Ohio University

Dean Pidcock

Dean Pidcock is a career services professional with nearly 20 years of experience in higher education leadership roles. He is currently Assistant Director for Career Management at Ohio University’s College of Business, coaching 500+ students and managing professional development. Dean is also pursuing a PhD in Higher Education to advance his expertise in the field

As an undergraduate at Ohio University, I had no clear direction. I earned a Bachelor of Science in health services administration, but never worked in that field. Looking back, I should have majored in Sociology, my genuine interest, but I could not envision career paths with that degree. Ironically, I never used career services as a student, yet it became my career for nearly 20 years.

After graduation, I worked as a business controller at a furniture company, which clarified my interests and preferences. A friend in the college student personnel master’s program at Ohio University introduced me to the field and I returned to earn my M.Ed. while working as a graduate assistant in career services.

After post graduation, I became Assistant Director at William and Mary’s Career Center, coaching undecided and liberal arts students, coordinating internships and working with multicultural student organizations. I loved it, but homesickness brought me back to Ohio, where I joined Ohio State as an employer services manager in engineering career services. I later led their co-op and internship program.

“The biggest gap is that students often ‘don’t know what they don’t know,’ but integrated career courses and required internships help prepare them well”

I eventually returned to Ohio University as Director of Professional Experiences in the Russ College of Engineering and Technology. I managed career services, planned career fairs, launched the college’s first destination survey and expanded annual on-campus employer participation from 17 to over 150. Co-op and internship participation nearly doubled during my tenure. I also taught a learning community course for first-year pre-engineering students. Unfortunately, my role was eliminated during the COVID-19 layoffs.

I transitioned to workforce development as Workforce Advancement Manager for OhioMeansJobs-Athens County. I led a team of 19, oversaw daily operations and gained experience with federal/state programs like the Workforce Innovation and Opportunity Act. Though rewarding, I missed higher education and returned to Ohio University.

Leadership Style as an INFJ with Key Strengths

As an INFJ or “The Advocate,” I have a strong desire to help others. Having once been an undecided student myself, I relate to those still exploring. I see potential in people and systems and work to maximize both. I am a great listener and emotionally intelligent, which helps me build trust and understand team dynamics. Though calm and low-key outwardly, I am highly structured and strategic behind the scenes. I plan carefully and focus on long-term goals. I lead through influence, not spotlight.

My top five Gallup CliftonStrengths (learner, maximizer, individualization, input and arranger) and DISC profile (analytical and supportive) support this. I never stop learning and push for excellence. I customize my approach for each person’s strengths, effectively manage complexity and align people and tasks to achieve goals.

Student Leadership and Talent Pipeline Issues in Business Education

“Business Class” is the name for student organizations in our college of business. Two years ago, I launched this initiative to enhance their professional development. I meet monthly with the 35 organization presidents in a Business Class Council to discuss best practices, employer engagement and recruitment. These peer-led conversations help solve real issues.

We start the year with a retreat and end with an awards ceremony. The program allows us to track leadership transitions, monitor membership and connect employers with organizations. I presented this model at the Midwest Association of Colleges and Employers (MWACE) Conference in Minneapolis in November 2024. The most significant gap is that students often “don’t know what they don’t know.” Fortunately, Ohio University’s College of Business addresses this well through three required career courses. The first, taken in their first semester, focuses on resume writing (excluding high school activities), which immediately shows students the need for college-level experience.

The second course, usually in sophomore or junior year, helps with internship/job applications. The third is an internship course where students reflect on their work experience.

All business students must complete at least one internship to graduate, ensuring they build experience. These integrated courses prepare students well. In contrast, students in programs without such requirements often don’t seek help and lack preparation.

Graduate Assistant (GA) Development and Career-Services Leadership

I view supervision as a developmental partnership. I do not just assign tasks; I help GAs grow in confidence, skills and professional identity. We start with intentional conversations about their goals and then assign meaningful projects with support.

Regular check-ins focus on work and personal development. I model professional habits like managing up and juggling priorities. Reflection is encouraged because understanding work matters as much as doing it. Graduate assistants are students first, so education takes precedence.

Effective practices include setting clear expectations early, giving regular feedback and tailoring leadership based on each GA’s strengths. I aim to help them leave more confident and prepared.

Build strong relationships, stay student-centered and be open to innovation. Ask, “What do students need right now?” Listen to students, employers and faculty to understand campus culture and identify gaps. Do not follow tradition—create programs that solve real problems.

Use data to guide your decisions, but bring them to life with stories. Collaborate widely; your biggest wins will come from partnerships. Stay grounded in your purpose. Higher education needs leaders who care about access and outcomes, not just metrics.

Additional reflections:

Professional development matters in every area of higher education. I have completed training in career coaching, appreciative advising, mediation, Lean Six Sigma Green Belt and strategic doing. Attend conferences and keep learning.

Also, prioritize belonging. Understand and support first generation students and help break down barriers they may face. These efforts can have a lasting impact on student success.