KENNESAW, Ga. | Nov 6, 2025

The Problem

Resumes often make the first impression for marketing graduates, but too often they do not showcase a student’s full potential. In reviewing student resumes over several semesters in upper-level marketing capstone courses, noticeable inconsistencies in resume quality emerged. Many resumes fail to effectively communicate skills, experiences, and professional potential. In a course that functions as a final step before entering the job market, this disconnect raised significant concerns.

Employers expect new graduates to demonstrate professionalism, relevant experience and polished communication skills. When these qualities are not clear from one’s resume, even capable students may struggle to secure interviews or job offers.

When resume workshop sessions are provided in face-to-face class formats, students frequently engage in informal conversations and are motivated to attend office hour meetings to receive further resume feedback. This additional engagement proves effective in improving resume quality. However, in 100% asynchronous online formats, participation in optional resume reviews is consistently low. Despite repeated announcements, tutorial videos, and reminders through course platforms, engagement remained minimal, often only one or two students per class of forty-five. Feedback from online students suggests interest in individualized coaching, but voluntary opportunities did not translate into meaningful levels of engagement.

The Solution

To address low engagement and improve career readiness outcomes, a structured resume coaching bonus assignment was implemented in Fall 2025 within the online marketing capstone course. The assignment required completion of a pre-survey to gauge career readiness, submission of a current resume, participation in a one-on-one virtual coaching session with the professor, and completion of a post-survey. Students booked sessions directly using an online calendar link.

During the first two months of implementation, around 40% of enrolled students completed the coaching sessions. Survey data indicated high levels of satisfaction with the experience, with many students noting they valued the individualized feedback and wished similar opportunities had been available earlier in their academic career.

Building on this success, the assignment will be revised and expanded in Spring 2026. The new assignment will no longer be offered as a bonus but be required by all students.  A standardized rubric assessing resume quality and interview readiness will also be incorporated, providing measurable indicators of student progress and confidence. Students will also be required to submit an edited resume following the coaching session. Optional follow-up opportunities for mock interviews or networking guidance will be offered for bonus points.

Surprising Interactions

Interactions during online resume coaching sessions revealed several patterns not immediately apparent through course performance metrics. Several high-performing online students—those maintaining strong GPAs—demonstrated limited work experience and minimal involvement in extracurricular or campus-based organizations. As a result, their resumes lacked depth and differentiation typically sought by employers.

These observations highlight a broader challenge in business education: online programs significantly expand accessibility and flexibility but may inadvertently limit students’ access to mentorship, networking, and experiential learning opportunities. Such experiences are integral to the development of professional skills and career readiness.

This finding suggests a critical need for intentional integration of professional development activities in online curricula. Embedding required mentorship, coaching, and networking experiences into online courses can help ensure that all students—regardless of modality—have an opportunity to develop the professional competencies necessary for success after graduation.

Implications and Future Directions

Although individualized resume coaching is time intensive, it provides a rare opportunity for meaningful interaction between students and faculty in asynchronous learning environments. These sessions allow for personalized feedback, identification of potential students for mentoring or professional networking programs, and real-time assessment of student preparedness for the job market.

Preliminary outcomes indicate that making career coaching a required element of the capstone course enhances both student engagement and self-perceived readiness for employment. Future iterations will continue to evaluate the impact of this intervention on student confidence, resume quality, and post-graduation outcomes.

Integrating structured, required career coaching activities into online courses may represent an effective approach to bridge the gap between academic achievement and employability. As business schools continue to expand online learning options, embedding purposeful, structured career support directly into the curriculum positions students to graduate not only knowledgeable but ready to succeed in a competitive job market.

Dayna Reed
Lecturer of Marketing
Department of Marketing & Professional Sales
Coles College of Business