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1. Exploring Alignment Between Engineering Students’ Job Plans and Post-Graduation Outcomes

   Rude, L.; Harris, A.; Gilmartin, S.; Sheppard, S. (January 2018, Proceedings of the 48th Annual Frontiers in Education (FIE) Conference, October 3-6, 2018. San Jose, California.)

   This Research-to-Practice Full Paper investigates engineering students’ career goals and intentions regarding organizational settings, and how their goals and intentions relate to their background, learning and contextual measures. Moreover, despite vocational choice and turnover having been heavily studied in the literature, few studies have examined how students’ career goals relate to change in their organizational settings over time and how these perceptions then influence their turnover intentions. To fill in this research gap, this paper explores how organizational setting and respondent aspiration to be in that setting relate to turnover intentions. The paper is based on the nationally-representative, longitudinal Engineering Majors Survey and has a sample size of 350 respondents, characterized as employed and recently graduated (<2y) from an undergraduate engineering program. Respondents are categorized in three different alignment groups (Aligned, Fluid, Unaligned) according to their career goal achievement. Respondents who are currently employed in the type of organization, they had imagined being employed at a year earlier are called Aligned. Respondents who are actually employed in the type of organization (e.g., small versus large firm) to which they stated “Might or might not” be employed a year earlier are classified as Fluid. Finally, respondents, who work in the organizational setting, which they did not want to work in one year prior, are called Unaligned. The paper also determines respondents turnover intentions (Stay, Flexible, Go) related to organizational settings, such as small companies or medium and large companies. Alignment and turnover groups were then compared with each other in relation to background, learning, and contextual measures. Background measures are gender, underrepresented minority status, and first generation to college status. Learning measures are internship experience, and contextual measures are job satisfaction and grade point average. The findings suggest that most of these recent graduates are Aligned and want to Stay in their organizational setting. Employees in small companies are relatively less Aligned and are more likely to Go and leave the organizational setting than are employees in large companies. Respondents who have done an internship are more often Aligned and less likely want to Go and leave their organizational setting than those who have not done an internship. These results suggest that many respondents decide before graduation on an organizational setting and continue to desire the same organizational setting after being employed for some time. Future longitudinal research should compare organizational settings-based turnover intentions with turnover intentions related to specific companies, -as a complement to much of the in literature on turnover intentions mostly refers to leaving specific organizations. Keywords: career decisions, labor turnover intentions, organizational setting, engineering graduates, alignment 

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2. Work in Progress: An Investigation of the Influence of Academic Culture on Engineering Graduates’ Workforce Expectations and Subsequent Work Behaviors

   Eshun, Philippa; Beddoes, Kacey (January 2023, American society for engineering education)

   The supply of civil engineering graduates has yet to meet the demand of civil engineering industries within the United States [1]. The Bureau of Labor Statistics predicted a 7 percent growth within the 2021-2031 decade with about 24,200 job openings available each year [2], but only an estimated 21,561 civil engineering degrees were awarded in the U.S. in 2020 [3]. Furthermore, the COVID-19 pandemic has resulted in employees quitting their jobs at higher rates than ever historically recorded [4]; this has been further observed in the civil engineering industry [5]. A research survey conducted by the Future World Vision showed that employees with less work experience (5 years or less) were most likely to resign from their positions and the civil engineering profession entirely [6]. Previous studies have examined engineering graduates’ retention in their professions as subsets of individual values and circumstance. However, there is limited research analyzing the overarching organizational culture of engineering colleges that may influence the expectations and outcomes of engineering graduates in industry. Organizational culture describes the customs and values unique to an organization [7, pp. 565]. These aspects of organizations can encourage or inhibit organizational success. Schönborn found that “there [were] specific sets of attitudes, values, and artifacts that differentiate[d] successful from unsuccessful companies” [8]. This work-in-progress expands on Schönborn’s findings in hypothesizing that there are specific cultural norms and values adopted by students in engineering colleges that differ from those of engineering industries, and those differences may affect if and how early career engineers successfully transition to engineering careers. 

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3. Internship Experiences Among College Students Attending an HBC: A Longitudinal Grounded Theory Exploration

   https://doi.org/10.1177/1069072721992758  

   Thompson, Mindi N.; Perez-Chavez, Jessica; Fetter, Anna (November 2021, Journal of Career Assessment)

   Internships are a form of experiential learning whereby students can apply and practice their skills in a professional setting while gaining career and life experience. This study explored internship experiences among students attending an Historically Black College and University (HBCU) in the Southeastern region of the U.S. Using Grounded Theory, 18 students participated in in-person small group interviews at Time 1 and 11 participated in follow-up individual phone interviews 1 year later at Time 2. The grounded theory that emerged from the data depicts the process by which students engaged with, and made meaning from, the internship process. Participants are unique individuals with individual and contextual factors that impact the values and beliefs they bring to the internship process. The internship application process is complex, and support from important others, limitations to internship opportunities, and financial considerations impact students’ experiences. These experiences shape perceptions regarding the value of internships, which informs students’ future projections. In combination, the internship process is a process that unfolds over time and in which students’ experiences mutually influence and inform one another. Implications for internship employers and higher education institutions, applications to career theory, and future directions for research are discussed. 

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4. “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition

   https://doi.org/10.1615/JWomenMinorScienEng.2023046383  

   Yang, Jerry; Towles, Joseph; Sheppard, Sheri; Atwood, Sara (July 2023, Journal of Women and Minorities in Science and Engineering)

   Engineering industry internships provide significant benefits for undergraduate engineering students’ careers. First-generation and low-income students (FGLI) are one group of marginalized students who access internships at lower rates compared to their non-FGLI peers; however, the reasons for this gap have not yet been explored in the literature. In this paper, we investigate the internship acquisition experiences of FGLI engineering undergraduate students at a mid-sized private university in the western United States. We conducted ten semi-structured interviews to capture FGLI engineering students’ experiences encountering and navigating the process of obtaining an internship. Our findings highlight the ways in which much of the knowledges surrounding the internship search and recruitment process are implicit and how this implicit hidden curriculum and technocratic culture create structural barriers to internship access for FGLI engineering students. We present a structural critique of internship recruitment through the framework of hidden curriculum and propose that companies and engineering education institutions work together toward transparent modes of evaluation for internship recruitment. 

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5. Reducing Harassment for Women in the Professional Construction Workplace with Zero-Tolerance and Interventionist Policies

   https://doi.org/10.1061/9780784483985.038  

   Sexton, Candice; Zhang, Jiansong (March 2022, Construction Research Congress 2022)

   The construction industry is known for its masculine culture where workplace discrimination, biases, and harassment exist. While interventions such as greater workplace diversity, equity and inclusion programs, and mentoring initiatives are directed toward fostering career engagement and employee retention, women continue to leave professional positions in the construction industry. Using an ethnographic methodology, the aim of this study was to identify and examine the dynamics involved in the perseverance of professional women working in the construction industry. In-depth interviews were conducted, and a qualitative approach toward gathering data was utilized. Consistent questions were posed to the participants primarily through synchronous communications, and specific construction companies and professional women employees were asked to participate. Results suggest that women in leadership positions who previously experienced harassment had male interventionists, and are now serving as the primary interventionists for younger women in their companies. Further results suggest increased women’s participation is realized by forming multiple supportive organizational structures within the construction workplace culture and enacting zero-tolerance guidelines to curb inappropriate or harassing behavior. These research findings underscore the need for further exploration of novel interventional mechanisms toward greater retention of women in the industry. 

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