To win over faculty resistant to career readiness programmes, emphasise how these initiatives enhance student success, boost employability, and raise the institution’s reputation, which benefits both faculty and students. Showcase data or examples of positive outcomes, and work collaboratively to integrate career skills into the curriculum without compromising academic integrity.

If I am one of the few experts, than this topic is in deep trouble and will never get answers. Because I have no clue about this.

I would begin by demonstrating how career readiness programs can work alongside the curriculum instead of competing with it. I would share stories of students who have discovered internships or pursued projects that enhanced their classroom learning, emphasizing how these experiences align with academic objectives. By working closely with faculty, I could customize the programs to support key course concepts, transforming potential resistance into a collaboration that benefits both students and teachers. My objective would be to establish a common vision, where we are not only preparing students for exams, but for the world beyond them.

When facing faculty resistance to career readiness programs, showing how small adjustments can make a big difference helps bring them on board. In the College of Arts and Humanities, for example, we eased the transition by “skillifying” syllabi—identifying just one key power skill per assignment that naturally aligns with the assignment’s outcomes. This approach keeps academic rigor intact while highlighting skills that enhance students’ job readiness. Emphasizing that career readiness doesn’t overhaul the curriculum but simply makes students’ skills more visible for real-world applications can turn hesitancy into support. Collaboration and transparency make it easier for faculty to see the benefits for students' futures.

Préparer les entretiens avec le service carrière est un atout majeur de la formation universitaire. Pour cela, il peut être intéressant de prévoir des entraînements d’entretien mais aussi des ateliers de rédaction de CV et lettres de motivation.

Il est primordial de prévoir du temps au sein des programme dans la préparation de carrière afin de rendre les étudiants prêt à l'emploi en sortie de l'école et ne pas les rendre seulement performant de manière théorique afin de prendre en compte les attentes et besoins de la société.

The Council of Graduate Schools highlights a widespread neglect of professional development within higher education, a trend that must change as institutions increasingly serve working professionals. Not all students will remain in academia; therefore, universities must prioritize career preparation. Dr. Cynthia Fuhrmann from the University of Mass. emphasizes that "professional development should not be deferred until the end of a degree program... but must instead be integral to the student experience from the beginning." By integrating robust professional development offerings, universities can enhance both student recruitment & retention, underscoring that a degree's value reflects the mutual investment of students & their institutions

To win over faculty resistant to career readiness programs, emphasize the alignment of these initiatives with the institution's educational mission and student success goals. Highlight data demonstrating that such programs enhance employability and satisfaction among graduates, ultimately reflecting positively on the faculty and the institution. Engage faculty in collaborative discussions, inviting their input to tailor programs that complement existing curricula. Showcase successful case studies from peer institutions to illustrate effectiveness, and offer professional development opportunities that empower faculty to integrate career readiness into their teaching, fostering a shared commitment to student outcomes.