Abstract:

In 2021, the World Economic Forum (WEF) published “the Future of Jobs Report” in which it states that 50% of all employees will need new skills by 2025. In the same year, McKinsey—a global management consulting firm—published “Defining the Skills Citizens Will Need in the Future World of Work.” Both sources of research offer insights into the specific skills necessary for workers to succeed and thrive in the 21st century work environment. While the good news is that organizations can upskill and reskill existing workers, hiring workers already equipped with these skills proves difficult.

Although Higher Ed graduates should be an obvious source of talent—especially given the labor shortage -- employers are looking for hires that already have current workplace skills. The data tells the story. Research by the National Association of Colleges and Employers indicates that approximately 90% of employers want candidates with work experience, preferably relevant work experience prior to hiring (something which many college students do not have). Only 55.3% of the Class of 2021 was employed full time within six months of graduation.

This paper explores the impact of active-learning methodologies such as Problem-based /Project-based Learning, and Case Study Analysis upon workplace skills necessary for undergraduates to be employed prior to and upon graduation. Specifically, what is the impact of proven, active-learning methods in Higher Education upon undergraduate students’ participation in the workplace?

This mixed method study analyzed extant, historical data regarding the impact of active learning methods –i.e., Problem-based, Project-based, and Case Study Analysis—placement rates, dropout rates, and degree completion rates for each Higher Ed Institution compared to the NACE US national data. Interviews with leaders in Higher Ed Institutions were conducted for information regarding application of the Project-based, Problem-based, and Case Study Analysis teaching methods and outcomes relative to employability. The interview results were triangulated to validate key observations. A limitation of the study is the number of interviewees. However, the data spanning ten years in each institution offsets the limitations of the small interview set.

Results demonstrate the power of an active-learning approach for supplying Higher Ed students with 21st century skills.

Keywords:

Innovative methods, future skills, skill building, problem-based learning, project-based learning, case study analysis, active learning.