytime. (For example, “Resume101,” “Coverletter101,”” what is CV?” are common names for online courses found on other universities’ websites.)

• Conduct/ post interviews with international graduates/international students currently on OPT to share their experiences and successful stories ­ Conduct interviews with international graduates who are working, international

students currently on OPT, or graduating seniors ­ Collect information about what their jobs are, what they did in college, how they

obtained their current jobs ­ Create motivational and supportive messages to current students

Figures 7 and 8 show outcomes of the above recommendations through strategic partnerships as well as our recommendation on how these relationships could be established and maintained operationally.

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Figure 7. Coordination/Types of Workshops for International Students

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Figure 8. Coordinating Internships with ICE

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IMPLEMENTATION GUIDE The following are the guidelines for implementing the organization, specially focusing on marketing. The key objectives for the marketing plan are as follow:

OBJECTIVE 1: MAINTAIN STRONGER CONNECTIONS WITH ALUMNI THROUGH C3 C3 should use LinkedIn, phone calls, and email to contact alumni During our research, we found that the most effective communication channels to reach alumni would be LinkedIn, phone calls, and email. Each channel would be used to communicate different concepts. LinkedIn would be beneficial to reach out to new alumni and make connections for the department. After C3 has made connections, phone calls and email would be a way to let alumni know about future events and see if they would like to help C3 in anyway. Phone calls would be more personal, so this would be best utilized in the first initial contact, or if C3 would like specific alumni to come run a workshop. Of course, the Speak Easy is a way to communication with alumni; however, we recommend the design be updated to a more contemporary feel.

OBJECTIVE 2: EFFECTIVELY COMMUNICATE WITH STUDENTS ABOUT C3 TO INCREASE USE OF SERVICES C3 should use email, social media, and flyers to reach out to current SIU students about events and meetings Email should be primarily used to provide an in-depth list of events and should be sent in regular intervals. Focus should be on event offered through C3. At the beginning of each semester, these emails should be sent to all students in the department. However, the emails should provide an option for students to “unsubscribe” to the email list if they do not want to participate. This can be done easily through MailChimp, the recommended platform for email engagement. Social media and flyers will be used as quick reminders about meetings and events. There is a possibility to use online programs like Canva.com to easily create posts and flyers that will grab the attention of students.

OBJECTIVE 3: UTILIZE ADVERTISING STRATEGIES THAT INCREASE CMST STUDENT INVOLVEMENT IN C3 Advertise incentives for students and alumni to participate with C3 No matter which communication channel is used, it is important to let students and alumni know how they will benefit from C3. It would be important to advertise what else will be at the meetings and events as well. For example, if there will be free food at the meeting, students will feel more motivated to come and they will still benefit from the content being discussed. This may be beneficial to alumni as well, especially if they are out of town. Another way to

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promote participation of students is to offer a gift card at the end of each semester to the student who participated the most. At the end of each event, C3 could give a survey to get feedback from the event, and a student’s name could get put in the drawing for participating (see sample survey in Appendix.) When communicating to alumni, it is important to focus on the potential benefits they could gain from the experience as well. Some of the possible benefits could be recruiting for their company or the opportunity to say they taught a workshop.

COMMUNICATION CHANNELS AND MEDIA Figure 9 provides our recommended communication strategy and channels based upon type of stakeholder and type of information.

Figure 9. Communication Flow Diagram for C3

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In addition to the above suggestions, recommendations that would help meet the communication objective proposed, we also recommend that, as part of the five-year plan, the following additional recommendations be achieved either through CMST 484: Social Media or with the support of PRSSA. C3 should write a social media plan A social media plan will allow C3 to better understand how to market through social networks more efficiently. This would be best if created after C3 has been open for at least a year. Through this social media plan, C3 can see how effective their content reaches the students. For example, C3 can see what time of day is the best time to post and what types of post get the most activity (shares, likes, retweets, and so on). We recommend utilizing the existing social media channels already available in the department; however, a plan will help determine if separate or integrated accounts would be worthwhile. C3 should create a content calendar that works best with C3’s goals for social media usage A content calendar provides a timeline of when posts should be made on social media networks based off events happening each month (see example social media posts in Appendix). This can go together with making scheduled posts for events. Content calendars are a great tool to keep C3 organized and posting content in a timely manner.

LOGO AND BRANDING The C3 logo (Figure 10) should be used consistently in all branding materials (no border). It was created by Christie Ronnenberg, who can be contacted at lulabel_89@yahoo.com for updates and assistance. Whenever possible, Christie should be credited with its creation. She created the logo and gave us royalty-free access as a kind gesture to her friend Kenzie Eveland.

Figure 10. C3 Logo

© Christie Ronnenberg. Used under license agreement—royalty free.

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C3 should also adhere to the branding requirements of SIU: brand.siu.edu. Note that for online documents, the code #660000 will generate the SIU maroon and in Word, or other processors, the color scheme is RBG 102, 0, 0. All the configurations are provided in figure 11. Figure 11. Color Schema for Branding

Complementary color schemes for this marron color be found at the website from which Figure 11 was taken: colorhexa.com/660000.

OPERATIONAL SET-UP The center should operate in the manners previously recommended. In terms of maintaining a properly functioning bureaucratic system, we recommend the following hierarchy, roles, and channels be created: Faculty advisor, graduate assistant advisor, CEO, VP of Communication, VP of PR/Marketing, VP of Training and Development, and VP of Members. The first semester of operation should be dedicated to hiring staff and writing one-page positions descriptions with specific duties and measurements of success. C3 should operate like a business with hiring and firing authority given to the faculty adviser, graduate adviser, and CEO (with input from other team members). This setup is represented in Figure 12 and assumed Dr. Craig Engstrom will assume this role; however, faculty should be consulted regarding this decision.

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Figure 12. C3 Bureaucracy

While research shows that an effective span of control is 8:1, we would recommend that for every 5 career peers C3 has, there be a at least one executive managing them. Management roles should follow from VP of membership to CEO (see arrow Figure 12). C3 should be a chapter for NCASC for purposes of legitimacy, support, and resources.

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WEBSITE (CVC) We recommend that C3 have an online presence not solely for providing information but specifically for advising purposes. Within five years, C3 should have a functioning portal of information either through its website or through D2L, whichever is determined to be the most cost effective. For branding purposes, we recommend the following URLs, which are available for the following costs: www.siuc3.com $9.99 (one-time purchase)| www.siuc3.online ($5.99 annually). The website should be hosted through Weebly.com, which offers the greatest control of content and functionality of any HTML5 editor and for the best price $150 for two years of hosting (starter package). We highly recommend that for training and development programs, like how-to videos and certifications, D2L (or LMS in use by SIUC) be used. When arriving at the index page of the site, visitors should be taken through the process shown in Figure 13. Figure 13. Website Visitor Info Flow

In terms of menu selection, they visitors should be given options to visit pages related to research, how-to videos, career peers, discussion boards, CVC events, and get involved. Some of these may be best facilitated through D2L. Figure 14

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Figure 14. Website Menu Options

Based on these recommendations, we have begun sketching the user interface for the website, which can be viewed at www.siuc3.weeebly.com. We have provided some sample screen shots from the landing page (index) and the Course2Career matrix pages and sample career page in the unmarked images that follow.

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Landing Page

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Landing page, What’s Your Passion? section

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Explore Careers Matrix (Courses 2 Career)

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Course x Career Samples Page

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TIMELINE (5-YEAR) Year 1. Establish center, refile for NCASC status. It's important to do face-to -face recruiting in Year 1, the information will stick with students better. We suggest partnerships with PRSSA and promoting this in CMST classes. Year 1 is going to use communication channels like email, phone calls and flyers. It is also useful to provide incentives to get students into C3. During Year 1, an executive board should be created as well. Develop working relationship with possible organizations to link with including ATD, MPI, and SHRM. Year 2. Use the resources gained from Year 1. In Year 2, the executive board and partnerships should do the recruiting by themselves. C3 will still be using communication channels such as word of mouth, email and phones calls but in a different way. The emails should be more informative, reminding students what is happening in C3. It is also recommended to hire a professional organization (like us) to create a social media plan in Year 2. Year 3. This should be another big recruitment year for C3. The previous executive board might be graduating, as well as students need to be reminded why it’s important to attend C3. Year 3 will require returning to face-to-face recruiting strategies. CMST faculty, such as the professor of CMST 383 (Interviewing), should be invited to use C3’s services instead of Career Services. By now the social media plan should be completely utilized. Year 4. Year 4 should replicate year 2. A new executive team will need to be hired. C3 should be using face to face communication channels and social media. Year 5. The process would restart again. Seniors will be graduating from Year 1. Now, C3 should be offered as 1–3 credit hour class for Communication Studies students. Email and phone calls should be main channels of communication.

See Table 2 for a timeline of key implementation strategies.

Table 2. Recommended 5-Year Timeline

Operations Time Recruitment Communication

Create an executive board Year 1 Partner with PRSSA, go into classrooms

Email, phone calls to current students

Create a social media plan Year 2 Executive board recruits

Word of mouth, email, phone calls

Create a content calendar Year 3 Get more classes involved, develop complementary assignments

Face-to-face, social media, PRSSA

Year 4 Recruit vis-à-vis previous members

Social media, face-to-face

Year 5 Offer C3 as a class Email and phone calls

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ADVISORY BOARD It is important that C3 develop partnerships with alumni. One way to do this is to have alumni members who would be willing to have their name listed as advisory board members and, at least annually, provide guidance or support. They can also be involved more by offering their services for webinars, events (as guest speakers), and so on. Below is a list of three alumni who have already tentatively committed to serving as an advisory board member.

• Kaci Huelsmann, PHR

• Mark Graff

• Libby Spellman

• D.J. Jeffries

• Andrew Swithin

• David Ranalli

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BENCHMARKS OF SUCCESS

METRICS OF SUCCESS (RECOMMENDED) There are many ways to measure success. While we believe the greatest measure of success will come from the qualitative experiences and general goodwill among students, faculty, and staff the center creates, even if for a small group, it is important to pay attention to quantitative metrics and seek objective data to measure successes. In that regard, we recommend C3 and CMST use the following mechanisms:

• Student engage with C3 will increase year-over-year

• C3 participants and CMST alumni will have stronger résumés

• Measurements directly from class visits and website/social media engagement

• Enrollment in CMST degree specializations will increase

• Students and alumni involvement will increase

• Survey data collected from various courses

• Pre- and post-assessment data taken from courses

• Graduating senior exit surveys

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CONCLUSION We are happy that you, the Department of Communication Studies SIUC, put faith into our consulting teams’ abilities and retained our services. We hope that you will be able to utilize the data we collected, recommendations, and samples to launch this organization and transform the ways students prepare for professional success. Just to recap, we have provided for you the following:

• Research data from 57 focus group participants, SWOT analysis, interviews with stakeholders, and relevant secondary research (including benchmark programs)

• Offered our key findings, which included a summary of our top recommendations

• We suggest C3 will be an integral component in the strategic vision of CMST going forward, especially in an environment of resource attrition

• We supplied you with a new mission statement and key objectives to fulfill this mission

• Offered a comprehensive implementation guide, including suggestions and sample to operate a physical center and a virtual resource center (CVC)

Since implementation is contingent, as we noted, on effective marketing and advertising and useful information distribution, we have developed a sample flyer that you can distribute. (Screen shots below, we will send the PDF version as well.) You should create one for all your specializations. Students’ suggested they’d like a single document that explains courses and course-to-career options. This flyer demonstrates that kind of work we’d be able to do for you, should you like to retain our services. As a full-service communication consulting company, we can offer you these design services. If you do not want to bring us on board for this next phase, we understand. Our plan gives you all the guidance you need to succeed. Thank you. CMST 483 Teams Spring 2017 SIUC

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Sample Flyers Refer to attached PDF we sent with plan for optimal viewing.

Like what you see? You can hire us to produce your marketing.

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APPENDIXES

APPENDIX A: COMPREHENSIVE SWOT LIST The following is a list of the various strengths and weaknesses of the department as well as the external positive and negative trends putting pressure on the Department of Communication Studies with some notes related to implications for CMST. CMST Strengths

• Despite common beliefs, the Bureau of Labor Statistics projects that the greatest areas of job growth during the next 10 years will not, in fact, be in STEM areas: http://www.clydefitchreport.com/2015/07/higher-education-technology-liberal-arts

• Students need a specific expert/mentor to guide them through their college path. CMST does a fairly good job of this when requested—many students do not (but not COLA advising)https://hbr.org/2017/01/your-career-needs-many-mentors-not-just-one

• Faculty has better idea what would be important to showcase on resume than Career Center: http://www.enmu.edu/sample-resume-phrases-and-suggestions

• Diverse faculty, multi-talented faculty with a variety of interests

• Great educators, including graduate teaching assistants (GTAs)

• Large number of GTAs provide large resource pool of motivated students (of similar age)

• Public Relations as major, PRSSA, and Pyramid provide excellent opportunities for students to get practical experience and stronger resume

• Flexible programs that allow students to cater their degrees toward specializations of interest

CMST Weaknesses

• Loss of core faculty through attrition in key undergraduate areas

• Focus on graduate program priorities over undergraduate priorities

• Career-oriented courses, particularly electives, not being offered due to factors related to 1 and 2

• Poor distribution of information related to course-to-career offerings, career opportunities, internships, and alumni

• Lack of RSOs/opportunities for CMST specializations outside of PRSSA and Kleinau

•

• There are currently challenges in finding out who to talk to, and how to find information

outside of the classroom. Creating a single point of contact for students to find out the information and resources they need may increase student engagement. (Innovation); See: https://www.insidehighered.com/blogs/higher-ed-gamma/rethinking-discourses-higher-education-innovation

• Faculty often resist change, fearing that it lessens their impact in the educational process. (Politics/resources) See;

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http://www.changinghighereducation.com/2014/12/barriers-to-innovation-and-change-in-higher-education.html

• Student enrollment at lowest point, though growing in department

http://dailyegyptian.com/58498/enrollment/siu-enrollment-at-lowest-point-since-1965-data-shows/

• Teachers in the Comm. Department are already spread thin because of lack of funding and the lack of teachers within the University digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1083&context=cehsedaddiss

• Department lacks a peer-mentor program scholarworks.sjsu.edu/cgi/viewcontent.cgi?article=7809&context=etd_theses https://communicationstudies.tcnj.edu/alumni-mentor-program/

• As of the 2014-2015 fiscal year, the S.I.U.C. CMST department had a total allotted budget of $1,184,218.89, allowing $36,000.00 for other expenses. http://www.budgetoffice.siu.edu/budget/BBR/FY15_BBR.pdf

• Having an advisor not strictly specializing in Communication Studies (cannot explain what classes are most useful etc. C3 could provide this) http://coas.siu.edu/services/academic-advisement/index.html

External Favorable Trends

• Job Market Shows Improvement for Recent Communications Graduates http://www.journalism.org/2013/08/09/job-market-shows-some-improvement-for-recent-communications-graduates

• The current political environment may lead to even bigger cuts to student services and administration. Creating C3 as an RSO may lead to services that will not be available otherwise. (Politics/Economy): https://www.insidehighered.com/news/2016/11/09/trump-victory-will-be-jolt-higher-education; https://www.nytimes.com/2016/06/04/opinion/higher-education-in-illinois-is-dying.html

• Communication students need more specific knowledge besides their communication skills. https://www.princetonreview.com/college-advice/communications-majors-career-skills : 1. You are a media and marketing expert. ; 2. You are a practiced and persuasive public speaker.; 3. You have strong quantitative and qualitative research skills.

• Job opportunities for alumni after graduation, for the institution and guidance to find outside jobs http://www.communications-major.com/careers

• Students need more Interview training and developing http://www.vanderbilt.edu/career/students/consulting.php

• Not only can C3 help with interpersonal and professional communication skills, but career goals. This can be done through individual career counseling and guidance, workshops, internships, positive community environments, etc. Best colleges offer a list of schools who have some of the top career centers @ http://www.bestcolleges.com/features/best-college-career-services/

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• With the value of higher education growing, C3 could offer encouragement for students all over the world to come to SIU if they are seeking a degree in Communication Studies. http://www.newyorker.com/magazine/2015/09/07/college-calculus

• Recognition by companies and recruiters that communication competency is an essential skill

• The current budget may lead significant cuts to student services, creating an opportunity for individual departments to fill the gap (and request $ to do so)

• Despite common beliefs, the Bureau of Labor Statistics project the greatest areas of job growth will not be in STEM fields (in fact PR is among fastest growth in Illinois)

• SIUC is still one of the most affordable options for students seeking a campus experience

• Universities will be encouraged to find alternative revenue streams C3 could one day

provide Comm. Consulting services External Unfavorable Trends

• Getting a better job after College is a student focus for coming to college (this could also be seen as favorable, but there is a bias toward sciences). https://www.unh.edu/sites/www.unh.edu/files/departments/office_of_the_provost/unh_final_report_on_careers.pdf

• Students need more guidance towards their careers. (Raises costs; however, can be good for C3). https://career.boisestate.edu/whatiscareercounseling

• There is perception that college’s do not help students prepare for full-time jobs, internships do. C3 is a step outside of the classroom that could introduce students to various internships. http://fortune.com/2015/06/16/ryan-smith-internship-advice/

• Enrollment at Southern Illinois University Carbondale for the spring fell 7.4 percent compared to the previous spring, dropping the student population below 15,000. If enrollment rates continue to decrease, then you would think that the college wouldn’t want to fund a communications career center. http://www.washingtontimes.com/news/2017/feb/1/enrollment-drops-at-southern-illinois-university-c/

• Workplace. With college students looking to learn the skills needed to gain jobs, C3

could offer students opportunities to gain interpersonal skills whether it be through workshops or hands-on work experience and leadership opportunities. http://www.forbes.com/sites/jacquelynsmith/2013/11/15/the-20-people-skills-you-need-to-succeed-at-work/#3820bbb564b5

• SIUC is not very close to bigger cities with a lot of communication jobs--decrease http://www.careerbuilder.com/jobs-communication

• Declining enrollments (and lack of funding) at SIUC will likely force continued cuts to programs, including to CMST, Poor advising support from COLA regarding courses and careers, Focus on STEM as best means to career despite some arguments to contrary

• SIUC is not close to large metropolitan areas, which limits opportunities

• SIUC amenities and facilities, including the communication building, are aging and potentially hurting recruiting

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APPENDIX B: BENCHMARK PROGRAMS (EXPLORED) • UMass Amherst – Center for Student Business. The Center for Student Business helps

students get experience working and running businesses throughout the semester. If students ran C3, and worked as consultants, it could just be a center to help students navigate and get help while providing other students with experience. http://www.umass.edu/rso/csb/

• Chaminade University of Honolulu – Club Delta. Club Delta is a student run organization with a faculty advisor. High performing students gain experience by leading workshops and career preparation events for other students. https://www.chaminade.edu/careers

• Wingate University – The Center for Vocations, Internships and Career Services. While it is run by staff, the program could be changed to use students as advisors. The center helps to connect students to alumni, internships, and workshops and help with other career services. It has a large focus on connecting students with alumni and networking. https://www.wingate.edu/student-services/internships-career-services

• College of Humanities and Social Sciences’ career fair specifically for communication

department http://communication.gmu.edu/events/1197

• Hiatt Career center. https://www.brandeis.edu/hiatt/aboutus/employment.html

• Undergraduate Communication Association (AU)

http://www.american.edu/soc/resources/undergraduate-communication-association.cfm

• University of North Carolina http://uncw.edu/career/communicationstudies.html

• Learn to leverage techniques of persuasion to shape opinion, Influence behavior and guide outcomes. http://www.extension.harvard.edu/professional-development/leadership-communication-programs

• USC is the top school for communication in the country, their career development center could be a useful guide in implementing C3. http://annenberg.usc.edu/current-students/career-development

• University of Pennsylvania, another top school for communication with a well-developed career services designed for communication majors. http://www.vpul.upenn.edu/careerservices/undergrad/majors/comm.php

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• Northeastern University’s career development center, featured by college magazine as a top college for the best career services. http://www.collegemagazine.com/top-10-colleges-that-will-get-you-a-job/ https://www.princetonreview.com/college-rankings?rankings=best-career-services http://www.northeastern.edu/careers/

• Following in the footsteps of a University that has already created a center like the C3 center could increase the desirability of students coming there. If they know the center has made a difference at other Universities, they may want to try it out here! https://moody.utexas.edu/ccs

• University of Illinois: ECE Pulse is a student run conference to showcase innovation in electrical and computer technology. If C3 put on a conference every year for aspiring students, we could gain more members to the center. http://pulse.ece.illinois.edu/

• University of Tennessee Knoxville: Aspiring Student Affairs Professionals (A.S.A.P.) is an

organization dedicated to educating students who are interested in a career in Student Affairs after graduating. https://utk.collegiatelink.net/organization/asap/about

• Ohio University: Communication Sciences and Disorders Undergraduate Research Club (URC) is a student led research club that mentors CSD undergrad students in the research aspects of the field. https://www.ohio.edu/orgs/hslsurc/

• Penn State University College of Communications Student Council: http://comm.psu.edu/current/organizations

• LAS Career Services at Iowa State University https://careers.las.iastate.edu

• Have a discussion board where current students can talk to alumni that are thriving in their work environment. http://www.onlinecollege.org/2013/04/17/college-in-common-how-to-maximize-the-potential-of-your-alumni-network/

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APPENDIX C: USEFUL RESOURCES The following is a random list of resources curated throughout the consulting project. They may or may not be useful; however, we have included them in the off chance some might be useful for futures strategic planning workshops.

• The Association for Talent Development: https://www.td.org

• Society for Human Resource Management: https://www.shrm.org/pages/default.aspx

• Career Services: http://careerservices.siu.edu/

• College of Computer Science: http://www.cs.siu.edu/

• Alumni Association Externship Program:

http://www.siualumni.com/s/664/2012/2col.aspx?sid=664&gid=1&pgid=356

• College of Business: http://business.siu.edu/

• College of Agriculture Student Services: http://coas.siu.edu/services/career-services/index.html

• University of Texas LACS: http://liberalarts.utexas.edu/lacs/

• Daily Egyptian (Promotion and advertisement for the center)

• Carbondale Main Street (Local internship opportunity, connection)

• SIUE (Joint career fair, joint workshop events)

• Online Certification Courses (more specific skill development)

• COLA advisement office including Jay Lewis, Susan King, and so on (also promotion);

COLA Dean’s office (for funding), Alumni Associations (for mentoring, advisement); Communication Studies Alumni

• SIU Photography Students (take professional head shots), SIU Human Resources department (speakers), Peer mentors, Career Aptitude Test

• National Communication Association Student Club:

http://cola.siu.edu/communicationstudies/undergraduate/organizations/ncasc.php

• SIU Alumni Extern Program: http://www.siualumni.com/s/664/2012/2col.aspx?sid=664&gid=1&pgid=356

• Public Relations Student Society of America (PRSSA): http://cola.siu.edu/communicationstudies/undergraduate/organizations/ (would not let me go to the actual page)

• SIU Student Affairs: http://studentaffairs.siu.edu/

• Transfer Student Services

• AMA: American Marketing Association (to help market the students, get students involved, etc.

• N.C.A. Career Center: http://www.natcom.org/CommunicationCareerPath

• Center for International Education, Center for inclusive excellence, &/or Student Multicultural Resource center for help working with international students

• Society for Management & Business (S.A.M.) for marketing help & American Marketing Association (AMA) for marketing promotion & tools- both in S.I.U.’s college of business

• Saluki Ambassadors: Program Promotion & Recruitment

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APPENDIX D: FOCUS GROUP PROTOCOL

Objectives. Goal is to determine …

• if students are getting appropriate “field specific” help from their academic advisor

• if other departments have better advisory service/system to help them with career concerns and academic courses

• how students feel about Career Services and if they use an existing career services

• how students prefer to be contacted about career-related events

• if students need more resources focusing on job training and if they feel these resources are adequately covered in class

• how students would like a resource to be available to them

• if CMST students feel they are given the tools to prepare for life after graduation

• if students are confident that their resume and experience will help them get the job

• if they will be interested in keeping in contact with SIU after graduating

• what CSMT can do to remain competitive and grow enrollment against other majors, particularly STEM majors

• how CMST can better adapt to different stakeholder groups

Possible Questions

1. What is your experience of gaining enough information about possible career or any opportunity being international students / _____ major students/ exchange students at SIU?

2. Does your major(department) have own career service? If so, what kind of help do you get? If not, what kind of things you expect any career service to offer you?

3. What is a first resource you use when seeking for career information? Parents? Websites? Old schools? Friends? Career Center?

4. As a student, what (social) media platform do you use the most? Which would you like CMST/C3 to use to contact you?

5. What motivates you to be involved in campus? 6. Do you know what LinkedIn or Handshake are, do you use them often? 7. Have you experienced any roadblocks with how to go about finding a job after

graduation? 8. Follow Up: If you haven’t experienced any roadblocks, would you be willing to help

people who have experienced roadblocks? 9. How can the department help ease your career concerns upon graduation? 10. Follow Up: Based upon answers, flesh out ideas they bring up 11. What are your biggest concerns regarding skills that you've learned to prepare you for

the work force? 12. Follow Up: Probe to find out what they have gotten from current classes 13. If there was an alternative service available to you, what do you think it would should

look like?

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14. Follow Up: If there were a physical center or workshop, would you be likely to use it? If there were workshops would you attend? Would you like videos or text to outline how to prepare cover letters, resumes, etc.?

15. Did you take any classes at SIU that helped you create or build your resume? 16. What classes did you take that you believe helped lead you to find a job? 17. What is the best way to contact you as a student? And will that method still be useful

after graduating? 18. Do you feel comfortable going to your professor about professional guidance? 19. How would prefer an interactive online Communication database? 20. How confident do you feel in your career choice?

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APPENDIX E: ADDITIONAL FINDINGS Communication major is such a broad and useful degree and students increasingly will choose this major for their career. Communication major is such a broad and useful degree and a lot of students increasingly will choose this major for its diversity and applications, meaning that you need to make yourself stand out in your specific concentration. Students need more field-specific mentors with diverse knowledge instead of general knowledge from teachers The first step in developing your board is a rigorous self-assessment. Where are you headed professionally, and what skills do you need to get there? If you’re planning to shift functional roles — from sales to HR, for instance — you may want to seek out a mentor with HR experience. An interview with Ms. Elain Conrad at Center for International Education Office SIU already has an independent organization that hires an expert and conducts interviewing/resume workshops specifically for international students every semester. This workshop is to help international students with a culturally different format of resume and style of interviewing. They use a space at CIE office to do this workshop. However, a lot of students do not know about it, and this workshop is all international students need to catch up with American students in terms of their career preparation. Focus Group conducted with international students in Diverse Majors

• Experiences with professional building and career opportunities: ­ More difficulty finding Jobs: Legalities / Westernized Ideologies

• Thoughts on the career services:

­ Generalized services ­ Lack of formality and Professionalism

• Beneficial services/requirements of general career centers: ­ Specific/Specialized Departments ­ Organized workshops and Training Tools ­ Tools/Skills & Networking ­ Professional/Higher Educated Trainees

• Communication Benefits of C3: ­ Offers Basic Communication Skills ­ Telecommunications, Professional, & Interpersonal ­ Budget Friendly ­ Pre-Graduation: On-Campus Jobs / Volunteer/Internship Opportunities ­ Post-Graduation: Job-Search Skills

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Intercultural Interview with Dr. Bardhan

• Beneficial Training Skills: ­ Adaptability

• Workshops on U.S. Business Culture

• Most Effective Teachers/Teaching Methods: ­ Teachers: Expertise / Professional experience / Research ­ Training Methods: Academic Workshops/Hands-On Training

• Beneficial Partnerships: ­ Career Services Center (Offers general career building services) ­ C.I.E. (Offers legal help) ­ C.E.S.L. (Offers help in linguistics) ­ International alumni (Offers humanistic advice and experience)

• Challenges:

­ Linguistic and Cultural Barriers / Prevents Opportunities ­ Legal Regulations

• C.M.S.T. Dept. Services: ­ Services Offered: 1 on 1 Mentoring / Professors trained in Diversity

• Improvements: Not many specific programs in the Dept.

International Relations Interview with Tina Sickinger (Center for International Educations )

• OPT/CPT and F-1 visa Workshops ­ For international students

• She is willing to be a speaker at C3

­ For communication studies faculties and staffs

• She has experiences in educating faculties on international students’ affairs (including F-1 visa, OPT/CPT, culturally different hiring systems)

• Internship Opportunities ­ Under Elain Conrad

• She can supervise student interns in the fields of Marketing, Social Media, and Advertising ­ Under Tina Sickinger

• Student interns can gain work experience and knowledge of F-1 Visa, OPT/CPT, and any immigration affairs ­ Desk Assistants

• Students who come to C3 have opportunities to apply to work for Center for International Education

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APPENDIX F: METHODS OF INSTITUTIONALIZATION • Integrating Shared Action Learning into Higher Education for Sustainability

http://www.jsedimensions.org/wordpress/content/integrating-shared-action-learning-into-higher-education-for-sustainability_2013_06/

• If we wanted C3 to be an RSO http://getinvolved.siu.edu/start-an-rso.php

• Official LinkedIn account /page/career service. Since SIUC is one of the schools that have

a lot of Alumni connected to the school on LinkedIn, they can create a professional space for students on LinkedIn page. https://www.linkedin.com/school/7703

• A career fair every semester for communication studies majors. The employers could be alumni. Career services at SIU has offered students the opportunity to network with employers since the ‘70’s with their Career fairs. http://dailyegyptian.com/27034/archives/career-fair-opens-doors-for-students/

• An office and a blog run by communication students. Since C3 will be tailored to Comm studies majors, student workers also studying communications would be more helpful to students and even alumni. SIU School of Law has a career services blog where students can find career services information, news, articles, research, tips, and advice. http://www.law.siu.edu/career-services/current-students.html#blog

• Make it an opportunity for one credit hour class

• Make it a Register Student Organization were communication studies majors get a chance for real world experience.

• Cater to international students to create a more diverse, culturally welcoming environment; do this by providing academic resources as everyone is at different levels of education and understanding, connecting with the Center for International Education (C.I.E.) for matters pertaining to both educational and noneducational needs, as well having professional resources that provide job opportunities on a more global perspective.

­ Link to C.I.E.: http://cie.siu.edu ­ Link to beneficial Reasons for working for/with international Students:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-global-perspectives/collegesanduniversities; https://www.internationalstudent.com/study_usa

­ Link to Academic Resource Examples: http://internationaloffice.berkeley.edu/students/current/academics Link to International Work Study/Study Abroad Resources: https://www.livecareer.com/quintessential/college-abroad

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• Implement student involvement in addition to student learning. Help students to learn practical skills within and outside the CMST field, but have students apply their skills by implementing student run workshops, tutor sessions, and design sessions were students can help create the center and design programs for it.

­ Benefits: http://www.academicinfo.net/campus-life/smart-students-take-full-advantage-of-campus-resources http://money.usnews.com/money/blogs/outside-voices-careers/2011/04/29/why-you-should-get-a-summer-internship

­ Example: https://hsatutoring.wordpress.com/category/workshops

• Storrs, E. (2017). Mapping institutional legitimacy in meeting of expanding demand for education. Research In Social Problems & Public Policy, 22193. doi:10.1108/S0196-115220160000022007

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APPENDIX G: ADDITIONAL FIGURES

Figure 15. Sample Operational Set-up

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Figure 16. Website User Interaction (Flow)

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equal opportunity creator that welcomes all students.