Soft Skills Perceived by Students and Employers as Relevant Employability Skills

Williams, Ann-Marie Claudia

Please use this identifier to cite or link to this item: http://dspace.bits-pilani.ac.in:8080/jspui/handle/123456789/1775

Full metadata record

DC Field	Value	Language
dc.contributor.author	Williams, Ann-Marie Claudia	-
dc.date.accessioned	2021-05-19T08:03:04Z	-
dc.date.available	2021-05-19T08:03:04Z	-
dc.date.issued	2015	-
dc.identifier.uri	http://libcatalog.bits-pilani.ac.in:8080/xmlui/handle/123456789/1775	-
dc.description	Local employers believe the lack of prerequisite soft skills is inhibiting the graduates from a local community college from securing employment. The rationale of this phenomenological study was to investigate the perceptions of students and employers related to the soft skills needed to be successful in future employment. The theoretical framework was based on Mezirow's transformational and Daloz's mentorship theories. Individual face-to-face, semistructured interviews were used to gather data from 12 business and computer students and 7 employers (N=19) who were selected using purposeful random sampling. The typewritten transcripts of participants' responses were imported in MAXQDA 11, then were open coded and analyzed for emergent themes. According to emergent findings among these 19 participants, for entry-level jobs, communication was the most important and the most lacking soft skill. The recommendations informed the creation of a mandatory 3-day professional development training program, which was developed to help students enhance their soft skills before entering their future careers. This study directly affects positive social change by enhancing the quality of soft skills for future employees who enter the local work force.	en_US
dc.language.iso	en	en_US
dc.publisher	ScholarWorks	en_US
dc.subject	community college education,	en_US
dc.subject	Employability Skills,	en_US
dc.subject	Mentorship Theory,	en_US
dc.subject	nontechnical skills,	en_US
dc.subject	Soft Skills,	en_US
dc.subject	Transformational Theory,	en_US
dc.subject	Adult and Continuing Education Administration,	en_US
dc.subject	Adult and Continuing Education and Teaching,	en_US
dc.subject	Community College Education Administration,	en_US
dc.subject	Community College Leadership,	en_US
dc.subject	Higher Education Administration,	en_US
dc.subject	Higher Education and Teaching,	en_US
dc.title	Soft Skills Perceived by Students and Employers as Relevant Employability Skills	en_US
dc.type	Article	en_US
Appears in Collections:	Articles

Files in This Item:

File	Description	Size	Format
Soft Skills Perceived by Students and Employers as Relevant Emplo.pdf	Local employers believe the lack of prerequisite soft skills is inhibiting the graduates from a local community college from securing employment. The rationale of this phenomenological study was to investigate the perceptions of students and employers related to the soft skills needed to be successful in future employment. The theoretical framework was based on Mezirow's transformational and Daloz's mentorship theories. Individual face-to-face, semistructured interviews were used to gather data from 12 business and computer students and 7 employers (N=19) who were selected using purposeful random sampling. The typewritten transcripts of participants' responses were imported in MAXQDA 11, then were open coded and analyzed for emergent themes. According to emergent findings among these 19 participants, for entry-level jobs, communication was the most important and the most lacking soft skill. The recommendations informed the creation of a mandatory 3-day professional development training program, which was developed to help students enhance their soft skills before entering their future careers. This study directly affects positive social change by enhancing the quality of soft skills for future employees who enter the local work force.	1.96 MB	Adobe PDF	View/Open

Show simple item record