Duke University was created in 1924 through an indenture of trust by James Buchanan Duke. Today, Duke is regarded as one of America’s leading research universities. Located in Durham, North Carolina, Duke is positioned in the heart of the Research Triangle, which is ranked annually as one of the best places in the country to work and live. Duke has more than 15,000 students who study and conduct research in its 10 undergraduate, graduate and professional schools. With about 40,000 employees, Duke is the third largest private employer in North Carolina, and it now has international programs in more than 150 countries.
Scope of Responsibilities:
The Associate Director, Career Readiness, is responsible for developing, implementing and assessing career programs and professional development content for undergraduate & graduate students, faculty & staff, and alumni and leading the implementation of the career community model in their respective area(s). The incumbent leads and oversees efforts to design, deliver and evaluate services, and programs that support the acquisition of professional development skills and knowledge, as well as self-assessment and understanding. The Associate Director provides leadership in the development of institutional and external partnerships and communication necessary to meet these goals. The incumbent has oversight responsibility for a career readiness team and collaborates in the management and development of budgets and funding sources for the career development and education team.
The associate director manages 4 to 5 professional staff members. Associate Directors share responsibility for promoting and interpreting the vision of the Career Center within their respective areas, and for continuous improvement toward the goals of the Center.
The Associate Director, Career Readiness provides:
1. Strategic direction for the development of tools, resources and programs that support the career readiness of Duke undergraduate & graduate students, and alumni.
2. Management and training of a team of advisers who will provide 1:1 and group advising as well as program/content development and execution
3. Oversight of new initiatives that directly impact Duke’s commitment to career readiness
4. Identify and incorporate a full range of teaching and training modalities, as appropriate, across the CC curriculum.
Curriculum and Program Development: Design, implement, and assess scalable content and programs that enhance the career readiness & professional development of all Duke students.
Career Communities: Envision, organize and implement resources
aimed at developing authentic networks and connections between students, alumni, faculty, and employers within a cluster of career communities. Manage one career community, including providing 1:1 career advising to graduate and undergraduate students.
Supervision: Hire, develop, train, evaluate, and supervise staff, ensuring that work performed is of high quality, is done in the most effective way, and contributes to the goals of the Career Center. Build a motivating and supportive work environment which recognizes, nurtures, and values the diversity of people and ideas
Assessment and Data Collection: Oversee, develop, implement and manage assessment activities for their area, including the collection of qualitative and quantitative information, the development and monitoring of statistical reports, institutional research outcome reports; Conduct benchmarking to assess and evaluate peer initiatives and make recommendations for change consistent with the office mission. Continually keep up with new developments in the industry and useful resources.
Network & Employer Development: Build constituent relationships across campus with a focus on; colleagues in disciplines, fields and programs of study that align with assigned Career Communities. Collaborate with offices and student organizations that support the career readiness of graduate and undergraduate students. Participate in committees and task forces designed to improve the experience of graduate and undergraduate students. Contribute to the Employer Relations team’s development of company and organizational relationships, targeted corporate relations activities, and experiential opportunities that align with cluster of career communities.
Professional Involvement: Represent Duke University Career Center in local, regional, national and global associations; and consortiums. As appropriate, engage in the leadership of the professional community.
A Master’s Degree in counseling, student personnel administration or a related field, and two years of experience in a college or university career services office or directly related experience is required. At least 3 years of management experience is strongly preferred. Demonstrated leadership, management and strategic skills, along with knowledge of the career and professional development needs of graduate students at highly selective institutions is essential, as is familiarity with testing instruments and career resources.
Additional Job-Specific Skills and Competencies:
- Ability to build constructive and successful relationships with a diverse population of staff, students, faculty, and other constituents.
- Strong communication skills; Ability to speak persuasively in small and large groups.
- Ability to solve problems and make decisions in a timely and effective manner, using technology where appropriate.
- Ability to project and manage budgets.
- Ability to design processes and structures that support the work of the office.
- Ability to create a developmental, goal-oriented, motivating, and balanced work environment.
- Evidence of dedication to diversity, equity, and inclusion efforts
- Ability to manage changing technologies, social media, and communications.
- Ability to gather, analyze and manage data, and to present such information in person, at workshops and in reports.
- Ability to develop and use assessment and evaluation data in decision making.
- Sound judgment, team management, communication and interpersonal skills.
Divisional Professional Competencies:
Knowledge, skills and attitudes related to: Basic Interm Adv N/A
Provision of counseling and advising support, direction, feedback, critique, referral and guidance to individuals and groups.
Design, implementation, and critique of qualitative and quantitative AER (assessment, evaluation and research) analyses and use of AER processes and the results obtained
Creation of learning environments enriched with diverse views and people; ability to actively participate in creating an institutional ethos that accepts and celebrates differences among people, helping to free them of misconceptions and prejudices
Understanding and application of ethical standards to one’s work; ability to integrate ethics into all aspects of self and professional practice
Understanding of the history, philosophy and values of the profession of student affairs from which current and future research and practice will grow
Effective application of administrative and managerial strategies and techniques associated with:
- Selection, supervision, motivation, and formal evaluation of staff
- Conflict resolution and management of the politics of organizational discourse
- Facilities management and management of sustainable resources
- Technology use
- Crisis management
- Budgeting and management of financial resources
- Risk management
- Strategic planning
Policy development and compliance processes used in various contexts, the application of legal constructs, and the understanding of governance structures and their effect on one’s professional practice
Leadership in both in an individual capacity and within a process of individuals working together effectively to envision, plan, and effect change in organizations and/or respond to internal and external constituencies and skills
Maintaining emotional, physical, social, environmental, relational, spiritual, and intellectual wellness; being self-directed and self-reflective; maintaining excellence and integrity in work; being comfortable with ambiguity
Understanding the concepts and principles of student development and learning theory including the ability to apply theory to improve and inform student affairs practice as well as understanding teaching and training theory and practice
Work requires a master's degree in counseling, student personnel administration or a related field.
Work requires two years of experience in a college or university career services office or directly related experience.
Duke is an Affirmative Action/Equal Opportunity Employer committed to providing employment opportunity without regard to an individual's age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status.
Duke aspires to create a community built on collaboration, innovation, creativity, and belonging. Our collective success depends on the robust exchange of ideas—an exchange that is best when the rich diversity of our perspectives, backgrounds, and experiences flourishes. To achieve this exchange, it is essential that all members of the community feel secure and welcome, that the contributions of all individuals are respected, and that all voices are heard. All members of our community have a responsibility to uphold these values.
Essential Physical Job Functions: Certain jobs at Duke University and Duke University Health System may include essentialjob functions that require specific physical and/or mental abilities. Additional information and provision for requests for reasonable accommodation will be provided by each hiring department.
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