Confusion surrounding employer expectations is a contributing factor
With the work-study application period coming to a close this term on September 16, students who applied will soon receive results regarding their attempt to secure on-campus employment. In an already competitive environment, some students have pointed to an increasingly high barrier of entry for on-campus work—akin to credentialism—as a source of anxiety. To compound this, there seems to be confusion on behalf of the student body concerning what constitutes a competent application.
Credentialism, sometimes referred to as degree inflation, is a term given to the growing difficulty of entering the workforce after graduating from university, with many entry-level positions now demanding a greater degree of experience and education from applicants. While this definition refers specifically to a phenomenon in the private sector, some would argue that a similar process is unfolding within the university setting.
While recognizing that most on-campus positions involve work that requires certain expertise—especially those where students assist in research for specific fields—other offerings directed towards a more general demographic still seem to ask for qualifications disproportionate to the job description. For instance, one listing for an administration-oriented job asked that applicants be familiar with Canadian art.
Further, anxiety concerning fitness for a desired job plays a role in determining whether potential applicants send in applications: “Normally I apply for jobs I might not have the full qualifications for […] but I didn’t here because I worried I might be endangering future opportunities if I make a bad impression by submitting unqualified applications,” said one student.
In a statement given to The Strand, work-study program coordinator Kelly Sullivan commented that 25 percent of work-study job postings go unfilled, largely as a result of students failing to meet job requirements. “It is primarily due to students applying for roles in a generic fashion—that is, not tailoring their resume and cover letter to the specific requirements and qualifications that a role is looking for. When students do this, it is more challenging for supervisors to see how their experience is applicable to the particular needs of the role.”
With the work-study program providing a valuable chance for students hoping to bulk up their resumes, the expectation that they have a strong resume to begin with (paired with their misunderstanding of how to put one together) is disheartening to many.
This article is fantastic and reflects a lot of me feelings when attempting to apply to work-study positions. It is absoultey unacceptable that 25% of them go unfilled due to gatekeep-y criteria and inaccessible application guidelines and processes, when they’re literally meant to be accessible opportunities for students to learn and grow and expand their credentials/experience while actually being paid for their time and work (as opposed to volunteer & unpaid work, which is often not feasible for many when they’re putting all their time into supporting themselves and being a student). Something has to change here.