Industry, Faculty, and Students' Perceptions of the Opportunities and Constraints Regarding the Implementation of Professional Skills into Technical Education Programs

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dc.contributor.advisorScott, Shelleyann
dc.contributor.advisorScott, Donald
dc.contributor.authorLenci, Samantha
dc.contributor.committeememberCalvert, Ann
dc.contributor.committeememberLaitsch, Daniel
dc.contributor.committeememberDrefs, Michelle A.
dc.contributor.committeememberKowch, Eugene G.
dc.contributor.committeememberNowell, Lorelli S.
dc.date2018-06
dc.date.accessioned2018-04-10T21:22:52Z
dc.date.available2018-04-10T21:22:52Z
dc.date.issued2018-04-05
dc.description.abstractLittle has been written about the inclusion of professional skills in a two-year technical college program and the connection between stakeholder’s perceptions in defining the skill sets graduates need to be successful in industry. This mixed methods research study explored participant’s perceptions of the opportunities and constraints regarding the integration of professional skills in a technical two-year diploma. For the purposes of this research study, professional skills, also called broad-based skills and soft skills, consisted of a set of 17 predetermined skills that three stakeholder groups—industry, faculty, and students—assessed for personal relevance and as a representative of their respective stakeholder group. Data was compiled through a questionnaire completed by faculty, students, and industry member representatives; analyzing job ads, learner exist surveys, and employer satisfaction surveys; followed by conducting focus groups with 56 participants in total. The significant findings from this study encompassed the following aspects. First, the recognition that professional skills are highly regarded, but not always intentionally taught in two-year technical diploma courses. Second, there was a deep-rooted value attached to the identified skill set, but that the barriers to identification and inclusion were different for each participant group. Finally, the notion of inclusion of professional skills in a two-year technical education was encouraged, but that a concerted effort by faculty, industry, and curriculum designers would need to be made in order for student learning of professional skills to be successful.en_US
dc.identifier.citationLenci, S. (2018). Industry, faculty, and students' perceptions of the opportunities and constraints regarding the implementation of professional skills into technical education programs (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/31775en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31775
dc.identifier.urihttp://hdl.handle.net/1880/106487
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.facultyWerklund School of Education
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject.classificationEducation--Administrationen_US
dc.subject.classificationEducation--Adult and Continuingen_US
dc.subject.classificationEducation--Community Collegeen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Teacher Trainingen_US
dc.subject.classificationEducation--Technologyen_US
dc.subject.classificationEducation--Vocationalen_US
dc.titleIndustry, Faculty, and Students' Perceptions of the Opportunities and Constraints Regarding the Implementation of Professional Skills into Technical Education Programs
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
ucalgary.thesis.checklistI confirm that I have submitted all of the required forms to Faculty of Graduate Studies.en_US
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