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Higher Education Faculty Perceptions of Soft Skill Gaps in Components of Emotional Intelligence Among Recent Higher Education Graduates.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Higher Education Faculty Perceptions of Soft Skill Gaps in Components of Emotional Intelligence Among Recent Higher Education Graduates./
Author:	Wiley, Bryce.
Description:	1 online resource (180 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
Contained By:	Dissertations Abstracts International85-11B.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798382601076

Higher Education Faculty Perceptions of Soft Skill Gaps in Components of Emotional Intelligence Among Recent Higher Education Graduates.
Wiley, Bryce.

Higher Education Faculty Perceptions of Soft Skill Gaps in Components of Emotional Intelligence Among Recent Higher Education Graduates. - 1 online resource (180 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: B.

Thesis (Ed.D.)--Walden University, 2024.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382601076Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Soft skill deficits Index Terms--Genre/Form:

554714
Electronic books.

Higher Education Faculty Perceptions of Soft Skill Gaps in Components of Emotional Intelligence Among Recent Higher Education Graduates.
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520 $a 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.
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