Graduation Year

2022

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Higher Ed/Community College Ed

Major Professor

Amber Dumford, Ph.D.

Committee Member

Thomas Miller, Ed.D.

Committee Member

Deirdre Cobb-Roberts, Ph.D.

Committee Member

Michael Denton, Ph.D.

Keywords

self-efficacy, social cognitive career theory, soft skills, sophomore slump

Abstract

Today’s college students expect that an outcome of a college education is to be prepared to secure a well-paying job within their field of study after graduation. Within career services offices, career preparation is typically focused on upperclassmen looking for internships and jobs, leaving sophomore students to make major and career decisions on their own. The purpose of the study is to understand what on-campus experiences sophomore business students had to aid them in their major and career path choices, how they define and interpret three employability skills, and which experiences helped them develop these three employability skills needed to succeed post-graduation.Through a general qualitative study approach, seven business-focused sophomore participants attending a small, private, liberal arts college in the southeastern United States were interviewed. In regard to major and career decisions, the findings from this study showed that sophomore business students could make educated major decisions but were uncertain about career paths within those majors. Regarding employability skill development, the study showed that sophomore business students could make initial connections between coursework and skills. Many had trouble forming strong connections between campus engagement and skills, except those sophomore business students who took on leadership opportunities on campus such as resident advisors and internships. Additionally, the study showed that sophomore business students lack self-efficacy concerning professionalism and oral/written communication skills. The research offers insight into how faculty and college administrators can expand practices on campus to effectively enhance employability skill development and strengthen career decision-making abilities for sophomore business students.

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