Abstract:

The ongoing challenge in education remains how to educate students in a changing world. Finch, Hamilton, Baldwin and Zehner (2013) suggest that new graduate competencies needed by employers is changing faster than education programs can adapt. In addition to disciplinary specific knowledge (sometimes referred to as hard skills), general skills are also needed. Known as soft skills, these are “interpersonal graduate skills that are often taken for granted” (Osmani, Hindi & Weerakkody, 2018, p. 26).
This presentation reviews the recent literature on soft skills necessary for graduates to secure and maintain employment. It also provides suggestions for educators to aid students in developing these skills prior to graduation. There are many different ways to categorize these soft skills. For example, in a survey by Majid, Eapen, Aung and Oo (2019), students considered these soft skills to be important: positive attitude, oral communication, self-motivation, and problem solving. In contrast, employers expect recent graduates to possess these skills: positive attitude, teamwork, good ethics, and problem solving. The employers also believe recent college graduates do not possess these skills. In research by Gale and Bender (2020), sixty-one educators from 140 schools reviewed a list of soft skills to determine if they should even be taught in a curriculum. Many (39%) felt soft skills should be included in a college education. This reinforces the need for higher education to help their graduates acquire these skills through a diversity of learning approaches.
Who are the current students in higher education? Students born between 1195 and 2016 are known as Generation Z, or Gen Z. This generation of learners rely heavily on electronic communication and remote informal interpersonal communication (Tulgan, 2015). Chica and Shellenbarger (2018) identified nine general characteristics of the Gen Z student. These students are 1) technology consumers who crave digital interaction; 2) logical; 3) immature regarding social and relationship skills; 4) cautious and anxious about emotional, physical, and financial safety; 5) individualistic; 6) prone to anxiety, insecurity and depression; 7) easily distracted and desire immediate results; 8) open-minded and comfortable with diversity; and 9) interested to bring about change without leaving their chairs.
Generation Z students are very familiar with hand-held devices, social media and instant messaging. They expect to control how, what and when they learn (Carlson, 2005). They are smart but impatient and expect results quickly. Because they multi-task, it is difficult to say if they absorb the details and fine points in what they are learning. They don’t read as much as other generations, preferring interactive media instead. They also have less tolerance for sitting and listening (Carlson, 2005). Faculty must use active learning strategies to engage these students. In addition, short, succinct and frequent interaction will help to nurture and support these students (Chica & Shellenbarger, 2018). Osmani, Hindi & Weerakkody (2018) suggest using a variety of teaching methods for soft skill development, including lectures, case study-based workshops, flipped classrooms, presentations, problem-based learning and collaborative learning. A variety of learning approaches is warranted to teach the Generation Z student.

Keywords:

Learning, soft skills, technology.