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American Community colleges are vital to the country's economic mobility and are leaders in developing and facilitating career, technical, and workforce education. This study explored employer perspectives on employees' common and specialized skills across industries in the United States.

Employers were profiled for one year using a case study and content analysis method. They submitted performance records for at least three employees who graduated from community college career, technical, or workforce programs.

Data revealed that overall, employees were successful at work, but employers focused on employability skills across disciplines (common skills); specialized skills employers focused on were associated with business operations and processes and seemed to be something other than industry-specific technical knowledge.

This article and the research it refers to constitute original work that has not been reproduced or published. The value of this article is premised on new longitudinal data, which could be used to improve and progress institutional CTE and WD programs.

The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.

The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.

The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.

The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.

This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

This study aims to examine the relationship between knowledge management and career development in an era characterized by high levels of youth unemployment and a demand for specialized skills. Despite the increasing transition to a knowledge-based economy, there is a significant gap between young people’s skills and career readiness, necessitating an in-depth analysis of the role of knowledge management at the individual, organizational and national levels.

The authors conducted a qualitative study using the theory-context-characteristics-methodology approach based on a systematic literature review. The authors created an ecological framework for reflecting on knowledge management and career development, arguing for a multidisciplinary approach that invites collaboration across sectors to generate innovative and reliable solutions.

This study presents a comprehensive review of the existing literature and trends, noting the need for more focus on the interplay between knowledge management and career development. It emphasizes the need for businesses to promote the acquisition, storage, diffusion and application of knowledge and its circulation and exchange to create international business human capital.

The findings may help multinational corporations develop managerial training programs and recruitment strategies, given the demand for advanced knowledge-based skills in the modern workspace. The study also discusses the influences of education, experience and job skills on business managers’ performance, guiding the future recruitment of talents.

To the best of the authors’ knowledge, this review is among the first to assess the triadic relationship between knowledge management, career development and the global unemployment crisis. The proposed multidisciplinary approach seeks to break down existing silos, thus fostering a more comprehensive understanding of how to address these ongoing global concerns.

PhD graduates are entering an increasing range of careers, but past research has highlighted a lack of preparation for these careers. This study aims to explore the reflections of PhD graduates from science and humanities and social science disciplines regarding support for career development (CD) during their study.

The authors used an explanatory sequential mixed-methods design and collected 136 survey responses and interviewed 21 PhD graduates from two US and one New Zealand universities to investigate their career readiness. Using the lens of Cognitive Information Processing theory, the authors explored the development of self-knowledge and career options-knowledge, and how support at the macro (institutional), meso (departmental) and micro (supervisors) levels influenced CD.

During doctoral study, there was very poor engagement with CD activities. Graduates displayed limited self-knowledge and poor knowledge about career options. Graduates reported drawing mainly on their departments and supervisors for career guidance. Although there were pockets of good practice, some departments were perceived as promoting academia as the only successful outcome, neglecting to support other possible pathways. Some graduates reported excellent supervisor support for CD, but others described disinterest or a damaging response if students said they were not wanting to pursue academia.

The enabling aspects for developing self- and options-knowledge are collated into a conceptual model, which identifies key factors at institutional, departmental and supervisor levels, as well as for PhD students themselves.

The main purpose of this study is aimed to estimate the mediating role of student engagement in the structural relationships between students' field of study choice, learning readiness and academic competence of undergraduate students in higher education.

In the study process, a correlational design was employed. Data were collected from 419 participants who were selected through a simple random sampling technique. Structural equation modeling (SEM) was used to analyze the data.

The study findings showed neither field of study choice nor learning readiness has a significant direct effect on student's academic competence. However, when student engagement, entered the relationships between “field of study choice and academic competence” as well as “learning readiness and academic competence”, the indirect effects became significant. Both conditions, therefore, suggesting student engagement had a full mediation role in the structural relationship models.

Based on the results, it can be concluded that student engagement is shown as one of the key variables used to comprehend how students develop competence in the teaching-learning process. Hence, teachers and academic administrators could use engagement as a strong instrument to optimize students' learning and academic competence to enhance their academic success.

This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands, the expansion of higher education and the application of high-impact teaching strategies. It synthesizes perspectives on employer work readiness, the challenges and opportunities of large-scale teaching and strategies for fostering a dynamic academia-industry feedback loop. This multifaceted approach ensures the relevance of curricula and graduates’ preparedness while addressing the skills gap through practical recommendations for aligning teaching methodologies with employer expectations.

The research methodically examines the multifaceted challenges and opportunities inherent in large-scale teaching. It focuses on sustaining student engagement, maintaining educational quality, personalizing learning experiences and cultivating essential soft skills in extensive student cohorts.

This study highlights the critical role of transversal skills in work readiness. It also uncovers that despite its challenges, large-scale teaching presents unique opportunities. The diversity of large student groups mirrors modern workplace complexities, and technological tools aid in personalizing learning experiences. Approaches like peer networking, innovative teaching methods, real-world simulations and collaborative resource utilization enrich education. The importance of experiential learning for augmenting large-scale teaching in honing soft skills is emphasized.

This manuscript contributes to the discourse on large-scale teaching, aligning it with employer expectations and the dynamic requirements of the job market. It offers a nuanced perspective on the challenges and opportunities this educational approach presents, providing insights for crafting engaging and effective learning experiences in large cohorts. The study uniquely integrates experiential learning, co-creation in education and industry-academia feedback loops, underscoring their importance in enhancing student work readiness in large-scale teaching.

We examined skill building techniques and changes over the course of a semester with pre and post-test data collection after implementing experiential learning assignments.

The Schutte Self-Report Emotional Intelligence Test (SEEIT) was used to measure emotional intelligence among students who interned for a 16-week period.

We found a significant difference using a paired samples t-test in SSEIT scores between the pre (M = 126.6, SD = 4.3) and the post-internship (M = 133.8, SD = 5.7) scores. t(5) = -5.61, p = 0.002. Students had an overall increase in mean scores over the course of one semester.

This was a pilot study that we completed to determine applicability of internship and increasing emotional intelligence. Overall, we saw an increase in EI in pre and post-test comparisons. This was a pilot study, so more research is needed on this topic.

Students were placed in situations during the internship process to help facilitate real world problems and were required to apply applicable textbook knowledge, develop theory-based activities and report their findings. Students worked with various age groups and learned how to work with a variety of populations including faculty, teachers, children and parents on a regular basis and this process contributed to their experience and potentially increased emotional intelligence over a 16-week period.

This research addresses the importance of emotional intelligence (EI) in career readiness and its role in potentially mitigating burnout in psychological professions.

This is important to those in the field of psychology and child development and family studies because it addresses concerns with the shortage of skilled and prepared workers.

This study aims to explore the influence of Mutqen programmes on university students’ personality and skills development. It evaluates the cognitive attitudes of university student participants in Mutqen training programmes. The research was analysed thematically, and this paper reports on the roles businesses and universities play in enhancing students’ personality and skills and the importance of knowledge acquisition to develop students’ career prospects.

Using a quantitative research approach, the study used a descriptive survey design. A total of 1,039 respondents based in Saudi Arabia participated voluntarily in the survey.

The results revealed a positive impact from Mutqen programmes on students’ personality and skills development. Moreover, the outcomes demonstrated that the Mutqen programmes promote knowledge acquisition, which enhances future career readiness by enabling students to positively develop their awareness of potential future career requirements.

The critical contribution of this paper is that it empirically evaluates the perceived impact of social corporate training programmes on students’ personality and skills development from the perspective of the students themselves.

The Industrial Revolution 4.0 impacted education, notably during the COVID-19 outbreak. Teachers should be familiar with the dynamic teaching and learning of classroom and virtual classes. They should provide various and exciting media. It influences the work readiness of a teacher for higher education students. Further, nowadays, interest in becoming a teacher is declining. They prefer having another profession to being a teacher. This study analyzes the determinants of work readiness as a teacher for higher education students.

This research uses a quantitative research model: a survey method with an influence analysis approach through structural equation modeling analysis to determine the influence of digital literacy, self-efficacy and perceptions of the teaching profession on readiness to become a teacher. The population in this study was the UNNES Economics Education students’ class of the year 2018, totaling 350 students with a total sample of 187. The data collection technique used in this research is a questionnaire with score criteria based on a Likert scale.

Digital literacy and teacher professional perception play an essential role in work readiness for higher education students as a teacher. Meanwhile, self-efficacy has a positive but insignificant influence on work readiness as a teacher. One of the things that make self-efficacy have a less significant impact is the need for vicarious experience indicators in shaping student self-efficacy.

Teaching is a noble profession. Research on work readiness as a teacher is still limited. Nowadays, only a few students are interested in being a teacher because they need more enthusiasm. The findings of this research can be an alternative solution to managerial staff at higher education to equip the students with digitalization technology, positive teacher perception and increase the students' self-efficacy.

The study on work readiness as a teacher for higher-education students has yet to be explored. Being a teacher is an art that needs skills and competencies because teachers educate humans that have dynamic critical thinking, ideas and behaviors. This study investigates the determinants of work readiness as a teacher for higher education students in the digitalization technology era.

We examine the relationships between clients’ level of coaching readiness and trust in their executive coach and increases to both personal learning improved work performance. Distance relationships, the setting for this study, epitomize the norms of the New World of Work (NWoW), but also provide particular challenges for building trust and recognizing similarities between client and coach.

This study investigates distance coaching relationships in matched-pairs, longitudinal investigation of formal executive coaching.

Results support the proposed moderated mediation path. Findings reveal that both coaches’ perceptions of client readiness for coaching and client trust in coach each predict both client personal skill development and performance improvement.

While important toward gaining a better understanding of the relational functioning of distance coaching relationships, inclusion of only distance relationships may truncate the generalizability of our findings.

The study’s findings have practical implications for organizations that invest in executive coaching with regard to the importance of evaluating the candidates' readiness for coaching before the assignment, trust-building throughout distance coaching relationships and perceptions of similarity on client coaching outcomes.

Distance relationships, the setting for this study, provide particular challenges for building trust and recognizing similarities between client and coach and the current investigation points to the relevance of these relational mechanisms to client outcomes. In so doing, this study explores how perceptions of deep-level similarity between a coach and client may serve as moderators of these relationships.