Balancing challenge and responsibility: a suggested role for graduate programs in addressing career development

This article suggests a role graduate programs might adopt to meet the challenge of counseling students to take advantage of new career opportunities, not just relying on the allegiances that easily led graduates into traditional careers. It proposes a two-stage approach consisting of sets of nurturing activities--to help students arrive at well understood, personal professional missions, and facilitating activities--to support advancing those professional missions. In view of limited academic resources and faculty reward structures that primarily acknowledge scholarly productivity, not student service, synergy is essential. Its achievement may require marshalling contributions from students, faculty, alumni and other practitioners, and professional associations. While requiring substantial initial investment of faculty energy, the returns may benefit students, faculty, and program alike.