Candy Ho - Academia.edu (original) (raw)
Papers by Candy Ho
International journal of human resource development practice, policy & research., Dec 1, 2023
This article explores the journey of a new faculty member in academia, beginning with their unexp... more This article explores the journey of a new faculty member in academia, beginning with their unexpected transition to faculty life and navigating the tenure-track process. It highlights challenges faced in the early years, with a focus on two contrasting teaching observations. The first observation, featuring unexpected feedback, raises questions about probationary committees and support for new faculty, while the second, marked by collaborative feedback and empathy, underscores the power of constructive engagement. The article provides recommendations for new faculty, encouraging them to foster a supportive community, maintain mentors, trust their instincts, and seek help when needed. Academic leaders, including probationary committee members, are advised to share resources, offer constructive feedback, promote a respectful culture, and actively support new faculty. Senior leaders should facilitate connections, mentorship, foster inclusivity, and review policies for equity, diversity, and inclusion. By implementing these recommendations, institutions can create a nurturing environment where new faculty members feel empowered and valued in their academic careers. This article contributes to the ongoing dialogue on improving the experiences of new faculty members and enhancing the academic culture in higher education institutions.
Journal of College and Character
Canadian Journal of Career Development
This article addresses the challenges faced by graduate students throughout their academic journe... more This article addresses the challenges faced by graduate students throughout their academic journeys and highlights the pivotal role of organizations such as CERIC in enriching their experiences through active engagement, mentorship, and fostering a sense of connection and belonging. It emphasizes the significance of engagement programs, specifically focusing on the Graduate Student Engagement Program (GSEP). The GSEP offers valuable opportunities for graduate students to connect with peers and experts in their field, fostering an environment conducive to sharing experiences, exchanging knowledge, and building professional networks. GSEP serves as a platform for graduate students to showcase their work and research outcomes, receive constructive feedback, and actively contribute to a vibrant community of scholars. By acknowledging and supporting the unique needs of graduate students, organizations and engagement programs play a vital role in empowering the next generation of research...
Volume 16, Number 2, 2017 Students and their families seem to be consistently motivated to attain... more Volume 16, Number 2, 2017 Students and their families seem to be consistently motivated to attain Canadian university or college credentials as they perceive post-secondary education as a viable avenue to gainful employment. Consequently, many post-secondary institutions are reacting and enhancing their career and employment services (Shea, 2010). However, as institutions continue to tackle the reality of dwindling resources, it may be unrealistic for campus career centres to assume the full responsibility of providing career guidance and programming for the entire student population. Canadian students are likely to consult their post-secondary instructors and educational staff (e.g., academic advisors, volunteer managers) rather than campus career specialists and counsellors for career guidance (Environics Research Group, 2011). These professionals often serve as trusted liaisons between students and their institutions, and therefore contribute tremendously to both student and inst...
Higher Education, 2021
Much research into how universities seek to support their students’ graduate employability has fo... more Much research into how universities seek to support their students’ graduate employability has focused on academic strategies such as graduate attributes and work-integrated learning, or the employability benefits of part-time work, volunteering, and extracurricular activities. However, the work of the professional staff who support these strategies is seldom addressed. In this article, we report findings from our documentary analysis of 376 Australian university job advertisements for professional roles directly responsible for graduate employability programs and services. We characterise employability as a proto-jurisdiction: an ecology of distinct forms of professional expertise and responsibility with ambiguous, elastic, and porous boundaries. We argue that despite the importance of graduate employability to institutions’ strategic and students’ individual goals, it is as yet an inchoate field of professional practice, consisting of a diverse range of work tasks, functions, and projects. We discuss implications in relation to quality, coherence, and the strategic resourcing of employability support in higher education.
International journal of human resource development practice, policy & research., Dec 1, 2023
This article explores the journey of a new faculty member in academia, beginning with their unexp... more This article explores the journey of a new faculty member in academia, beginning with their unexpected transition to faculty life and navigating the tenure-track process. It highlights challenges faced in the early years, with a focus on two contrasting teaching observations. The first observation, featuring unexpected feedback, raises questions about probationary committees and support for new faculty, while the second, marked by collaborative feedback and empathy, underscores the power of constructive engagement. The article provides recommendations for new faculty, encouraging them to foster a supportive community, maintain mentors, trust their instincts, and seek help when needed. Academic leaders, including probationary committee members, are advised to share resources, offer constructive feedback, promote a respectful culture, and actively support new faculty. Senior leaders should facilitate connections, mentorship, foster inclusivity, and review policies for equity, diversity, and inclusion. By implementing these recommendations, institutions can create a nurturing environment where new faculty members feel empowered and valued in their academic careers. This article contributes to the ongoing dialogue on improving the experiences of new faculty members and enhancing the academic culture in higher education institutions.
Journal of College and Character
Canadian Journal of Career Development
This article addresses the challenges faced by graduate students throughout their academic journe... more This article addresses the challenges faced by graduate students throughout their academic journeys and highlights the pivotal role of organizations such as CERIC in enriching their experiences through active engagement, mentorship, and fostering a sense of connection and belonging. It emphasizes the significance of engagement programs, specifically focusing on the Graduate Student Engagement Program (GSEP). The GSEP offers valuable opportunities for graduate students to connect with peers and experts in their field, fostering an environment conducive to sharing experiences, exchanging knowledge, and building professional networks. GSEP serves as a platform for graduate students to showcase their work and research outcomes, receive constructive feedback, and actively contribute to a vibrant community of scholars. By acknowledging and supporting the unique needs of graduate students, organizations and engagement programs play a vital role in empowering the next generation of research...
Volume 16, Number 2, 2017 Students and their families seem to be consistently motivated to attain... more Volume 16, Number 2, 2017 Students and their families seem to be consistently motivated to attain Canadian university or college credentials as they perceive post-secondary education as a viable avenue to gainful employment. Consequently, many post-secondary institutions are reacting and enhancing their career and employment services (Shea, 2010). However, as institutions continue to tackle the reality of dwindling resources, it may be unrealistic for campus career centres to assume the full responsibility of providing career guidance and programming for the entire student population. Canadian students are likely to consult their post-secondary instructors and educational staff (e.g., academic advisors, volunteer managers) rather than campus career specialists and counsellors for career guidance (Environics Research Group, 2011). These professionals often serve as trusted liaisons between students and their institutions, and therefore contribute tremendously to both student and inst...
Higher Education, 2021
Much research into how universities seek to support their students’ graduate employability has fo... more Much research into how universities seek to support their students’ graduate employability has focused on academic strategies such as graduate attributes and work-integrated learning, or the employability benefits of part-time work, volunteering, and extracurricular activities. However, the work of the professional staff who support these strategies is seldom addressed. In this article, we report findings from our documentary analysis of 376 Australian university job advertisements for professional roles directly responsible for graduate employability programs and services. We characterise employability as a proto-jurisdiction: an ecology of distinct forms of professional expertise and responsibility with ambiguous, elastic, and porous boundaries. We argue that despite the importance of graduate employability to institutions’ strategic and students’ individual goals, it is as yet an inchoate field of professional practice, consisting of a diverse range of work tasks, functions, and projects. We discuss implications in relation to quality, coherence, and the strategic resourcing of employability support in higher education.