Esri user conference student assistant
Significant salary mismatches across seemingly similar positions, high turnover prompted by employer and employee dissatisfaction, and inconsistency across academic and training curricula are all symptomatic of dysfunction, which ultimately translates into what are widely reported as significant financial and productivity losses for both employer and employee. Anecdotal evidence indicates that confusion in the GEOINT employment marketplace has tangible consequences.
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Both factors combine to stymie education, business, and government efforts to quantify and substantiate workforce needs and better prepare future candidates. variety of titles used and a lack of clarity about the required level of competency needed in position descriptions. Likewise, jobseekers have an equally difficult time discovering suitable positions because of the wide.
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SEEDS is a model for other professional societies wishing to increase students' self-efficacy and sense of belonging through professional development and positive social reinforcement.įinding high-quality candidates for positions in the greater geospatial intelligence (GEOINT) industry is an ongoing challenge for many employers because of high variability across the educational and training landscape, as well as the extraordinarily varied experiences brought by employees. In addition, 71% of working SEEDS alumni respondents have careers in ecology. In contrast, 80% of SEEDS alumni in our study had completed at least one degree in an ecology-related field, and the completion rate for URMs was 85%. Nationally, fewer than 40% of college students who intended to pursue a career in science, technology, math, or engineering complete their degrees in these fields, and these numbers are even smaller for underrepresented minorities (URMs). SEEDS (Strategies for Ecology Education, Diversity and Sustainability), the flagship education program of the Ecological Society of America, is designed to broaden participation in ecology through mentoring, field trips, leadership development, and research fellowships. Professional societies can, and should, recruit and retain young scientists by providing a welcoming and inclusive intellectual home.
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Further, local and national GEOINT and geospatial conferences and events can be structured to better meet the educational and career goals of Gen Z as well as members of other generational cadres who share their professional aspirations. This article advocates the adoption of a GEOINT curriculum framework that uses designated professional conferences as embedded into GEOINT programs (capstone requirements) to connect students with recruiting and retaining Gen Z staff amid the generational shift of the GEOINT workforce. Many organizations tend to focus on their mid-to senior-level workforce when participating and investing in such events, and often lack incentives for engaging their youngest employees and students as well as the latest generation entering the workforce: Gen Z.
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Professional conferences and networking events are under-utilized resources for workforce development in the geospatial intelligence (GEOINT) field, present opportunities and advantages, and, if used properly, can help address the field's generational shift.