Getting Employees on Board

I am very interested in a career field in Human Resources. For this paper, I interviewed Lillian Mannino who is a Human Resource and Personnel Manager at the UC San Diego Graduate School of Global Policy and Strategy. As a manager, Lillian serves as the link between the graduate school’s management and its employees. She is in charge of overseeing recruitment, employee relations, policy development, payroll, and benefits. Personnel management is a special branch of management that is focus on the concerns of employees at work and their relationship with the organization. Her educational experiences consist of a bachelor degree at UC San Diego in Management Science and a professional Human Resources certificate from UCSD Extension. She has been working in the academic administration for almost ten years and earned her current position as manager through climbing up the ladder. She started off working in this field as a student affairs officer then was promoted to an administrative specialist. Her prior work experience paved a path for her to build up professional experience as well as a solid network within the UCSD administrative system.

Higher education has become a staple of American society. With over 20 million students attending over 4,500 degree granting institutions, the role that higher education has played on larger society is paramount (Thelin, 2017). However, despite the popularity of higher education institutions, the exact purpose of higher education has changed from century to century and may serve different purposes depending on who is asked. Higher education today is arguably both a public and private good. While state and federal governments have invested in a variety of higher education initiatives, as well as assisted thousands of students with attending college through loans and scholarships in hopes that students use their acquired skills and

The for-profit college and university (FPCU) is an institutional type that “’do[es]’ education or schooling but also ‘behave[s]’ like a business, while preparing students for occupational roles (Hentschke, Lechuga & Tierney, 2010, p. 2). This paper will discuss history; cite changes in curriculum, degree offerings, and institution classification; and explore current issues of financial viability, accreditation, and fraudulent practices of the for-profit college.

Nervousness and excitement filled my being as I took those first, shaky steps on Purdue University’s West Lafayette campus. Having just lost my only parent to cancer the year prior, the determination to honor her memory by being the first to graduate college burned brightly within me as I made my way through the halls to my dorm room. What occurred afterwards is testaments my resolve to complete the endeavor I started in hopes of finding grandeur in the pastures beyond graduation. It is this same hope that drives my aspiration to become a Human Resource Generalist through the impactful knowledge and networks gained within University of Colorado Global Campus’ masters of Human Resources Management.

Now all types of institutions - public and private, two year and four year, non-profit and for-profit-are vying for the same pool of students, public funding, research grants, and prestige. In the process they are creating a fierce competition that is slowly chipping away at higher education’s commitment to servicing public needs. (Couturier, 2005, p. 87)

Proprietary education dates back to the late nineteenth century where institutions focused on professional training in teaching, medicine, and law (Breneman, Pusser, & Turner, S., 2000). The 1972 Higher Education Reauthorization Act included for-profit institutions in federal financial aid programs and changed the vernacular of higher education to postsecondary education (2000). This piece of legislation along with new technologies along with increased demand for higher education and prompted a resurgence of for-profit institutions in the latter half of the twentieth century (2000). From these changes, a new era of postsecondary education was born

Some company pays educational institutions directly for expensive, intense training programs that require payment up front (O’Reilly, Brendan 2001). Today, nearly 15 percent of our domestic workforce is enrolled in college and university coursework, more than half seeking advanced degrees. Our participation rates are three times the national average for companies with similar programs. And, participants' retention rate is double that of all employees (Cassidy, John F. 2004).

In the realm of the world we call college, there are many different paths one can take. When choosing the path of being an education major, one begins to see the benefits of their choice long before they see their degree. The field experience that is required with the courses one has to take for this major allow students to dip their toes into their field and get real life experience before entering the real world. This semester, I had the opportunity of working at Oasis Tutoring Center. While tutoring at this center, I was not only able to learn more about my ability to teach, but also connect these experiences to the psychology of education.

Today’s corporations are highly advanced in communication, operations, and productions. The need for highly educated people is in great demand for both white and blue collar workers. With the continuing evolution of technology, companies will need to train and educate their employees to upgrade their level of knowledge. This is being accomplished through company training or

Development of this case was made possible by a grant from the Society for Human Resource Management

In today’s competitive employment marketplace, gaining a job is merely the fundamental to obtaining success in personal investment. Attaining a spot with a prestigious company will require more than simply investing your time and pausing for your chance to be promoted. Being ready for an advancement opportunity requires preparing yourself in the present job or the one a person might acquire in the future, which may require a commitment to higher education. In acknowledgement of this, some employers provide tuition reimbursement as an employment benefit and as an investment in their organization by retaining educated and informed workers. David Francis of National Bureau of Economic Research stated, tuition assistance

Although for-profit colleges offer higher-level education to interested students, they also operate as businesses attempting to maximize profit, which raises the question: should education be viewed as a mere product/service to be sold to those students willing to pay a designated price or an enlightening experience that is fundamental to improving oneself and society? Since for-profit colleges are able to make a profit, unlike their non-profit counterparts, they have placed a larger emphasis on maximizing revenue than providing valuable education, which has led to an increase in the recruitment of students, who are the primary sources of revenue, through methods of advertising and promotion. The usage of aggressive marketing strategies has been extremely effective in increasing student enrollment at for-profit colleges by appealing to vulnerable individuals, such as veterans or high-school dropouts, with the ability to obtain a better career and life. However, in an effort to recruit more students, the advertising and promotional tactics used by these institutions have misled students by presenting false information about tuition costs and credibility of the provided education. By doing so, students who wished to participate in higher education to improve themselves have, instead, experienced mounting student debt and an inability to find a job supportive of their degree. By belittling education into a

Despite the fact there may be a high number of US applicants and dislocated workers that are willing to teach, school administrative still appear not be satisfied with their credentials. The good news, for American workers, is that many US companies are transferring their companies back to US; yet, employers have to determine whether applicants have the necessary skills. “Diagnostic Devices Inc., a medical equipment manufacturer, is moving its production plant to Charlotte from China, creating more than 100 high-tech positions for the region, a company official said Friday” (Steele 2009). An increasing number of employers recognize the importance of creating jobs locally to increase competitiveness in United States, but can face roadblocks if they do not produce enough skill workers that can fill these positions. Employers must urge secondary education institutions to create a partnership that will help them create curriculums to match the needs of high growth industries. A

Breakings through the chains of corporate slavery is in full affect. In other words, nobody wants to work for a heartless corporation that does not value their staff. Individuals are educated and ready to make a career change if necessary. The overwhelming feeling of being imprisoned by a job is dreadful. Even the most loyal captive will seek an opportunity to break free from a dreadful organization. The sensation of being confined within an organization with no room to grow or expand is a daunting feeling. When individuals are treated as if they do not matter, it raises the question; why stay here? If employers are naïve enough to think that there are no other options for hard working people, they are wrong. The information being

Bohlander and S. Snell. (2011). Managing Human Resources, 6th Edition. Toronto, Ontario, Canada: Nelson Education Ltd., p. 175.