Understanding Traditional and Nontraditional Students' Job Skill Preparation from a Career Capital Perspective

Using data from the 2014 Community College Survey of Student Engagement (CCSSE), we examined traditional and nontraditional students' perceived preparation for job skills in terms of the three ways of knowing from a career capital perspective. Results showed that traditional and nontraditional...

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Bibliographic Details
Published in:Community college journal of research and practice 2023-03, Vol.47 (3), p.228-241
Main Authors: Xing, Xue, Gordon, Howard R. D.
Format: Article
Language:English
Subjects:
Career preparation
Career Readiness
Careers
Colleges & universities
Community College Students
Community colleges
Control Groups
Job Placement
Job Skills
Job Training
Knowledge Level
Learner Engagement
Nontraditional Students
Services
Skill development
Skills
Student Attitudes
Student Educational Objectives
Students
Workplace Learning
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Summary:Using data from the 2014 Community College Survey of Student Engagement (CCSSE), we examined traditional and nontraditional students' perceived preparation for job skills in terms of the three ways of knowing from a career capital perspective. Results showed that traditional and nontraditional students shared commonalities as well as differences in terms of three ways of knowing. Multinomial regression showed that different sets of predicators were significant in predicting students' perceived preparation for job skills, depending on the outcome being considered. However, variables that are directly aligned to the work or job preparation - updating job skills as a goal, work-based learning, and using job placement assistance, each representing one way of knowing - had the largest odds ratios in explaining the perceived preparation for job skills. Discussions of findings and implications are provided.
ISSN:1066-8926
1521-0413
DOI:10.1080/10668926.2021.1991856