Hartford Business Journal

www.HartfordBusiness.com • May 13, 2019 • Hartford Business Journal 9 unusual at UConn, where he interned in the Office of Career Development. Most of his friends had their job plans sewn up long before collecting their diplo- mas. The exceptions were those choos- ing to postpone employment to pursue advanced degrees, travel or volunteer. "There's not a lot of uncertainty," said Argueta, a psychological sciences major who also had offers from two other compa- nies — a staffing firm in his home city and another in Boston. In-demand skills With more students receiv- ing multiple offers, UConn's Lowe said larger companies are increasingly spending time on campus year- round, hosting meet-and-greets and other events to keep new and prospective hires interested. "Even when their cohort is full and their hiring is done, they're staying actively engaged on campus because they want to be in front of prospective students for future hir- ing. There's a big focus on branding," he said. "It's something they didn't have to do 10 years ago when stu- dents were only getting one offer." Graduates with business, engineering and computer-science degrees continue to be in the highest demand nationwide, according to the NACE survey, with fi- nance majors sought after most in New England and the nation. But area career counselors say em- ployers are increasingly searching for students with internship, co-op or lead- ership experience, regardless of major. Companies also want students who can think critically, solve problems, com- municate well and work on a team. Penders, of the University of Hart- ford, said that is especially true for many of the new technology start- ups cropping up in Hartford. "Manufactur- ing, digital tech- nology, insurtech and fintech are great fits for those engineer- ing and business majors, but we're finding that those employ- ers are equally interested in making sure they have people with transferable skills," she said. Quinnipiac's Koehler said students who are technology savvy and who know how to analyze data will have a leg up in the job mar- ket, regardless of major or industry. "If I could encourage all my stu- dents to take a minor, it would be in business analytics," she said. John Bau, career development director for Quinnipiac's engineering school, agreed. "Whether it's on the factory floor or processing insurance claims, ev- eryone's using data to drive decision- making," he said. "It's no longer becoming just a niche thing that one person does in a corner." NOMINATE TODAY! WWW.HARTFORDBUSINESS.COM/OUREVENTS DEADLINE: MAY 20TH EVENT SPONSOR: PRESENTED BY: PRESENTING SONSORS: EDUCATION LEADERSHIP SPONSOR: FORTY 40 UNDER FORTY FORTY FORTY 40 40 40 DO YOU KNOW A YOUNG PROFESSIONAL WHO IS IN A LEAGUE OF THEIR OWN? FOCUS the "opportunity gap" — the dispari- ties in access to quality schools and resources — rather than the achieve- ment gap, which focuses on the symptoms of disparity, rather than the source. What does that mean? A. Opportunity gaps are unequal learning chances that result from broader socioeconomic processes such as racism, nativism, classism and general dimensions of inequal- ity. These processes shape students' expectations while also limiting their chances to overcome their marginal- ized status. Achievement gaps are the result — symptoms of the lack of access to equal opportunities for learning and personal development. Q. What role can the business com- munity play in helping to close the opportunity and achievement gaps faced by inner-city children? A. The role that the business community can play is significant. There should be increased partner- ships with primary and secondary schools in urban areas that will help to ensure that inner-city schools are equipped to prepare students for the world of work, whether students go directly to work from high school, upon completion of a college degree or as young entrepreneurs. This includes access to intern- ships and the connection of stu- dents, particularly those in high school, with mentors and sponsors from the business community. Ex- posure to these kinds of experiences and people increase the likelihood of gaining needed job and life skills that are necessary to acquire in- demand employment opportunities that pay livable wages and promote career-building. In-demand skills According to the UConn Center for Career Development, employers consider the following eight skills essential when consid- ering new employees for their workplace, regardless of field of study or degree earned. Critical thinking/problem solving Oral/written communications Teamwork/collaboration Technology Leadership Professionalism/work ethic Self-awareness and career management Global perspective

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