Overview of Career Development and Hawassa University Career Development Center

The life of a student is an important and dynamic component of tertiary education experience. This is because it provides the students with an opportunity to develop not only academically, but also socially. It is important to note that universities have a responsibility as part of the holistic education of their graduates to prepare students for eventual entry into the work force or entrepreneurship.

In a 2018 global survey conducted by Man Power Group, 45% of employers globally, state that they are not able to find employees with the skill sets they need, the highest this percentage has been in over a decade. In addition to the field-specific knowledge and skills required for the job (technical skills), employers are increasingly looking for employees, both entry level and more senior employees, who have a demonstrated capacity to think critically, communicate clearly, and solve complex problems these skills being considered as important as the candidate’s undergraduate major field.

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Achievements

Staff capacity building trainings

To equip students with the skills needed to thrive in today's competitive job market, the career readiness center offered comprehensive training programs. These sessions were led by experienced staff members who shared their expertise and industry insights. Beyond student training, the center prioritized the professional development of University academic staff. Collaborative workshops and training sessions were organized in partnership with the University and various developmental organizations.

A primary focus of the training programs was on gender and disability inclusion. The center aimed to create a welcoming and supportive environment where all students, regardless of their gender or disability status, had equal access to career opportunities and the necessary resources to succeed. To achieve this goal, trainers were required to adopt an inclusive mindset that recognized the importance of providing equal access to career center services for both female and students with disabilities.

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Staff ToT trainings

Skill-oriented capacity building ToTs were designed and delivered to University staff to enhance individuals' and organizations' abilities to perform achieves goals. It focused on developing skills, knowledge, and attitudes that are essential for success in navigating career path and develop students’ skills.

Major ToTs includes Soft skills, employability skills and job readiness trainings and Digital Literacy Skills, benefited the trainers with improved abilities, more efficient and effective in their roles, resulting in increased productivity. They are also capable of producing higher-quality trainings, leading to better performance.

One round of digital literacy skills, and three rounds of employability skills ToT trainings were organized and a total of 68 trainers were graduated, as indicated in the table below;

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Instructor Seminars and workshops

The university career development center organizes instructor seminars in collaboration with partners. More than 200 (two hundred) instructors and university management has participated. The primary objective of the seminars was to raise awareness among the university community about the ongoing initiatives and their impact, and build a stronger sense of ownership and engagement among faculty, staff, and students.

The seminars were also significant occasions for university management and senior staff to participate and engage with the academic community. Administrators were able to gain firsthand insights into the challenges and successes of interventions, fostering a stronger sense of collaboration and support.

Focus group discussions with females and individuals with disabilities were also conducted to ensure that the interventions were inclusive and representative of the diverse university community. These discussions provided a platform for marginalized groups to benefit from the interventions, share their unique perspectives, challenges, and recommendations.

By actively involving these groups, the center demonstrated its commitment to creating a more equitable and inclusive learning environment that contributed to the overall improvement of the centers training environment.

Career counseling

The center had provided comprehensive career counseling services to individuals who had completed their training programs. Dedicated career counselors had been assigned to guide and support these individuals in their personal and professional development.

When students had sought career counseling, they had actively engaged in refining their resumes, cover letters, and other professional documents. They had also worked on developing their interpersonal skills, communication abilities, and overall professional demeanor. Counselors had provided personalized guidance and advice, helping students to identify their career goals and develop effective strategies to achieve them.

Counseling sessions had been conducted in both one-on-one and group formats. One-on-one sessions had been ideal for discussing personal and confidential matters, such as career aspirations, challenges, and specific concerns. Group sessions, typically involving 2-25 participants, had been particularly effective for addressing common issues, such as resume writing, interview techniques, or industry trends. These group sessions had been held in classrooms or dedicated office spaces, fostering a collaborative and supportive learning environment.

Governance and Oversight

Center governance structure

During its establishment in 2020, the Career Center at Hawassa University adopted an organizational structure that was deemed optimal for efficient service delivery. The center had a structure which is accountable to the president and had its own directorate which other supporting staff at university level and college level. This well-designed structure facilitated effective coordination and implementation of the center's activities.

However, in 2023, the Ethiopian university system underwent a significant reorganization that inadvertently overlooked some relevant offices, including the Career Development Center. As a result of this oversight, the Career Center was restructured and placed under the purview of the Academic Vice President.

The new reorganization had a significant impact on the center's structure and operations. One of the most notable changes was the elimination of supporting members within the center. This restructuring significantly reduced the center's capacity and resources, potentially affecting its ability to effectively deliver services to students and graduates.

But a successful partnership between Hawassa University and developmental partners has a system that fosters collaboration and ensures shared objectives are met. Clear communication channels, shared goals, joint planning, effective resource allocation, and regular monitoring are essential components of this system. The utilization of technology tools, such as document sharing platforms and communication tools, has significantly streamlined the collaborative processes. By adhering to best practices, including regular review, open communication, organizational cultural sensitivity, and flexibility, both institutions have been able to strengthen their partnership and achieve their shared goals.