SECTOR DIRECTOR OF TECHNOLOGY - FUQUA SCHOOL OF BUSINESS
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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.
Job Title: SECTOR DIRECTOR OF TECHNOLOGY - FUQUA SCHOOL OF BUSINESS
Sector Director for Technology
Duke University, The Fuqua School of Business
The Sector Director for Technology is a senior staff position (level 13) in the Fuqua Career Management Center and reports to the Daytime Director for Career Management. The incumbent works closely with a variety of constituents – students, employers, alumni, faculty, staff, and others– to envision, build, and strengthen career support broadly within the Fuqua student population, and specifically within the Technology sector.
The incumbent serves as the primary owner and strategist towards dual objectives:
- Student Support: Develop a robust portfolio of sector-specific activities, including student counseling, development of resources/toolkits, and sector-focused career and industry education and job search preparation programs that prepare students to succeed in the competitive job market and global workplace; and
- Employer Relationship Development: Develop partnerships with organizations and provide direct and indirect channels for recruitment and engagement opportunities with students.
To capitalize on the full value of the incumbent’s activities, the role requires proactive communication and significant collaboration within the entire CMC team and across student groups and populations; a variety of Fuqua departments; other areas of the Duke community; and corporate recruiters and alumni.
Skills, qualifications, and job requirements
- Work requires a master's degree in counseling, student personnel administration or a related field. Graduate degree strongly preferred, especially an MBA, Master of Counseling, or other relevant discipline
- Work requires two years of experience in a college or university career services office or directly related experience. Highly preferred minimum of 5 - 7 years of relevant professional experience, preferably in technology or recruiting/HR
- Extensive interaction with alumni, students and corporate recruiters is integral to the position, so a strong portfolio of communication skills, including presentation and advocacy, are essential
- Ability to conceptualize and implement programs at both strategic and tactical levels and in alignment with broader departmental and institutional goals
- Ability to diagnose and resolve complex problems and their implications within the parameters of Duke University and The Fuqua School’s core values, practices, and policies and to apply those parameters to meet the needs of multiple stakeholders
- Sharp stakeholder focus, which includes current and prospective employers, Fuqua students, alumni, and institutional partners within Fuqua and Duke
- Periodic travel to attend relevant off-site events/conferences and meet with employers
Principal activities and accountabilities
Employer and student engagement
- Consult with and advise students seeking internships and full-time positions. Sector Directors will be responsible for working with all students, but with a particular focus on students interested in the Technology sector. Vary approach according to individual needs and concerns. Share information gained through organization outreach to educate students about sector hiring requirements, specific organizations, and job market trends.
- Partner with aligned student club(s) especially the Technology Club. Set and manage expectations of student groups despite having no formal supervisory responsibility. Integrate club, corporate, and CMC activities and key messages to ensure student needs are met consistently without duplication of efforts. Serve as a guide and resource for planning engagement events such as Week-in-Cities trips and identifying speakers/panelists for career related events, including conferences and workshops.
- Identify sector-relevant career resources, develop resources where ones do not exist, and work to make those resources available to our students.
- Assess needs, create, plan, and evaluate opportunities for advancing employer engagement by managing existing relationships or developing new relationships. Resulting activities will range from collaborative programs to recruitment events to sector-specific training and professional development. Utilize special events and technology channels to reach employers who would not otherwise participate in traditional on-campus recruiting.
- Interact with recruiters and alumni to deepen relationships, stay current on business issues, hiring needs, and recruiting trends, and assess students’ performance in the recruiting process. Coach employers on student career interests and expectations and advise them on recruiting best practices at Fuqua.
- Attract new employers within the assigned sector to Fuqua. Thoughtfully assess plans for prospective employer outreach and target those organizations with the highest probability of success in attracting Fuqua students. Leverage continuum of engagement opportunities as means to attract employers in ways they will find relevant and compelling.
Institutional and departmental engagement
- Promote and interpret the school’s vision for Technology and ensure progress toward objectives by working closely with the entire CMC team; student leaders; and faculty, staff, and others in the Fuqua and Duke communities whose work focuses on student, employer, and alumni engagement.
- Educate others on and advocate for the needs of the Technology sector within Fuqua. Consider the end-to-end spectrum of activities that foster an environment of success for students seeking careers in the assigned sector – including but not limited to prospective students, academic offerings, co-curricular experiences, recruiting opportunities and channels, career and job search preparation, and alumni engagement and support – and work appropriately within the school to address issues that may deter engagement or limit success.
- Identify and analyze metrics of interest within sector, including quantitative data and stakeholder feedback. Analyze and interpret results to identify accomplishments and improvement opportunities. Communicate resulting suggestions and actions to others.
- As a senior CMC staff member, assume a general leadership role – both in spirit and in action – within the department and the school. Identify business challenges and propose solutions; recognize others for their contributions; reinforce core values and operating principles; diffuse difficult or sensitive situations when needed and appropriate; and educate internal and external stakeholders on topics of importance related to CMC, Fuqua, and Duke.
- Upon request or as time permits, assume leadership, ownership, or responsibility for special initiatives which add value beyond the immediate area of responsibility and contribute to broader departmental or institutional objectives.
Measures of success
While not an exhaustive list, the sources below will serve as direct or indirect performance indicators. A formal performance review is conducted annually with informal assessment and discussion occurring in regularly scheduled intervals and on a real-time basis.
- Achievement and impact of identified goals, considering each what work was done and how it was accomplished
- Informal and formal feedback from students, partners, and internal stakeholders, including:
- Student evaluations from individual or small-group appointments, presentations, and workshops
- Feedback from faculty, staff, and via surveys, focus groups, and/or other communication channels
- Recruiter feedback on student preparation levels and skills in the job search, as well as evaluations from sector employers on their overall Fuqua engagement or recruiting experience
- Benefit and opportunities driven by employer engagement, including leads and offers
- Alignment with Duke core values of learning, diversity, respect, teamwork, and trustworthiness in all interactions
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.
Duke University was created in 1924 by James Buchanan Duke as a memorial to his father, Washington Duke. The Dukes, a Durham family that built a worldwide financial empire in the manufacture of tobacco products and developed electricity production in the Carolinas, long had been interested in Trinity College. Trinity traced its roots to 1838 in nearby Randolph County when local Methodist and Quaker communities opened Union Institute. The school, then named Trinity College, moved to Durham in 1892, where Benjamin Newton Duke served as a primary benefactor and link with the Duke family until his death in 1929. In December 1924, the provisions of indenture by Benjamin’s brother, James B. Duke, created the family philanthropic foundation, The Duke Endowment, which provided for the expansion of Trinity College into Duke University.
As a result of the Duke gift, Trinity underwent both physical and academic expansion. The original Durham campus became known as East Campus when it was rebuilt in stately Georgian architecture. West Campus, Gothic in style and dominated by the soaring 210-foot tower of Duke Chapel, opened in 1930. East Campus served as home of the Woman's College of Duke University until 1972, when the men's and women's undergraduate colleges merged. Both men and women undergraduates now enroll in either the Trinity College of Arts & Sciences or the Pratt School of Engineering. In 1995, East Campus became the home for all first-year students.
Duke maintains a historic affiliation with the United Methodist Church.
Home of the Blue Devils, Duke University has about 13,000 undergraduate and graduate students and a world-class faculty helping to expand the frontiers of knowledge. The university has a strong commitment to applying knowledge in service to society, both near its North Carolina campus and around the world.
"James B. Duke's founding Indenture of Duke University directed the members of the University to 'provide real leadership in the educational world' by choosing individuals of 'outstanding character, ability, and vision' to serve as its officers, trustees and faculty; by carefully selecting students of 'character, determination and application;' and by pursuing those areas of teaching and scholarship that would 'most help to develop our resources, increase our wisdom, and promote human happiness.'
“To these ends, the mission of Duke University is to provide a superior liberal education to undergraduate students, attending not only to their intellectual growth but also to their development as adults committed to high ethical standards and full participation as leaders in their communities; to prepare future members of the learned professions for lives of skilled and ethical service by providing excellent graduate and professional education; to advance the frontiers of knowledge and contribute boldly to the international community of scholarship; to promote an intellectual environment built on a commitment to free and open inquiry; to help those who suffer, cure disease, and promote health, through sophisticated medical research and thoughtful patient care; to provide wide ranging educational opportunities, on and beyond our campuses, for traditional students, active professionals and life-long learners using the power of information technologies; and to promote a deep appreciation for the range of human difference and potential, a sense of the obligations and rewards of citizenship, and a commitment to learning, freedom and truth.
“By pursuing these objectives with vision and integrity, Duke University seeks to engage the mind, elevate the spirit, and stimulate the best effort of all who are associated with the University; to contribute in diverse ways to the local community, the state, the nation and the world; and to attain and maintain a place of real leadership in all that we do.”
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