Keywords

Instructional Communication, Career Readiness, Student Learning Domains, NACE, Internships

Subject Categories

Higher Education | Teacher Education and Professional Development

Abstract

Higher education institutions are seen as places that educate students in specific subjects and provide training that leads to either a career or further learning opportunities. Unfortunately, public trust in higher education has plummeted since 2015. The evolution of higher education has been the subject of speculation by various groups, but developing translational skills through effective internships could very well solve the issue at hand. Institutions ought to have data -driven evidence about their disciplines’ effectiveness and their translational ability to the workforce. To understand this, student career readiness must be evaluated. Students' career readiness is a vital measure of the quality of higher education. Career readiness is the foundation from which college graduates demonstrate the requisite competencies that broadly prepare them for a successful transition into the workplace. There is an abundance of research on student internships, but little on students pursuing degrees or careers in communication. This dissertation examines the career readiness of undergraduate communication students from the perspective of internship supervisors. Using a triangulated methodological design, this dissertation analyzed qualitative survey data and conducted in-depth interviews with employers in the communication industry. Ultimately, communication students have many positive career -readiness attributes, but there are areas that need to be addressed within their curricula or through their own learning.

Completion Date

2026

Semester

Summer

Committee Chair

Strawser, Michael

Degree

Doctor of Philosophy (Ph.D.)

College

College of Sciences

Department

Strategic Communication

Format

PDF

Document Type

Dissertation

Language

English

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