Date of Conferral
5-15-2024
Date of Award
May 2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
John Harrison
Abstract
The problem addressed by this basic qualitative study was that recent college graduates may lack the soft skills needed for success in the job market. This gap may cause graduates to lack the skills required for employability. The purpose of this qualitative study was to explore faculty perceptions of soft skill gaps in components of emotional intelligence—self-awareness, self-regulation, motivation, empathy, and social skills—among recent college graduates. The study was conceptualized through the lens of Goleman’s emotional intelligence theoretical framework. Research questions asked college faculty about their views of soft skill deficits among recent college graduates in self-awareness, self-regulation, motivation, empathy, and social skills. Using a basic qualitative methodology, semistructured one-on-one interviews of 10 college faculty were conducted. Data were analyzed using inductive thematic analysis. Six final themes emerged from the interviews: COVID, student success, deadlines, emotions, social interactions, and technology. The answers to the research questions confirmed the soft skill gap that the literature asserted. An analysis of soft skill gaps among recent college graduates could result in potential positive social change by providing information about soft skills that need to be better taught in higher education so that graduates are more employable.
Recommended Citation
Wiley, Bryce Timothy, "Higher Education Faculty Perceptions of Soft Skill Gaps in Components of Emotional Intelligence Among Recent Community College Graduates" (2024). Walden Dissertations and Doctoral Studies. 15801.
https://scholarworks.waldenu.edu/dissertations/15801
