Impact of Instructional Practices on Soft-Skill Competencies

Autor/inn/en	Green-Weir, Robbya R.; Anderson, David; Carpenter, Robert
Titel	Impact of Instructional Practices on Soft-Skill Competencies
Quelle	In: Research in Higher Education Journal, 40 (2021), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3432
Schlagwörter	Soft Skills; Job Skills; Skill Development; Competency Based Education; Educational Strategies; Administrator Education; Health Services; Undergraduate Study; College Graduates; African American Students; White Students; Self Efficacy; Public Colleges; Black Colleges; Career Readiness; Florida; Michigan + Suchen Sie Ihr Suchwort? Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lehrstrategie; Health service; Gesundheitsdienst; Gesundheitswesen; Grundstudium; Hochschulabsolvent; Hochschulabsolventin; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit
Abstract	Soft-skill competencies are essential for successful careers. Yet, research shows that graduates often lack soft skill competencies. Reasons may be there is no set list of soft skills, soft skills are subjective, and they are challenging to teach and assess. Historically, there has been inconsistent funding for soft skill training in the U.S. for primary and secondary education. Therefore, students arrive to higher education settings with fragmented training in soft skill competency development. This research examined recent graduates of health administration programs to gain a better understanding of soft skill competency training and development. One hundred eighty-six recent graduates of undergraduate and graduate health administration programs that attended a predominantly White institution [PWI] in Michigan and a historically black college and university [HBCU] in Florida participated in the survey. The online survey was developed with input from 20 health administrators in the Midwest that participated in a Delphi technique. The administration period of the online survey began summer and concluded fall of 2018. Findings showed that soft-skill competencies were rarely taught in health administration settings. Yet, recent graduates' self-perception of soft-skill competencies ranked high in comparison to how often soft-skill competencies are taught. There is a striking influence of attending a HBCU on the development of soft skill competencies. Employers look to higher education to prepare students for the workplace. To do so, more research is recommended to unpack the nuances of soft skill competencies and development in students as well as the salient factors in HBCUs that foster soft skill competency development. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01