Hiring CS Graduates: What We Learned from Employers

Computer science ( CS ) majors are in high demand and account for a large part of national computer and information technology job market applicants. Employment in this sector is projected to grow 12% between 2018 and 2028, which is faster than the average of all other occupations. Published data are available on traditional non-computer science-specific hiring processes. However, the hiring process for CS majors may be different. It is critical to have up-to-date information on questions such as “what positions are in high demand for CS majors?,” “what is a typical hiring process?,” and “what do employers say they look for when hiring CS graduates?” This article discusses the analysis of a survey of 218 recruiters hiring CS graduates in the United States. We used Atlas.ti to analyze qualitative survey data and report the results on what positions are in the highest demand, the hiring process, and the resume review process. Our study revealed that a software developer was the most common job the recruiters were looking to fill. We found that the hiring process steps for CS graduates are generally aligned with traditional hiring steps, with an additional emphasis on technical and coding tests. Recruiters reported that their hiring choices were based on reviewing resume’s experience, GPA, and projects sections. The results provide insights into the hiring process, decision making, resume analysis, and some discrepancies between current undergraduate CS program outcomes and employers’ expectations.

Choices of graduates and firms among models of education from employability view

The objective of the article is to evaluate the existence of consonance between the choice of graduates in the area of management and business among the Humboldtian (German) and Napoleonic (French) higher education models and the training required by firms in the hiring process. For undergraduate students, through electronic questionnaires, 281 responses were collected from 06 higher education institutions. For the managers of the human resources area, through the quasi-experimental method, 45 participations were obtained. The analyzes concluded that the majority of students prefer teaching based on the Humboldtian model, while companies prefer students of this model for strategic level vacancies; and students from the Napoleonic model for the operational ones. Operational vacancies predominate in the offer over strategic ones.

Sustaining and Retaining the Diversity Practitioner

The purpose of this chapter is to examine the ways in which an organization or an institution can utilize a diversity practitioner for success. This chapter explores the culture of the organization and what the senior management needs to be mindful of in the hiring process and beyond. The chapter then investigates the practices that should be carried out by the organization that will prompt a practitioner for success. It explores the considerations as the practitioner works in the organization on establishing a quality work environment. With a visible commitment and support of the individual and the expected outcomes, the practitioner will be a critical part of the organization's success. Organizations have to be strategic and intentional about implementing measures to assure the diversity practitioner has the tools they need. The organization has a responsibility to recognize the emotional toll and additional stress of being in the diversity practitioner role. Clear expectations and strategies are offered.

What's Missing From the College Transcript?

This chapter describes a qualitative study of how organizations use information to evaluate and hire graduating students into entry-level positions from one pre-professional undergraduate program. The study investigates how campus recruiters and hiring managers make sense of student job applicants' cognitive, non-cognitive, and technical abilities from data presented in résumés, academic transcripts, and through various interview techniques. The findings provide insight into the opportunities and challenges to incorporating alternative representations of learning—Comprehensive Learner Records—into the recruitment and hiring process. The findings also reveal how information about learning and learners is used to establish pipelines for recruiting and hiring recent college graduates. The study informs the design of future assessment and credentialing infrastructures, with the goal of expanding how “learning” is measured, defined, and represented in higher education to enhance diversity, equity, and opportunity for learners.

“I Assumed It Was a Much Safer Place Than It Really Is”: Nonbinary Educators’ Strategies for Finding School Jobs

People who are nonbinary—one of many kinds of trans identity that do not fit neatly within a man/woman binary—face particular challenges when seeking employment in P–12 schools, which have historically been places where rigid gender norms are strictly enforced. This paper draws on semistructured interviews conducted in 2018 to explore how 16 nonbinary educators navigated the process of finding, securing, and keeping jobs in Canadian and American schools. I found that most participants were concerned about securing a job or potentially losing their job or their safety at work because others might be inhospitable to their gender identity or expression. At the same time, participants had strategies to ensure that they found and kept jobs they were comfortable with, such as investigating a school’s support for queer and trans people, forging positive relationships with administrators and staff, and presenting their gender in particular ways during the hiring process. This study illustrates the limitations of individualistic, tokenizing forms of trans inclusion and reveals the continued prevalence of gender normativity in schools, despite a rapidly shifting gender landscape. While trans inclusion, at least on the surface, may be a selling point for some schools, trans people continue to face barriers when the underlying structures that privilege White, middle-class, cisgender, and heteronormative gender expression remain intact. I argue that, if trans people are to be fully supported in the education workplace, an intersectional and broadly transformative approach to gender justice is necessary.

In the Midst of Hiring: Pathways of Anticipated and Accidental Job Evolution During Hiring

In this paper, we examine the evolution of jobs in the midst of the hiring process: how jobs change between the decision to bring in someone to do a body of work and hiring someone. We analyze data from interviews, observations, and documents about start-up hiring and find that, during hiring, tasks are added and removed from jobs; jobs are abandoned, replaced, and moved; and hiring processes are relaunched. We describe two pathways that this evolution takes: the pathway of anticipated evolution, shaped by the unknown nature of the jobs being filled, and the pathway of accidental evolution, shaped by unanticipated factors surrounding jobs. Although the pathways lead to many of the same immediate consequences, there are differences in the longer-term consequences. Across the pathways, many jobs continue to evolve. On the pathway of anticipated evolution, many job incumbents leave within a year and are not replaced. On the pathway of accidental evolution, the longer-term consequences for job incumbents, structures, and organizations range from stability in structures and incumbents to ongoing conflict and incumbent departure. Not surprisingly, most evolving jobs are new to their organizations, but contrary to common conceptions, job evolution is not the product of managers who lack experience or use lax hiring practices. Our observations provide evidence of the emergent nature of jobs, hiring, and organizations.