Literaturnachweis - Detailanzeige
| Autor/in | Maple, Matthew David |
|---|---|
| Titel | Soft Skill Implications within Postsecondary Education |
| Quelle | (2018), (156 Seiten)
PDF als Volltext Ph.D. Dissertation, Indiana State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-3559-7494-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Elementary Secondary Education; Skill Development; College Readiness; Postsecondary Education; Interpersonal Communication; Communication Skills; Articulation (Education); Self Advocacy; Academic Persistence; Student Responsibility; Time Management; Teamwork; Problem Solving; Indiana |
| Abstract | The purpose of this qualitative case-study design was to better understand P-12 students' soft skills and postsecondary readiness through the perceptions of higher education counselors and advisors. Specifically, this study investigated the impact of students' soft skills and the relation to unprepared postsecondary students. Throughout the interviews, and research common themes were established. Six postsecondary institutions and interview participants were selected to participate in the study. Interviewees worked at their respective postsecondary institution in an admission guidance role at the time interviews were conducted. The overarching research question of this study was, Are there gaps in P-12 education regarding soft skills developmental preparation and postsecondary readiness? Additionally, the following research questions guided the interview conversation: 1. What soft skills are needed for students' postsecondary readiness? 2. What soft skills are students lacking as they exit P-12 education? 3. What is needed to best service student soft skills in postsecondary education? Interviewees who participated in the study provided various degrees of background and expertise. A variety of demographics were collected on represented institutions, which is explained throughout the study. Indiana private and public institutions were represented in this study. The primary themes of this study included: 1. Communication from students to others is a major obstacle for students' postsecondary success, 2. Communication modalities from adults to students have evolved to assist students' P-12 to postsecondary transition, 3. P-12 and postsecondary communications and articulation from P-12 to postsecondary programs hinders smooth student transitions, 4. Postsecondary programs are crucial for first-year postsecondary student success, 5. Self-advocacy is a crucial skill for students' success. The primary theme of self-advocacy is a crucial skill for students' success also included the subtheme of (5.1) lacking grit or the unwillingness to follow through with tasks and (5.2) student responsibility is challenging which increases from P-12 to postsecondary transition. The primary theme of postsecondary programs included the subthemes of (4.1) organizational skills are critical for postsecondary success, and (4.2) teamwork is crucial for student engagement. Finally, the theme of P-12/postsecondary disconnect included the subthemes (3.1) problem solving is a skill students must possess to succeed throughout postsecondary education, and (3.2) time management is lacking with today's postsecondary student. No subthemes were emerged related to the primary themes of communication from students to others is a major obstacle for students' postsecondary success, and communication modalities from adults to students have evolved to assist students' P-12 to postsecondary transition. The themes and subthemes found throughout this research were established based on postsecondary personal interviews, and data analysis. The purpose of this study was to have a better understanding of soft skill development could have an impact on postsecondary student readiness, it was not to establish a problem. Hopefully this study will provide P-12 and postsecondary personnel with evidence regarding soft skill development importance, to insure students are postsecondary ready. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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