Abstract

Utilizing a quantitative approach, the researcher examined the extent to which undergraduate students participating in a college work experience program agreed with statements relating their experience in the program to the characteristics of high impact practices and the career readiness competencies. Additionally, the researcher determined which characteristics of high impact practices were statistically related to each career readiness competency. The characteristics of high impact practices are: high performance expectations, investment of time and effort, interactions with faculty and peers, experiences with diversity, receipt of constructive feedback, opportunities for reflection and integration of learning, real-world applications, and demonstration of competencies. The career readiness competencies are: problem solving, communication, teamwork, digital technology, leadership, professionalism, career management, and intercultural fluency. College work experience programs are not formally recognized as a high impact practice. Moreover, there is limited existing research regarding the impact of these programs on career readiness and the connection between high impact practice characteristics and career readiness competencies. Results of this research revealed that all high impact practice characteristics except one (interactions with faculty and peers) had means, medians, and modes representing agreement. In addition, all career readiness competencies had means, medians, and modes signifying high levels of agreement. Using a series of multiple regressions, specific high impact practice characteristics were found to be statistically related to each career readiness competency. This research contributes to higher education discussions regarding high impact practices and career readiness.

Notes

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Graduation Date

2020

Semester

Spring

Advisor

Cox, Thomas

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Higher Education Track

Format

application/pdf

Identifier

CFE0007953; DP0023094

URL

https://purls.library.ucf.edu/go/DP0023094

Language

English

Release Date

May 2023

Length of Campus-only Access

3 years

Access Status

Doctoral Dissertation (Campus-only Access)

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