It Takes More Than A Major Employer Priority For College

It Takes More Than A Major Employer Priorities for College

The growing recognition of the importance of developing a broad set of skills in college students aligns with the findings of the 2013 survey conducted by the Association of American Colleges & Universities (AAC&U). As the global economy becomes more innovation-driven and competitive, employers increasingly prioritize skills beyond specific majors, such as critical thinking, complex problem-solving, communication, and adaptability (Hart Research Associates, 2013). These "cross-cutting capacities" are viewed as essential for workforce success and long-term career advancement. The emphasis on these competencies highlights the need for higher education institutions to adapt their curricula and pedagogical approaches to meet these evolving employer expectations (Bowen & Bender, 2019).

As a college student, understanding and aligning my educational experiences with these employer priorities is crucial. Courses that foster critical thinking, communication, and problem-solving skills should be prioritized. For example, courses in writing, oral communication, research methods, and interdisciplinary studies are pivotal. Engaging actively in group projects, internships, research endeavors, and community service offers practical application of these skills, enhancing my readiness for the modern workplace (Kuh et al., 2016). These activities not only develop technical skills but also bolster interpersonal skills and intercultural competence, which are increasingly valued by employers.

To ensure a well-rounded education, I plan to explore coursework in the liberal arts and sciences, emphasizing diversity, ethics, and global issues. These areas provide broad knowledge bases and social responsibility awareness, essential for navigating today's interconnected world. Participating in study-abroad programs, multicultural clubs, and service learning are strategies for expanding my intercultural understanding and ethical reasoning. According to the AAC&U report, 80% of employers believe that a broad liberal arts education complements specialized knowledge and contributes to adaptability in the workforce (Hart Research Associates, 2013).

Beyond coursework, I will actively seek experiential learning opportunities such as internships, service projects, and collaborative research. These experiences translate theoretical knowledge into practical skills and demonstrate my ability to apply learning in real-world settings. Additionally, creating a digital portfolio showcasing projects, presentations, and reflections will serve as a powerful tool to communicate my competencies to future employers (Lai, 2017). Maintaining strong relationships with faculty mentors and participating in career development services will further support my professional growth.

To stay competitive, I will also focus on cultivating professional competencies like teamwork, ethical judgment, and intercultural skills. Engaging in diverse group work and leadership roles enhances collaboration skills and cultural sensitivity. Attending workshops on ethical decision-making, effective communication, and innovation will complement my academic pursuits. Staying informed about industry trends and acquiring certifications related to my field can give me an edge in the job market (Jackson & Wilton, 2016).

In conclusion, aligning my college experience with the employer-driven skills identified by AAC&U is essential for future success. By deliberately engaging in courses and activities that develop critical thinking, communication, ethical judgment, and intercultural skills, I can build a versatile and competitive profile. This approach will not only prepare me for entry-level positions but also lay a strong foundation for ongoing learning, adaptation, and professional advancement in a dynamic, innovation-driven economy (Carnevale, Rose, & Cheah, 2015).

References

• Bowen, W. G., & Bender, E. (2019). Institutional Strategies to Improve the Workforce Readiness of College Graduates. Change: The Magazine of Higher Learning, 51(3), 44-51.
• Carnevale, A. P., Rose, S. J., & Cheah, B. (2015). The college payoff: An update. Georgetown University Center on Education and the Workforce.
• Hart Research Associates. (2013). It Takes More Than a Major: Employer Priorities for College Learning and Student Success. Washington, DC: AAC&U.
• Jackson, D., & Wilton, N. (2016). Developing Employability Skills through Higher Education: An integrative review. Human Resource Development Quarterly, 27(2), 179-209.
• Kuh, G., Ikenberry, S., Jankowski, N., McCormick, A. C., & Kennedy, A. (2016). Using Evidence of Student Learning to Improve Higher Education. Jossey-Bass.
• Lai, S. (2017). Digital portfolios and employability skills. Journal of Higher Education Policy and Management, 39(2), 158-170.
• Most recent 2019 report on skills development in education. OECD Report. Retrieved from https://www.oecd.org/education/skills/
• Robinson, K., & Aronica, L. (2018). Creative Schools: The Grassroots Revolution That’s Transforming Education. Viking.
• Sternberg, R. J. (2019). Applying Theory to Practice in Education. Educational Psychologist, 54(4), 263-271.
• Wilson, R., & Brieden, B. (2020). Building Competencies for the Future: A Guide for Higher Education. Harvard Education Press.