Abstract:

The majority of college students perceive their degree as a path to a career after graduation. However, a national survey published in 2018 found that while 58% of college students believed that their education should prepare them for the workforce, only 35% indicated that their education was effective in preparing them for a job and only 20% reported that they were well prepared for the work place.

The National Association of Colleges and Employers has developed a definition, based on extensive research among employers, and identified eight competencies associated with career readiness. A 2011 report identified employment competencies as including Soft Skills (interpersonal skills), Basic Skills, generic skills . Bernd (2007) stated that "Soft skills complement hard skills, which are the technical requirements of a job”. He identified three skill soft skill categories based: Personal qualities, Interpersonal skills, and Additional skills/knowledge (i.e.: technical skills). Therefore, career readiness includes technical competencies related to a specific field as well as a range of cultural and social competencies related to communication, personal management, creativity and problem solving.

Identifying disconnects in perceptions of career preparedness among students and employers is essential in order to assess the extent to which learning outcomes are aligned with industry needs and student career goals. This paper documents the findings of a study that analyzed data related to professional preparedness of students graduating from the Construction Management Program at Bowling Green State University. Data was collected from graduating students and employers participating in the programs internship program. The study assessed both the students and employers perceptions of the graduate’s level of professional preparedness for their career field.

The purpose of the study was to determine the perceived level of career preparedness among graduating students and among employers which had employed the students in their final academic year. The following research questions were developed:
1) What was the level of career preparedness as perceived by students?
2)What was the level of career preparedness as perceived by employers?
3) What was the relationship between student perceptions and employer perceptions of career preparedness in terms of overall preparedness?
4) Was there a relationship between perceived career preparedness among employers and academic performance as measured by GPA?

Preliminary results from this study reflect that student’s perceive that they are moderately prepared to prepared for the workplace with an average Likert score of 3.3 and that there is a nominal difference between their communication (3.4), leadership/teamwork (3.2) and technical skills (3.3). Employer surveys responses reflect that the students either meet or exceed their requirement with an average Likert score of 4.53 and that they also perceived a nominal difference between their communication (4.5), leadership/teamwork (4.6) and technical skills (4.3). No correlation (ρ=0.08) was found between the students’ academic grade point average and the industry perception of the student’s performance during their internship.

The results of the final data analysis and associated conclusions and recommendations are reported in further detail in the completed paper.

Keywords:

Career preparation, program assessment.