Career Handbook

The job search, no matter what step you are on, can be a daunting and intimidating process. We want you to know that you are not alone in this journey. Since the day you arrived on campus, you have been surrounded by the support of family, friends, professors, staff, and peers. As you move into the next stage of your professional journey, we want you to know that you have the support of Career Services, the Alumni Association, and all of the employers who are part of the Hire a Rebel family to mentor, guide, and walk with you through the jobbing process. We are invested in the community of Las Vegas, the network of UNLV, and in each of you to help you to grow and transition from student to professional. The road to career success is not as easy as we might hope for. You may encounter setbacks and struggles throughout the next few years, but keep in mind that each situation you encounter and every decision you make is shaping you into a Rebel professional. By taking advantage of the resources that come along with being a UNLV Rebel, you will network with amazing and successful professionals already thriving in the field, build your own career toolkit, and navigate through the professional world with the skill set that you learned while you were a student at UNLV. Whether you are working in an office, stage, gallery, restaurant, school, or even your own home, you are equipped with the knowledge, drive, and determination to find success. You have the spirit of a Rebel within you. When roadblocks get in your way, use your network and your talents to navigate around, over, or through them. When you are met with overwhelming success, share those victories with your Rebel family. Remember that you are now and will always be connected through UNLV. We all have your back and are all excited for you on this journey. You are a Rebel today and you will be a Rebel forever. Welcome to the Hire a Rebel family!https://digitalscholarship.unlv.edu/career_handbook/1000/thumbnail.jp

Employee Volunteer and Employer Benefits From Business-Education Partnerships as Perceived by Employee Volunteers

The U.S. is losing global competitiveness in its institutions, higher education, and the casino industry. An industry’s competitiveness depends on its ability to produce a highly skilled workforce, and higher education plays a key role in preparing students with skills critical to workplace success. Business and education entities form partnerships to use employee volunteerism (EV) as a student skill gaps solution and as a corporate social responsibility (CSR) strategy. Currently, education entities lack a systematic approach to measure and communicate the benefits of EV to their business partners. Without accountability, education entities may risk the long-term support of business partners. Seven research objectives were established for this study to determine employee volunteer and employer benefits from business-education partnerships (BEPs), as perceived by employee volunteers (EVs). The study used a cross-sectional, descriptive nonexperimental, ex post facto research design and a 30-question researcher-designed survey instrument to collect descriptive quantitative and qualitative data in a mixed mode of online and paper survey distribution. The study population was a finite population of 106 employee volunteers (EVs) of iPASS®, the BEP between Mississippi casino industry partners and The University of Southern Mississippi. Data was analyzed using the Phillips ROI Methodology Chain of Impact Logic Model™ levels of evaluation. Study results revealed majority of the employee volunteers are college graduates, between 30-49 years old, holding entry to mid-level management positions. Majority of the EVs have no prior work experience in other jurisdictions and averaged 14.5 years of industry experience. Employee volunteers primarily served as face-to-face presenters but iPASS® roles are trending towards online guest presentations and volunteers are taking on more diverse roles and activities. Employee volunteers spent more time annually in adjunct instruction and the least time in career placement networking. About half of the EVs participate in iPASS® because they were approached by Southern Miss and one out of three were approached by their employer. The volunteers perceived EV in iPASS® as worthwhile investment for their employers and themselves. The knowledge, skills, and abilities (KSAs) gained and most applied to EV jobs are communication, leadership and interpersonal. Over half of the EVs perceived volunteerism in iPASS® most positively influences corporate image in the local community, employer attractiveness to potential employees, corporate image in the industry and corporate image to the Mississippi Gaming Commission. Employee volunteers perceived employer attractiveness to potential employees to be most directly linked to EV in iPASS®. An ROI forecast is recommended based on the job contribution of improved KSAs to address limitations of no access to financial and proprietary data. The study recommends forming a taskforce to identify missed opportunities, and to establish a formal evaluation plan and reporting standards to develop EV into a competitive CSR strategy for business partners. Recommendations for research include replicating the study to measure employee volunteerism in other gaming jurisdictions, in hospitality and tourism, and other undergraduate programs for comparison study purposes

The Industry and Policy Context for Digital Games for Empowerment and Inclusion:Market Analysis, Future Prospects and Key Challenges in Videogames, Serious Games and Gamification

The effective use of digital games for empowerment and social inclusion (DGEI) of people and communities at risk of exclusion will be shaped by, and may influence the development of a range of sectors that supply products, services, technology and research. The principal industries that would appear to be implicated are the 'videogames' industry, and an emerging 'serious games' industry. The videogames industry is an ecosystem of developers, publishers and other service providers drawn from the interactive media, software and broader ICT industry that services the mainstream leisure market in games, The 'serious games' industry is a rather fragmented and growing network of firms, users, research and policy makers from a variety of sectors. This emerging industry is are trying to develop knowledge, products, services and a market for the use of digital games, and products inspired by digital games, for a range of non-leisure applications. This report provides a summary of the state of play of these industries, their trajectories and the challenges they face. It also analyses the contribution they could make to exploiting digital games for empowerment and social inclusion. Finally, it explores existing policy towards activities in these industries and markets, and draws conclusions as to the future policy relevance of engaging with them to support innovation and uptake of effective digital game-based approaches to empowerment and social inclusion.JRC.J.3-Information Societ

Evaluating use of the SimVenture computer-based business simulation

Objectives The paper evaluates the impact of one of the market-leading computer-based start-up business simulations – SimVenture – using a version of the Rugby Team Impact Framework (RTIF; e.g. Bromley et al., 2012) adapted by the authors for use within an enterprise education context. Four case studies of the use of SimVenture in non-Business School subjects in Higher Education in the UK are described and analysed using the RTIF. Prior Work A survey of entrepreneurship education programmes conducted in 2006 by McKeown et al. concluded that delivery methods proved to be more traditional than anticipated, with few instances of action learning or the use of technology to support learning. Serious games, including business computer-based business simulations, have the potential to support learning by doing (Williams 2011, QAA 2012, Lopes et al. 2013), and have been shown to develop a range of skills including those described as necessary for the 21st Century (Romero et al., 2015). There are, however, few examples in the literature evaluating student-focused impact of business simulations in non-Business School subjects. With increasing calls to spread enterprise and entrepreneurship education to all (Anderson et al, 2014; Young, 2014), can serious games and business simulations such as SimVenture provide an effective solution? Approach Four undergraduate programmes in a range of non-Business subject areas (including computing and information systems; fashion and textiles; and veterinary practice) were selected for in-depth interviews following a literature review and web-based desk exercise to identify examples of practice. Case studies were produced exploring why SimVenture was chosen for use with students; how it was used (make-up of student cohort; size of working groups; number of sessions and over what time period, etc.); how learning was assessed; evaluation of learning and process; and lessons learned by the educator. The impact of SimVenture on student behaviour, learning, and longer term outcomes was analysed using the RTIF. Results The RTIF proved a useful tool for assessing the impact of SimVenture. All case studies reported positive outcomes for students with evidence of increased business and finance knowledge, skills development, and a wider appreciation of career options. Improved attendance and retention rates as a direct result of using SimVenture were also reported at one institution. Suggestions for practice are presented using the case study examples. Implications The results of the research suggest that serious games, in this case business simulations (using SimVenture as a specific example) can have positive outcomes on the student experience and business skills development through learning by doing. Value The paper contributes to the literature on use of computer-based business simulations, providing specific examples of practice that can be used by academics looking to embed enterprise and entrepreneurship education in non-Business subject-specific curricular. It also introduces an adapted framework which can be used to evaluate the impact of enterprise and entrepreneurship education programmes

Get yourself connected: conceptualising the role of digital technologies in Norwegian career guidance

This report outlines the role of digital technologies in the provision of career guidance. It was commissioned by the c ommittee on career guidance which is advising the Norwegian Government following a review of the countries skills system by the OECD. In this report we argue that career guidance and online career guidance in particular can support the development of Norwa y’s skills system to help meet the economic challenges that it faces.The expert committee advising Norway’s Career Guidance Initiativ

The use of internet applications for the dissemination of knowledge for career management

This research investigates the interaction between Internet based communication, knowledge management in a virtual environment and career management in the Internet environment. The aim was to combine the students’ need for good career information with the technology used in multiplayer interactive 3D gaming environments, which the Internet generation find so engaging, supplemented by artificial intelligent “bots”.The literature indicates that while the professionals within career management are apprehensive about the effect the use of the Internet and technologies will have on their position within the workforce, they are in fact, adapting by refocusing and redefining their roles. The tools which are available are varied, meaning that some at least could prove useful in this area. The research already completed in the fields of both career management and the development of the tools was examined.In order to explore how these tools and the Internet are currently used, a cross section of employers was interviewed. A questionnaire was developed and distributed to a group of 128 students from different subject majors within a polytechnic. These were also followed by short interviews where the student had indicated a willingness to do this. In all cases, the use of the newer technologies such as 3D worlds and simulations was discussed to assess the openness of the participants on both sides to their use.The data from the questionnaires were coded and SPSS was used to analyse all but the open-ended questions. The open-ended questions and the qualitative data from the interviews were analysed with the help of NVivo.The more adventurous students would use the newer technologies, but almost all of them said they would use the Internet to look for, and possibly, apply for positions. The employers all used the Internet to advertise positions, with most of them using such tools as video conferencing for interviews. There was a mix of opinions in the area of whether they would still need to meet the person before employing them. The general feeling regarding the newer technologies was that if they reached a point where they were easy to access and use, and made the job of recruitment easier, they would use them.The fact that the younger generation use the Internet and the applications currently available not only for entertainment and work, but for all aspects of their lives including socialising, means that the use of similar tools and technologies would attract more interest and involvement from this group.Globalisation means that all aspects of our lives are becoming intertwined with differing countries and cultures and career management is no exception. The pool of potential positions is greater, as is the pool of potential employees. This means that any development which makes the matching of the two has to be good. This research explored the perceptions and openness of all roles within this area to the use of the technologies. The development of tools which are not acceptable or useful to all parties is a waste of time and money.This research has shown that there are no perceived barriers which cannot be overcome, and while the developments in these areas are likely to progress at a pace which could be uncomfortable for some, the participants in this research can see no reason why the Internet and its surrounding technologies cannot be very useful in the processes involved with ensuring suitable career options

Examining employer-brand benefits through online employer reviews

Social media is rising in popularity as a credible source of information for consumers worldwide. Access to online product reviews appears limitless, and consumer voices are now influencing purchasing behavior far beyond the reach of traditional marketing campaigns. Joining the Internet influencers is a relatively new platform for sharing opinions, employer-review websites. Comments from current and former staff on employer review sits such as Glassdoor and Indeed offer a glimpse into company culture and the employer brand (Amber & Barrow, 1996). This qualitative, phenomenological study explored the lived experiences of hotel/casino resort employees through an examination of employer reviews posted on the Glassdoor and Indeed web pages of four Las Vegas gaming corporations. A thematic analysis of 1,063 employer reviews was conducted to identify the trio of employer-brand benefits (e.g., functional, economic, and psychological) drawn from Ambler and Barrow\u27s (1996) employer-brand equity theory. Themes related to social identity theory (Tajfel, 1974), signaling theory (Spence, 1973), and the instrumental-symbolic framework (e.g., Lievens & Highhouse, 2003) were examined in this study. Two questions guided the research: (1) Which employer-brand benefits, if any, cited in the employer reviews of hotel/casino resorts are most frequently associated with positive and negative employee sentiment? (2) What is the relationship between employer benefits (e.g., functional, psychological, and economical) and the overall employee rating given by the reviewer? The results revealed that all three of Ambler and Barrow\u27s (1996) employer-brand benefits appeared in the employer reviews as both positive and negative attributes of employment, with psychological and economic benefits most frequently referenced. Specific to employment in Las Vegas hotel/casino resort industry, reviewers who gave high employer ratings were quite positive about economic benefits (i.e., salary and wages, unspecified benefits, and the free meal in the EDR) and psychological benefits (i.e., co-worker interactions and company atmosphere), while reviewers who gave their employer low ratings were disappointed with their positions economic (i.e., salary and wages), psychological (i.e., management behaviors, work schedule, and company atmosphere), and functional (i.e., promotional opportunities) benefits. The findings from this study have implications for both marketing and HR practitioners, and this study contributes to the growing body of employer-branding literature

Impact of artificial intelligence on education for employment: (learning and employability Framework)

Sustainable development has been a global goal and one of the key enablers to achieve the sustainable development goals is by securing decent jobs. However, decent jobs rely on the quality of education an individual has got, which value the importance of studying new education for employment frameworks that work. With the evolution of artificial intelligence that is influencing every industry and field in the world, there is a need to understand the impact of such technology on the education for employment process. The purpose of this study is to evaluate and assess how AI can foster the education for employment process? And what is the harm that such technology can brings on the social, economical and environmental levels? The study follows a mapping methodology using secondary data to identify and analyze AI powered startups and companies that addressed the learning and employability gaps. The study revealed twelve different AI applications that contribute to 3 main pillars of education for employment; career exploration and choice, skills building, and job hunting. 94% of those applications were innovated by startups. The review of literature and study results showed that AI can bring new level of guidance for individuals to choose their university or career, personalized learning capabilities that adapt to the learner\u27s circumstance, and new whole level of job search and matchmaking