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Preparation for a global economy: 21st century career-readiness and academic-citizenship skills for African American workforce entrants
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Preparation for a global economy: 21st century career-readiness and academic-citizenship skills for African American workforce entrants
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Content
Running head: AA 21st CENTURY CAREER & CITIZENSHIP SKILLS 1
PREPARATION FOR A GLOBAL ECONOMY: 21st CENTURY CAREER-READINESS
AND ACADEMIC-CITIZENSHIP SKILLS FOR AFRICAN-AMERICAN
WORKFORCE ENTRANTS
by
Airies Davis
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2016
Copyright 2015 Airies Davis
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Dedication
I want to acknowledge my ancestors and spiritual deity for your beacons of protection
during this journey. Also, I would like to dedicate this dissertation to my grandmothers on earth
Ora B. Davis and in heaven Jimmie V. Mayes, the shoulders for which I stand. Thank you
grandmothers for the sacrifices you made for your family so that we may be examples for future
generations. Next, I want to thank my mom, Gloria U. Davis for imparting the importance of
handwork, education, and commitment to excellence. Mom you often stated that, “an education
is something no one can ever take from you, so strive for the highest level.” You are my
inspiration of what it means to preserver and sacrifice for your family. Thank you for your love
and encouragement to step out on faith. Also, this dissertation is dedicated to all of my family,
friends, colleagues, and love ones for your support during the long hours, emotional roller
coasters, and moments of celebrations. I want to extend a special acknowledgement to my best
friend since third grade, Juliette Buford and undergraduate college roommate Felischa Marye for
frequently talking me off the ledge while lending positive words of wisdom.
Finally, my family has imparted the belief in education as the great equalizer. As a
product of rural Greenwood, Mississippi and LeClaire Chicago Housing Authority (CHA), I
would like to encourage others to believe that your current socioeconomic status does not hinder
or dictate your future level of educational attainment and professional success. As the first
Doctor in the Davis family, I acknowledge my responsibility to extend a hand to uplift future
generations in order to climb the ladder towards their dreams. For unto whomsoever much is
given, of her much is required (Luke 12:48).
To forthcoming doctors and educators, continue to Fight On!
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Acknowledgements
I would like to acknowledge my Dissertation Committee Chairs, Dr. Patricia Tobey and
Dr. Patrick Crispen, for your valued leadership and guidance throughout this journey. You
provided our Dissertation Thematic Group the autonomy to construct thought provoking creative
dissertation topics. Dr. Tobey, your serene yet firm disposition challenged me to strive for the
best in my writing. Dr. Crispen, your unique skill in delivering constructive feedback with humor
is priceless support for dissertators. To my third Dissertation Committee Member, Dr. Sharoni
Little, I am grateful for your assistance in shaping my topic from a fundamental business idea to
academic pedagogy. I approached you a stranger at an USC Black Alumni Association event.
Clearly, the lack of trepidation to serve on my committee proves your extraordinary level of
stewardship for others. Also, thank you USC Black Alumni Association for providing Dr. Verna
B. Dauterive scholarships and access to valuable resources in support of my dissertation.
To the entire Doctoral Support Center (DSC), thank you for challenging me to heighten
my level of writing during the Operation Dissertation Acceleration (ODA) and weekend write
sessions. I would like to acknowledge Dr. Evelyn Castillo for always going over and above to
ensure elevated standards of APA and synthesis in my writing. Thank you Dr. Castillo for
increasing my self-efficacy and motivation to persevere. Your door was always open!
To promote professional development and access to cultural/social networks towards
dissertation completion, eight graduates and I formed the first diverse Rossier student group:
“JENGA Doctoral Association.” Thank you ladies for trusting in our vision. In particular, I
would like to extend a special acknowledgement to my often 2AM “under the veil” writing
accountability friends and JENGA co-founders Marcedes Butler and Khalisha Jefferson. Finally,
thank you to all of my coursework professors and writing peers. I am a proud life-long learner!
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Table of Contents
Dedication 2
Acknowledgements 3
List of Tables 6
List of Figures 7
Abstract 8
Chapter One: Overview of the Study 11
Background of the Problem 12
Statement of the Problem 16
Purpose of the Study 18
Research Question(s) 19
Significance of the Study 20
Limitations 24
Delimitations 24
Definition of Key Terms 25
Organization of the Study 27
Chapter Two: Literature Review 28
University of No Name (UNN) Business School (DBS) Overview 29
DBS History 29
DBS Strategic Goals 33
21st Century Theoretical/Conceptual Frameworks 37
P21 Empirical Literature Review 39
P21 Framework Overview 42
Tony Wagner’s 21st Century Skills Framework 45
Wagner Empirical Literature Review 47
Wagner Framework Overview 48
Summary of Literature Review 51
Chapter Three: Methodology 52
Research Design Methodology 53
Site Description 55
Sample Population 57
Instrumentation 58
Data Collection 60
Qualitative Data Collection 61
Quantitative Data Collection 62
Data Analysis 63
Qualitative Data Analysis 64
Quantitative Data Analysis 66
Ethical Considerations 66
Limitations 67
Delimitations 67
Summary of Methodology 68
Chapter Four: Results 69
Organization of Data Analysis 70
Descriptive Characteristics 72
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Qualitative Demographical Data 73
Quantitative Demographical Data 78
Findings 79
Research Question One 81
Research Question Two 97
Summary of Results 115
Chapter Five: Discussion 116
Discussion of the Findings 118
Research Question One 118
Research Question Two 120
Implications for Practice 122
Limitations of Study 125
Recommendations for Future Study 125
Conclusions 128
References 129
Appendix A: Quantitative Survey Results 144
Appendix B: Informed Consent 154
Appendix C: Interview Protocol 157
Appendix D: Survey Results 159
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List of Tables
Table 1: Demographics of Interview Participants 75
Table 2: Generational Differences Source (Anantatmula, 2012) 76
Table 3: Distribution of Survey Respondent by Gender 79
Table 4: Quantitative Frequencies Statistics (Career-Readiness Skills) 87
Table 5: Quantitative frequencies statistics (Academic-Citizenship Skills) 88
Table 6: Reliability Scale: ALL VARIABLES 115
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List of Figures
Figure 1: Unemployment rates, by educational attainment (2014) Age: 25-64 years 22
Figure 2: Percentage of adults with survival skills 23
Figure 3: Applied Skills for Job Success for New Workforce Entrants at All Education
Levels 40
Figure 4: Partnership for 21st Century Learning’s 4C’s (Partnership for 21st Century
Learning, 2011) 43
Figure 5: Bloom’s Taxonomy (Anderson & Krathwohl, 2001) 44
Figure 6: Seven Survival Skills (Wagner, 2010) 46
Figure 7: Definitions of Career-Readiness and Academic-Citizenship Skills 71
Figure 8: Data Analysis Chart (Creswell, 2014) 74
Figure 9: In your opinion, as a business school graduate, which ONE skill is MOST
SIGNIFICANT in preparing you to obtain entry into the workforce? 111
Figure 10: Skill(s) to Perform in the Workforce 112
Figure 11: Prepared with 21st Century Skills to Enter the Workforce 112
Figure 12: Survey: Deductions Assessment 113
Figure 13: Survey: Assumption Assessment 113
Figure 14: Survey: Interpretation Assessment 114
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Abstract
The vibrant 21st century economic landscape has rapidly evolved, thereby requiring
college graduates to be equipped to apply a broader range of key skills towards success in the
workforce. President Barack Obama (2009) highlighted a 2020 college attainment and career-
training plan underscoring the importance of restoring America’s international leadership and
postsecondary education initiatives. President Obama’s 2020 plan called for the United States to
focus on college and career developmental resources that support and prepare graduates to
compete in an evolving global landscape. Equally, future employers demand that today’s young
adults are equipped with 21st century career-readiness and academic-citizenship skills for
workforce entrance.
As outlined in the Workforce Readiness Report Card, Casner-Lotto and Barrington
(2006) broadly define career-readiness as professionalism, communication, collaboration, and
critical-thinking skills employers deem important for workforce entrance. Likewise, MacFarlane
(2007) identifies academic-citizenship as coalesced codes of behavior, academic integrity, and
values for individuals to become active and informed citizens. Yet, United States college
graduates are not prepared with 21st century career-readiness and academic-citizenship skills for
the current and future demands of global workforce environments. While the problem prevails
across racial demographics, the study examined African-American business school graduates
from a private top tier predominately White higher education institution.
According to the National Center for Educational Statistics (NCES), annually, there are
1.5 million baccalaureate graduates who enter the workforce with inappropriate expectations,
lack of prior internships and/or practical work experiences, and inefficient citizenship and career
preparedness (Hettich, 2010; NCES, 2006). The following research examined empirical
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literature, historical and national career-readiness and academic-citizenship skills under the
context of frameworks from the Partnership for 21st Century Learning 4-C’s (2015) and Tony
Wagner’s (2010) seven survival skills. The research consolidated from both frameworks led to
eight dominant 21st century skills considered optimal for workforce preparedness: (a)
communication, (b) collaboration, (c) critical thinking, (d) creativity, (e) problem solving, (f)
networking, (g) agility/adaptability, and (h) access/analyze. The study considered African-
American college graduates’ perceptions of workforce preparedness related to 21st century
skills. Data analysis of the findings and themes were grounded in the following guided research
questions:
1. How prepared are African-American graduates from the business school of University of
No Name (UNN) with 21st century career-readiness and academic-citizenship skills for
the entrance into a global workforce?
2. Also, to what extent do graduate/undergraduate level business school graduates perceive
they are prepared with 21st century career-readiness and academic–citizenship skills to
enter the workforce?
Several themes emerged from results related to eight 21st century skills. The three themes
identified for Research Question One included perspectives on how African-Americans use 21st
century skills to navigate while in the workforce, skills required for African-Americans to gain
workforce entrance, and skills required for African-Americans workforce success in a global
economy. Subsequently, the three themes for Research Question Two centered on participants’
perceptions of workforce preparedness, skills perceived for African-Americans to prepare for the
21st century and beyond, and introspections based on participants’ rationale for gaining a
business degree. Subsequent to data findings for Research One and Two, an emergent theme
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developed related to the significance of African-American graduates utilizing institutional agents
(Stanton-Salazar, 1997), defined as professionals competent to advocate on behalf of others and
provide access to mentors and internship opportunities.
The implications for practice suggest a demand to partner with key stakeholders
including instructors and governmental agents to prepare not only African-Americans but also all
college graduates with 21st century career-readiness and academic-citizenship skills. Further
implications suggest lack of 21st century skills preparedness may impede college graduates
equitable access to resources to enter and compete in a global workforce. An analysis of
employer perceptions of how to create talent management, succession planning, and professional
development training to improve employee 21st century skills while in the workforce is another
implication for practice. Next, an expanded case study to examine 21st century skills for broader
workforce demographic stakeholders based on such areas as gender, race, and sexual orientation
is recommended. Finally, the researcher recommends collecting quantitative data from existing
job boards, social media platforms, and employment agencies to assess 21st century skills and
access to workforce resources. It is essential to tailor the proposed 21st century skills
recommendations for K-12 and college students, institutions of learning, and corporations.
Implementation of the recommendations will support in providing holistic employees prepared
with 21st century skills to enter the workforce and compete in a global economy.
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CHAPTER ONE: OVERVIEW OF THE STUDY
“In a global economy where the most valuable skill you can sell is your knowledge, a good
education is no longer just a pathway to opportunity, it is a pre-requisite…the goal of this
Administration to ensure that every child has access to a complete and competitive education–
from the day they are born to the day they begin a career” ~ President Barack Obama, 2009.
Future United States college graduates entering the workforce require access to resources
that develop 21st century skills leading towards employment and entrepreneurship opportunities,
job training programs, and/or military service. President Obama (2009) echoes the demand to
ensure students acquire competitive educational and career essentials to compete in a global
economy. There is a gap between the world of school and real-world 21st century skills African-
American graduates are expected to possess in order to enter the workforce and compete within a
global economy (Wagner, 2010). Yet, workforce entrants lack preparedness for the demands of
current and future workplace environments (Casner-Lotto & Barrington, 2006 & Symonds,
Schwartz, and Ferguson, 2011). Essentially, there is a gap related to African-American college
graduates’ preparedness with 21st century career-readiness and academic-citizenship skills to
enter and compete in a global workforce. Lack of preparation and an increasing demand for 21st
century career-readiness and academic-citizenship skills is a disadvantage for African-American
workforce entrants. While the problem of workforce preparedness is prevalent amongst vast
college graduate populations, this study will focus on African-American workforce entrants.
According to Casner-Lotto & Barrington (2006), career-readiness is outlined under the
Workforce Readiness Report Card as the following four skills employers deem important for
entrance into the workforce: professionalism/work ethic, oral/written communication, teamwork/
collaboration, and critical thinking/problem solving. Likewise, academic-citizen has a broad
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definition amalgamated as codes of behavior, academic integrity, and values expected in order
for individuals to become active and informed citizens/members of academic, professional, and
community environments (Dwyer, Millet, & Payne, 2006; MacFarlane, 2007; Wagner, 2010).
Correspondingly, this case study assessed perceptions of preparedness with 21st century career-
readiness and academic-citizenship skills for UNN African-American business school graduates
to enter and compete in a global workforce. In consideration, the study examined a sample
population of Diversity Business School (DBS) graduate participants from UNN, a private four-
year university. All references to the study participants, private four-year institutions, and DBS
will be in the form of pseudonyms to protect the identity of the participants and institution. The
following sections discuss the background of the problem, statement of the problem, purpose of
the study, significance of the study, limitations, delimitations, definitions of key terms, and
organization of the study.
Background of the Problem
The intent of this discussion was to examine the background of the problem related to
perceptions of 21st century career-readiness and academic-citizenship for African-American
business school graduates from UNN. The following examines historical and national
frameworks of career-readiness and academic-citizenship under the context of workforce
entrance. Furthermore, the study considered disparities and perspectives related to the problem of
how prepared are African-American graduates to enter the workforce with the identified 21st
century skills.
The United States is not adequately preparing college graduates with 21st century skills
to enter and compete in a global workforce. The vibrant economic landscape is rapidly evolving,
thereby requiring college graduates to be equipped to apply key skills towards success in the
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workforce. According to the NCES (2006), annually, there are 1.5 million baccalaureate
graduates who enter the workforce with inappropriate expectations, lack of prior internships
and/or practical work experiences, and inefficient citizenship and career preparedness (Hettich,
2010). A General Social Survey study (Hettich, 2010) of 1,400 American adults revealed that
college graduates enter the workplace ill-prepared and carrying the societal expectation,
characteristically by age 26 or at least 5 years after graduation, to complete major life transitions
representative of 97% financial independence and 95% full-time employment. Projections
indicate 73% of the fastest growing careers in 2006 and 2016 will require formal education and
workforce preparation beyond high school (Barnes & Slate, 2014). Yet, employers are frustrated
over the void of qualified skills in recent workforce entrants from two- and four-year colleges
(Casner-Lotto & Barrington, 2006). Nearly 60% (58.8%) of organizations project and increase in
hiring of four-year college graduates and a 49.5% increase in hiring of two-year college/technical
school graduates (Casner-Lotto & Barrington, 2006). These calculations emphasize the projected
increase in hiring of college graduates over the next several years.
National initiatives that address discipline-specific proficiencies, soft skills, and
knowledge domains are critical in order to measure and assess college graduates learning
outcomes towards workforce readiness. The ability to measure and assess learning outcomes and
address workforce barriers is heightened for low-income and diverse college graduates.
Structural reform is required to address and improve college access in the form of sustained
public and collaborative alliances (Price & Coles, 2006). Leadership development will need to
originate from innovative organizations, associations, and networks; given the apparent
reluctance of many traditional professional organizations to push for needed change (Price &
Coles, 2006; Bolman & Deal, 2003).
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Seminal research based on the What Work Requires of Schools: A SCANS Report for
America 2000 by the U.S. Department of Labor’s Secretary’s Commission on Achieving
Necessary Skills (SCANS) identified 36 employability or workforce competencies in the
following areas: access to resources, interpersonal skills, and information technology/systems
(Overtoom, 2000). More recently, the Partnership for 21st Century Learning (P21), a nationally
renowned organization in support of 21st Century skills, recognizes the 4C’s of workforce
competencies (Partnership for 21st Century Learning, 2011). According to the P2l framework,
core content-based critical thinking, analytical, and technological skills with the 4C’s of critical
thinking, creativity, collaboration, and communication soft-skills define 21st Century learning.
Similar to the P21 Framework, Tony Wagner (2010) identifies seven workforce survival or 21st
Century learning skills: critical thinking/problem solving, collaboration/networking,
agility/adaptability, oral/written communication, accessing/analyzing information, and
curiosity/imagination. As an education expert, Tony Wagner has conducted interviews and
observations data research with formative business leaders and educational institutions. While
the aforementioned Partnership for 21st Century Learning (2015) and Wagner (2010)
frameworks are not novel problems impacting the education sector, they support graduates with
skills in higher order thinking to analyze complex concepts and forms of communication (Dede,
2010).
Historically, in the 1950s, skills of the 20th century were defined as the life-adjustment
movement and outcome-based education in the 1980s (Sawchuk, 2009). Conversely, the
relevancy of 21st century learning remains a topic of current debate. The conversations
surrounding 21st century learning range from pedagogies to government policymakers.
Governmental policymakers advocate the importance of 21st century skills towards gaining
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economic and competitive advantage to address global, entrepreneurial, and service-based
workplace shifts. In 2009 President Barack Obama proposed a visionary 21st century 2020
education system calling for nations, governors and state education chiefs to not only develop
core-educational standard assessments, but an assessment of 21st century problem solving,
critical thinking, entrepreneurship, and creativity (Darling-Hammond & Adamson, 2010). The
President has put into action United States White House initiatives that by 2020, America would
once again have the highest proportion of college graduates in the world (The White House,
2015).
The aforementioned examination of national initiatives and historical perspectives related
to 21st century skills provides a contextual background of the problem. Nationally, labor
employment demands are shifting to jobs fulfilled by individuals opposed to machines (Dede,
2010). There is a decline in the labor force for jobs that consist of routine manual labor. Growing
proportions of the national labor force occupy jobs that underscore cognitive expertise in critical
thinking or complex communication. According to a study conducted by Dede (2010)
economists contend that critical or expert thinking involves strategic, metacognitive, and
descriptive pattern matching related to detailed information. Furthermore, the continual shift to
the digital age of computers and telecommunications expand capabilities and contributes to
heightened demands in accomplishing human tasks. Consequently, Dede’s (2010) study predicts
augmented requirements of crucial 21st century knowledge and skill components for workforce
success.
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Statement of the Problem
In the seminal sociocultural reproduction theories of Pierre Bourdieu (1973), lack of
access to resources–economic, cultural, symbolic, and social capital, impede African-American
college students from being workforce prepared and gaining exposure to the same resources
afforded to White students. National inventories led by the SCANS, the American Society for
Training and Development, and the National Academy of Sciences reveal the soft skills
employers specify as critical for workforce productivity when hiring African-American
graduates to include communications, interpersonal, and cognitive/problem solving skills
(Conrad, 1991; Conrad, Whitehead, Mason, & Stewart, 2005). Despite improvements in
educational attainment, African-American graduates lag behind Whites in college persistence
rates, “soft-skill” development, and additional indicators of workforce preparedness and
academic achievement (Conrad, Whitehead, Mason, & Stewart, 2005). College graduates
entering the workforce need a heightened level of access to resources related to developing
essential 21st century skills to enter and compete within a global economy. The gap related to
access of 21st century skills to prepare college graduates for entrance in the workforce is
widened further between African-American and White students. There is an increased
importance of college graduates entering the workforce to be prepared to meet the demands of
the economic landscape. Yet, there remains a gap related to African-American college graduates’
preparedness with 21st century career-readiness and academic-citizenship skills to enter and
compete in a global workforce. As an elixir for improving the economic status of African-
American workforce entrants, research must address the problem of African-American graduates
lacking sufficient career-readiness and academic-citizenship skills desired to enter and compete
in the global economy of the 21st century (Conrad, et al., 2005).
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Conversely, the lack of preparedness impacts employment in the United States causing
Americans to compete for jobs with international candidates. College graduates are required to
be adept with fundamental 21st century skills to compete in a global economic workforce
(Darling-Hammond, 2007 and Wagner, 2008). Complex technological and knowledge-based
global economic advancements demand United States workforce entrants to compete for access
to jobs (Casner-Lotto & Barrington, 2006). College graduates can prepare for a global economy
by learning how to investigate matters of global significance utilizing 21st century career-
readiness and academic-citizenship skills (Mansilla & Jackson, 2011). Businesses demand highly
trained employees with technical, academic, and social skills to meet the demands of ever-
changing global competition, technological advancements, and increasing social diversity and
inclusion initiatives (Zinser, 2003). Technology jobs are predominately outsourced to other
countries, resulting in an emergence of competitive global access to jobs and resources
(Freidman, 2006). According to Friedman (2006), world flattening refers to the emergence of
workforce globalization advancements. Preparation to enter the workforce in a flattened
economy requires college graduates to learn how to take action to become thoughtful, informed,
and effective workers to change the global workforce landscape (Friedman, 2005; Mansilla &
Jackson, 2011).
To sustain a competitive edge in a global workforce, it is essential for United States
college graduates to be equipped with academic-citizenship skills (Dwyer et al., 2006). Dede
(2009) supports academic-citizenship and career-readiness as vital skills in changing the
competitive global landscape from 21st century perennial skills to innovative contextual skills
unique to workforce success. Also, employers require higher education institutions to place more
emphasis on career and civic curriculum resources that enhance a college student’s intellectual
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and practical skills upon entering the workforce (Symonds et al., 2011). By deeply engaging in
multiple methods to standardize and design programs of study; employers are vested in greater
opportunities for work-linked learning whereby employers are partners in national efforts to
prepare college graduates for workforce success. As the global economic landscape becomes
more interconnected, the requisites for college graduates to enter and compete in the workforce
evolve. The evolution demands effective solutions to solve the problem related to African-
American college graduates’ preparedness with 21st century career-readiness and academic-
citizenship skills to enter and compete in a global workforce.
Purpose of the Study
Employers emphasize key competencies to enter and succeed in the workforce. The
National Association of Colleges and Employers (2008) indicated the 14 most important skills
and qualities that employers seek. In descending order of importance, these are communication
skills, strong work ethic, teamwork skills, initiative, interpersonal skills, problem solving skills,
analytic skills, flexibility/adaptability, computer skills, technical skills, detail oriented,
organizational skills, leadership, and self-confidence. A report entitled “Are They Really Ready
to Work?” by the Conference Board (2006) identified written English, oral communication, and
leadership as substantial deficiencies amongst college graduates (Casner-Lotto & Barrington,
2006; Hettich, 2010). Likewise, deficiencies in writing, critical thinking, and problem solving
skills were identified in college students according to the Spellings (2006) report from the U.S.
Department of Education (Hettich, 2010). More than 75% of employers are finding it
increasingly challenging to hire skilled Americans with four-year college degrees coupled with
basic knowledge and applied skills (Manyika et al., 2011; The Broad Foundation, 2015). These
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deficiencies lend to the lack of graduates prepared with 21st century skills to enter and compete
in a global economy.
The purpose of this study was to examine the broad problems and delineate specific
constructs within education related to the adaptation of 21st century career-readiness and
academic-citizenship skills for African-American business school graduates entering a global
workforce. In response to the world’s labor market and global competition, Americans are
investing time and money in acquiring 21st century skills and education (Packer, 2013). While
the problem of 21st century career-readiness and academic-citizenship workforce preparedness
has an impact on the education sector as a whole, this study examined a targeted sample
population of 75 African-American UNN Business School graduates. The researcher employed a
mixed methodology of quantitative and qualitative data analysis. A survey administered via
Qualtrics gathered descriptive statistics and demographics to support the recruitment and
selection of interview participants.
Next, based on the perspective responses to the survey questions, purposeful samples of
interview participants were identified to gather the qualitative data. The case study addressed the
following research questions.
Research Question(s)
African-American Business School Graduates 21st Century Preparedness to Enter in a Global
Workforce
1. How prepared are African-American graduates from the business school of UNN with
21st century career-readiness and academic-citizenship skills for entrance into a global
workforce? (Qualitative Methodology)
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2. To what extent do graduate/undergraduate level business school graduates perceive they
are prepared with 21st century career-readiness and academic-citizenship skills to enter
the workforce? (Quantitative Methodology)
Significance of the Study
This study is important because it considers economic barriers and factors, which have an
impact on lack of access to resources that support career-readiness and academic-citizenship for
African-Americans graduates. These factors are germane towards closing educational
inequalities and increasing workforce opportunities and social mobility for future generations.
Economic inequalities are even more prevalent amongst African-Americans. Nearly two-thirds
of African-American youth who grow up in low or middle class families will have less economic
mobility as adults than will their White counterparts (Urahn et al., 2012). African-Americans are
more likely than Whites to place at the bottom of the economic ladder towards entrance into the
workforce across generations. This study examined the problem grounded in the theoretical
frameworks of Wagner (2010) and of the Partnership for 21st Century Learning (2015).
According to a study conducted by the Executive Office of the President of the United
States, college access resulting in career attainment remains unequal (The White House, 2014).
The study reveals that African-Americans, often from low-income environments, face resource
barriers to college access and career success. African-American students are at a disadvantage in
their 21st century preparedness and competencies to interpret and manipulate information and
data (Wagner, 2010). Overall, gains in United States college attainment have stalled while other
countries increase their share of citizens who matriculate through college and enter the
workforce (The White House, 2014). Growing inequalities in social modality and access have a
direct impact on new technologies, global competition, and wage stagnation amongst working
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Americans. The global competition to prepare college graduates for career and citizenship
attainment is intense. Schools in other countries promote social mobility that supports all
students to recognize their potential more than education institutions in the United States
(Holden, 2008; Organisation for Economic Cooperation and Development, 2015). The
Organisation for Economic Cooperation and Development emphasizes the economic imperative
to focus on school resources that improve curriculum content and quality of instructors to
prepare graduates to enter the demanding global workforce.
The demand for top diverse workforce talent is high in optimal healthy economic
conditions. However, the pool and access to qualified diverse workforce candidates is
prevalently limited. Mansilla and Jackson (2011) state there are basic indicators of a countries
economic development and growth, such as gross domestic product (GDP). GDP is a monetary
indicator of a country’s economic condition based on produced goods and services. There are
high wage increases and low employment in healthy economic conditions. In optimal economic
conditions, businesses demand labor to meet growing economic demands. The United States’
GDP could increase by $525 billion if the gap continues between African-American and Latino
students in comparison to their White peer counterparts (Auguste, Hancock, & Laboissiere,
2009; Holden, 2009; OECD, 2015). The unemployment rates and expenditure disparity for
educational institutions, as a percentage of GDP, is heightened across secondary and
postsecondary non-tertiary education, especially in the United States as compared to competitor
global markets, which is noted in Figure 1 (OECD, 2015).
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Figure 1. Unemployment rates, by educational attainment (2014) Age: 25-64 years
APA: Source OECD, 2015
It is important for college graduates to be globally adept and equipped with 21st century
skills to compete in a global economy (Figure 2). College graduates can prepare for a global
economy by learning how to investigate matters of global significance (Mansilla & Jackson,
2011). Most importantly, preparation to enter the workforce in a flattened economy requires
college graduates to learn how to take action to become thoughtful, informed, and effective
workers in a changing global landscape (Friedman 2005; Mansilla & Jackson, 2011). Equal is the
necessity to prepare college graduates with 21st century skills to not only interact, but also
compete, against other countries in a global landscape.
0
5
10
15
20
25
30
35
40
45
Slovak
Republic
Spain
Greece
Lithuania
Latvia
Czech
Republic
Ireland
Poland
Hungary
Slovenia
Italy
Portugal
Belgium
France1
Sweden
OECD
average
Finland
Russian
Germany
Estonia
Austria
Canada
United
States
Netherlands
Switzerland
Turkey
Denmark
Australia
United
Luxembourg
Israel
Costa
Rica
Norway
Colombia
New
Zealand
Chile1
Iceland
Brazil1
Mexico
Korea
Below
upper
secondary
Upper
secondary
or
post-‐secondary
non-‐terTary
TerTary
%
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Figure 2. Percentage of adults with survival skills (information and communication technologies
and problem solving skills) by selected industry (2012), Based on Survey of Adult Skills, 25-64
years old (OECD, 2015)
Wagner (2010) indicates that college graduates will have several careers during their life
span. The United States’ inadequate educational performance compared to the global economy
evidences the demand for the development of 21st century skills to enter the workforce (OECD,
2015). Business leaders recognize the need to improve the education sector by championing
reform that promotes training of graduates entering the global workforce (Symonds et al., 2011).
Furthermore, executive leadership, including chief diversity officers and chief executive officers,
are often involved in hiring employees in order to personally identify the skills and competencies
for a successful hire (Wagner, 2010). Equally important is the need to improve the academic
achievement of diverse populations of college graduates. Orchestration of cultural change is
reflective of the workforce demands for diverse talent who possess high educational requisite
competencies (Dexter, 2012). Recognizing employers search for diverse talent with holistic skills
that combine core career-readiness and academic-citizenship skills, it is important to determine
how best to prepare African-American graduates with comprehensive skills to compete in a
global economy. Employers must be able to identify innovators with creative entrepreneurial and
discovery DNA related to associating, questioning, observing, experimenting, and networking
0
10
20
30
40
50
60
70
Australia
Netherlands
Finland
England/N.
Ireland
Japan
Canada
Germany
Norway
Denmark
Austria
United
States
Flanders
(Belgium)
Average
Sweden
Korea
Czech
Republic
Ireland
Russian
Slovak
Republic
Poland
Estonia
EducaTon
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(Dyer, Gregersen, & Christensen, 2011). There is a parallel with innovators DNA and 21st
century career-readiness and academic-citizenship skills required for workforce entrance.
Analogously, college graduates with innovators DNA are able to associate or think critically to
solve problems, question or challenge common wisdom, observe to prompt insight, experiment
or intellectual exploration, and network to gain diverse perspectives.
Limitations
A significant limitation of the study was the restriction of time and access to a limited
population of African-American business school graduate survey (18) and interview (6)
participants. The collective population of African-American students at the research site of a
predominately White higher education institution was considerably low. Additionally, personal
bias can shape the interpretations of the researcher (Creswell, 2014). The potential researcher
bias was also a limitation. The researcher is an Executive Master of Business Administration
graduate and human resources practitioner familiar with 21st century skills employers demand
for workforce entrants. Finally, there were limitations based on the reliability of instruments used
and time frame set forth to complete the study.
Delimitations
The study confined itself to a targeted population of business school graduates from a
private four-year university. The interview and survey participants were identified based on their
connection to and active participation in UNN’s African American Alumni Association. While at
UNN, all interview participants demonstrated measureable academic achievement as business
school students.
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Definition of Key Terms
• 21st Century Skills: Partnership for 21st Century Learning (P21) formerly the
Partnership for 21st Century Skills Framework (2011) describes the skills, knowledge
and expertise students must master to succeed in work and life. The P21 model is a blend
of content knowledge, specific skills, expertise and literacies.
• Academic-Citizenship: A conglomerate of terms related to code of behavior, academic
integrity, and values expected in order to become active and informed citizens/members
of academic, professional, and community environments (MacFarlane, 2007).
• ACT Workforce Report Card: A report card in which employers emphasized skills
important for career and workforce readiness.
• Career-Readiness: Cited by employers as four important workforce skills for candidate
career success: professionalism/work ethic, oral and written communications, teamwork/
collaboration, and critical thinking/problem solving.
• Disconnected Young Adults: Refers to 16- to 24-year-olds who are neither in school nor
in a career or job.
• Disruptive Innovation (Innovators DNA): Five discovery skills that distinguish successful
innovators: associating, questioning, observing, networking, and experimenting.
• Gross Domestic Product (GDP): A monetary indicator of a country’s economic condition
based on produced goods and services. In healthy economic conditions there is low
unemployment and high wage increases. Consequently, businesses demand labor to meet
the growing economic demands.
• Generational Differences (Millennial, Generation X, and Baby Boomers): Shared
lifelong tradition and culture by a group where year of birth influences personality
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characteristics. Millennials were born between 1981 and 2001, Generation X refers to
those born between 1965 and 1980, and Baby Boomers were born between 1946 and
1964.
• New economies: The emergence of significant new elements in the workforce that allow
employers to use flexible efficiencies and workplace arrangements to balance the labour
market including reduction of employee’s entitlements, benefits, and protections.
• Organisation for Economic Co-Operation and Development (OECD): Promotes policies
that improve the economic and social well being of people around the world. Provides a
forum in which governments can work together to share experiences and seek solutions
to common problems.
• Problem-based Learning: Students learn through experiences based on solving problems.
• Self-efficacy: Refers to an individual’s belief in his or her capacity to execute behaviors
necessary to produce specific performance attainments.
• Species of Capital: Reference to one’s economic, symbolic, cultural and social capital.
Bourdieu (1977) refers to species of capital as the sum of resources, actual or virtual, that
accrue to an individual or a group by virtue of possessing a durable network of more or
less institutionalized relationships of mutual acquaintance and recognition.
• Tertiary: Largely theory-based program designed to provide sufficient qualifications for
entry to advanced research programs and professions with high skill requirements, such
as medicine, dentistry or architecture. Tertiary programs include second-degree
programs, such as the master’s degree.
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Organization of the Study
This study is organized into five chapters. Chapter One presents an overview of the study,
background of the problem, statement of the problem, purpose of the study, importance of the
study, limitations, delimitations, definitions of key terms, and an overview of the study. Chapter
Two provides empirical research and historical literary context of the Partnership for 21st
Century Learning (2015) and Tony Wagner’s (2010) frameworks related to career-readiness and
academic-citizenship 21st century skills for African-American business college graduates to
compete in a global economy. Chapter Three examines the research design methodology, sample
population, instrumentation, data collection, and data analysis approaches used to address the
frameworks. Chapter Four presents a five-section mixed method overview of findings, including
a narrative and descriptive statistical analysis of collected data. Finally, Chapter Five summarizes
the problem statement, findings, implications, limitations, and provides recommendations for
how to prepare college graduates with 21st century skills to enter the workforce.
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CHAPTER TWO: LITERATURE REVIEW
“Today we are failing too many of our children. We’re sending them out into a 21st century
economy by sending them through the doors of 20th century schools” ~ President Obama, 2006.
The purpose of this chapter is to review the available literature related to career-readiness
and academic-citizenship 21st century competencies for African-American business school
college graduates at UNN to compete in a global economy. By 2050, the majority of college
graduates will be dominated by a population of underrepresented low-income and racially
diverse graduates (Price & Coles, 2006). Darling-Hammond (2007) further contends that the 21st
century economy demands higher levels of education from all graduates with 70% of U.S. jobs
requiring specialized skills and training beyond high school, up from only 5% at the turn of the
20th century. Specifically, in college environments, disadvantaged diverse students include
African-American, Latino, and Native American graduates (Stephens & Townsend, 2013).
Accordingly, policymakers are focused on the nation’s commitment to provide equal education
to all college students and graduates-particularly disadvantaged low-income and diverse
populations (Stephens & Townsend, 2013).
The following literature review begins with the historical context and purpose of UNN
Business School, which includes its strategic goals and mission. It also includes an examination
of the generational dichotomy of UNN’s African-American business population is presented.
Next, the literature is organized around the Partnership for 21st Century Learning (2015)
framework’s 4C’s: (a) critical thinking, (b) communication, (c) collaboration, and (d) creativity.
Finally, Tony Wagner’s (2010) seven survival skills framework is examined to address (a) agility
and adaptability, (b) initiative and entrepreneurialism, (c) assessing and analyzing information,
and (d) curiosity and imagination. The research combines P21 (2015) and Wagner’s (2010)
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frameworks into eight core 21st century skills: (a) communication, (b) collaboration, (c) critical
thinking, (d) creativity, (e) problem-solving, (f) networking, (g) agility/adaptability, and (h)
accessing analyzing information.
University of No Name (UNN) Business School (DBS) Overview
This section provided an overview of UNN’s business school (DBS). For the purpose of
this overview, UNN’s business school will be referred to by the pseudonym DBS. This chapter
provides an overview of the history and goals of DBS, narratives of career-readiness and
academic-citizenship, and context for the literature review of Partnership for 21st Century
Learning (2015) and Wagner’s (2010) seven survival skills theoretical frameworks.
DBS History
DBS has an emphasis on innovation and entrepreneurship towards changing and
understanding the business environment and global marketplace. DBS is a pioneer as one of the
first schools to require international travel as an integral component of their graduate “Global
Learning and Leadership Around International Commerce” academic program. The international
exposure grants business students a global mindset to collaborate cross-culturally and campus-
wide. The innovative curriculum is designed to nurture students with diverse interest,
backgrounds, and aspirations. DBS recognizes the workforce as being innovated in globalization
and advanced technologies, resulting in heightened workforce competition. Conversely,
employers recruit students with a global entrepreneurial mindset coupled with critical thinking,
communication, and analytical skills.
In preparation for the growing demands of the labor market, DBS statistically examines
racial demographics and projections of UNN graduates entering the workforce (UNN, 2015).
Traditionally, DBS’s mission is to create distinctively diverse, cutting-edge, and high-impact
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educational programs (UNN, 2015). DBS strives to maintain two foundational business
programming objectives centered on high quality educational programs and well-regarded
thought leadership in the scholarly community (UNN, 2015). The world’s labor market is
integrated with trade, entrepreneurship and technology (Packer, 2013). DBS attempts to prepare
business students to meet the demands of a global workforce (UNN, 2015). Yet, DBS’s African-
American and racially diverse low-income students may lack social and cultural capital along
with knowledge of the rules explaining how to enter, succeed, and persist towards career-
readiness and academic-citizenship skills to enter and persist in the workforce (Stephens &
Townsend, 2013; UNN, 2015).
The Bureau of Labor Statistics projects, by 2018, there will be 2.6 million African-
Americans in the workforce compared to 12 million White young adults (Packer, 2013). This
translates into two African-American young adults in the labor force for every three White young
adults. African-American entrants are not career ready to meet the laborious demands of the
workforce. These racially diverse low-income students are referred to as Disconnected Young
Adults (Packer, 2013). Packer (2013) defines these young adults as an estimated 6 million 16 to
24-year, often African-American college students, who are not career ready to enter the
workforce. In contrast to White students, nearly two-thirds (65%) of African-American youth
were raised within low socioeconomic status environments (Packer, 2013). These students are
often first-generation college students. Also, these students may lack parental guardians with a
four-year college degree. Without college-educated parents, first-generation African-American
students may lack exposure to discussions on expectations of college life and how to obtain
career success upon graduation. The lack of social and cultural capital access can contribute to
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African-American UNN’s business students’ underperformance. Moreover, the lack of access
can prevent students from persisting towards graduation and entrance into the workforce.
Effectively, empirical research from a Johnson, Pais, and South (2012) study further
supports the significance of access and exposure to 21st century skills for concentrations of
African-American graduates relative to earnings inequalities. The study amalgamated African-
American, Latino, and White respondents relative to interactions between respondents’
ethnicity/race and the labor market/workforce (Johnson et al., 2012). The statistical coefficient
for the interaction (b = -.878, p < .001) demonstrated significant earnings difference between
Black and White professionals in the labor market/workforce. Because of social and cultural
demographics, findings of the study revealed African-Americans, often from predominantly
minority areas, may be less likely to develop values in 21st century or soft skills that facilitate
earnings success in White-dominated workplaces (Johnson et al., 2012). Additionally,
Rosenbaum’s (2012) interviews and survey study results revealed the importance of college
graduates, especially low-achieving often minority students, acquiring 21st century or “soft
skills” prior to entering the workforce. The empirical literature contends, if graduates do not
learn 21st century skills in high school and college, future opportunities may not exist
(Rosenbaum, 2012). Often, employers are unwilling to provide professional development related
to career-readiness and academic-citizenship skills for graduates while in the workforce. The
study contends lack of 21st century preparedness in high school and college may result in low-
paying jobs, unemployment, and stigmatization for prospective workforce opportunities.
Graduates with efficacy based on motivation expectancy-value believe that institutional agents
such as teachers support in securing workforce opportunities (Rosenbaums, 2012; Wigfield &
Eccles, 2000). Consequently, graduates optimistically view possible and future-self in the
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relevancy of gaining 21st century career-readiness and academic-citizenship classroom
instruction in relationship to securing employment (Oyserman, Bybee, & Terry, 2006;
Rosenbaums, 2012; Wigfield & Eccles, 2000,).
While in DBS, African-American students may encounter negative stereotypes, social
and cultural identity threats, and discrimination. Historically, the experience of repeatedly being
the target of these negative experiences leads to a decrease in the level of identification with
higher education, low self-efficacy, and to a feeling of not belonging and acceptance (Bourdieu,
1973; Wyn, 2007; Zins & Elias, 2007). Social and emotional learning recognizes the importance
of managing emotions, solving problems effectively, and establishing positive relationships as
competencies essential for all college students and graduates (Zins & Elias, 2007). Due in part to
factors contributing to social and emotional learning, college graduates can encounter enhanced
academic, social, and citizenship concerns. The persistent negative interactions amongst college
graduates from different ethnic social class or racial backgrounds are ubiquitous in the United
States (Stephens & Townsend, 2013). Due to in part to these negative stereotypes, African-
American students may lack confidence in their interactions with DBS faculty related to the
selection of future career goals.
Because underperforming African-American students face additional obstacles on the
path towards success, DBS considers curriculum, association groups, and programming to
address how to equip disadvantaged students with the rules of the game for academic and career
success (Bourdieu, 1973; Stephens & Townsend, 2013). Correspondingly, it is imperative that
DBS prepares African-American graduates with curriculum that promotes positive interactions
and preparation to meet the demands of future career and citizenship aspirations. DBS diversity
associations and affinity events, such as the African-American Graduate Business Leaderships
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and Diversity Week, strive to encourage connections with African-American graduates and
companies centered on strategic business imperatives to hire diverse talent (UNN, 2015). These
types of mentorship, networking, and professional development programs are important to
promote collegiality, comradery, and a sense of community especially amongst students from
diverse backgrounds.
DBS Strategic Goals
Recognizing 21st century career-readiness and academic-citizenship skills as highly
valued in the workforce, the goal of DBS is to educate future global business leaders. DBS
graduates are expected to enter the workforce with experiences to address multidisciplinary
critical business issues locally and worldwide. Education reform has led to heightened pressure
for higher education institutions to create and document curriculum centered on student learning
outcomes (Kornhauser, Minahan, Siedlecki, & Steedle, 2014). By employing top instructors with
collaborative and experiential learning styles, DBS recognizes the need to maintain high
educational programming and presence in a competitive global landscape. Correspondingly, the
goal of DBS is to decrease negative interactions and to build workforce ready business thought
leaders and intellectual capital pertinent to global industries (UNN, 2015).
Another goal of DBS, besides designing curriculum to address the social and emotional
needs, is to prepare graduates for careers in an emerging information and digital/technology age.
DBS recognizes the industries that mandate workforce prerequisites of innovative technological
and evolving digital industries for its employees. Therefore, college students receive
entrepreneurial and digital technology throughout its curriculum programs, instruction, and
research. UNN created a technology supercenter to embrace the campus-wide technology centers
and provide innovative business technology synergies within one platform. Equally, the
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innovative technology supercenter expands UNN’s global connections and worldwide impact.
The technology supercenter allows hiring managers to witness the innovation in student learning
outcomes and instruction. Curriculum constructed around state-of-art meetings and common area
classrooms space support student development and experience. This innovative technology
enabled learning fosters student collaboration, critical-thinking, and collective identity.
Similar to innovative technology, the goal of UNN’s business curriculum is centered on
developing intellectual human and social capital. There are racial and socioeconomic gaps in
African-American college student’s academic and social capital competencies to enter the
workforce at the same level as White students do (Packer, 2013). Minority students are typically
disadvantaged in access to economic and social capital relative to whites (Ovink & Veazey,
2011). Cognizant are the limited abilities of minorities to acquire capital, often considered
inherent for privileged White students, which is essential towards attainment of career and
educational opportunities. Researchers have used the concept of developing intellectual human
capital and its correlation to social capital in curriculum design to explain career success (Adler,
2002; Packer, 2013). Social capital represents a set of cooperative informal norms and values
shared amongst human capital groups working towards a common goal. Social capital is
essential in building relationships within groups. Recognizing the importance of social capital,
UNN’s formal curriculum is designed to shape and influence networking infrastructures amongst
African-American business students. In an effort to create curriculum which provides
psychological support, UNN recognizes the importance to educate African-American students to
understand the source of their social and cultural struggles and methods to overcome the
obstacles (Stephens & Townsend, 2013). The design of intervention curriculum in support of
African-American students attempts to address the obstacles of cultural and social identity
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awareness and lack of belonging. However, there is a need to continue to develop instruction that
supports African-American students with inclusive diversity efforts and capital resources access.
According to the NCES (2004) more than 50% of African-American and Latino students
attending college had to enroll in developmental and general education courses. This issue is
based on perpetuated instructional inequalities between African-American and White students
(Barnes & Slate, 2014). The sense of cultural and social belonging pervades within UNN’s
method of constructivist instruction. Equally, UNN strives to permeate value for its student by
emphasizing a collaborative constructivist approach within its curriculum-operating model. A
model of collaborative pedagogy with a hybrid of grounded student interactions and group
problem solving replaces lecture-centered professor milieu as the sole method of instruction. The
importance of establishing collaborative curriculum values and making these values clear during
instruction to students are sagacious UNN common leadership practices (Fulton-Calkins &
Milling, 2005). Accordingly, UNN created a mandatory general education program to address
critical thinking, metacognitive, aesthetic sensibility, moral discernment, diversity and inclusion
awareness, and empathy for graduates to effectively function in globally and in the workforce
(UNN, 2015).
Likewise, African-American graduates from DBS must seek to gather not only academic
acumen but also engagement and direct exposure to senior executives in order to garner best
practices towards entering the workforce (UNN, 2015). Based on the well-regarded reputation
and loyal alumni network, DBS is able to provide career opportunities often unavailable to many
of their higher education institution competitors. This is due, in part, to UNN’s diverse global
network of hundreds of thousands of supportive alumni representing the most influential and
world’s leading business-networking organizations. Aptly, DBS affords business college
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students and graduates corporate engagement opportunities to support career strategies and shape
social cultural awareness. The corporate engagements include industry lectures/seminars, career
counseling, mentorship, networking receptions, internships, and international projects. Direct
instruction via corporate engagements such as internships and mentorships provides college
students with the opportunity to garner practical real-world training in comparison to simulated
classroom experiences. Moreover, the corporate engagement lectures are hosted through speaker
series and corporate/student conferences. The lectures and conferences equip DBS students with
exposure to Fortune 500 corporations with explicit interest in hiring students from UNN’s
business school. More than 80% of full-time Master of Business Administration and
undergraduate freshman students participated in global studies outside of the United States.
In addition to corporate engagements, students are able to garner career support from
academic advisors and award-winning faculty. The academic advisors support students with
insight towards reaching their career and academic goals. Academic advisors and faculty are able
to tailor career coaching developmental opportunities to students’ individual talents, background,
and needs (McCall, 2004). Together the aforementioned career resources highlight the
importance of career-long development. In order to ensure students make the most of their
faculty learning experiences and academic advisory resources, there must be a shift in learning
from “job-and performance-specific mastery to the growth of new and larger skills that move
mastery along the continuum towards expertise” (McCall, 2004, p. 130).
Finally, DBS students are able to search and secure job opportunities via the online
business connections recruitment resource. Through its influential business connections, UNN is
able to effectively develop solidarity amongst the business student cohorts. UNN’s renowned
alumni network comprised of business experts spans more than 80,000 graduates across 95
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countries, industries, regions, and professions (UNN, 2015). The DBS alumni network is
designed to provide graduates with a privileged track in a competitive business environment.
These privileges include access to career resources and advancements along with diverse ways to
promote community service and citizenship. The business connection resource provides students
with career opportunities that combine experiential learning with both professional and personal
academic achievement. The objective of business connections is to move forward students in
their professional careers into a variety of business industries. The DBS faculty supports its
students’ career and leadership development through providing research grants and access to
proprietary corporate resources and business connections. Providing career support affords
students with performance-based resources geared towards graduates demonstrating global
leadership competencies (Mansilla & Jackson, 2011).
21st Century Theoretical/Conceptual Frameworks
Frequently labeled as non-cognitive skills, deportment, professional skills, soft skills,
character education, and/or, for the purposes of this study, 21st century skills, these proficiencies
can be challenging to measure with standardized tests (Casner-Lotto & Barrington, 2006; Dwyer,
et al., 2006; Packer, 2013; Wagner, 2008). Yet, psychologists recognize these character traits and
proficiencies as crucial learning outcomes. Historically, as early as 1991, the Secretary of
Labor’s Commission on Achieving Necessary Skills, in a publication entitled “What Work
Requires of Schools,” found that socially conscientious behavior, including the aptitude to “plan
and manage time and money, to work productively with others to solve problems, and to
communicate” were major contributors in career success (Packer, 2013, p. 19). Coupled with
reading, writing, and arithmetic, the framework for the Partnership for 21st Century Learning
emphasized the importance of soft skills, advocating critical thinking and problem solving,
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creativity and innovation, communication and collaboration, and information and technology as
most prominent.
This study primarily contextualized frameworks from Partnership for 21st Century
Learning (2015) and Wagner’s (2010) into the following eight combined career-readiness and
academic-citizenship 21st century skills: (a) communication, (b) collaboration, (c) critical
thinking, (d) creativity, (e) problem solving, (f) networking, (g) agility/adaptability, and (h)
accessing/analyzing information. The following section contains an examination and overview of
both theoretical frameworks and empirical literature related to the Partnership for 21st Century
Learning (2015) and Wagner’s (2010) seven survival skills.
Partnership for 21st Century Skills Framework
There are varying frameworks to describe and guide the comprehensive theories of 21st
century skills. Admittedly, the most prominently identified model originated from the
Partnership for 21st Century Skills now deemed the Partnership for 21st Century Learning
(2011). The Partnership for 21st Century Learning (2010) assessment guide identifies and
validates many of the following six instruments ability to provide diverse perspective with
survey questions and measurements tools related to 21st century learning competencies. Founded
in 2002, the Partnership for 21st Century Learning (P21) was based on a coalition of thought
leaders in business, community, education, and policy. The coalition of thought leaders centered
their education position for the population of United States K-12 sector. Essentially, the
framework was developed to include national conversations on the importance of 21st century
skills for all United States students and graduates. The framework supports practitioners who
focus on teaching core academic subjects. The Framework for 21st Century Learning has been
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widely recognized both formally and informally in educational organizations curriculum and
professional development.
P21 Empirical Literature Review
In support of the P21 theoretical framework, the study continues with examples of
empirical literary studies from economist Heckman (2007), Casner-Lotto and Barrington (2006),
American Management Association (2012), Moss and Tilly (1996, 2001). First, an empirical
study of adolescent and young adults (14 to 30) by James Heckman on non-cognitive skills
exposed the importance of soft skills compared to solely relying on standardized tests in
education and job training (Heckman, 2007 & Packer, 2013). The Heckman (2007) study found
that, “except for college graduates, non-cognitive skills (as measured by indices of locus of
control and self-esteem)”, impact workforce readiness at a higher rate than cognitive or common
core skills (p. 2).
Second, a 2006 survey entitled “Are They Really Ready for Work” revealed four
dominant career skills for workforce readiness based on responses from a consortium of human
resources thought leaders: The Conference Board, Corporate Voices for Working Families, the
P21, and the Society for Human Resource Management (Casner et al., 2006; Packer, 2013). The
following skills were listed as very important: professionalism/work ethic,
teamwork/collaboration, oral communications, and ethics/social responsibility. Outside of
Reading, English and Writing, employers did not list core or academic courses in the top ten as
important for workforce readiness. Figure 3 reveals that, for four-year college graduates, Oral
Communications (95.4%), Teamwork/Collaboration (94.4%), Professionalism/Work Ethic
(93.8%), Written Communications (93.1%), and Critical Thinking/Problem Solving (92.1%)
were most frequently reported as very important applied or 21st century skills (Casner et al.,
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2006). The findings indicate employers’ disturbance over the lack of 21st century skills for
graduates and recent workforce entrants. The employers reveal how the acquisition of 21st
century or applied skills in educational institutions supersedes basic knowledge or common core
skills, such as mathematics and reading comprehension and encourages graduates’ success in the
workplace (Casner et al., 2006).
Figure 3. Applied Skills for Job Success for New Workforce Entrants at All Education Levels
Next, an American Management Association (2012) survey revealed what it titled as the
“4C skills, communication, collaboration, creativity, and critical thinking, needed not only to get
a job but to move up in many organizations” (Packer, 2013, p. 19). Likert scale surveys with
answer options ranging from strongly agree to strongly disagree were used to poll 768 managers
and executives concerning the significance of 4C’s or 21st century skills required for highly
skilled employees to compete globally (American Management Association, 2012; Packer,
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2013). Results of the survey revealed implications of workforce entrants acquiring leadership,
communication, and collaboration 21st century skills as a factor contributing to hiring decisions
(Packer, 2013). A majority of the survey participants agreed that workforce entrants are
measured during the hiring process and performance evaluations based on these skills: 36.4% for
critical thinking, 35.7% for communication, 38.8% for collaboration/teambuilding, and 36.1%
for creativity and innovation (American Management Association, 2012).
Finally, a seminal diversity-centered study by Moss and Tilly (1996) investigated soft-
skills and race. Moss and Tilly (1996) define soft skills as abilities and traits pertaining to
attitude, behavior, and personality. Surveyed employers identified collaboration/teamwork and
willingness to learn/agility as important traits. The study examined the significance of upgrading
21st century or soft skills to address compensation inequalities between African-American and
White workforce entrants. Findings reveal employers’ competition for workforce entrants with
collaboration and agility 21st century soft skills to interact with diverse populations. The
researchers recommended improvement of African-American-especially male-workforce
experiences. A similar Moss and Tilly (2001) study investigated four sources of decline in
demand for African-American males in the workforce: shifts of employers from concentrated
areas of African-American populations, increase in 21st century skills required by employers that
may disadvantage African-Americans, employment procedures that exclude African-Americans,
and negative perceptions of African-American employees. A qualitative study was conducted
using 66 open-ended interviews with 56 employers from 75 employees within four industries
located in Los Angeles and Detroit (Moss & Tilly, 2001). Evidence indicated both employment
and earnings of African-Americans, especially males, fall behind those of their White
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counterparts (Molly & Tilly, 2011). Both Moss and Tilly (1996, 2001) research findings remain
prevalent in the 21st century.
P21 Framework Overview
The aforementioned empirical studies emphasized interdisciplinary themes of 21st
century skills. The P21 advocates 21st century competencies for all college students and
graduates to support the global economy and democracy. These skills are promoted throughout
the academic and employment literature related to global awareness in financial, civic, health,
and environment literacy (P21, 2011). Collaborative partnerships with local, state, and federal
level innovators in communities, business, and education are factors considered when assessing
how to prepare graduates for college success, careers-readiness, and academic-citizenship. P21
(2015) developed a planning tool for education leaders to provide a roadmap for 21st century
learning environments (P21, 2011). The roadmap provides five key tools: (a) assessment and
accountability measures to promote contextual growth, (b) leadership and culture advocating
vision, (c) rigorous inquiry-based and collaborative learning, (d) equitable teaching and
professional learning, and (e) a supportive infrastructure. The roadmap is an effective model for
planning, building, and transforming learning models with 21st century skills.
As well, P21’s model provides knowledge, skills and expertise applicable for all students
towards work and life success. P21 (2011) emphasizes critical thinking, creativity,
communication, and collaboration as the four C’s, or essential skills, for global competition and
workforce readiness (P21, 2011). In consideration of graduates from DBS, the following
highlighted the 4Cs (P21, 2008) necessary for successful entrance into to the workforce.
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Figure 4. Partnership for 21st Century Learning’s 4Cs (P21, 2011)
Critical Thinking. The P21 model uses various inductive and deductive reasoning to
analyze outcomes in complex systems of thinking (P21, 2015). Reasoning and logic are critical
thinking skills applications required in order to solve complex problems. The workforce requires
DBS graduates to think critically to solve problems with both innovative and conventional
methods. Anderson and Krathwohl (2001) stated that Bloom’s Taxonomy categorizes domains of
critical thinking in the form of the cognitive process dimension and the knowledge dimension
(Figure 5). The cognitive process dimension is a continuum of complex lower order and higher
order thinking skills. Critical thinking skills range from lower order (remember, understand, and
apply) to higher order (analyze, evaluate, and create). Conversely, the knowledge dimension
represents four areas of knowledge that learners acquire and construct: factual (terms),
conceptual (concepts), procedural (process), and metacognitive (self-awareness).
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Figure 5. Bloom’s Taxonomy (Anderson & Krathwohl, 2001)
Creativity. The ability to work creatively to develop and implement innovative ideas is a
vital 21st century skill for recent DBS graduates to succeed in the workforce (P21, 2015). The
ability to work creatively involves brainstorming innovative and meaningful radial and
incremental concepts. Creativity provides college graduates entering the workforce with the
ability to be responsive to diverse perspectives and demonstrate originality in work. The cyclical
process of creativity allows graduates to make tangible contributions in practical domains of
work. The promotion of divergence and flexibility is an optimal form of emotional intelligence
sought by the workforce. Creativity provides organizations hiring business graduates a form of
human talent that is receptive to transformation and the development of new ideas.
Communication. Both oral and written communication skills are important for DBS
graduates to posses when considering employment options. Business leaders seek to hire talent
capable of the ability to articulate ideas and thoughts using non-verbal, written, and oral
communication skills (P21, 2015). An understanding of how best to communicate wide-ranging
forms of contexts provides optimal communication skills especially in diverse (multilingual)
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environments. Listening in order to decipher meaning, values, knowledge, and intentions is a
critical purpose of using communication skills. The use of communication can also support DBS
graduates in competencies to inform, instruct, persuade, and motivate in key decisions. The P21
(2011) framework contends that communication uses multiple technologies which DBS
graduates are required to judge effectiveness and impact a priori.
Collaboration. The plan provides best practices for DBS graduates to work efficiently
and respectfully with teams of diverse talent (P21, 2015). This skill is especially important in
consideration of the global change in the economy (Dede, 2010). It is critical for DBS graduates
to enter the workforce with developed cultural and global awareness. The workforce requires
graduates with competencies to engage with learners of varying racial and cultural backgrounds.
It also requires DBS graduates to collaborate in team settings characteristically requiring aptitude
in problem-based learning. Problem-based learning focuses learning outcomes on
interdisciplinary real-life projects involving problem solving and decision-making (Casner-Lotto
& Barrington, 2006). The workforce seeks graduates able to demonstrate flexibility to
compromise and share responsibility in order to solve problems towards a common goal. During
collaborative work environments, there is value in individual work and contributions made by
the team. Yet, there is a lack of preparedness in general leadership and collaborative skills
amongst graduates entering the workforce (Wagner, 2008). A Dell Computers vice president for
global talent management suggested graduates are void of the leadership ability to demand
versus direct and command upon entering the workforce.
Tony Wagner’s 21st Century Skills Framework
There is a gap between the world of school and the real world related to 21st century
career skills African-American college graduates are expected to possess in order to compete
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within a global economy. Accordingly, there is a need to hold graduates to a higher standard of
rigor as defined according to 21st century learning criteria (Wagner, 2010). Wagner’s framework
features seven survival skills that matter most for the 21st century: (a) critical thinking and
problem solving, (b) collaboration across networks and leading by influence, (c) agility and
adaptability, (d) initiative and entrepreneurialism, (e) effective oral and written communication,
(f) accessing and analyzing information, (g) curiosity and imagination. Models such as the
College and Workforce Readiness Assessment can be utilized to test and assess the seven
survival skills based on its effectiveness in graduates’ oral/verbal communication skills, analytic
reasoning, critical thinking, and problem solving skills.
Figure 6: Seven Survival Skills (Wagner, 2010)
Educators and parents must recognize the significance of equipping graduates with the
aforementioned holistic skills in preparation for entering the workforce. Skills such as
collaboration, critical thinking, real-world problem solving, and the ability to ask probing
questions are important for college graduates. Equally, there is a need to use academic content to
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teach the seven survival skills in everyday situations at all grade levels (Wagner, 2010).
Wagner’s framework centers on students from K-12 sectors. The following empirical research
studies accentuate and identify critical thinking (analyzing/problem solving) and collaboration
(adaptability/agility/networking) as the foremost business competencies necessary for college
graduates towards career-readiness and academic citizenship based on studies by Dede (2010)
and Bezrukova, Jehn, & Spell (2012). For context, academic-citizenship relates to the skills
graduates are expected to become active and informed citizens/members of academic,
professional, and community environments: code of behavior, academic integrity, and values
(Dwyer et al., 2006; MacFarlane, 2007; Wagner, 2010). Advocacy for accountability and
assessment systems enable instructors to equip graduates with the 21st century skills dominant
for workforce success in a global economy.
Wagner Empirical Literature Review
The global workforce requires 21st century complex communication, informed
citizenship, analytical, and critical or expert thinking (Dede, 2010). Dede (2010) defines expert
thinking as effective pattern matching based on detailed knowledge and metacognition. First, a
design-based study by Dede (2010) entitled “International Society for Technology in Education
ICT Skills” researched the link between technology and innovation to wealth and economy.
Dede (2010) contends that a competitive global economy is interconnected to the ability to
develop an information, communication, and technological analytical 21st century literate
workforce. The study examined a River City population, an educational multi-user virtual
environment digital world of computer-based agents, avatars, digital situated learning through
problem-based apprenticeships and mentoring on tacit authentic real-world scenarios. Students
collaborated and problem-solved utilizing 21st century knowledge to identify real-world
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problems and test a hypothesis grounded on three disease strands infecting the River City (i.e.,
insect-born, air-born, and water-born). After hypotheses testing, students analyzed data and
collaborated to compile a research report presented to the mayor of River City. Participants
reported the experiment, research findings, conclusions, and recommendations using real-world
21st century skills in problem solving in order to demonstrate how the mayor could prevent the
spread of illness in River City. The study findings emphasized the importance of educational
systems transforming curricula, assessments, and pedagogies to meet demands of the 21st
century and prepare college graduates for the real world of work, self-actualization, and
citizenship skills.
Finally, the following study considers 178 critical review empirical articles by authors
with professional expertise in aspects of diversity and skills training programs in the workplace
and on college campuses (Bezrukova, Jehn, & Spell, 2012). The researcher examined an
awareness of attitudes towards ethnic minorities and knowledge concerning minority cross-
cultural communication skills. Findings were derived from 124 quantitative studies, 12
qualitative studies, and 42 nonempirical peer-reviewed journals, book chapters, measurement
articles, and theory papers (Bezrukova, Jehn, & Spell, 2012). The study revealed diversity
leaders’ emphasis on the importance of preparing students for effective academic-citizenship in
the broader community by imparting multicultural awareness and 21st century skill training in
problem solving and accessing knowledge (Bezrukova, Jehn, & Spell, 2012).
Wagner Framework Overview
In consideration of the preceding empirical studies, this section focuses on contextual
frameworks of four dominant 21st century academic-citizenship competencies related to (a)
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accessing/analyzing, (b) problem solving, (c) networking, and (d) adaptability/agility optimal for
business graduates based on Tony Wagner’s (2010) seven survival skills.
Accessing/Analyzing. Wagner (2010) contends, in order for United States companies to
compete in a global economy, graduates entering the workforce need to be 21st century
knowledge workers with the ability to analyze and think of methods to continuously improve
processes, products, and/or services. College graduates entering the workforce are inundated
with an increased volume of work responsibilities as well as evolving information to decipher
(Wagner, 2008). Effectively, many graduates are not prepared to access and analyze the
information. Often due to the sheer volume of information upon entering the workforce, if not
analytically equipped, the process to access career resources often stifles college graduates.
Problem Solving. It is essential for graduates to infuse problem solving skills by asking
probing questions when prompted to make key decisions. Conversely, many graduates enter the
workforce with a lack of preparedness to problem-solve in order to lead or influence decisions.
College graduates using 21st century critical thinking and problem solving skills are competent
to plan and conduct research within organizations (Dede, 2010). These graduates are given
autonomy to manage projects, make decisions, and solve complex problems. In situations where
problem solving strengths are highlighted, graduates are allowed to collect and analyze data to
identify informed solutions and enforce decisions. Effective problem solving involves the use of
diverse perspectives and multiple processes to explore diverse and alternative solutions.
Employers seek career and citizenship ready graduates capable to influence versus command or
direct others (Wagner, 2010).
Networking. The global workforce emphasizes the importance of building relationships
and collaborating across varied virtual teams of social and professional networks. Mayer (2011)
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suggests developing an interconnected network fosters deeper learning. Furthermore, network
disadvantages and inequalities persist within diverse groups limiting their workforce entrance
(Smith, 2013). African-Americans commonly have fewer business and professional connections
outside of their personal networks compared to Whites. Yet, African-Americans recognize and
promote the importance of performing professional teamwork activities to enhance their social
networks. Effectively, social and professional networking resources provide access to create
information and successfully function in a knowledge-based global economy (P21, 2014).
Adaptability/Agility. Wagner (2010) asserts that the global economy seeks a workforce
of graduates with innovation, agility (Wildavsky & Litan, 2012), and the ability to work in
teams. The concepts of 21st century adaptable and agile teamwork structures are different than
they were 20 years ago. Accordingly, top-down accountability structures are being replaced with
horizontal-collaborative networks. The information age of technology has even fostered
collaborative virtual working environments with teams often on the same projects towards
working across the United States (Dede, 2010; Wagner, 2010). Employers seek graduates with
agile work ethic and adaptability to solve complex problems. This level of workforce
adaptability extends to being receptive to changes in learning environments and job
responsibility. The ability to process vast quantities of ever-changing information is a vital skill
for career-readiness and academic-citizenship success. Adaptability to collaborate is a perennial
skill valued in the workforce across centuries (Dede, 2010). In an era where knowledge-based
economies are accomplished by teams compared to individuals in isolation, the capacity to
collaborate is fundamental towards workforce success. In an attempt to close this gap, a
historical examination of DBS linked with the required national 21st century frameworks,
academic citizenships, and career/workforce attributes required were explored in this study.
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Summary of Literature Review
Chapter Two provided a historical literature overview of the DBS strategic goals and
mission, an examination of the generational dichotomy of UNN’s African-American business
population, and a description of the theoretical frameworks. While approaching the research
topic of career-readiness and academic-citizenship 21st century skills of African-American
workforce entrants, it is critical to reference the archetypal theoretical frameworks. First, the
literature provided an overview of the P21 (2015) framework 4C’s: (a) critical thinking, (b)
communication, (c) collaboration, and (d) creativity. In consideration of the P21 framework
(2015), the literature examined empirical literary studies from Heckman (2007), Casner-Lotto
and Barrington (2006), and American Management Association (2012). Next was an exploration
of Tony Wagner’s (2010) seven survival skills framework, which includes (a) agility and
adaptability, (b) initiative and entrepreneurialism, (c) assessing and analyzing information, and
(d) curiosity and imagination. The literature reviewed empirical case studies by Dede (2010),
Moss and Tilly (1996, 2001), and Bezrukova, Jehn, and Spell (2012) centered on the importance
of ensuring diverse workforce entrants are trained and gain access to 21st century skills. Chapter
Three presents assessment of the mixed methodology utilized for data collection and analysis.
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CHAPTER THREE: METHODOLOGY
“To excel in the global economy, we must adopt world-class standards, assessments, and
accountability systems to upgrade the quality of teaching and learning in America’s classrooms”
~ President Barack Obama, 2009.
The purpose of this study is to examine 21st century career-readiness and academic-
citizenship skills of African-American business school graduates from UNN’s business school.
Casner et al. (2006) defines career-readiness via the ACT Workforce Readiness Report Card
instrument as four workforce skills cited by employers as important for candidate career success:
(a) professionalism/work ethic, (b) oral and written communications, (c) teamwork/collaboration,
and (e) critical thinking/problem solving. Academic-citizenship is a conglomerate of terms
related to code of behavior, academic integrity, and values expected in order to become active
and informed citizens/members of academic, professional, and community environments (Dwyer
et al., 2006; MacFarlane, 2007; Wagner, 2010).
This chapter describes the mixed methodology research design, sample population,
instrumentation, data collection, and data analysis approaches used to address frameworks from
both the P21 (2015) and Tony Wagner’s seven survival skills (2010). The P21 (2015) framework
focuses on communication, critical thinking, creativity, and collaboration as transformative
elements necessary for achievement in the workforce. Additionally, Tony Wagner’s seven
survival skills (2010) emphasize critical thinking/problem solving, collaboration across
networks/leading by influence, agility/adaptability, initiative/entrepreneurialism, effective
oral/written communication, assessing/analyzing information, and curiosity/imagination as vital
competencies for the twenty-first century. The case study emphasized a combination of eight
skills as the foremost business competencies identified for career-readiness and academic-
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citizenship containing framework hybrids from both P21 (2015) and Tony Wagner’s (2010)
seven survival skills:
1. Communication (P21-4C’s)
2. Collaboration (P21-4C’s)
3. Critical Thinking (P21-4C’s)
4. Creativity (P21-4C’s)
5. Problem Solving (Wagner-7skills of survival)
6. Networking (Wagner-7skills of survival)
7. Agility/Adaptability (Wagner-7skills of survival)
8. Accessing and Analyzing Information (Wagner-7skills of survival)
Research Design Methodology
The three most common research designs are qualitative, quantitative, and mixed
methods. Data collection methods consisted of qualitative (narrative) interviews and quantitative
(descriptive statistical analysis) surveys. First, the qualitative research method is a valuable guide
in developing conceptual frameworks (Creswell, 2014). Qualitative studies involve five-
instrument methods: emblematic narrative designs, phenomenology, ethnography, case studies,
and grounded theories. This case study primarily employed emblematic narrative and grounded
theory designs to present the research data. The researcher utilized a narrative design to garner a
basic understanding of the participants’ professional lives. Next, the grounded theory strategy
allowed the researcher to derive general abstracts of interaction grounded in the views of the
study participants. These qualitative research methodologies are often considered flexible rather
than strict or fixed (Maxwell, 2013). Typical of the qualitative research design, social
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constructivism seeks to understand multiple worldview issues and interactions of how key
stakeholders live and work.
In contrast to qualitative research, quantitative (numeric) methods are statistical and
deductive in nature. Quantitative survey design methodologies contain statistical descriptions
and experiential designs of attitudes, trends, and or opinions of populations (Creswell, 2014). A
main factor in quantitative design is to test control variables that may have an impact on an
outcome. Similar to qualitative research, quantitative assessment concludes with data analysis
and interpretation of results/findings based on the previously identified hypothesis or research
questions (Creswell, 2014). The mixed-methods approach triangulates data to validate
consistency of the findings. Consequently, this study employs mixed-methods research as the
optimal methodology for analyzing and collecting data related to the identified population of
African-American graduates from DBS.
The mixed-methods research design contains a hybrid of inductive and deductive
philosophical elements of qualitative and quantitative approaches. Mixed-methods are a
distinctly emerging social and human science research approach (Creswell, 2014). The
methodology combines a collection of data representing both quantitative (surveys) and
qualitative (interviews) responses to hypotheses or research questions. Data collection and
analysis are integrated from both qualitative and quantitative methods throughout the research
procedures and design. The typologies of mixed methods incorporate three basic forms: design
description, forms of data collection and analysis, and challenges of validity and interpretation.
The description of the design incorporates findings from both qualitative and quantitative
methods. Data collection combines parallel variables, concepts, or constructs inclusive of
interviews, observations, records, and documents. Data analysis is challenging in the mixed-
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methods approach due to comprehension of how best to converge data from both qualitative and
quantitative research findings (Creswell, 2014). Finally, the interpretation and validity of mixed
method data contains a divergence and challenge between how best to report the findings.
The intent of the mixed-methods approach is to principally focus on qualitative research
methodologies to identify patterns of social constructs related to empowerment, inequalities, and
domination (Creswell, 2014). The appropriate research methodology is contingent on the
research hypothesis and data types. Mixed design methodologies ideally generate and develop
theories based on the implementation of data via surveys, narratives, and interviews from key
stakeholders. The identified key stakeholders in this study were African-American graduates
from a private four-year business school (DBS). Conversely, mixed method research provides
the researcher flexibility in the design to respond to potential variables, philosophical
assumptions, and theoretical perspectives from the business school graduates. To this end, the
following research questions were addressed in this case study:
1. How prepared are African-American graduates from the business school of UNN with
21st century career-readiness and academic-citizenship skills for entrance into a global
workforce?
2. To what extent do graduate/undergraduate level business school graduates perceive they
are prepared with 21st century career-readiness and academic-citizenship skills to enter
the workforce?
Site Description
This study examined African-American business school graduates entering into the
workforce from UNN, a private four-year university. The business school of UNN has an
approximate population of 70,000 alumni. Conversely, a purposeful sample of 25 African-
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American DBS graduates was selected based on accessibility to address the research design and
questions. Maxwell (2013) recommends a larger number of participants to avoid the substantial
chance of variation. However, purposeful sampling also supports in achieving typicality of the
settings, capturing the heterogeneity of the population, establishing comparisons to illuminate
differences between settings or individuals, and supporting in establishing important
relationships towards answering the research questions.
Maxwell (2013) also suggests the relationships created with participants can both
facilitate and interfere with a study. The researcher of this study states the importance of
effectively initiating and negotiating relationships during the research. Admittedly, the
researcher’s executive MBA background contributed to convenience and common rapport with
the identified graduate business school population. However, in order to ensure the study was
conducted ethically, written consent was obtained from interviewee and survey participants.
Permission to conduct the study was garnered via the university’s institutional review board.
Survey and interview participants were administered an electronic and hard copy of the protocol
document. Additionally, copies of consent forms were provided prior to the interview via email
and onsite on the same day as the interview. The protocol documents provided participants full
transparency related to the purpose of the study, privacy of data storage, and method of data
analysis.
The business school participants were selected based on an identified convenient sample
of 75 graduates from the UNN African-American Alumni Association (AAAA). The study of
African-American business school workforce entrants, therefore, aligns with Patton’s (2002)
model of people-centered exanimation of individuals with common experiences. Consequently,
there was consideration of all concentration programs within DBS: Undergraduate (Accounting
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and Business Administration) and Graduate (MBA programs in the formats of full-time, part-
time, executive, one-year, PhD, and global). The optimal minimum sample size was set at 20 for
surveys and 5 for interviews of African-American DBS alumni. The identified sample size was
based on availability and access to UNN AAAA, DBS faculty volunteers, and career-center
resources. Therefore, there were a total 18 survey respondents and 6 interviewees. The survey
respondents consisted of nine graduate-level business school graduates and nine undergraduate
business school graduates. The researcher interviewed four undergraduates, one graduate, and
one with both undergraduate and graduate business degrees. The study presented limitations in
accessing a large sample size of African-American of DBS graduates.
Issues are eminent concerning African-American DBS graduate participants who may
have potentially relocated outside of the targeted western United States. Based on these site
limitations, the final participant size for the case study was 18 surveys and 6 interviews. These
limitations could have adversely impacted the findings based on the allotted timeline for required
data analysis and data collection. Perhaps equally essential is the option to test validity of
responses. Subsequently, hiring authorities may have differing perspectives than African-
American alumni related to the 21st century skills required for career-readiness and academic-
citizenship. The validity of recent African-American graduate responses within the context of
practical and real-world situations remains untested.
Sample Population
To best address the research questions, perspectives from a sample population of African-
American graduates from the DBS entering or currently in the workforce were analyzed in this
study. There were disparities between African-American DBS participant responses related to
the application and practicality of 21st skills against responses from hiring authorities such as
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human resources and chief diversity officers. Multiple methods of purposeful sampling were
identified to meet the varied phases of the study (Patton, 2002). This method of purposeful
sampling is employed to select evidence based on rich and descriptive cases to address the
phenomena or problem of study. The first objective of purposeful sampling is to achieve diverse
representation of populations towards drawing conclusions concerning the search findings
(Maxwell, 2013). Secondly, this type of sampling provides a comparison to identify differences
and similarities in the data collected.
Optimally, the minimum sample populations of 6 interview participants were derived
from the 18 survey responses based on their willingness to conduct in-person and/or online
interviews. Criterion-based selection was utilized to identify participants for administration of
the quantitative survey. Survey participants were selected based on graduation from UNN’s DBS
and the status of their entrance into the workforce. Participants were the identified from the
survey to conduct the interviews based on their response to the survey questions. The interview
criterion evaluated participant responses to year of graduation, industry, and gender. Creswell
(2014) indicates this purposeful method of identifying a sample population best supports the
researchers understanding of the research questions and problem (Creswell, 2014).
Instrumentation
The researcher utilized qualitative (interview) and quantitative (survey) instrumentation
to conduct the mixed method data analysis. Instrumentation from a range of survey assessments
was derived into a questionnaire format to support the quantitative methodology as the initial
phase of data collection. This method allowed the researcher to collect participants’ background
information and general responses to the research questions. Data amassed from the quantitative
surveys was seminal to identifying participants for the qualitative interviews. The survey
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questionnaire recognizes 21st
century learning outcomes and literacies essential to college-level
success in the workforce. The P21 (2010) assessment guide, Assessment Day Practice Aptitude
Tests, and The Business-focused Inventory of Personality were amongst a hybrid of identified
validated instruments based on their ability to provide diverse perspective with
survey/measurement questionnaires and interviews related to 21st century learning
competencies.
The next step in collecting data utilized qualitative interviews, which were employed as
the primary instrumentation to source data. Semi-structured and in-depth were varied methods of
interviews employed to examine the population of African-American business school workforce
entrants. Recognizing that interviews are purposeful conversations, the study consisted of semi-
structured interviews and in-depth probes during each interview (Weiss, 1994). Semi-structured
is the idyllic method for gathering data since it allows for flexibility in the research design
(Patton, 2002). This method of interviews identifies situations not directly observable (Weiss,
1994 and Patton, 2002). Equally, in-depth interviewing stimulates responses to interview
questions (Patton, 2002). In-depth interviewing involves open-ended questions, listening and
recording the responses, and then inquiring concerning additional relevant questions (Patton,
1987). Both semi-structured and in-depth interviewing fostered depth and details capturing both
the interview and participant’s point of view. Based on the research question, the qualitative
semi-structured and in-depth interviewing method was utilized to conduct one phase of data
analysis because it provided the most naturalistic, interpretive, and constructive assessment of
effective interviews (Merriam, 2009). Qualitative research, ideally, allows the opportunity to
understand the data from the participant or emic perspective versus the sole perspective of the
researcher (Merriam, 2009).
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Data Collection
As outlined in the instrumentation section, data collection was gathered in the mixed-
methods convergence of surveys and interviews. Mixed methods integrate qualitative and
quantitative research data (Creswell, 2014). The mixed-methods research design contains a
hybrid of inductive and deductive philosophical elements, primarily qualitative and limited
quantitative approaches. Data collection included rich descriptive findings formatted with the
ability to transport the reader in order to imagine being present at the site of the study (Merriam,
2009). This method employs collecting multiple forms of data, such as interviews and surveys.
Recognizing early research concede that all methods had weakness and bias. The value of a
mixed-methods approach neutralizes the weakness of any one method due to the collection of
both qualitative and quantitative data. Furthermore, triangulation seeks to converge quantitative
and qualitative databases in order to check validity of the one data source against the other
database. Accordingly, the convergent parallel mixed-methods design guided the data collection.
The convergent parallel mixed-methods design provided a comprehensive analysis of merged
quantitative and qualitative data in response to the research question (s). The overall data results
are typically collected simultaneously and, then, integrated and interpreted. This design allowed
the researcher to probe contradictions or incongruent findings.
Mixed-methods are a distinctly emerging social and human science research approach
(Creswell, 2014). The methodology combines a collection of data representing both quantitative
(closed-ended) and qualitative (open-ended) responses to hypotheses or research questions. Data
collection and analysis are integrated from both qualitative and quantitative methods throughout
the research procedures and design. The typologies of mixed methods incorporate three basic
forms: design description, forms of data collection and analysis, and challenges of validity and
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interpretation. The description of the design incorporates findings from both qualitative and
quantitative methods. Data collection combines parallel variables, concepts, or constructs
inclusive of interviews, observations, records, and documents. Finally, the interpretation and
validity of mixed-methods data contains a divergence and challenge between how best to report
the findings. The intent of a mixed-methods approach is to principally focus on qualitative
research methodologies to identify patterns of social constructs related to empowerment,
inequalities, and domination (Creswell, 2014). The appropriate research methodology is
contingent on the research hypothesis and data types
Qualitative Data Collection
The first data collection method is qualitative research. Data collection, writing, and
analysis are characteristics of qualitative research methods. Creswell (2014) delineates
qualitative characteristics to include research conducted in the field or natural settings,
researchers as key instruments to collect data, multiple forms of data collection, inductive and
deductive data analysis of themes and patterns, analysis of participant’s assessment about the
problem, emergent and embryonic design shifts, metacognitive reflection of the role in the study,
and a holistic account from multiple perspectives. This methodology encapsulates holistic richly
descriptive perspectives and activities from identified research subjects/ stakeholders (Merriam,
2009). Qualitative research ideally allowed the opportunity to understand data from the
participant or emic perspective versus solely the researcher perspective. The qualitative research
questions drove the research data analysis, interview questions, and observation (Maxwell,
2013). In this model, the research question is surrounded by (a) the goals and reasons the study is
worthwhile, (b) the conceptual framework to illustrate what the issue is, (c) the methods to state
the techniques utilized, and (d) validity in terms of how to interpret the data. The data collection
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centered on the research question, which in turn drove the methodology of how to acquire
African-American graduates’ perspectives on 21st century career-readiness and academic-
citizenship skills.
Quantitative Data Collection
By contrasts to the qualitative design, quantitative research methods are statistical and
deductive in nature. The survey design process allows planning, survey construction, pilot
testing, and data collection (Patton, 2002). Fink (2012) describes this varied level of survey
measurements as ratio, interval, ordinal, and nominal. This research method is purposeful in the
selection of the content, method of survey and targeted population sample. Surveys collect
information to describe, explain, and compare societal and individual knowledge, feelings,
preferences, values, and behaviors (Fink, 2012). The survey method included self-administered
online and in-person questionnaires coupled with structured face-to-face and online interviews.
Variations types of research interviews include hybrids of information-conversational interviews,
topics outlining the interview guide approach, and closed/fixed-response interviews (Patton,
2002). The response method used herein primarily contains close-ended coupled with limited
open-ended and survey questions.
Next, quantitative survey methodologies contain numeric descriptions and experiential
designs of attitudes, trends, and or opinions of populations (Creswell, 2014). A main factor in
quantitative design is to test control variables related to impact on an outcome. Quantitative
research introduces instruments of measurement at pretest or posttest to test reliability and
validity of scores. The types of experiment design procedures vary to include pre-experimental
designs, true experiments, quasi-experiments, and single-subject designs. Both internal and
external threats of validity are considered throughout quantitative research designs. Similar to
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qualitative research, quantitative assessment concludes with data analysis and interpretation of
results/findings based on the previously identified hypothesis or research questions.
Furthermore, quantitative data is collected via a targeted sample of descriptive statistical
surveys. For the purposes of this study, surveys and interviews were conducted because, as a
novice researcher, the allotment of accessible resources proved to be the utmost strategic
methodology. Patton (2002) recommends thought-provoking interview questions which foster
stimulation of participant’s response to the research questions. Equally, the quality of the
interview is primarily based on the interviewer. Therefore, the researcher referred back to the
research questions as a basic checklist to shape and ensure discussions of relevant topics.
Moreover, interviewing is an important method to utilize in research when behavior and/or
feelings cannot be observed (Merriam, 2009). Interviewing also allows interpretation of past
events that are not interview structures: (1) highly structured/standardized-predetermined
questions, (2) semi- structured-mix of predetermined and open-ended questions, and (3)
unstructured/informal-open-ended questions (Merriam, 2009).
Data Analysis
Mixed methodology drove the research data analysis. Data analysis is challenging in the
mixed-methods approach due to comprehension of how best to converge data from both
qualitative and quantitative findings in response to research questions. The mixed-methods data
collection and analysis centered on African-American DBS graduates’ preparation with 21st
century career-readiness and academic-citizenship skills for entrance into a global workforce.
Additionally, the study examined the extent to which graduate/undergraduate level business
school graduates perceive they are prepared with 21st century career-readiness and academic-
citizenship skills to enter the workforce. Maxwell (2013) designed a five-component model to
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represent how the research question is the center towards gaining a better understanding of the
setting or participants. In the model the research question is surrounded by (a) the goals and
reasons the study is worthwhile, (b) the conceptual framework to illustrate what the issue is, (c)
the methods to state the techniques utilized, and (d) validity in terms of how to interpret the data.
(Maxell, 2013). The research questions drove the mixed-methods data collection towards
obtaining participants’ perspectives. An inductive research method allows flexible design
characteristics, a purposeful nonrandom sample size, and a descriptive approach to the research
findings (Merriam, 2009). While the researcher utilized both quantitative (survey) and qualitative
(interview) assessments to analyze the research questions, qualitative was the optimal
methodology.
Qualitative Data Analysis
Qualitative data analysis is an emergent process. For the purpose of this study, qualitative
data was collected through in-person one-on-one interviews. This method provides the researcher
an opportunity to gather and hypothesize meaning attributed to participants’ experiences and
how best to make sense of their experiences (Merriam, 2009). Interviews were conducted to
identify themes within the participant’s narratives concerning their perception of 21st century
skills related to career-readiness and academic-citizenship. Analysis of the qualitative responses
was based on the narrative design and the grounded theory approach. The grounded theory
approach acknowledges and validates complex concepts while systematically exploring and
generating theories related to a phenomenon (Creswell, 2014; Patton, 2002; Corbin & Strauss,
2008) while the second narrative research design seeks to examine the lives of the participants as
retold by the researcher (Creswell, 2014). Transcripts of interview responses were reviewed in
order to sort, label, and condense cascading levels and categories of data. Subsequently, the
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process of coding resulted in identifying areas of similarities, differences, or patterns in the data.
The researcher gathered general narratives of the participant professional backgrounds including
place of employment and industry based on the interview responses. An emergent process of
transcribing and coding data (interviews and surveys) was employed to identify themes, first-
cycle (a priori), and second-cycle (empirical/analytical categories) patterns. Creswell (2014)
describes first-cycle coding as a method of summarizing segments of data while second-cycle or
pattern coding groups those summaries into a smaller number of categories, themes, or
constructs.
As a method to compare and analyze qualitative data, researcher inserted critical thinking
to identify and draw themes from the data (Corbin & Strauss, 2008; Merriam, 2009). The data
analysis included assessment of meanings in the participant verbiage, comparison of
similarities/differences of themes, an extraction from personal experience to foster the ability to
relate with participants, and identification of negative cases where the respondent changes
statements. This method of data analysis provides participants the opportunity to expound on
their experiences and perceptions void of researchers biases. Likewise, the researcher is able to
systematically code the data to extract themes and emerging theories of constructs.
Finally, the researcher considered the convenience in the ability to constantly record and
quickly write shorthand and detailed notes as an effective methodology to capture field notes.
Fieldwork allows the researcher to capture field notes in the territory/location of the participant’s
world (Bogdan & Biklen, 2007). Field notes are both descriptive and reflective. Descriptive field
notes provide a picturesque view of the settings, attendees, and observable actions. While
reflective field notes capture the observer’s/researcher’s ideas, frame of mind, and concerns. The
limitation of this method of qualitative study is that the approach relies heavily on the researcher
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as the measurement instrument. Patton (2002) suggests verbatim and descriptive field notes as
distinctive sources of data collection. Equally, collecting and analyzing the data immediately was
the ideal methodology to generate written reports in order to triangulate the findings.
Quantitative Data Analysis
The online survey was administered via a Qualtrics questionnaire to approximately 75
participants. For the data generated through the survey questionnaire, the researcher optimally
targeted a minimum of 25 responses from participants. A 50% participant response rate is the
superlative threshold for academic research protocols (Creswell, 2014). The survey response rate
for the data analysis was 18 or 76%. The research provided Starbuck gift cards incentives to
encourage prompt and comprehensive participant responses.
The survey included background information, open-ended questions, and Likert scales.
Features from Qualtrics were used to present descriptive statistical measurements of the survey
responses. Creswell (2014) recommends creating survey instruments that include varied types of
questions, succinct language, and frequently tested educational institutions. The survey findings
were compared to each other and to the literature review to determine convergent variables.
Ethical Considerations
Both qualitative and quantitative stages of data collection entail analysis and collection of
data, modification and development of theory, refocus or elaboration on the research question,
and addressing and identifying research threats (Maxwell, 2013). Above all, the researcher
considered the utmost ethical obligations concerning completing this study. The researcher
completed the CITI training administered by the University of Southern California’s Institutional
Review Board. The study was submitted to the board for review of all guidelines for research
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using adult human participants. Accordingly, the researcher gathered approval by the
institutional review board.
The names of the institution and participants were altered in the form pseudonyms to
protect their anonymity. Participation in this study was entirely voluntary and consensual.
Researcher conducted onsite depth-interviews and random-survey sampling via participants
primarily derived from UNN AAAA. Consent forms containing research interview and survey
questions were electronically transmitted via email. The researcher ensured the interviews and
surveys were overt (Bodgan & Biklen, 2007). Consequently, participants were provided hard
copies of the protocol and consent both before and after the interview. Participants prior to
starting the interview further reconfirmed consent with a verbal audio-recorded
acknowledgement of their first and last name. A voice-recorder, coding, and handwritten notes
were methods utilized to gather data on the process-outcome matrix (Patton, 2002). All
transcribed data was securely protected with limited access solely to researcher, chairpersons and
committee member, and the University of Southern California Institutional Review Board.
Limitations
The case study presented limitations in accessing a large sample size of African-
American DBS graduates. Also, several DBS graduates relocated outside of California. The lack
of local participants limited the survey participant responses. The limited timeframe to conduct
data analysis and data collection was another limitation to the study.
Delimitations
The study was confined to a limited population of business school graduates from a
private four-year university. The interview and survey participants were identified based on their
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connection to and active participation in UNN’s AAAA. While enrolled in DBS, all interview
participant’s demonstrated measureable academic achievement.
Summary of Methodology
This chapter described the research design, instrumentation, data analysis,
validity/reliability, and ethical considerations. Moreover, the research design and methodology
used to collect, analyze, and interpret data findings were assessed. The study continued with an
examination of how prepared African-American graduates are from the business school of UNN
with 21st century career-readiness and academic-citizenship skills for entrance into a global
workforce. Based on this research question, a mixed methodology was designed to code and
triangulate review of literature and data findings from participant interviews and Qualtrics
surveys responses. The results of these findings were discussed and presented in Chapter Four.
Future offers of analysis and recommendations follow in Chapter Five.
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CHAPTER FOUR: RESULTS
“America’s schools must be incubators of innovation and success…Others may need to move
beyond the late 19th century and expand the school day…Our competitiveness abroad depends
on opening the doors of higher education for more of America’s students” ~ President Barack
Obama, 2009.
The purpose of this mixed-methods study was to examine the 21st century skills of a
sample population of African-American graduates from UNN’s business school for preparation
to enter the global workforce. Although surrounded by a dominant African-American and Latino
racially diverse neighborhood/community, UNN is a micro setting within a larger setting. UNN
is a private prestigious university with a dominant population consisting of White and
international students enrolled in top-ranked educational programs. According to the US News
and World Report (2016), the DBS is in the top 15 percent of business schools in the nation. Yet,
the overall population of African-Americans attending UNN as of 2015 was 5.4% (UNN, 2015).
Equally low is the 2.8% of African-Americans enrolled in the DBS (UNN, 2015).
In particular, there is a prevalent problem with career-readiness and academic-citizenship
skills amongst African-American business school graduates entering the workforce. The results
reflect responses based on literature and data to the research questions related to career-readiness
and academic-citizenship labels of 21st century skills. These 21st century labels are typically
used to describe the following eight cognitive and non-cognitive skills. The data emphasizes 21st
century skills indicative of frameworks from both P21 (2015) and Wagner (2010): (a)
communication, (b) collaboration, (c) critical thinking, (d) creativity, (e) problem solving, (f)
networking, (g) agility/adaptability, and (h) accessing and analyzing information. These skills are
considered important for success in academia, workforce, and other areas of adult responsibility
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(Pellegrino & Hilton, 2012). This study emphasizes perceptions of the importance of 21st
century transferable knowledge towards entrance into a global economy.
Effectively, the study examined 21st century skills preparation of African-American
entry level (Millennials), middle management (generation X), and executive level (baby
Boomers) business school graduates to enter the workforce. In order to provide rich descriptive
data, the participants were identified based on their stakeholder role, years of experience, year of
graduation from DBS, degree concentration, gender, and racial demographic. Pseudonyms were
identified for the private university, business school, and participants (respondents) utilized in
the research design. The aforementioned methods allowed the most deliberate form of
information relevant to the guiding research questions and determined the best data outcome.
This section contains an organization of data analysis, descriptive characteristics, qualitative and
quantitative demographic data, and findings to the two research questions.
Organization of Data Analysis
This chapter presents the analysis of mixed method research data collected and a
summary of findings based on a purposeful sample of responses from 18 survey (quantitative)
and 6 interview (qualitative) participants. In preparation for implementation of both research
methodologies, participants received electronic copies of the interview questions and definitions
of the P21 (2015) and Wagner (2010) frameworks of career-readiness and academic-citizenship
21st century skills. Participants were instructed to review the definitions of career-readiness and
academic-citizenship skills prior to the interview and survey (Figure 7). The quantitative data
was gathered from a survey administered via Qualtrics, while the qualitative data was compiled
from n=6 in-person interviews captured based on survey responses.
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Career-Readiness: The four skills employers recognize as important for workforce/career-readiness: (a)
Professionalism/Work Ethic, (b) Oral and Written Communications, (c) Teamwork/Collaboration, and (d) Critical
Thinking/Problem Solving (Casner-Lotto & Barrington, 2006; ACT Workdays-Workforce Readiness Report Card, 2015)
Academic-Citizenship: The skills expected in order to become active and informed citizens/ members of Academic,
Professional, and Community environments: (a) Code of behavior, (b) Academic integrity, and (c) Values (Dwyer et al.,
2006; MacFarlane, 2007; Wagner, 2010;)
Figure 7. Definitions of Career-Readiness and Academic-Citizenship Skills
The researcher sought to identify participants’ heterogeneous characteristics. The sample
population of African-American DBS graduate participants was identified based on: (a) gender,
(b) year of DBS graduation, (c) attendance towards an undergraduate and/or graduate degree, (d)
industry, and (e) degree concentration. The identified criteria highlight factors of significance in
the participant’s ability to provide perspective specific to the study. Maxwell (2013) emphasizes
three methodologies and goals for conducting a study: personal (or purposeful), practical, and
intellectual (or scholarly). The researchers desire to improve practice, curiosity, and desires for
career advancement were dominant goals for conducting the research. Similarly, in making the
decision concerning which participants were appropriate to interview and survey the researcher
identified unique panels of respondents due to their emic perspective and informative expertise
as DBS graduates (Maxwell, 2013). Purposeful selection was determined as the appropriate
method of analysis to triangulate findings collected in tandem with literature from empirical
articles.
The results were discussed in terms of narratives (qualitative) and descriptive statistics
(quantitative) based on the study sample. Data was collected via Qualtrics and inputted to
conduct the analysis of quantitative descriptive statistics (average, median, and mean) via the
Statistical Package for the Social Sciences commercial software. Next, analysis of the qualitative
interview data was examined employing Creswell’s (2014) data research methods. A priori first-
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cycle or open codes were utilized to record the qualitative interview transcripts within the
margins and later transferred into a Microsoft excel sheet. This method of coding provided the
researcher review of the data prior to advancing to empirical second-cycle coding or grouping of
the data into smaller constructs or themes (Creswell, 2014; Miles, Huberman, & Saldaña, 2014).
Presentation of data analysis, data collection, and purposeful sampling is organized into
five sections. The first three data analysis sections contain: (a) descriptive characteristics of the
interview and survey participants, (b) demographical selection criteria for the interview
participants (qualitative), and (c) demographical response rates for the survey (quantitative). The
final two sections provided the researcher findings to the following research questions based on
quantitative and qualitative data collection mixed methodologies:
1. How prepared are African-American graduates from the business school of UNN with
21st century career-readiness and academic-citizenship skills for entrance into a global
workforce?
2. To what extent do graduate/undergraduate level business school graduates perceive they
are prepared with 21st century career-readiness and academic-citizenship skills to enter
the workforce?
Descriptive Characteristics
The quantitative Qualtrics survey questionnaire was administered via email to
approximately 75 participants identified from UNN’s AAAA, various LinkedIn social media
sites, including UNN’s Alumni Association and business school, and UNN’s general news feed
student website throughout the United States. The rate was 72%, or 18, of the targeted 25
minimum participants responded to the Qualtrics survey questionnaire. There were a total of 20
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responses. However, the researcher eliminated the one incomplete and one duplicate survey
response in order to merge the data into a total of 18 respondents.
The researcher was satisfied with the number of survey participant responses for several
reasons. First, the response rate met the average return of 40% or better, which is typical of
leading educational survey questionnaires (Creswell, 2014; Dillman, 2000). Second, based on the
resource constraints and time allotment, the response rate of survey respondents who met the
criteria to participate in an interview (sample pool of respondents) was deemed acceptable to
meet the descriptive statistically data essentials for the study. Amongst the 18 survey
respondents, eight, or 44%, met the criteria to participate in the interview phase of the study.
Within the pool of eight qualified respondents, two participants expressed interest after the final
date of data collection. As a consequence, there were six final interview participants. Lastly,
DBS’s low African-American (2.8%) enrollment and graduation persistence contributed to the
researcher’s access to the survey participants (UNN, 2015).
Qualitative Demographical Data
The validation of qualitative interview data adhered to Creswell’s (2014) general steps of
qualitative analysis procedures illustrated as follows and in Figure 8. The researcher transcribed
into text six interviews to retrieve relevant data from raw audio data. Next, a priori methods of
first-cycle data coding were administered in order to gather meaning, codes, and themes. The
codes were organized and labeled into segments of second-cycle sub-codes or emerging themes.
Finally, the researcher interpreted the data against the theoretical frameworks, literature or
theories, and research questions.
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Figure 8. Creswell Data Analysis Chart
The purposeful selection criteria for study participants or graduates of DBS was based
on: (a) gender identification, (b) year of DBS graduation, (c) persistence towards an
undergraduate and/or graduate degree, (d) industry, a (e) degree concentration, and (f)
generational differences. Table 1 illustrates the demographics of six interview participants. The
sample of six interview participants from the 18 respondents was identified because of their
affirmative response to the survey questions and the belief that they would likely produce the
most valuable and comprehensive data. The interviews were conducted in person with all six
participants to observe body language and witness non-verbal cues as a checklist for
characteristics in response to the questions. The locations of the interviews were based on
convenience for the participants. The locations ranged from in their homes, places of
employment, and UNN’s campus.
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Table 1
Demographics of Interview Participants
(A-A=African-Americans and SCHOOL=Level of Graduation from DBS Program)
The generational selection criteria were highlighted due to distinctive interview responses
related to Millennials, Generation X, and Baby Boomers’ (Table 1) experiences upon entering
the workforce (Anantatmula, 2012). There are complex generational differences in the new
economies or emergence of 21st century skills required for varied generations success in the
workforce (Wyn, 2007). Essentially, the Millennial generation (born between 1980 and 2001) is
often characterized as demanding, unorthodox, and lack critical thinking/common sense (Aslop,
2008). Yet, Millennials are considered to value civic duty and environmental consciousness. The
21st century skills required for Millennial, trophy kid, Generation Y, or net-generation, graduates
upon entering the workforce are far greater and complex than they were decades ago. By
contrast, Generation X (born between 1965-1979) is characterized as entrepreneurial, highly
educated, global thinking, and skeptical of institutions. While Generation X is often willing to
put in the work to complete the job requirements, they tend to ignore leadership and anti-
establishment. Finally, Baby Boomers (born between 1946 and 1964) are defined as
Name GENDER
Attended
Undergrad/Grad
/Both Racial Demographic Current Industry Degree Concentration
Bachelor
Grad Year
MBA
Grad
Year
Interview
Location
Interview
Length Generation
Fannie-Mae Female Grad African American Advertising & PR Entreprenuership & Innovation 2015
Library at
UNN 56minutes Millennial
McKinsey Female Undergrad African American Education/Internet & New Media Business Administration 1984
McKinsey's
DBS Office 30minutes Baby Boomer
Chase Male Undergrad African American Education/Entertainment & Sport Business Administration 1996
Chase's
UNN Office 40minutes Generation X
Merrill Male Undergrad African American Investment Management Accounting/Business Administration 2011
Merrill's
Work Office 35minutes Millennial
Goldman Male Undergrad African American Aerospace & Defense/Education Business Administration 1980
Researchers
Home 36minutes Baby Boomer
Morgan Female Undergrad/Grad (Both) African American Advertising & PR Marketing/BusinessAdministration 1985 1990
Morgan's
Home 42minutes Baby Boomer
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transformational, team oriented, and focused on equal rights/opportunities. Baby Boomers have a
strong work ethic and tend to be the most educated amongst the aforementioned generations.
Still, they are often characterized as rebellious against convention and authority. According to
the United States Census Bureau (2008), retiring Baby Boomers will decline to 78.3 million in
the workforce as compared to 92 million Millennials. Effectively, the decline will cause
companies to recognize the necessity to accommodate and prepare Generation X and Millennials
as America’s future workforce.
Table 2
Generational Differences Source (Anantatmula, 2012)
Based on the aforementioned generational differences and selection criteria, following
are distinct background descriptions of six qualitative interview participants. The background
summaries provide contextual relationship to how participants responded to the qualitative
interviews. Participants were receptive in providing candid discussions. All interviews were
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conducted at locations convenient for the participants. The following descriptions were based on
the order of when the researcher conducted the interviews.
Participant Fannie Mae was a part of the millennial workforce generation. Fannie Mae
indicated having a single parent working in corporate America often complaining about her job.
Fannie Mae’s familial experience shaped her decision regarding how to succeed upon entering
the workforce. Accordingly, instead of transitioning into corporate America, Fannie Mae applied
her entrepreneurship degree by working for an African-American small business owner. While in
UNN’s entrepreneurship business program, Fannie Mae was the youngest student in her cohort.
Due to being a millennial workforce entrant, she often felt challenged with varying perceptions
of not being qualified. Fannie Mae decided to relocate to the East Coast with aspirations of
landing her first-full time corporate career opportunity.
McKinsey was a Catholic high school graduate. Also, she was a product of Inglewood, a
low socioeconomic status neighborhood near UNN. Both parents emphasized the importance of
higher education and of obtaining a business degree. McKinsey attended UNN’s business school
in the 1980s as part of the Baby Boomer generation. McKinsey’s workforce experiences were
primarily in higher education, entertainment, and corporate America. She was the first African-
American female hired in her first two jobs out of business school. As an active member of on-
and off-campus professional groups, McKinsey self-identified as a master networker. Interview
participant Chase was a member of Generation X whose workforce experience was in the higher
education and entertainment industries. Chase indicated lack of access to internships due, in part,
to the influence of select students benefiting from nepotism.
Similar to Chase, participant Morgan discussed frequent circumstances of nepotism and
the vital role it played in the selection of candidates for UNN-generated internships and
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mentorship opportunities. Morgan was a divorced mother. She was responsible for providing
education, career advice, and nurturing guidance to her son, a recent HBCU male college
graduate. Morgan took an active role in ensuring her son was exposed to internships and
networking opportunities. Merrill was a workforce Millennial. Merrill took an active role to
secure internships and rotational programs throughout attendance at UNN’s business school.
Comparable to Fannie Mae, Merrill was often the youngest throughout much of his professional
experiences. He expressed challenges with communicating with senior-level clients and peers.
Finally, participant Goldman was a recognized leader at UNN for his active leadership roles on
campus. He indicated lack of exposure and access to internships while in business school.
Goldman’s workforce background extends to architectural, engineering, and business disciplines.
Quantitative Demographical Data
All survey questions were cross-referenced to the frameworks and research questions to
enhance the data analysis process. The primary objective of administering the survey was to
gather data related to participants’ perception of their 21st century career-readiness and
academic-citizenship skills as an undergraduate and/or graduate DBS graduate. The survey
questions were posed using a combination of Likert scales and open-ended responses (Appendix
A). The survey collected responses related to the research questions, demographics, and the
following employment background reflected in (a) compensation, (b) relationship of degree to
business degree, and (c) age (Appendix A). Out of the 75 professionals to whom the survey was
distributed and the 25 targeted survey respondents, 18 respondents (Table 3) participated in the
research, which totaled a 72% response rate. Thirty-five percent of the participants attended the
full-time MBA and 18% attended an Executive MBA graduate program. Their majors were
accounting (18%), business administration (88%), and other or entrepreneurship (13%). A total
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of 18 survey participants indicated genders of male (44%), female (50%), and some (6%) did not
disclose.
Table 3
Distribution of Survey Respondent by Gender
# Answer
Response %
1 Male
8 44%
2 Female
9 50%
4
Prefer Not to
Disclose
0 0%
5 (Fill in the blank)
1 6%
Total 18 100%
Statistic Value
Min Value 1
Max Value 5
Mean 1.72
Variance 0.92
Standard Deviation 0.96
Total Responses 18
Similar to the interview questions, the survey protocol reflected the participants’
divergent perspectives and how they aligned to the research questions and frameworks. In order
to collect the survey responses, the researcher purposefully approached senior executives from
UNN’s AAAA to administer the survey. First, AAAA revealed time-honored and respected
relationships with the optimal participants demographic of business school graduates. Second,
select senior executives of the AAAA were graduates of UNN’s business school and agreed to
participate in the study. Finally, the AAAA senior executives were identified due to convenience,
direct access to the population, and willingness to immediately contact graduates of DBS due to
the time-sensitive nature of the data collection.
Findings
Common themes emerged related to analysis and results of the collected data. Research
findings considered strategies to reduce the 21st century career-readiness and academic-
citizenship skills gap and improve the labor market outcome for African-American workforce
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entrants. Themes were identified and addressed based on two research questions. The first asked
how prepared African-American graduates from UNN Business School are with 21st century
career-readiness and academic-citizenship skills for entrance into a global workforce. The second
asked the extent to which graduate/undergraduate level business school graduates perceive they
are prepared with 21st century career-readiness and academic-citizenship skills to enter the
workforce. Improvement of the economic status of African-American workforce entrants
depends critically on methods of improving 21st century career-readiness and academic-
citizenship skills. Frequently, employers lack information about how to assess and identify the
21st century skills workers bring to the workforce. Likewise, graduates entering the workforce
often lack access to resources related to the requisite skills that employers demand. Interviews
were conducted with African-American graduates from DBS to collect perspectives correlated to
two principal research questions. The following themes address findings related to 21st century
career-readiness and academic-citizenship skills.
Data pertaining to Research Question One generated three themes related to preparedness
of African-American graduates from DBS of UNN with 21st century career-readiness and
academic-citizenship skills for entrance into a global workforce. The first theme revealed
participants’ perceptions of the fundamental 21st century skills required for African-American
graduates to successful navigate while in the workforce. Next, the preponderance of participants’
emphasized the 21st century skills required for African-Americans to successfully gain entrance
into the workforce. Lastly, participants provided significant 21st century skills required for
African-American graduates to succeed in a global economy.
Research Question Two examined three themes related to the extent graduate/
undergraduate level business school graduates perceive they are prepared with 21st century
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career-readiness and academic-citizenship skills to enter the workforce. The first theme
presented participants determining factors related to perceptions of workforce preparedness.
Secondly, the study identified targeted skills for African-American graduates to prepare for the
21st century and beyond. The findings concluded with participants’ rationale for gaining a
business degree and the interrelation with 21st century skills.
The following section presents each research question, the common themes that emerged
to support the findings, and results of data analysis in relation to the research questions. Each of
themes identified based on the research questions were supported by the P21 (2015) and Wagner
(2010) frameworks. In addition to the two research questions, probing questions were utilized to
allow deep rich responses in support of the questions at hand. The follow-up questions allowed
the business school graduates to reflect on their personal experiences in the workforce. Also,
there were findings included in the research reported across the qualitative (interview) data but
that did not emerge as patterns or themes. Along with the aforementioned, the quantitative
(survey) data provided descriptive statistical analysis in response to select research questions and
participant responses. Finally, in consideration for identifying interview participants based on the
survey responses, Table 2 provides an overview of the interview participant demographics.
Additionally, the interview protocol and survey results are located within the Appendices
(Appendices B, C and D).
Research Question One
Research Question One asked participants, “How prepared are African-American
graduates from the business school of UNN with 21st Century career-readiness and academic-
citizenship skills for entrance into a global workforce?” This research question was primarily
addressed through qualitative (interview) data collection. To support the data analysis and
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findings of Research Question One, the interview contained probing questions. Grounded in the
career-readiness and academic-citizenship skills definitions and overarching Research Question
One, participants were asked probing questions: (a) Does a business degree
(Bachelor’s/Master’s/MBA) prepare you to become career ready and/or academic-citizens to
enter the workforce? If yes, in what manner? (b) What three skills matter the most for African-
Americans to gain entry into the workforce, (c) Which skill is an asset or supports workforce
success, (d) Which skill could you use improvement, and (e) What is the most significant 21st
century skill(s) required for African-American graduates to obtain career success to compete in a
global economy?
Based on the research questions, there were three themes from the participant responses:
(a) skills for African-American graduates to navigate while in the workforce, (b) skills required
for American Americans to gain workforce entrance, and (c) skills for African-American
graduates success in a global economy. The analysis of data pertaining to Research Question
One was primarily addressed through qualitative data collected from interviews of African-
American business school graduates. The researcher selected a diverse purposeful sample of six
(Table 2) interview participants primarily based on age and gender to ensure varied responses.
Skills for navigating while in the workforce. Wagner (2008) suggests collaboration,
and problem solving are amid the sought after 21st century skills by most successful businesses.
The interview participants (Table 2) echo Wagner’s (2008) sentiments of collaboration, problem
solving, and assessing/analyzing as fundamental 21st century skills for navigating while in the
workforce. Businesses want to amass employees with 21st century skills because of the ability to
harness their talent as the key to global competitiveness. To remain globally competitive, top
companies are constantly improving their products and services. Employers are willing to pay
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higher compensation and benefits packages for graduates who poses 21st century or soft skills
(Conrad et al., 2005). Accordingly, companies require employees with these skills to help them
determine how best to implement competitive strategies.
Out of six participants, five, or 83%, confirmed, to an extent, that a business degree does
prepare African-Americans to become career ready and academic-citizens to enter the workforce.
According to Table 2, participant demographics, the affirmative six participants were identified
as Morgan, Merrill, McKinsey, Chase, Goldman, and Fannie Mae. These participants referenced
collaboration, problem solving, and assessing/analyzing as fundamental 21st century skills for
African-Americans to navigate the workforce. These prerequisites are amongst the researchers
identified eight 21st century skills. The five participants responded affirmatively in reference to a
business degree being a fundamental benefit in providing workforce entrants’ preparation to
navigate and enter the workforce. Many participants noted a business degree is beneficial in
preparing a standard foundation of stability and legitimacy, especially for entry-level workforce
entrants to navigate the workforce, but not typical for corporate culture matriculation.
Yes, prepared for entry-level opportunities. Regarding fundamental career-readiness and
academic-citizenship 21st century skills for African-Americans to navigate while in the
workforce, Baby Boomer McKinsey and Chase, a member of Generation X, emphasized
collaboration, problem solving, assessing/analyzing, and networking. McKinsey stated:
I think an undergraduate business degree does well in problem solving…networking…
being agile and able to adapt well…and accessing and analyzing information for African-
American students. Now, I’m going to talk about the MBA, which I think does all eight
(21st century skills), but what I think it does most strongly is the collaboration piece.
Specifically, for African-American students in a school that is a general market school,
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they (African-Americans) will always be on a team where they are one, perhaps two, at
the best case scenario there would be three of a four-member team. Therefore, usually (in
the workforce) they are the only African-American(s) on the team. Their collaboration
skills are really intensified and preparing them to go into a workplace where that could
still be a very similar ratio…when you’re a good collaborator; you must be a good
communicator…because you can’t be a team player if you are not communicating well. I
think an MBA helps you very strongly with that. I think that any business degree helps
you with problem solving. Networking is one where I think it is more determined on the
individual. If they understand the strategic need to network versus I’m going to focus on
the work, I’m going to get a good grade. That was my experience…I don’t think it’s the
school that is responsible for that, it’s an individual.
Participant Chase stressed the importance of collaboration as a fundamental skill African-
Americans require for preparation to enter into the workforce. Chase emphasized collaboration
as a foundation for workforce stability and legitimacy. A business degree
gives you or others the knowledge that you are prepared, you at least have some skillset
to get through the whole university process, and they’re (other professionals) more
willing to work (collaborate) with you based on that. I would think that number one
would be really collaboration.
In every field of work, there is an expectation of collaboration with your clients. There is a need
to provide a supply of people to meet workforce demands. Chase stated “nobody in the
workforce just sits in there by themselves doing nothing without some collaboration from
additional clients.” While book-and street smarts are important workforce skills for African-
Americans, equally important is the ability to collaborate with others for longevity.
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Not prepared for real-world experience. It is important to annotate that participants
Merrill and Fannie Mae are Millennials. Their experiences as entry-level workforce entrants are
slightly different from those of the Baby Boomers and Generation X participants. Additionally,
both participants indicate a business degree does not solely prepare you for real-world
experiences. As an example, participant Merrill underscored the importance of obtaining 21st
century skills for matriculation into the workforce in his response to if a business degree prepares
one to enter the workforce:
(Yes) as relates to leaving college and having the skills to be able to be successful at an
entry-level position, you are pretty prepared. At least that was my experience. That’s
what a lot of experience that people have had around me...(No) as it relates to being able
to easily matriculate into a workforce and in a corporate culture, that is something that
not most people are really ready for. Being in a corporate workforce is a whole lot
different than being in college, and you pick up on certain things that you just have to
learn by doing and by failing that kind of allow you to realize how you need to operate to
be successful, how you need to operate to gain the connection that you need to with the
right people (network), and just how to navigate that corporate landscape. I don’t think a
college really can do a lot. It can only do so much for your preparation in that
(employment) position. What really helps is doing all the internships and meeting with as
many people as possible that are already in the corporate field to be able to pick their
brains on how to be (career) ready and how to function once you’re actually on the job.
Correspondingly, as another millennial entry-level workforce entrant, participant Fannie
Mae speaks to her personal experience as being one of the youngest students within her business
school cohort. Participant Fannie Mae emphasized problem solving as a key 21st century skill
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for African-Americans. Fannie Mae completed both undergraduate (public relations) and
graduate (entrepreneurship and innovation) school at UNN. According to Fannie Mae,
I do think in terms of career readiness, I was not ready after undergrad studies. After
graduate studies, my perspective of what my expectations were for a job, how to go about
obtaining a job, what skill sets I thought were necessary, and just what I really wanted
from my life didn’t necessarily come until graduate studies.
Fannie Mae had a differing experience during her graduate studies. She collaborated with
professional classmates at least ten years her senior. The expectations from her classmates
reflected from their different backgrounds and work experience having families and full-time
jobs while going to school. Per Fannie Mae, another fundamental 21st skill is problem solving
for African-Americans, “because there are so many obstacles, naturally I would say occurrences
and experiences that are symbolic of what the real world is going to be like that is literally only
reflected within graduate studies and not undergrad.” Problem solving skills are reflected more
prevalently in real-world experiences.
Skills required for African-Americans to gain workforce entry. This section
highlights quantitative descriptive statistical data based on 18 survey responses. Participants
referenced the frameworks from eight (Figure 6) career ready and academic-citizenship skills.
Often, quantitative frequency distribution data reveals, (a) number of nonresponses or missing
values, (b) outliers and extreme values, and (c) variability, central tendency, and shape of the
distribution (Pallant, 2010). Tables 4 and 5 provide frequency statistics based on survey
participants’ responses to academic-citizenship and career-readiness skills. In consideration of
the eight ascriptive 21st century skills, Table 4 and 5 confirmed common expectations that
African-American graduates are more probable to perceive value in the skills. Survey
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participants responded to which three skills did they value as a requirement to gain entry into the
workforce. Both tables report participants’ frequency of responses to the value of career-
readiness and academic-citizenship skills. The results did not reveal distinguishable levels of
significance for the eight 21st century.
Table 4
Quantitative Frequencies Statistics (Career-Readiness Skills)
Frequency Statistics (career-readiness)
Comm(W) Comm(O) CritThink Creativ Collab ProbSolv
N Valid 14 14 14 14 14 14
Missing 3 3 3 3 3 3
Mean 3.29 3.50 3.64 3.07 3.57 3.57
Median 3.00 4.00 4.00 3.00 4.00 3.50
Mode 3 4 4 3 4 3
a
Std. Deviation .611 .650 .929 .616 .646 .938
Skewness -.192 -.978 .857 -.024 -1.303 1.067
Std. Error of Skewness .597 .597 .597 .597 .597 .597
Kurtosis -.258 .176 2.593 .302 .951 2.766
Std. Error of Kurtosis 1.154 1.154 1.154 1.154 1.154 1.154
a. Multiple modes exist. The smallest value is shown, Comm (W)=Communication Written, Comm
(O)=Communication Oral, CritThink=Critical Thinking, Creativ=Creativity, Collab=Collaboration,
ProbSolv=Problem Solving
Based on the identified career-readiness skills (Table 4), critical thinking skills were
observed at 3.64 or the highest mean response. The 21st century skills of collaboration and
problem solving follow at the same mean of 3.57. Oral communication skills are featured as the
third highest mean of 3.50. Written communication follows in response to career-readiness skills
at a mean of 3.29 and creativity at a mean of 3.07. Based on responses to which academic-
citizenship skill is valued as a requirement for African-Americans, the frequency statistics in
Table 5 reveal networking at the highest mean of 3.79. Agility/adaptability along with academic
integrity/values were alike at a mean of 3.50 while accessing/analyzing information emerged at a
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mean of 3.36. These aforementioned predicted probabilities of career-readiness and academic-
citizenship calculations were equally dominating in the qualitative interview responses.
Table 5
Quantitative frequencies statistics (Academic-Citizenship Skills)
Frequency Statistics (academic-citizenship)
Agile/Adapt Access/Analyz Network Acad/Value
N Valid 14 14 14 14
Missing 3 3 3 3
Mean 3.50 3.36 3.79 3.50
Median 4.00 3.00 4.00 4.00
Mode 4 3 4 4
Std. Deviation .760 1.008 .579 .650
Skewness -1.229 1.244 -2.803 -.978
Std. Error of Skewness .597 .597 .597 .597
Kurtosis .158 2.835 7.679 .176
Std. Error of Kurtosis 1.154 1.154 1.154 1.154
Agile/Adapt=Agility/Adaptability, Access/Analyz=Accessing/Analyzing, Network=Networking, Acad/Value= academic
integrity/values
While the study focused on African-American business school graduates, it is important
to note many interview participants recognized these skills as vital for all business graduates
entering the workforce, irrespective of their racial demographic. The qualitative interview data
echoed similar responses to that of the quantitative data. Across the board, all six participants
highlighted critical thinking as a key 21st century skill for African-Americans. The three
dominant qualitative interview responses were critical thinking, communication, and
collaboration as skill requirements for African-American access into the workforce. Participant
Morgan stated, in order to receive information and make decisions, one must “get others to be
involved and moving an idea or concept forward and then executing on the idea are critical.
Communication, critical thinking, and collaborating are definitely highly critical in being able to
be successful in this (business) space.” Participant Goldman indicated,
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You have to be able to clearly articulate verbally and in written composition your ideas,
thoughts…whether you’re leading a team, whether you are an individual contributor, you
have to be able to communicate. In result, as a leader, you have to be able to
communicate your vision to your team. You have to be able to do that in a way that you
desire and lead and engage the report that you have. Networking, because it’s not all
about what you know. It should be about how well you know it, your technical skills, but
you need a sponsor. You need to be able to look at the information within the
environment of the context that you’re in, to think creatively, to come up with solutions
for the problems that encounter in wherever your work environment is. You’d be able to
look at it quickly and be able to adapt or change…with the understanding that you’ve
looked at the situation issue at a deep enough level where you can put into motion the
change to know the positive of the most optimistic result, for yourself or your team or the
organization as a whole that you’re working with.
In consideration for the aforementioned 21st century career-readiness skills that matter
the most for African-Americans preparing to enter to the workforce, participant McKinsey stated
critical thinking, communication, and networking as the strategic skills for success,
I would say critical thinking. Not in the most traditional way, but in the way where you
are not only accessing business problems, but you are using critical thinking to navigate
your environment in the corporate world. I think critical thinking is key. I would say
communication is also extremely important. Part of it is your written communication.
Part of it is your verbal communication. A lot of it is your non-verbal communication.
The last would be something that’s really worked well in my career is networking. You
cannot succeed really in any business unless you have a network…. If you are a great
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networker or communicator, but (if) you can’t think critically then your career is going to
be limited. I think that the networking piece again, which I’ve benefited from…I think
other ethnicities benefit from naturally and organically.
Participant Fannie Mae recognized agility, critical thinking, and assessing/analyzing as
key 21st skills for workforce success. Graduates should remain optimistic and encompass critical
thinking and ability to analyze information to understand multiple perspectives. The workforce
has evolved from her parents and grandparent’s generation whereby a college degree often
automatically ensured employment. Her Millennial generation college graduate peers without
jobs question their competencies to succeed in the workforce,
Oh, there’s something that they did wrong. It’s a reflection of timing, environment, and
just uncontrollable factors that they literally have no control over, so in that case, you
have to adapt to your situation, and within the agility and adaptability that comes with
problem solving. Clearly there’s an issue and you have to adapt to solve the problem.
Several interview participants underlined the need for African-Americans to prepare for
workforce entry by obtaining networking skills. According to Morgan,
People hire people that they know…(and) like, and so if you are not involved in making a
concerted effort in terms of networking, you’re going to be at a loss in understanding
networking. Networking is not just asking someone else to assist you. You need to bring
something to the table. Networking is as much the individual being able to show their
value to the person that they may be asking for time or information.
Participant Merrill agreed stating networking is an active method to gain a seat at the
table with key decision makers. When workforce entrants effectively communicate and network
with decision makers who may be aware of their competencies and can attest to their ability to
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perform, career growth and offers are obtained. Additionally, Participant Goldman offered
networking as vital skill for recent college graduates or Millennials entering the workforce.
Goldman explained networking contributed to the development of professionalism and work
ethic while enhancing his brand and conceptual knowledge:
Networking for recent college hires coming into the workforce…it’s a valuable skill that
you need to be able to tap into the diversity of the organizations that we’re being
integrated into. You do that by engaging and networking sometimes within a context of
your work environment. Sometimes out of context with your work environment. It goes
along the lines of not just talking about being engaged with your group, the organization,
the company, or your team. (But being) a part of that engagement involves a trust. The
way you develop that trust is getting to know your fellow workers in different types of
environments, seeing their reaction in different environments, and just interacting with
them.
Often, projects to solve complex problems are comprised of global professionals across
varied networks. Accordingly, it is important for graduates to become networked and embrace
collaborative learning to thrive in a global economy (Tapscott & Williams, 2010). The ability to
network is a principal skill because it often leads to internship employment opportunities.
Participant Fannie Mae stated, “I feel like (networking is) the number one barrier when it comes
to African-Americans in business and corporate America.” She emphasized that many African-
Americans may not innately enter corporate America with networking skills. Participant Fannie
Mae experienced first-hand the important aim of networking towards gaining internships. Much
of her corporate America experience had been within paid internships. According to Fannie Mae,
many corporate organizations mentor, cultivate, and invest time and energy in student hires for
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internship programs to, one day, hire the intern for future full-time employment. Based on her
personal experience related to the methods corporate America hire for internships, Fannie Mae
does not necessarily enjoy the political nuances of job searching but endures the hiring process.
She indicated many large corporates make the interns feel as if they are lucky to be selected as an
intern with the organization.
Skills required for success in global economy. In order for business school graduates to
prepare for success in a global economy, the ability to remain open to collaboration cultivates
access of diverse perspectives as a fundamental 21st century skill for African-American
workforce entrants.
Collaboration/Communication. In order for business school graduates to prepare for
success in a global economy, the ability to remain open to collaboration cultivates access of
diverse perspectives is a fundamental 21st century skill for African-American workforce
entrants. The emergence of advanced technology has allowed for international virtual teamwork
and collaborative projects (Wagner, 2008). Global collaborative opportunities are revealed based
on how one relates and communicates to others from diverse parts of the world. Likewise,
participant Morgan accentuates obtaining critical thinking and collaboration skills as the best
solution to create success in a global economy. Morgan provides an example from her business
school experience in relationship to the importance of international collaboration for workforce
entrance. While in business school, working in group dichotomies with non-English speaking
classmates, Morgan indicated that a classmate stated he was not comfortable with speaking
English. During the course, Morgan offered this classmate a note of encouragement. According
to Morgan, the classmate expressed the following sentiments,
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“I did not ask her to do that, but, I was so glad she certainly was handing me those notes
to get through it.” He said, “I was just amazed. I don’t know this lady, but she wants me
to be successful when she was helping me.” I also started crying, and how are you going
to cry at work? I didn’t think about it because, if I was in Japan, and I had to present in
Japanese, I would want somebody to hand me some notes. Again, it’s that collaboration.
It’s that working togetherness that for me was second nature, but for him had such
significance.
According to Chase, in a global economy, collaboration is the most important skill for
workforce success. The ability to collaborate is not a taught skill from a global standpoint. Yet,
differing from the United States, countries such as Japan, New Zealand, and Australia have a
heightened level of respect and admiration for the ability to collaborate coupled with one’s
professional accomplishment. Chase states that you have to understand and communicate the
creative side of business no matter the country of origin. Organizations want to know that
workforce entrants are well rounded. Similar to Chase and Morgan, participant Fannie Mae
provided an example, while in a business course, of collaborating in groups with international
professionals. Fannie Mae describes the responsibility of collaborating to create a team with
diverse perspectives as follows,
Within that team, I had someone that was from China, Colombia, and America…we all
had different academic backgrounds. In terms of our approach towards the overarching
business where I may be more business-minded, the other person (international business
student) may be more tactical …so just the data and the numbers made more sense to
them (international students) in terms of what was more important, as opposed to the
customer or the consumer, which would have made more sense to me…In collaborating,
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I had to learn to…capitalize on people’s strengths and highlight all of their strengths in
terms of identifying my own weakness, my own strength. What are my own (and their)
weakness and my own (and their) strength? Identifying that within each individual
within the group to be the mediator and lead a collaborative effort for us to work
together, capitalizing on everyone’s strengths.
Accessing/Adaptability. Similar to collaboration and communication, interview
participants referenced adaptability and remaining open to accessing diverse international
perspectives as 21st skills required to gain success in a global economy. Correspondingly, the
ability to adapt to cultural experiences was reflected in participant Fannie Mae’s business school
exposure. There were differing language and cultural perspectives in contextualization of
business concepts resulting in concentrated effort to interpret and problem-solve. Fannie Mae
considered this exposure as a learning experience to fosters how best to adapt to international
backgrounds in team settings. Fannie Mae states her experience in business with international
students as follows,
To speak to a global economy, I think that’s necessary because everyone’s experience is
different. Cultural experience is completely different. Growing up in America is
completely different from growing up in Colombia, but we’re both here completing the
same program, so how can we collaborate and find middle ground with the end goal that
we’re both trying to achieve? I think it was purely a learning experience for all of us.
University of No Name is very diverse and known for having such a large demographic
of international students, which is true. I just so happened to be in the school in undergrad
where not many of them (international students) were, so I had friends that were in other
programs that were always complaining about language barriers or issues getting projects
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done, and I didn’t have that experience until I got to graduate school. For that reason,
though, I also noticed a stark contrast between the types of people you had in the group.
There may be two international students where one who is actively trying to adapt to the
American culture, or adapt other how school is working, or to write a paper…I would say
it was a great learning experience for them as well as us, because I don’t necessarily think
it was a cultural thing. It could also be different because America is known for having so
many different nationalities, too, so by default, I’m used to having friends of different,
with parents, first generation from a different country.
Moreover, the research revealed the ability to adapt and problem-solve while working
with professionals from diverse backgrounds as another 21st century skill for African-Americans
to prepare for success in a global economy. Traditional top-down corporate infrastructures and
concepts are rapidly being replaced by horizontal teams and networks (Wagner, 2008). The
horizontal teams and networks are considered more adaptable and accessible. According to
participant Goldman, it is important for African-Americans business graduates to be agile and
adapt to different cultures in business settings. Equally, Participant McKinsey emphasized, when
business graduates enter corporate America; they are entering industries with high-level real
problems. Per participant Merrill, if a business graduate can be seen as a problem solver,
innovator, and leader, there is an opportunity to be entrusted to solve complex issues. The ability
to access and analyze information is optimal for workforce entrance. Due to contiguous global
market growth and learning opportunities, there is need to continuously stay abreast of new
innovative developments. Subsequently, it is significant for African-Americans to remain
educated with business competencies for relevancy and to add value upon entering the
workforce. The DBS has an extensive network of international students with vast cultural
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perspectives. According to participant Chase, African-American business school graduates do
not take advantage of accessing networks of differing cultural exposures and students prior to
entering the workforce:
I don’t think I personally tapped into that network enough once I graduated and when I
first started going into the workforce…if I had gone into it with the same mentality (to
access the network) as a lot of other students, and alumni, and people that attended UNN,
I think I could have gotten a lot further and a lot faster. I don’t know how that access was
necessarily the thing that was held necessarily against me… Coming out of the business
school, that (access to networks) didn’t exist. The business school was more of, “Here’s
your degree and go.”
Finally, the findings for Research Question One, which asked how prepared African-
American graduates from the business school of UNN are with 21st Century career-readiness
and academic-citizenship skills for entrance into a global workforce, revealed three overarching
themes, (a) basic fundamentals for navigating workforce, (b) skills required for African-
Americans to gain workforce entry, (c) skills for success in global economy. The research
emphasized varying levels of Wagner (2010) and P21 (2015) frameworks from the eight 21st
century skills for entry in a global workforce. This section demonstrates findings utilizing both
qualitative and quantitative research methodologies. Common sentiments amongst participants
concerning the significance of 21st century skills were reflected throughout the research. In the
next section, the dissertation research continues with findings for Research Question Two. The
section presents data centered on perceptions of undergraduate and graduate students entering the
workforce with career-readiness and academic-citizenship skills.
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Research Question Two
Research Question Two asked, “To what extent do graduate/undergraduate level business
school graduates perceive they are prepared with 21st century career-readiness and academic-
citizenship skills to enter the workforce?” Both quantitative (survey) and qualitative (interview)
research methods were implemented to collect data pertaining to Research Question Two. The
survey responses revealed distinctive career ready and academic-citizenship 21st century skills
considered most significant for preparing undergraduate and graduate level business graduates to
enter the workforce. Also, interview responses are included in the research due to being
analogous to the survey data.
Based on the interview and survey data, there were three themes: (a) what factors
determined African-Americans perception of workforce preparedness, (b) what skills African-
Americans perceive are required to prepare for the 21st century and beyond, and (c) what
rationale did African-Americans provide for gaining a business degree. The method of fusing
Patton’s (2008) Interview Guide Approach and Creswell’s (2014) numeric statistical description
approach, created combined research data. The combination allowed the researcher more
flexibility with analyzing Qualtrics survey data and variables via the Statistical Package for the
Social Sciences along with the ability to ask probing questions during the interview data
collection. As substantiated in overarching the asking of Research Question Two, interview
participants were examined based on responses to the following seven probing questions:
1. Upon graduating from business school, do you perceive that you were prepared with the
above-mentioned 21st century skills to enter the workforce? Why or Why not?
2. What career skills do you perceive African-American college graduates need in the 21st
century and beyond?
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3. What career resources do you perceive are required to maximize chances of improving,
African-American students’ success in the workforce?
4. What academic and/or non-academic activities do you perceive contribute to successful
transition from business school to the workforce?
5. What was your purpose for obtaining a business degree? Is it preparation for being a
better citizen and contributing member of society? Is yes, in what respect?
6. Based on your business school experience, how prepared did you feel for what your
employer expected you to know and be able to do? How could you have better prepared?
7. What suggestions do you have to enhance the experience of African-American students
in business school in preparation to enter the workforce?
Likewise, survey participants answered questions using Likert scales and open-ended
responses. Survey participants were asked to consider eight 21st century skills in ranking
perceptions of workforce preparedness based on a Likert scale of 1 through 4 (4 being the
highest). Equivalently, the survey provided questions to assess deductions, assumptions, and
interpretation of perceptions of 21st century skills preparedness for undergraduate and/or
graduate business school graduates.
Factors determine perceptions of workforce preparedness. Collective narratives from
interview participants emphasized the importance of gaining access to resources as a factor to
determine perceptions of workforce preparedness. Participants denoted the importance of
securing institutional agents.
Access to resources. The seminal research of Stanton-Salazar (1997) defines institutional
agents as individuals with the ability to commit to “directly transmit or negotiate the
transmission of institutional resources and opportunities” for others (Stanton-Salazar, 1997, p. 6).
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Institutional agents provide African-American workforce entrants access to UNN job
placement/training, alumni, and mentors. A review of the literature supports generational
differences amongst participant’s motivation to access resources considered valuable for
workforce preparedness (Wong, 2008). Equally, the research revealed work values and methods
of how participants accessed resources. Work values refer to an individual’s motivation and
attitude towards what is expected in the workforce. The ability to access job placement resources
was considered a significant value within the interview data findings. Millennial participant
Fannie Mae indicated business school graduates were prepared in terms of the level of attention
and quantity of available overall resources provided by UNN. While job placement resources
were available, Fannie Mae indicated a stark difference in the limited level of access for
graduates of the DBS entrepreneurial program. Based on the type of DBS program, Fannie Mae
alluded to often experiencing bias towards access to job placement resources and recruiting
activities. Participant Fannie Mae stated,
A lot of us (entrepreneurial DBS graduates) were very frustrated because we were
actually denied access. We would go to events and got turned away, and a lot of us were
very upset because we were of course paying the same amount of tuition as anyone else,
and of course we’re in the same business school, and the only difference is we’re not
taking their core requirements…the resources made available and opportunities made
available, I thought that was horrible on behalf of University of No Name. From an
undergraduate perspective, because I was in a different school completely, I was also
used to resources being readily made available in terms of programs, software, speakers,
facilities, and people that are willing to help. In terms of readiness, I do think that these
skill sets are of course certain things that, it depends on the individual, but what it really
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breaks down to the stark contrast or the difference is resources and access. Where
resources and access were great for undergraduate, and resources and access were
horrible for graduate...I don’t know if it’s supposed to reflect corporate America or not. I
was shocked and appalled, and I felt blindsided at the way or the nature in which
recruitment was being handled within the business school at the graduate level.
Undergrad, I don’t know what it would be like (for)...recruitment into the workforce. For
undergrad students within the business school, I was well aware that recruitment was
very heavy. For graduate (level business students’ recruitment and access) is (available)
but it’s limited to which program you’re in, and what you’re allowed to go to.
Baby boomers McKinsey and Goldman underlined the importance of African-American
business graduates taking advantage of training resources to learn about and gain exposure to
cultural differences. These competencies cover a broad spectrum towards learning personalities,
learning styles, and cultural and unconscious biases, emphasizes Goldman. Participant Goldman
further states, for African-Americans to succeed in the workforce, “management and leadership
training is required to understand…biases relative to your own and other cultures.” According to
McKinsey, there is also a necessity for African-American business school graduates to gain
access to and network with both successful African-Americans and non-African-American
alumni. Millennials are only aware of the results and not the preparation required during the
journey. Access to successful alumni, mentors, and financial acumen to understand the business
sector prepares graduates for entry into the workforce. The DBS does an acceptable job of
providing resources for business school graduates, but one must seek out the information. For
instance, McKinsey specifies,
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The database from the university (DBS) in a course of 40 years, there’s more than 3000
people. A lot of those people don’t even know that the organization (DBS resources)
exists. Not only are we trying to reach out, but then they have no way to reach back in as
well. Does this break up the communication as to how can we access each other? Are the
resources there? Yes, but are they fully developed and/or well-known enough that it can
benefit the graduates, as well as the organization? I think that that still needs some
development and work. I don’t think (access) is taught anywhere. I think that some
schools do a better job with their African-American alumni. UNN has a phenomenal
African-American alumni base. They have created this great community to talk about
business. I think many schools don’t do that and they should. Once you get out, that’s on
you. You got to figure out how to find these mentors, role models, icons, and all those
things, but it takes a while, (especially) if you don’t have a relationship. The mentor picks
the mentee. The mentee does not pick the mentor.
Finally, participants recommended African-American business school graduates to
identify and take advantage of support groups and mentor resources from UNN. There is a need
to tap into a diverse network of resources by enrolling in additional coursework and attending
networking events. This technique allows African-American business school graduates to gain
access to varied resources. Generation X’er Chase encourages graduates to
find support groups, alumni groups, internships, and (resources) that are going to help
you in that career. One thing with African-American students is if it doesn’t (reference)
African-American, sometimes they are turned off. You’re in the (global UNN) university
so…(determine) how to build your career.
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As the largest generational cohort in the workforce, Baby Boomers are often looked upon as
optimal mentors for newer generations based on their interpersonal skills and positions of
authority and influence in the workforce (Anantatmula & Shrivastav, 2012). Per Chase,
competencies of being able to access resources such as mentors; which allow understanding and
learning from past experiences, is particularly necessary for the Millennial generation to prepare
for entry into the business sector.
Importance of undergraduate and graduate internships. Internships are recommended
in order to meet the challenges of preparing college graduates to enter the workforce. In the
United States, sustained internships and apprenticeships provide the most intensive form of
workplace learning preparation for college graduates (Symonds, Schwartz, & Ferguson, 2011).
Internships provide graduates mentorship support and working examples of how to transition
into the responsibilities and challenges integral to real-world intergenerational workforce
scenarios. Millennial participant Merrill suggested that he was fairly ready as an undergraduate
to enter the workforce. Merrill attributes a measure of his workforce preparation to taking
advantage of career advancement and internship opportunities during undergraduate studies and
after college graduation. Often, internships provide beneficial employment opportunities linked
to the college graduates program of study. In particular, Merrill rationalizes the benefits of
undergraduate students securing internships. Merrill underscored the positive outcomes from his
internship experience at Big4 consulting firms. Internships as an undergraduate student provided
a level of molding to develop into a quick learner and to be able to collaborate in team settings.
Efforts to seek out employment resources offering the capacity, size, time and funds to develop
were pivotal factors for workforce preparedness. Merrill illustrated how collaboration or
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teamwork supports in bridging cultural learning differences. These collaborative exposures
prepared undergraduates while in college and during entry into corporate America. Merrill noted,
I do believe that I was fairly prepared leaving my undergrad to start my career, but my
career is different than my career now. My original career out of college was working at a
public accounting firm, and I was very ready to be able to do that. My ask at the public
accounting firm was to be able to be molded, to be able to be a quick learner, and be able
to work in a team dynamic, and know a little bit about accounting. I definitely checked all
those boxes and I was successful at doing a good job at that company. If I would have left
the university and become an entrepreneur, as I am now, I would not have been ready. I
would not have been able to know how to navigate my network to be able to get to the
right people and ask the right people for the right things. I would not have those skills, so
I think it really depends as relates to what’s the nature of your work. A lot of companies
are hiring people out of college, even undergrad and graduate school… saying, “Come
work with us. We just want your energy, and we want your ability to be molded, and we
want your personality, and we’ll get you to whatever you need to get. We’ll mold you.
We’ll spend the time to develop you. That’s fine,” and that’s where most people go into
business, so I think most colleges and my college specifically does a good job at
preparing you for that. There are going to be asks and there are going to be some people
that want to be able to go out and become entrepreneurs right out the gate, be able to start
their own firm and do things like that. I don’t think that I would have been ready to do
that, for sure, and I don’t think a lot of other people are really ready to be in that position
where you’re not being developed and hand-held during that matriculation process to
your career focus.
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College internships should link to students’ program of study to mutually reinforce work
and learning (Symonds, Schwartz, & Ferguson, 2011). Graduates deprived of meaningful
internship work experiences often limit their future employments prospects. Internships are a
career resource investment often leading to future returns of employment. Symonds et al. (2011)
recommends enlisting employers as strategic partners in both training college students and
encouraging persistence towards graduation. Even with substantial options and exposure, not all
undergraduate and graduate students have access to internships during college. Participant
Morgan was an active student at UNN pursing both an undergraduate and graduate degree. Yet,
Morgan discussed not taking advantage of internship opportunities.
One thing I didn’t do in undergrad was internships, …but there weren’t internships in the
field that I wanted to go into. I think in terms of career resources, particularly if you’re in
undergrad, you must get internships in the field that you believe you want to go and work
in, because you need to understand what that environment is like on a working basis.
Internships are invaluable experiences because you learn the industry, a trade, and network with
leaders of an organization. Also, internships provide opportunities to network, professional
development, and exposure to leaders in such associations as the National Black MBA
Association. Morgan emphasizes, “if you want to go fast go alone, if you want to go far go with
others.” Thus, internships offer options to collaborate with key leaders often able to propel
graduates further towards the next level of career options.
Participant Fannie Mae provides perspective of preparedness as an undergraduate and
graduate student. While internships are a necessity, opportunities were not readily accessible to
Fannie Mae in undergrad studies. The ability to apprentice in a boutique versus larger firm would
have been an optimal way to gain first-hand corporate experience. Fannie Mae indicated
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internship placements are particularly valuable when “even more successful African-
American(s) take an intern under their wing.” Fannie Mae states,
[Many college graduates] don’t necessarily know where to look for a job, but then that
goes hand in hand would networking (and access). It (is about) who you know that’s
making the referral, that’s validating the work that you did, that’s connecting you with
somebody else.
The lack of access to resources demonstrating how to search for job opportunities has an impact
on both undergraduate and graduate students’ perception of preparedness to enter the workforce.
Rationale for gaining business degree. Maslow’s (1943) hierarchy of individual needs
for human development to achieve life and leadership goals dominates the participant responses
related to their motivation for gaining a business degree (Pintrich & Schunk, 2002). As evident
in the qualitative interview data, self-actualization and esteem were ostensibly higher growth
motivational factors. According to Pintrich and Schunk (2002), intrinsic motivation refers to
engaging in an activity because of its inherent interest or enjoyment while extrinsic motivation is
engaging in an activity simply as a means to an end. Finally, goal orientation theory refers to
goals guiding one to avoid or approach certain actions and/or needs. Learners with a goal and
sense of self-efficacy or belief in one’s capabilities; engage in actions which leads to an end goal
attainment. A majority of the interview responses revealed the following intrinsic, extrinsic, and
goal orientation motivational theories for gaining business degrees, (a) financial
stability/opportunities, (b) familial values, (c) ability to create, and (d) to become better citizens
and civic-minded.
Enrolling in college and persistence to graduation is considered a primary social
cognitive theoretical factor towards increasing social capital, cultural capital, and upward
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mobility (Barnes & Slate, 2013; Pintrich & Schunk, 2002). A business degree is often viewed as
an investment in human capital and financial resources for graduates and employers (Symonds,
et al., 2011). Participants Merrill, McKinsey, and Chase agreed on obtaining financial acumen as
intrinsic and extrinsic rationale for attaining a business degree. Participant McKinsey suggested
that business schools prepare graduates with academic-citizenship skills in the form of
developing a code of behavior professionally. Whereas Chase candidly indicated his goal-
oriented purpose for getting a business degree was “to get paid. I wanted to be well rounded in
all aspects whether that was marketing, finance, just everything...(Ultimately), the purpose was
that I want to start my own business. I want to be on my own…to be independent.” Also, Chase
stated there is an understanding of the need to give back; it is “your civic duty that you have
reach out to bring up the next generation.” While Merrill echoed similar intrinsic and extrinsic
motivational sentiments:
I liked money, and thought I would leverage my business degree to a position to help me
make money, but I literally had no idea what I really want to do. One thing that I always
tell people that are in college is that you got to start figuring out what are the professions
that you have interest in. You need to start having information on interviews with people
that are in those different professions so you can see what their day looks like, and how
you can learn from them, and if that’s the type of area of interest that you should start
pursuing. But, to be honest, I had no idea what I wanted to do. I knew that business
degree would open up a lot of doors, and having a business finance degree plus an
accounting degree would open up an even larger option pool for me, that I just wanted to
keep my options as much as possible and have some type of business interest in my full-
time job. I’ve had amazing mentors that slapped me on the wrist when I was doing things
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wrong, and that opened my eyes to new opportunities and ways for me to better myself
and better my career. My preparation was that I have a debt to repay for the people that
took the time out to help me out. I needed to repay that debt by helping out other people
below me. It’s just kind of a natural onus. Also, I’ll preface this by saying I want to help
out any single person out there, especially people that are growing up, and that are
younger, and things of that sort, that can use a lot of my advice. I definitely have an onus
to have that kind of Black Wall Street model to be able to support any black professional
that wants to do certain things, and for them to be able to call me up and know that I have
a pretty extensive network and I can be able to connect them with someone that they can
help grow together better. One thing that I always focus in on is being able to just know
what everyone in my network is doing so I can connect them.
The expectancy-value model of motivation suggests one is motivated based on how they
value an outcome or activity (Pintrich & Schunk, 2002; Wigfield & Eccles, 2000). The
expectancy-value motivational theory reigns prevalent for participant Morgan. Another business
professional/mentor was a motivational factor for participant Morgan to obtain her business
degree. In terms of thinking about new opportunities, Morgan noted always being business-
minded. According to Morgan, there is an expectancy-value on succeeding as a civic-minded
academic-citizen, especially for African-Americans. Irrespective of obtaining a business degree,
civic mindedness has always been innate and second nature for Morgan based on her family
values. She stated,
I started being a part of a community, civic activities and organizations. It’s just what my
family did. It’s second nature to what we do. It’s not all about for-profit and the dollar;
it’s about what are we doing to give back to others. That was not the function of my
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business degree, but what helps in the business degree is…in the beginning of your career
you’re learning and earning and from there you’re able to give back to others. Being a
part of groups that you want to give back to whether it’s something that maybe health
related within your family, diabetes to heart disease or activities like that, but that civic
mindedness is a part of what we do just by second nature, but that was not connected at
all to my business degree. I just had the skills to help to better market the program that
you’re trying to do within your community, to build your community, to help those
organizations, but they weren’t necessarily related. Whether I majored in psychology or I
majored in engineering, I would still have that civic mindedness.
Participant McKinsey shares a similar connection with her family as a primary rationale
for obtaining a business degree. There was an expectancy of obtaining a college degree by
McKinsey’s family. Based on her resilient familial state McKinsey recognizes,
My mother who is phenomenal and my late father who was phenomenal always
emphasized business…I never thought about any other school (other than DBS). I
thought I wanted to get into marketing and advertising…I analyze things in a marketing
and advertising way, even in this role. It (business degree) gave me the best options of
anything that I wanted to do, whether that was being in fashion, which I thought I
wanted. …Going into the entertainment kind of fell in my lap. Saying I was from the
business school gave people some sense of confidence in me that they may not have seen
from me growing up in a business. When you are a business school student and graduate,
you understand the impact of business and the importance candidly of a workforce. When
you understand that, you also understand your brand. Again, you can have the smartest
person in the world and if their brand is off, people don’t want to deal with them, they say
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I’m a team player, but you know if your brand does not do that, you don’t go far. I think
that the best thing that people can appreciate is that your brand is what people say about
you, not what you say about your (brand)
Participant Fannie Mae suggested creativity as a 21st century skills not necessarily
capable to be taught. Nonetheless was a motivating skill highlight for obtaining her business
degree. Fannie Mae indicate she choose a business degree because
The school I was previously in (undergraduate degree in PR from UNN) definitely
supported creativity, and much of I think the frustration and rock in a hard place that I
was experiencing upon graduation and upon complaining to both schools was the fact
that I’m a creative, but I’m also still a Science, Technology, Engineering, and Math
(STEM) person. Going to business school created a marriage for me between the two,
because I did have to actually work with numbers, do spreadsheets, complete a computer
science class at that, and I enjoyed it because it was very challenging, but my approach
towards certain situations I think is twofold. I think about it from two different lenses. I
think about it from a creative perspective, and I think about it from a more tactical
perspective, and that’s where I think the business came into play for me, and that’s how I
realized that strategy is my middle ground between the two. To create a strategy, yes, you
need to be creative, but you need to have evidence and you need to have data to support
whatever creative decision you’re making, or pretty much pulling that idea that you had
into something that can be executed. That’s where I saw much of the business school
coming from. I think that most students should have of us being a global economy and
from a global citizen perspective. I definitely feel from an undergrad and graduate
perspective that you are exposed to that. Exposure I think would be the key word
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Involvement in adolescent entrepreneur programs, such as Junior Achievement, inspired
and motivated Goldman’s interest in business school and creating business infrastructures. Upon
entering business school, Goldman did not fully understand the distinctive options available
towards obtaining a business degree. In the following, Goldman describes his experiences at
UNN:
As I got to my second and third and fourth year, there’s just so many resources available
within the University of No Name and it just expanded my knowledge and desire even
more to get more involved in business. I didn’t even fully take advantage (of UNN
resources), because I really didn’t appreciate the resources that were there and available.
There were internal and external resources. When I talk about when you look at external
resources available now, of the provider of a resource to inner-city kids, and a couple
different facets at the UNN. UNN had a joint educational program where (as a business
school student) I actually went into high school and taught some classes. They also had a
program called Med-COR, where on Saturdays, I would go in and teach math and science
to students. Other resources I didn’t fully utilize because I didn’t really understand, and
didn’t really make the connection while I was a student, to appreciate the resource, or
even know enough to proactively go out and seek a mentor. A mentor in the area that I
was interested, I didn’t know how it related to getting a business degree, as becoming a
better citizen, as a contributing member to society, and that whole cycle of jobs and
employment, and the cycle of income and getting paid and investing the money back into
the community. Business creates jobs, which create livelihoods for families…I didn’t
think of it in terms of being a better citizen.
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The aforementioned qualitative data revealed similar perspectives on the importance of
21st century skills for graduates entering the workforce. Collectively, the interviews suggest
being proactive by taking advantage of offerings and resources while in school and upon
graduation. These actions support graduates towards being career ready and academic-citizens in
a global economy. The following section provides quantitative survey data related to the skills
African-Americans graduates perceive are necessary to prepare for the 21st century and beyond.
Skills A-A’s perceive to prepare for 21st century and beyond. Results based on the
survey question (Figure 9) to identify the one most significant skill, reveals 27% of respondents
valued networking at the most important skill for entry into the workforce.
Figure 9. In your opinion, as a business school graduate, which ONE skill is MOST
SIGNIFICANT in preparing you to obtain entry into the workforce?
Figure 10 shows 93% of the survey participants identified the ability to communicate
orally as a high-ranking 21st century skill to which a business degree prepares you to perform in
the workforce.
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Figure 10. Skill(s) to Perform in the Workforce
In the following section, survey participants were asked to rank perceptions of
preparedness with 21st century skills using a Likert scale of 1 through 4 (4 being the highest). As
shown in Figure 12, networking or the ability to build relationships scored the highest mean of
3.80. The ability to network with others and build up relationships within the organization is
particularly valued for entry into the workforce preparation (Wong, 2008). It is significant to
emphasize that both qualitative and quantitative research findings revealed networking as the
highest-ranking required 21st century skill for workforce preparedness.
Figure 11. Prepared with 21st Century Skills to Enter the Workforce
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The subsequent (Figures 12, 13, and 14) results were validated based on questions
retrieved from the PsycTests–Assessment Day (2015) survey administered to assess and measure
deduction, assumptions, and interpretation of participants’ workforce preparedness. The
following (Figures 13, 14, and 15) contain questions and instructions presented to the
participants.
Figure 12. Survey: Deductions Assessment
Figure 13. Survey: Assumption Assessment
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Figure 14. Survey: Interpretation Assessment
Additionally, descriptive statistics discuss reliability of quantitative data derived from
SPSS system. The reliability scale description consisted of six items, (a) written communication,
(b) oral communication, (c) critical thinking, (d) creativity, (f) collaboration, and (g) problem
solving. None of the items of the scale needed to be reversed (Pallant, 2007). There was a total of
17 cases: 14 were valid and 3 were excluded based on all variables in the procedures. Per Pallant
(2010), the Cronbach’s alpha coefficient reliability should be above .7. However, common
research finds low (e.g. .5) Cronbach values due to obtaining short scales (fewer than 10 items).
The Statistical Package for the Social Sciences assessed six items from the survey data causing
the researcher to rely on Pallant’s (2010) recommended optimal range of .2 and .4 (Table 6) for
shorts scales to validate the descriptive statistics. In the current study, the Cronbach’s alpha
coefficient resulted in .350.
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Table 6
Reliability Scale: ALL VARIABLES
Case Processing Summary
N %
Cases Valid 14 82.4
Excluded
a
3 17.6
Total 17 100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach’s Alpha N of Items
.350 6
Summary of Results
In conclusion, the above findings reveal varied perspectives on recommendations for how
African-Americans should prepare for entry into a global workforce. There was consistency in
both qualitative and quantitative data related to participant’s attribution to the value and
importance of obtaining 21st century skills into the workforce. Chapter Five continues with an
examination of the problem statement, frameworks, methodology, findings, implications,
limitations, recommendations, and conclusion.
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CHAPTER FIVE: DISCUSSION
“As the twenty-first century unfolds, we are called once again to make real this hope - to meet
the new challenges of a global economy by carrying forth the ideals of progress and opportunity
through public education in America” ~ President Obama, 2006.
Wagner (2008) questions the state of the new global economy, where many career
opportunities are routine, automated, or off-shored. This begs to question what 21st century
career-readiness and academic-citizenship skills graduates will require to acquire and sustain
employment opportunities in a global economy. There is a disparity in quality education and
resources available for many low socioeconomic and minority students in America. Essentially,
the problem with career-readiness and academic-citizenship skills amongst African-American
business school graduates entering the workforce is prevalent. This global achievement gap is
increasingly an issue in the American education system. The gap persists in part due to not
providing graduates 21st century essentials to succeed as students, employees, and citizens in
today’s global knowledge economy. Wagner (2008) further contends there is a need to rethink
the core competencies graduates demand in the 21st century and beyond. To ensure these and
future challenges are addressed, students will require reformed methods of acquiring 21st
century survival skills for “lifelong learners, workers, and citizens” (p. 4).
The doctoral research discussion is shaped by many factors and constructs. Aptly, the
purpose of this study focused on the broad problems, and delineates specific constructs, within
education related to the adaptation of 21st century career-readiness and academic-citizenship
skills for African-American business school graduates. The study considered the varied
educational definitions of 21st century skills, competencies, and behaviors often lacking or
absent for college graduates entering the workforce. While the problem of workforce
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preparedness impacts the American education sector as a whole, this study examined a targeted
population of African-American graduates. Americans are investing time and money in acquiring
21st century scholastic skills to compete in the world’s global labor market (Packer, 2013). In
this flattened world, graduates must compete and succeed not only with rapidly evolving
technologies, but the economic growth of emerging countries such as China, India, Thailand, and
the Philippines (Friedman, 2006 & Wagner, 2008).
The researcher evaluated the study based on the P21 (2015) and Wagner’s (2010)
frameworks of 21st century skills. An examination of eight core 21st century skills were
coalesced from both frameworks including (a) communication, (b) collaboration, (c) critical
thinking, (d) creativity, (e) problem solving, (f) networking, (g) agility/adaptability, and (h)
assessing and analyzing information. Coupled with probing research questions, empirical
literature, and descriptive data; the researcher addressed the following two dominant research
questions:
1. How prepared are African-American graduates from the business school of UNN with
21st century career-readiness and academic-citizenship skills for entrance into a global
workforce?
2. To what extent do graduate/undergraduate level business school graduates perceive they
are prepared with 21st century career-readiness and academic-citizenship skills to enter
the workforce?
A mixed research methodology was adapted to analyze the data results. Purposeful data
was retrieved based on qualitative and quantitative research methodologies. Centered on
generational differences, the researcher initially triangulated data from qualitative interviews of
six Baby Boomer, Generation X, and Millennial African-American graduates from the DBS.
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Subsequently, the researcher administered a Qualtrics survey to graduates of the DBS resulting
in 18 respondents. The goal of Chapter Five is to provide the statement of the problem,
frameworks, and methodology, discussion of the findings, implications for practice, limitations
of study, recommendations for future study, and conclusion.
Discussion of the Findings
Research Question One
The first research question asked, “How prepared are African-American graduates from
the business school of UNN with 21st century career-readiness and academic-citizenship skills
for entrance into a global workforce?”
Overall, research findings reveal majority study participants stated being prepared for
entry-level career opportunities but not for real-world experiences. The survey and interview
mixed methodology data clearly yielded three decisive findings. The study participants
emphasized 21st century (a) skills for African-Americans to navigate while in the workforce, (b)
skills required for African-Americans to prepare to gain workforce entrance, and (c) skills for
African-Americans success in a global economy. First, the majority of the participants
collectively agreed on fundamental skills for African-Americans to succeed while in the
workforce. The ability to collaborate, problem-solve, and assess/analyze were the most recurring
foundational 21st century skill requirements for African-Americans business school graduates.
These skills were optimal in providing graduates with the ability to demonstrate value while
employed in the workforce. Many participants provided first-hand examples of experiences
while in the workforce of strengths gained from business school in order to conduct thorough
presentations, solve complex problems, and communicate persuasive dialog.
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Second, quantitative survey data exposed 21st century skill requirements for American-
American preparedness to gain workforce entrance. The survey results revealed critical thinking
(career-readiness) and networking (academic-citizenship) as the two most significant skills
required for African-Americans to gain workforce entrance. As it relates to itemization of the
data, Table 5 found the following career-readiness skills of critical thinking at 3.64, or the
highest mean response. Collaboration and problem solving followed as important skills at a mean
of 3.57 each. As the third highest mean of 3.50, oral communication is highlighted in the survey
results. Written communication follows at a mean of 3.29 and creativity at 3.07. The academic-
citizenship skill (Table 6) of networking was the highest mean of 3.79. While,
agility/adaptability and academic integrity/values produced a parallel mean of 3.50. The ability
to assess/analyze information rounded the quantitative data at a mean of 3.36.
Finally, in both survey and interview data results, the participants recommended
collaboration, communication, assessing, and adaptability as significant skills for African-
Americans to succeed in a global economy. The ability to collaborate provides access to
opportunities for graduates to communicate and build relationships with diverse cultural
perspectives. Many participants described taking courses with international students. As
presented by study participants, international students often reflected the workforce
demographics. The varied languages and interpretation of concepts offered business graduates
the ability to relate to diverse professionals. Participants signify exposure to global perspectives
as well as provide adaptability and problem solving competencies; especially in team settings. In
all three findings, the P21 (2015) and Wagner’s (2010) frameworks remained evident.
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Research Question Two
The second research question asked, “To what extent do graduate/undergraduate level
business school graduates perceive they are prepared with 21st century career-readiness and
academic-citizenship skills to enter the workforce?”
Based on the interview and survey data, there were three themes: (a) determining factors
related to perceptions of workforce preparedness, (b) skills African-Americans perceive to
prepare for the 21st century & beyond, and (c) participants rationale for gaining business degree.
The research revealed the majority of the participants believed they are prepared with basic 21st
century competencies but require additional skills such as networking and access to internship
opportunities to fully succeed in the workforce. The researcher primarily utilized numeric
descriptive statistics generated by Qualtrics and SPSS to present the results for Research
Question Two.
First, the results revealed factors of perceptions for African-American business school
graduates to access resources such as mentors, job placement/training, alumni, and internships
towards workforce preparedness. The majority of the participants indicated not obtaining direct
access or limited awareness of the available tools and resources at DBS. The ability to access the
aforementioned resources was considered a significant value within the data findings. Many
study participants provided working examples of career and citizenship success upon gathering
access to resources. Yet, the findings revealed divergent methods of how participants accessed
these resources. Similarly, there were differences in undergraduate and graduate perceptions of
the breath of access to resources and preparedness. According to Wagner (2010) and P21 (2015)
frameworks, interview participant (McKinsey) indicated a business degree does well in preparing
African-American graduates with 21st century skills and beyond. Research suggests networking
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to build relationships is valued for entrance into the workforce (Wong, 2008). Findings from the
quantitative data identify 27% of the respondent’s valued networking as the most important skill
for African-Americans to enter the workforce. As evident in (Table 6) networking scored the
highest mean of 3.79.
Similarly, the qualitative data findings suggest problem solving, networking, analysis,
and agility were principal skills participants designated African-Americans perceived as a
necessity to prepare for the 21st century and beyond. Additionally, interview participant Fannie
Mae indicated not being career ready after undergraduate studies but affirmed having ample
access to resources. Fannie Mae further suggests access to resources was diminished during
graduate business studies. The researcher speculates generational differences may attribute to the
divergent findings of study participants graduate and undergraduate experiences. Equal to
resource access, the findings recommend internships to meet the needs of African-American
graduates preparing to enter the workforce. The findings contend internships provide mentorship
support and working examples of how to transition into the workforce. Often, internships are
optimistically viewed as providing future employment opportunities linked to the graduate’s
program of study. Research findings suggest, especially as an undergraduate, internships provide
optimal professional development in 21st century collaboration and networking skills.
Finally, study participants indicate the following intrinsic, extrinsic, and goal orientation
motivational rationales for gaining business degrees: (a) financial stability/opportunities, (b)
familial values, (c) ability to create, (d) to become better citizens and civic-minded. A business
degree is considered an investment for graduates and employers (Symonds et al., 2011).
Participants implied a business degree prepares graduates with academic-citizenship skills and
development of a code of professional behavior. Other study participants stated intrinsic and
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extrinsic motivations of financial stability or to “get paid” for obtaining a business degree. Also,
there were recurring goal-oriented motivational factors of civic duty, becoming a better citizen,
and influence based on familial values. Additionally, emerging findings from multiple
participants suggest the importance of innovation and leadership skills for graduates. The
participants indicated gaining conceptual knowledge of innovation allows graduates vast career
options in non-traditional entrepreneurial roles. Participants indicated access to innovation skills
fosters creativity of ideas and diverse perspectives. Equally, opportunities to foster leadership
skills improve self-efficacy. Leadership skills training allows graduates opportunities to prepare
for real-world scenarios of the workforce. While the rationale varied, research suggests a
business degree can prepare African-American graduates with many 21st century competencies
to enter the workforce, especially if access to resources is made readily available.
Implications for Practice
Failure to prepare for a global economy with 21st century career-readiness and academic-
citizenship skills may have negative implications for African-Americans graduates entering the
workforce. Research emphasizes the necessity for deeper development and learning of
transferable 21st century competencies. The long-term implications impact how well African-
American graduates are prepared for access and entrance into the workforce. The competitive
global economy, probability for African-American and other minority workers’ success depends
the ability to acquire and bring to the workforce 21st century competencies (Conrad et al., 2005).
Formative and summative assessment measurements of successful knowledge transfer involve
practice, feedback, and application of learned content (Pellegrino and Hilton, 2012; Mayer,
2011). Without practical application and assessment that measure 21st century mastery by
educators and prospective employers, African-American graduates are at a disadvantage while in
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and upon entering the labor market (P21, 2009). The development of opportunities and
incentives for diverse populations of workforce entrants equipped with 21st century skills is a
vital approach to improve the overall productivity of the global economy (Conrad et al., 2005).
Conversely, Wagner (2010) and P21 (2015) frameworks matter because the implications
for career-readiness and academic-citizenship not only have an impact on African-American
graduates, but also on all graduates entering a global workforce. Furthermore, due, in part, to
global economic demands, the study informs the significance of graduates obtaining 21st century
business literacy and skills. To remain competitive for future employment demands, graduates
must comprehend key topics and learning outcomes of global significance (Mansilla and
Jackson, 2011). Graduates should gain 21st century skills that foster cognition and the ability to
perform like experts upon entering the workforce.
The global objective of ensuring graduates are ready for 21st century careers has
profound workforce significance for teaching and testing (Darling-Hammond et.al, 2010). The
White House Initiative on Educational Excellence for African Americans (2009) strives to
improve the educational outcomes of African Americans. The level of academic achievement by
8th grade is one of the predictors of college and career readiness (The White House, 2014).
Students from low socioeconomic status environments are less likely to meet readiness
benchmarks on college entrance exams. As a result of not meeting career-readiness benchmarks,
these students often do not persist towards graduation and workforce entrance. President
Obama’s 21st century 2020 Education plan calls for students to find, evaluate, synthesize and use
knowledge in new contexts and frameworks that solve non-routine problems, and produce
research findings and solutions. Increasing opportunities for admittance and persistence towards
college graduation have direct impact on career readiness and success. President Obama’s
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educational plan seeks to become first in worldwide college degree attainment and workforce
readiness by 2020.
In order to prepare to meet workforce demands, the plan demands that college graduates
acquire 21st century problem solving, critical thinking, and communication skills. The 2020
White House (2014) initiative calls for businesses to partner with universities to provide college
graduates real-world learning experiences and support towards understanding viable career
opportunities. Reformers nationally urge educational institutions to teach 21st century skills to
address the increasing technological demands in complex fast-changing world. The workforce
skills in greatest demand are non-routine interactive 21st century skills that allow for
collaborative intervention, critical thinking, and problem solving.
To have an impact on closing the global achievement gap, data supports African-
American graduates obtaining access to essential 21st century skills and resources to not only
enter but also succeed while in the workforce. Equally, the gap issues varied contingent on
generational differences (Baby Boomer, Generation X, or Millennial) of the study participants.
As a consequence of the findings from this study, there may be (a) the development of 21st
century skills professional development curriculum for existing and entering graduates into the
workforce, (b) increased access to institutional agents (mentors, alumni, and the like) and
resources, (c) provided insight into best practices for employers/hiring practitioners developing
internship opportunities, and (d) exposure to varied perceptions of global competitive strategies.
Finally, findings of this mixed-methods study contain contextual knowledge beneficial to
numerous key stakeholders. Therefore, the research has implications for key stakeholders
including those in K-12, college students, policymakers, college graduates, instructors, human
capital hiring practitioners, educational and employment institutions. The implications of this
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study are aimed at developing key stakeholders’ practices of career-readiness and academic-
citizenship preparedness for graduates to enter and compete in a global workforce.
Limitations of Study
This study aimed to generate interest in the research community for undertaking
comprehensive empirical literary studies centered on the topic of 21st century career-readiness
and academic-citizenship skills for African-American workforce entrants. Research indicates
United States graduates are required to be academic citizens prepared to cooperate and compete
in global markets with greater comprehension of best practices to collaborate with international
infrastructures (Mansilla & Jackson, 2011).
Correspondingly, the study was designed to develop a foundation for future studies on
how to prepare all (K-12 and higher education) graduates with 21st century skills to enter and
compete in a global economy. It is worthwhile to examine how the incorporation of 21st century
skills to prepare graduates would differ between traditional K-12 Common Core and higher
education (college) general education curriculum. Thus, the limitations of the study include (a)
restricted long-term access to DBS African-American graduates, (b) purposeful identification of
limited research on college graduate study participants in comparison to prevailing existing
research on K-12 populations, and (c) a small sample size of African-American graduates from
DBS to participate in the study, especially to complete the quantitative survey. These factors
present uncertainties in limitations of forecasting into the future labor markets.
Recommendations for Future Study
The limited published research in academic journals concerning the importance of
college graduate 21st century skills and global workforce preparedness presents opportunities for
future empirical studies. As a first step, the recommendation is to provide more comprehensive
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psychometric research efforts to expand the timeline to collect survey data and increase the
volume of respondents. The expanded timeline would offer broader data perspectives related to
future research on African-American 21st century career-readiness and academic-citizenship
skills. Also, the research results were based on data collected from a small sample of available
DBS respondents made available through the AAAA, direct marketing, and social media
outreach. Thus, the researcher recommends expanding future research to other racially diverse
and gender-specific populations, such as Latinos and women.
Second, an extensive exploration of how employers or hiring practitioners can invest in
talent management, training and professional development to improve employees 21st century
skills while in the workforce, warrants future research. Employers must consider the financial
and low productivity implications of not having prepared employees. This method of study may
present qualitative opportunities to observe and interview both graduates and hiring practitioners
while in real world and/or work environments. Research reveals 1.5 million graduates enter the
workforce not prepared with requisite 21st century skills (Hettich, 2010; NCES, 2006).
Essentially, for graduates without requisite 21st century skills, the researcher recommends hiring
practitioners to develop employees through trainings underscoring methodologies of how to gain
access to resources viable for corporate and personal success. While the researcher identified
eight dominant 21st century skills equal in value, the findings revealed a need to prioritize
networking and access/agility resources as first priority requisite skills. Also, the suggestion for
diverse workforce entrants to acquire networking skills and access to viable resources by
aligning with cultural centers and institutional agents, foster opportunities to learn valuable best
practices of how to cultivate professional relationships at the onset of entering college.
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Next, a study centered on school-to-work and entry-level rotational programs that link
classroom-based education with experiential learning through networking, internships, and
mentor programs; can address information imperfections for both employers and workforce
entrants (Conrad et al., 2005). The researcher recommends commencing with the administration
of quantitative statistical surveys to job boards, social media platforms, resume databases, and
employment agencies utilizing human capital databases such as Data-at-Work (2015) and O*Net
(2015) to highlight why 21st century skills are essential to employers. The quantitative study will
offer data-centered pedagogy in support of graduates acquiring school-to-work and rotational
employment alternatives.
Finally, there are missed opportunities to partner with key stakeholders including K-12
and higher educational institutions, governmental agencies, and policymakers to support
graduates with the implementation of 21st
career-readiness and academic-citizenship skills
curricula. Key stakeholders must identify the gaps in curriculum related to stakeholders
programmatic and support efforts. For example, partnerships with key stakeholders to create 21st
century initiatives and curriculum in behavioral science/economics and psychology, which
examine how people make and implement decisions, are effective:
By improving the effectiveness and efficiency of government, behavioral science insights
can support a range of national priorities, including helping workers to find better jobs;
enabling Americans to lead longer, healthier lives; improving access to educational
opportunities and support for success in school; and accelerating the transition to a low-
carbon economy (Office of the Federal Register, 2015).
The aforementioned recommendations allow future research to incorporate theory to
practice models, best practices for entrance into the workforce, and examples of how to gain
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competitive advantage while in a global workforce. By reviewing graduates’ existing strengths
and areas of development, practitioners are afforded an opportunity to hire and design career
opportunities around those skills. The recommended workforce model prioritizes agency and
contextual knowledge essential to compete against emerging global markets (OECD, 2015).
Equally, the method results in developed benefits for both employers and employees (Workforce,
2012). Also, there is an implied benefit of developing existing skills in order to improve
employees’ continual workforce performance. The aforementioned recommendations will
support in the evolution of more in-depth probing and validation of future research results.
Conclusions
The study aimed to examine empirical literature and data concerning preparedness of
African-American graduates’ perception of career-readiness and academic-citizenship skills for
entrance into a global workforce. Characteristics of the research data and findings from Wagner
(2010) and P21 (2015) frameworks support the exertion for 21st century skills. These skills are
mandated for graduates successful entrance and sustainability in the global workforce. Numerous
stakeholders including human capital practitioners and educational institutions could utilize the
outcome of this study to improve 21st century training. The emergence of global economic
markets presents a dyer competitive landscape for graduates entering the workforce. It is
imperative that education and institutional dichotomies utilize data presented in this study to
ensure graduates are prepared to not only enter, but also to successfully compete, in an evolving
global workforce.
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Appendix A
Quantitative Survey Results
Frequency Tables
Career Readiness Skills
Communication-Oral (Comm(O)
Frequency Percent Valid Percent
Cumulative
Percent
Valid 2 1 5.9 7.1 7.1
3 5 29.4 35.7 42.9
4 8 47.1 57.1 100.0
Total 14 82.4 100.0
Missing 9 2 11.8
System 1 5.9
Total 3 17.6
Total 17 100.0
Histogram
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Communication –Written (Comm(W)
Frequency Percent Valid Percent
Cumulative
Percent
Valid 2 1 5.9 7.1 7.1
3 8 47.1 57.1 64.3
4 5 29.4 35.7 100.0
Total 14 82.4 100.0
Missing 9 2 11.8
System 1 5.9
Total 3 17.6
Total 17 100.0
Histogram
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Critical Thinking (CritThink)
Frequency Percent Valid Percent
Cumulative
Percent
Valid 2 1 5.9 7.1 7.1
3 5 29.4 35.7 42.9
4 7 41.2 50.0 92.9
6 1 5.9 7.1 100.0
Total 14 82.4 100.0
Missing 9 2 11.8
System 1 5.9
Total 3 17.6
Total 17 100.0
Histogram
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Creativity (Creativ)
Frequency Percent Valid Percent
Cumulative
Percent
Valid 2 2 11.8 14.3 14.3
3 9 52.9 64.3 78.6
4 3 17.6 21.4 100.0
Total 14 82.4 100.0
Missing 9 2 11.8
System 1 5.9
Total 3 17.6
Total 17 100.0
Histogram
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Collaboration (Collab)
Frequency Percent Valid Percent
Cumulative
Percent
Valid 2 1 5.9 7.1 7.1
3 4 23.5 28.6 35.7
4 9 52.9 64.3 100.0
Total 14 82.4 100.0
Missing 9 2 11.8
System 1 5.9
Total 3 17.6
Total 17 100.0
Histogram
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Problem Solving (ProbSolv)
Frequency Percent Valid Percent
Cumulative
Percent
Valid 2 1 5.9 7.1 7.1
3 6 35.3 42.9 50.0
4 6 35.3 42.9 92.9
6 1 5.9 7.1 100.0
Total 14 82.4 100.0
Missing 9 2 11.8
System 1 5.9
Total 3 17.6
Total 17 100.0
Histogram
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Academic Citizenship Skills
Accessing/Analyzing (Access/Analyz)
Frequency Percent Valid Percent
Cumulative
Percent
Valid 2 2 11.8 14.3 14.3
3 7 41.2 50.0 64.3
4 4 23.5 28.6 92.9
6 1 5.9 7.1 100.0
Total 14 82.4 100.0
Missing 9 2 11.8
System 1 5.9
Total 3 17.6
Total 17 100.0
Histogram
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Networking (Network)
Frequency Percent Valid Percent
Cumulative
Percent
Valid 2 1 5.9 7.1 7.1
3 1 5.9 7.1 14.3
4 12 70.6 85.7 100.0
Total 14 82.4 100.0
Missing 9 2 11.8
System 1 5.9
Total 3 17.6
Total 17 100.0
Histogram
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Academics/Values (Acad/Value)
Frequency Percent Valid Percent
Cumulative
Percent
Valid 2 1 5.9 7.1 7.1
3 5 29.4 35.7 42.9
4 8 47.1 57.1 100.0
Total 14 82.4 100.0
Missing 9 2 11.8
System 1 5.9
Total 3 17.6
Total 17 100.0
Histogram
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Agility/Adaptability (Agile/Adapt)
Frequency Percent Valid Percent
Cumulative
Percent
Valid 2 2 11.8 14.3 14.3
3 3 17.6 21.4 35.7
4 9 52.9 64.3 100.0
Total 14 82.4 100.0
Missing 9 2 11.8
System 1 5.9
Total 3 17.6
Total 17 100.0
Histogram
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Appendix B
Informed Consent
University of Southern California
Rossier School of Education
Waite Phillip Hall
3470 Trousdale Parkway Los Angeles, CA 90089
Preparation for a Global Economy: 21st Century Career-Readiness and Academic-
Citizenship Skills for African American Workforce Entrants
You are invited to participate in a research study conducted by Airies Davis under the
supervision of Dr. Patricia Tobey at the University of Southern California because have been
identified via the Black Alumni Association as a graduate from the UNN DBS. Your
participation is voluntary. You should read the information below, and ask questions about
anything you do not understand, before deciding whether to participate. Please take as much time
as you need to read the consent form. If you decide to participate, you will be asked to sign this
form. You will be given a copy of this form.
PURPOSE OF THE STUDY
The purpose of this mixed method study is to examine 21st Century career-readiness and
academic- citizenship skills of African American graduates from the business school of a
private-four-year university.
STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked you will be asked to Participate in
a 10 - 15 minute survey. At the end of the survey, you will be asked to provide your email
address if you are willing to be considered for participation in a one-hour audio-recorded in-
person or online follow-up interview.
An email will be sent to all eligible participants to set-up interview with the researcher. The
interview will be conducted in an area free from distractions and at times and locations that are
most suitable for the participant. All interviews will be digitally recorded and transcribed. If you
do not want to be recorded, handwritten notes will be taken.
POTENTIAL RISKS AND DISCOMFORT
There are minimal to no potential negative effects from participating in this study. The
participants have the option to not answer questions and/or the ability to stop the survey and
interview procedures at any time.
INFORMATION SHEET FOR NON-MEDICAL RESEARCH
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POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
Your participation in this study may add to a growing body of literature on preparing African
American gradates for enter to the workforce. It is possible findings from this study will inform
programs, services, and policies. The findings will be disseminated via conferences, reports,
manuscripts, and publications.
PAYMENT/COMPENSATION FOR PARTICIPATION
All interview participants will automatically receive entry into a raffle for one of 10 $5.00
Starbucks gift cards. Winners will be notified via email no later than February 29, 2016. Winners
will automatically receive a link to their Starbucks gift card.
CONFIDENTIALITY
Any information that is obtained in connection with this study will remain confidential and will
be disclosed only with your permission or as required by law. All participants will have the right
to review/edit the digital recordings of the interview. Audio recordings will be deleted once they
are transcribed.
The research will be stored in a password-protected computer. At the completion of the study,
direct identifiers will be destroyed and the de-identified data will be retained for at least three
years after the study has been completed and may be retained for future research studies. If you
don’t want your data used in future studies, you should not participate.
The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research
studies to protect the rights and welfare of research subjects. When the results of the research are
published or discussed in conferences, no identifiable information will be used.
PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your decision whether or not to participate will involve no
penalty or loss of benefits to which you are otherwise entitled. You may withdraw your consent
at any time and discontinue participation without penalty. You are not waiving any legal claims,
rights or remedies because of your participation in this research study.
ALTERNATIVES TO PARTICIPATION
Your alternative is to not participate. Your relationship with UNN, the Black Alumni
Association, or the DBS will not be affected whether or not you participate in this study.
INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Principal
Investigator Airies Davis via email at airiesda@usc.edu or Faculty Sponsor Dr. Patricia Tobey at
tobey@usc.edu.
IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
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(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu.
NAME______________________________________________________DATE____________
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Appendix C
Interview Protocol
INTERVIEW QUESTIONS
*Distributed to qualified participants based on survey responses
Eight 21st Century Skills (Career-Readiness and Academic-Citizenship):
1. Communication (P21-4C’s)
2. Collaboration (P21-4C’s)
3. Critical-Thinking (P21-4C’s)
4. Creativity (P21-4C’s)
5. Problem-Solving (Wagner-7skills of survival)
6. Networking (Wagner-7skills of survival)
7. Agility/Adaptability (Wagner-7skills of survival)
8. Accessing and Analyzing Information (Wagner-7skills of survival)
KEYWORDS
Career-Readiness: The four skills employers recognize as important for workforce/career-
readiness: 1) Professionalism/Work Ethic, 2) Oral and Written Communications, 3)
Teamwork/Collaboration, and 4) Critical Thinking/Problem Solving (Casner-Lotto &
Barrington, 2006) ACT Workdays-Workforce Readiness Report Card
Academic-Citizenship: The skills expected in order to become active and informed citizens/
members of Academic, Professional, and Community environments: 1) Code of behavior, 2)
Academic integrity, and 3) Values ( MacFarlane, 2007; Wagner, 2010;Dwyer, Millet, & Payne,
2006)
GENERAL INTERVIEW QUESTIONS *based on research questions
RQ1: How prepared are African American graduates from the business school of UNN with 21st
Century career-readiness and academic- citizenship skills for entrance into a global workforce?
1. Based on the provided definitions, does a business degree (Bachelors/Masters/MBA)
prepare you to become career-ready and/or academic-citizens to enter the workforce? If
yes, in what manner?
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2. In your opinion, which THREE skills do you value as a requirement to gain enter into the
workforce? I will provide to you a list of eight 21st Century skills.
3. What 21st Century skill matters the most for African Americans preparing to enter to the
workforce?
4. Upon graduation from business school and entering the workforce, which ONE of the
eight 21st skills is an asset or supports your success at your job?
5. Upon graduation from business school and entering the workforce, which ONE of the
eight 21st skills could you use improvement?
6. What is the most significant 21st Century skill(s) required for African American
graduates to obtain career success to compete in a global economy?
RQ2: To what extent do graduate/undergraduate level business school graduates perceive they
are prepared with 21st Century career-readiness and academic- citizenship skills to enter the
workforce?
1. Upon graduating from business school, do you perceive that you were prepared with the
above-mentioned 21st Century skills to enter the workforce? Why or Why not?
2. What career skills do you perceive African American college graduates need in the 21st
Century and beyond?
3. What career resources do you perceive are required to maximize chances of improving,
African American students’ success in the workforce?
4. What academic and/or non-academic activities do you perceive contribute to successful
transition from business school to the workforce?
5. What was your purpose for obtaining a business degree?
a. Is it preparation for being a better citizen and contributing member of society? Is
yes, in what respect?
6. Based on your business school experience, how prepared did you feel for what your
employer expected you to know and be able to do?
a. How could you have better prepared?
7. What suggestions do you have to enhance the experience of African American students in
business school in preparation to enter the workforce?
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Appendix D
Survey Results
Initial Report
Last Modified: 03/29/2016
1. I identify my gender as...
# Answer
Response %
1 Male
8 44%
2 Female
9 50%
4
Prefer Not to
Disclose
0 0%
5 (Fill in the blank)
1 6%
Total 18 100%
Statistic Value
Min Value 1
Max Value 5
Mean 1.72
Variance 0.92
Standard Deviation 0.96
Total Responses 18
2. What is your annual salary?
# Answer
Response %
1 10,000 - $25,000
1 6%
2 26,000 - $50,000
1 6%
3 51,000 - $75,000
0 0%
4 76,000 - $100,000
3 18%
5 $100,000 +
12 71%
Total 17 100%
Statistic Value
Min Value 1
Max Value 5
Mean 4.41
Variance 1.38
Standard Deviation 1.18
Total Responses 17
3. Is your current position related to your undergraduate and/or graduate business major degree?
# Answer
Response %
1
Yes, same field as
major(s)
6 35%
2
Yes, partially
related to
major(s)
9 53%
3 No, not related
2 12%
Total 17 100%
Statistic Value
Min Value 1
Max Value 3
Mean 1.76
Variance 0.44
Standard Deviation 0.66
Total Responses 17
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4. What is your ethnicity?
# Answer
Response %
1 White/Caucasian
0 0%
2 African American
15 83%
3 Hispanic
0 0%
4
Asian/Pacific
Islander
1 6%
5 Native American
0 0%
7 Other
2 11%
Total 18 100%
Statistic Value
Min Value 2
Max Value 7
Mean 2.67
Variance 2.71
Standard Deviation 1.64
Total Responses 18
5. I have read, understood, and printed a copy of, the consent form and desire of my own free will to participate in this
survey and/or interview (pending selection) study.
# Answer
Response %
1 Yes
20 100%
2 No
0 0%
Total 20 100%
Statistic Value
Min Value 1
Max Value 1
Mean 1.00
Variance 0.00
Standard Deviation 0.00
Total Responses 20
6. SECTION: DEMOGRAPHIC INFORMATION
Statistic Value
Total Responses 0
7.
# Question 18-24 25-31 32-38 39-45 46-52 53-59 60+
Prefer
Not to
Disclose
Total
Responses
Mean
0
What is
your
current
age?
1 2 4 4 4 2 0 0 17 3.82
Statistic What is your current age?
Min Value 1
Max Value 6
Mean 3.82
Variance 2.03
Standard Deviation 1.42
Total Responses 17
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8. What was your final UNDERGRADUATE academic major(s)/concentration(s)/program(s) in the DBS? Check all that
apply.
# Answer
Response %
1 Accounting
1 13%
2
Business
Administration
7 88%
3
World Bachelor in
Business
0 0%
4 Other
1 13%
Statistic Value
Min Value 1
Max Value 4
Total Responses 8
9. What was your final GRADUATE (Masters and/or Ph.D.) academic major(s)/concentration(s)/program(s) in the DBS?
Check all that apply.
# Answer
Response %
1 Full-Time MBA
6 35%
2 Part-Time MBA
0 0%
3 Executive MBA
3 18%
4 Online MBA
0 0%
5 Global EMBA
0 0%
6
International
Business Education
and Research MBA
(IBEAR)
0 0%
7
Master of
Accounting
(MAcc)
0 0%
8
Master of Business
Taxation (MBT)
0 0%
9
Master of Business
Taxation-Working
Professionals
(MBT-WP)
0 0%
10
N/A-I did not
graduate from the
program
8 47%
11
Ph.D. in Finance &
Business
Economics
0 0%
12
Ph.D. in
Accounting
0 0%
13
Ph.D. in Data
Sciences and
Operations
0 0%
14
Ph.D. in
Management and
Organization
0 0%
15 Ph.D. in Marketing
0 0%
16 Ph.D. in Statistics
0 0%
Statistic Value
Min Value 1
Max Value 10
Total Responses 17
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10. In your opinion, as a business school graduate, which ONE skill is MOST SIGNIFICANT in preparing you to obtain
enter into the workforce?
# Answer
Response %
1
Communicate
(Written)
1 7%
2 Communicate (Oral)
3 20%
3
Critical-Thinking
(cognitive in analytics
& logics)
3 20%
4
Creativity (formulate
original ideas &
solutions)
0 0%
5
Collaboration (work
effectively in team
and as a leader)
1 7%
6
Agility/Adaptability
(flexible in
acquisition of new
skills and knowledge)
0 0%
7
Problem-solving
(provide innovative
solutions)
2 13%
8
Accessing/Analyzing
information (gain in-
depth knowledge of a
field)
0 0%
9
Networking (build
relationships
in/outside of
profession)
4 27%
10
Maintain Academic
Integrity/Values
0 0%
11 Not Applicable (N/A)
1 7%
Total 15 100%
Statistic Value
Min Value 1
Max Value 11
Mean 5.47
Variance 11.41
Standard Deviation 3.38
Total Responses 15
11. Thank you for your valuable time participating in the survey. Please include any additional comments in the following
section.
Text Response
Thank you for inviting me to participate.
None
Thank you for allowing me to participate. Many questions are situational and it was difficult to not have a response of
“sometimes.”
I look forward to seeing the results! Thank you!
Statistic Value
Total Responses 4
12. Dear UNN Black Alumni Association Member: This survey is administered by a University of Southern California
(USC) Rossier School of Education doctorate student. The survey provides important data information for a dissertation
entitled: Preparation for a Global Economy: 21st Century Career-Readiness and Academic-Citizenship Skills for African
American Workforce Entrants. The target population for the survey includes graduates (Bachelors, Masters/MBA,
and/or Doctorate/Ph.D. Degrees) from the UNN DBS. Accordingly, if you graduated from UNN DBS please continue. If
AA 21
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not, please discontinue completion of the survey. Thank you in advance for your time spent taking this survey. CLICK
HERE: Information Consent Form dissertation IRB Approved *Select participants will be identified to conduct an
interview and automatically receive entry into a RAFFLE FOR STARBUCKS gift cards. Please complete the survey no
later than January 31, 2016 (extended from December 30, 2015) for full consideration. If you have questions, please
contact: Airies Davis airiesda@usc.edu 773-621-6266 ESTIMATED DURATION: 10-20minutes
File Upload File Type File Size
Statistic Value
Total Responses 0
13. Please note the information obtained from this survey will only be used for dissertation data collection. Select
participants will be contacted to participate in an online or in person interview. Interview participants will automatically
be entered into a drawing for Starbucks gift cards.
FIRST and LAST Name Selected for Interview
1 CHASE
2
3 FANNIE MAE
4
5
6
7 MERRILL
8
9
10
11 MORGAN
12 McKINSEY
13
14
15
16
17
18 GOLDMAN
Statistic Value
Total Responses 18
14. Do you currently live in the United States?
# Answer
Response %
1 Yes
18 100%
2 No
0 0%
Total 18 100%
Statistic Value
Min Value 1
Max Value 1
Mean 1.00
Variance 0.00
Standard Deviation 0.00
Total Responses 18
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15. In what state do you currently reside?
# Answer
Response %
1 Alabama
0 0%
2 Arizona
0 0%
3 Arkansas
0 0%
4 California
16 89%
5 Colorado
0 0%
6 Connecticut
0 0%
7 Delaware
0 0%
8
District of
Columbia
0 0%
9 Florida
0 0%
10 Georgia
0 0%
11 Idaho
0 0%
12 Illinois
0 0%
13 Indiana
0 0%
14 Iowa
0 0%
15 Kansas
0 0%
16 Kentucky
1 6%
17 Louisiana
0 0%
18 Maine
0 0%
19 Maryland
0 0%
20 Massachusetts
0 0%
21 Michigan
0 0%
22 Minnesota
0 0%
23 Mississippi
0 0%
24 Missouri
0 0%
25 Montana
0 0%
26 Nebraska
0 0%
27 Nevada
0 0%
28 New Hampshire
0 0%
29 New Jersey
0 0%
30 New Mexico
0 0%
31 New York
0 0%
32 North Carolina
0 0%
33 North Dakota
0 0%
34 Ohio
0 0%
35 Oklahoma
0 0%
36 Oregon
0 0%
37 Pennsylvania
0 0%
38 Rhode Island
0 0%
39 South Carolina
0 0%
40 South Dakota
0 0%
41 Tennessee
0 0%
42 Texas
0 0%
43 Utah
0 0%
44 Vermont
0 0%
45 Virginia
0 0%
46 Washington
0 0%
47 West Virginia
0 0%
48 Wisconsin
0 0%
49 Wyoming
0 0%
50 Puerto Rico
0 0%
51 Alaska
0 0%
52 Hawaii
1 6%
53
I do not reside in
the United States
0 0%
Total 18 100%
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Statistic Value
Min Value 4
Max Value 52
Mean 7.33
Variance 132.24
Standard Deviation 11.50
Total Responses 18
16. Did you graduate from the UNN DBS?
# Answer
Response %
8 Yes
17 94%
9 No
1 6%
Total 18 100%
Statistic Value
Min Value 8
Max Value 9
Mean 8.06
Variance 0.06
Standard Deviation 0.24
Total Responses 18
17. Which UNN business degree(s) did you receive? Check all that apply
# Answer
Response %
8 Bachelors
7 41%
9 Masters
2 12%
10
Masters of Business
Administration
(MBA)
7 41%
11
Both (Bachelor and
Masters/MBA)
1 6%
12 Doctorate_PhD
0 0%
13 Other
0 0%
Total 17 100%
Other
Statistic Value
Min Value 8
Max Value 11
Mean 9.12
Variance 1.11
Standard Deviation 1.05
Total Responses 17
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18. In what year(s) did you receive your UNDERGRADUATE degree(s) from the DBS? Check all that apply.
# Answer
Response %
1 2015
0 0%
2 2014
0 0%
3 2013
0 0%
4 2012
0 0%
5 2011
1 13%
6 2010
0 0%
7 2009
0 0%
8 2008
0 0%
9 2007
0 0%
10 2006
0 0%
11 2005
0 0%
12 2004
1 13%
13 2003
0 0%
14 2002
0 0%
15 2001
0 0%
16 2000
0 0%
17 1999
0 0%
18 1998
0 0%
19 1997
0 0%
20 Other
6 75%
Other
1996
1991
1980
1985
1984
1980
Statistic Value
Min Value 5
Max Value 20
Total Responses 8
19. In what year(s) did you receive your GRADUATE degree(s) from the DBS Check all that apply.
# Answer
Response %
1 2015
1 10%
2 2014
0 0%
3 2013
0 0%
4 2012
0 0%
5 2011
0 0%
6 2010
0 0%
7 2009
0 0%
8 2008
0 0%
9 2007
0 0%
10 2006
0 0%
11 2005
0 0%
12 2004
1 10%
13 2003
0 0%
14 2002
0 0%
15 2001
0 0%
16 2000
0 0%
17 1999
0 0%
18 1998
0 0%
19 1997
0 0%
20 Other
9 90%
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Other
N/A
N/A
M.S. Entrepreneurship and Innovation
N/A
1990
N/A
Statistic Value
Min Value 1
Max Value 20
Total Responses 10
20. What is your employment status/ level?
# Answer
Response %
1
Executive Management
(CEO, CFO, CTO etc..)
3 18%
2
Middle Management
(Director, SVP,etc.)
11 65%
3
Entry Level
(Associate,etc.)
1 6%
4
Student (Full/Part-
Time)
0 0%
5 Unemployed
0 0%
6 Consultant/Entrepreneur
2 12%
7 Retired
0 0%
8 Other
0 0%
Total 17 100%
Other
Statistic Value
Min Value 1
Max Value 6
Mean 2.35
Variance 2.12
Standard Deviation 1.46
Total Responses 17
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21. In which industry/industries do you currently work? Check all that apply.
# Answer
Response %
1 Accounting
0 0%
2 Advertising & PR
5 29%
3 Aerospace & Defense
2 12%
4 Commercial Banking
0 0%
5 Computer Hardware
0 0%
6 Computer Software
1 6%
7 Consulting
1 6%
8 Consumer Electronics
0 0%
9 Consumer Products
1 6%
10 Education
7 41%
11 Energy & Utilities
0 0%
12 Enterprise Software
0 0%
13
Entertainment &
Sport
2 12%
14 Health Care
0 0%
15 Heavy Manufacturing
0 0%
16 Human Resources
0 0%
17 Insurance
1 6%
18
Internet & New
Media
3 18%
19 Investment Banking
1 6%
20
Journalism &
Publishing
0 0%
21 Law
0 0%
22
Mutual Funds &
Brokerage
0 0%
23
Networking &
Peripherals
0 0%
24
Non-Profit &
Government
2 12%
25
Pharmaceuticals &
Biotechnology
0 0%
26 Real Estate
0 0%
27 Retail
0 0%
28 Semiconductors
0 0%
29 Telecommunications
1 6%
30 Transportation
0 0%
31 Venture Capital
0 0%
32 Other
2 12%
Other
Automotive
Investment Management
Statistic Value
Min Value 2
Max Value 32
Total Responses 17
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22. Upon graduating from business school, how prepared do you perceive you were with the above-mentioned 21st
Century skills to enter the workforce? Please rate your response to the following questions on a scale of 1-4 (4 being the
highest).
# Question
4 (very
highly
prepared)
3 (highly
prepared)
2 (somewhat
prepared)
1 (not
prepared)
Total
Responses
Mean
1
Communicate
(Written)
6 8 1 0 15 3.33
2 Communicate (Oral) 8 6 1 0 15 3.47
3
Critical-Thinking
(cognitive in
analytics & logics)
7 6 1 1 15 3.60
4
Creativity (formulate
original ideas &
solutions)
3 10 2 0 15 3.07
5
Collaboration (work
effectively in team
and as a leader)
10 4 1 0 15 3.60
6
Agility/Adaptability
(flexible in
acquisition of new
skills and
knowledge)
10 3 2 0 15 3.53
7
Problem-solving
(provide innovative
solutions)
6 7 1 1 15 3.53
8
Accessing/Analyzing
information (gain in-
depth knowledge of
a field)
5 7 2 1 15 3.40
9
Networking (build
relationships
in/outside of
profession)
13 1 1 0 15 3.80
10
Maintain Academic
Integrity/Values
9 5 1 0 15 3.53
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Statist
ic
Commu
nicate
(Written
)
Commu
nicate
(Oral)
Critic
al-
Think
ing
(cogni
tive in
analyt
ics &
logics
)
Creati
vity
(form
ulate
origin
al
ideas
&
soluti
ons)
Collabo
ration
(work
effectiv
ely in
team
and as a
leader)
Agility/Ada
ptability
(flexible in
acquisition
of new skills
and
knowledge)
Proble
m-
solvin
g
(provi
de
innov
ative
soluti
ons)
Accessing/A
nalyzing
information
(gain in-
depth
knowledge
of a field)
Networ
king
(build
relation
ships
in/outsi
de of
professi
on)
Maintain
Academic
Integrity/
Values
Min
Value
2 2 2 2 2 2 2 2 2 2
Max
Value
4 4 6 4 4 4 6 6 4 4
Mean 3.33 3.47 3.60 3.07 3.60 3.53 3.53 3.40 3.80 3.53
Varia
nce
0.38 0.41 0.83 0.35 0.40 0.55 0.84 0.97 0.31 0.41
Stand
ard
Deviat
ion
0.62 0.64 0.91 0.59 0.63 0.74 0.92 0.99 0.56 0.64
Total
Respo
nses
15 15 15 15 15 15 15 15 15 15
23. Based on your professional career, which skill(s) did your business degree prepare you to perform in the workforce-
Click all applicable:
# Answer
Response %
1
Communicate
(Written)
11 73%
2 Communicate (Oral)
14 93%
3
Critical-Thinking
(cognitive in analytics
& logics)
10 67%
4
Creativity (formulate
original ideas &
solutions)
10 67%
5
Collaboration (work
effectively in team
and as a leader)
12 80%
6
Agility/Adaptability
(flexible in
acquisition of new
skills and knowledge)
8 53%
7
Problem-solving
(provide innovative
solutions)
11 73%
8
Accessing/Analyzing
information (gain in-
depth knowledge of a
field)
10 67%
9
Networking (build
relationships
in/outside of
profession)
13 87%
10
Maintain Academic
Integrity/Values
8 53%
11 Not Applicable (N/A)
0 0%
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Statistic Value
Min Value 1
Max Value 10
Total Responses 15
24. How did your business degree prepare you to perform in the workforce? Please elaborate: (150 words or less). Enter
N/A if no comment
Text Response
I was prepared to work with multiple individuals and personalities, to get them aligned to reach a common goal. I was given the
ability to set expectations and to use multiple assets available to achieve these goals. My business degree also gave me
confidence to perform against others in the workforce that may have had different abilities and training, but knowing I was
qualified to meet any challenge.
More than anything, I believe the business communication courses remained most relevant in application in the workplace. I felt
more comfortable communicating through reports, memos, and electronically due to what was required in the business major.
Additionally, the business degree required team projects and presentations consistently which granted preparation for similar
scenarios in the workplace.
How do deal with a business environment
It prepared me to communicate in a business environment by participating in group presentations and writing papers.
N/A
It provided tools and skills to be able to navigate n the world of business in an efficient and productive manner
Highlighted for me that business is not theory. You have to rely on people and process that are inherently imperfect. I also
sharpened my perspective that work needs to be results oriented
Prepared me for the pace of the workforce. Emphasized the importance of building relationships.
My MBA training provided a strong general background in business and management concepts and tools which I did not have
prior to the MBA program. These concepts and tools have been critical to my ability to develop effective strategic plans and
solve a variety of business issues
My responses are based upon completion of my MBA. I felt very confident in myself to lead tasks/projects, as did others.
It supported my desire to add the business aspect to the creative fields of media and entertainment.
It gave me exposure to a variety of business topics, helped me to build on my strengths and improved my weaker areas in a low-
stakes environment.
Enabled me to further enhance my brand, knowledge, network, professionalism, etc.
N/A
Provided me with an understanding of organizations and the skills and tools required for success.
Statistic Value
Total Responses 15
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25. How did your above-identified MOST SIGNIFICANT one skill prepare you to obtain entry into the
workforce? Please elaborate: (150 words or less). Enter N/A if no comment
Text Response
This attribute gave me entry into the workforce by allowing me to showcase my knowledge and skill to interviewers in multiple
setting. I could give real world examples and show the ability to solve them with innovative ideas. I could show how something
would or would not work and explain clearly why this was the case. The ability to use critical thinking made employers
comfortable and confident in my skills, which in turn gave me entry into the workforce.
Being able to write concise and focused communication has been helpful in navigating professional environments and producing
work that supervisors and constituents quickly understand.
n/a
Companies always need people to solve issues that regularly come up. The role of a manager is to find solutions for these
problems. A successful manager will identify solutions, usually by consulting with others.
N/A
It was through the network that I was introduce to my opportunity in aerospace and defense.
I think networking, indepth skill in an area, ability to demonstrate problem solving ability and of course being able to
communicate that effectively, especially orally are the most significant skills needed to obtain jobs. My entertainment
background and skills got me noticed, so did leveraging my networks and interview prep so that I could effectively communicate
to employers that I had the ability to solve key business problems
In investment banking, it is critical for you to articulate an idea in a direct manner and effectively communicate your intention /
goal. Business school prepared me to do that by showing me both good and bad examples of effective communication styles in
formal class presentations, interview preparation and interpersonal interaction.
Oral communication is critical to a graduates ability to be successful. It starts with the graduate effectively communciating
his/her value during the interview process. Once on the job its critical that employees are able to communicate their ideas and
thoughts well in order to get buy in and be persuasive. An employee who has good ideas but can’t communicate them well will
struggle to make an impact.
Sometimes it’s not what you know, but who you know. My ease of making great contacts helped me significantly.
The criticial thinking is key to problem solving in business and working with colleagues.
Networking enabled me to get my foot in the door for an interview. Without the interview, I would not be able to showcase all
my other skills.
My demonstrated ability to collaborate enables others to rely on and trust me. I am a “go to” resourse for peers and invaluable to
executive management due to my ability to both lead and follow.
N/a
Thought about the value of having a sponsor or mentor who could provide the resources, coaching, etc required for success in
organizations and what skill was most closely related to that objective.
Statistic Value
Total Responses 15
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26. DEDUCTIONS Instructions: After reading each conclusion underneath the statement, you must decide whether you
think it follows from the statement provided. If you agree that the conclusion follows the statement, choose
CONCLUSION FOLLOWS. If you do not consider the conclusion to follow, then chose CONCLUSION DOES NOT
FOLLOW. SCENARIO: Facebook was launched on the American stock market in May 2012. However, statistics suggest
that several previously high-performing companies, such as Pandora, Groupon and LinkedIn fell in value after they were
launched on the American stock market. Therefore:
# Question
CONCLUSION
FOLLOWS
CONCLUSION
DOES NOT
FOLLOW
Total Responses Mean
1
It is possible that
Facebook will also
drop in value after
May 2012.
12 1 13 1.08
2
Social networking
sites perform
badly once they
become publicly
listed on the stock
market.
3 10 13 1.77
3
All companies
decrease in value
when first
launched on the
American stock
market.
0 13 13 2.00
Statistic
It is possible that Facebook
will also drop in value after
May 2012.
Social networking sites
perform badly once they
become publicly listed on the
stock market.
All companies decrease in
value when first launched on
the American stock market.
Min Value 1 1 2
Max Value 2 2 2
Mean 1.08 1.77 2.00
Variance 0.08 0.19 0.00
Standard Deviation 0.28 0.44 0.00
Total Responses 13 13 13
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27. ASSUMPTIONS Instructions: (Decide which assumptions are logically justified base on the evidence in the statement.
If you think the assumption is taken for granted in the statement, and is therefore logically justified, select
“ASSUMPTION MADE.” If you think that the assumption is not taken for granted in the statement, and is not therefore
logically justified, select “ASSUMPTION NOT MADE.” SCENARIO: Chilean students were right in 2012 to stage
protest demanding that university education in Chile should be made free.
# Question
ASSUMPTION
MADE
ASSUMPTION
NOT MADE
Total Responses Mean
1
Some Universities
outside of Chile
are free.
9 4 13 1.31
2
Staging protests
will influence the
costs of Chilean
university
education.
11 2 13 1.15
3
Chilean students
cannot afford to
pay fees for
university
education.
5 8 13 1.62
4
Chilean students
want to attend
university.
10 3 13 1.23
Statistic
Some Universities
outside of Chile are
free.
Staging protests will
influence the costs of
Chilean university
education.
Chilean students
cannot afford to pay
fees for university
education.
Chilean students want
to attend university.
Min Value 1 1 1 1
Max Value 2 2 2 2
Mean 1.31 1.15 1.62 1.23
Variance 0.23 0.14 0.26 0.19
Standard Deviation 0.48 0.38 0.51 0.44
Total Responses 13 13 13 13
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28. INTERPRETING INFORMATION Instructions: After reading each conclusion underneath the statement, you must
decide whether you think it follows from the statement provided. If you agree that the conclusion follows the statement,
choose CONCLUSION FOLLOWS. If you do not consider the conclusion to follow, then chose CONCLUSION DOES
NOT FOLLOW. SCENARIO: People with a master’s degree in business administration (MBA) earn an income on
average 70% higher than people with just an undergraduate degree. MBA students from top business schools earn an
income on average 50% higher than the average income of people with MBA’s.
# Question
CONCLUSION
FOLLOWS
CONCLUSION
DOES NOT
FOLLOW
Total Responses Mean
1
If a person obtains
an MBA, their
income will
increase.
10 3 13 1.23
2
If a person obtains
an MBA from a
top business
school, their
income will be
higher than that of
the average MBA
graduate.
12 1 13 1.08
3
The average
income of an
MBA graduate
from top business
school is over
double that of the
average income of
a person holding
only an
undergraduate
degree.
6 7 13 1.54
Statistic
If a person obtains an MBA,
their income will increase.
If a person obtains an MBA
from a top business school,
their income will be higher
than that of the average MBA
graduate.
The average income of an
MBA graduate from top
business school is over
double that of the average
income of a person holding
only an undergraduate
degree.
Min Value 1 1 1
Max Value 2 2 2
Mean 1.23 1.08 1.54
Variance 0.19 0.08 0.27
Standard Deviation 0.44 0.28 0.52
Total Responses 13 13 13
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29. SECTION: CREATIVITY Instructions: Read and then rate each of the statements on a scale of 1 to 4 (1-NEVER, 2-
RARELY, 3-ALMOST ALWAYS, and 4-ALWAYS) to indicate to what extent the statement is true for you. Circle the
appropriate number next to each statement. Think of yourself primarily in a work environment. Answer in terms of what
you believe or know to be true about yourself. (*Questions from PsycTests-Creative Style Profile)
# Question 1-NEVER 2-RARELY
3-ALMOST
ALWAYS
4-ALWAYS
Total
Responses
Mean
1
I notice one
thing and think
how it applies
to something
totally different.
0 3 10 0 13 2.77
2
My thoughts
often float to
loosely formed
ideas.
0 6 6 1 13 2.62
3
I crave making
new
opportunities
happen.
0 2 5 6 13 3.31
4
I can take an
abstract plan
and build it into
a working
physical model.
0 3 7 3 13 3.00
5
Curiosity
pushes me to
spend intense
hours following
trails to see
where they
might lead.
0 8 2 3 13 2.62
6
I enjoy playing
the leading or
controlling role
in a project.
0 1 6 6 13 3.38
7
I think about a
problem, and
then picture
how it will be
solved.
0 0 7 6 13 3.46
8
I enjoy the
challenge of
experimentation
in unknown
areas.
0 2 9 2 13 3.00
9
I work, I don’t
think about the
final results.
3 10 0 0 13 1.77
10
I actively seek
the excitement
of change.
0 2 9 2 13 3.00
11
Mental imagery
helps me
envision things
I plan to
construct
0 2 7 4 13 3.15
12
I am good at
influencing
others.
0 1 9 3 13 3.15
13
My hands are
quicker than my
2 11 0 0 13 1.85
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mind in
discovering
new ways of
doing things.
14
Solutions to
problems come
to me when I
am asking
myself
questions rather
than looking for
answers.
1 1 9 2 13 2.92
15
I have patience
with ambiguity
when the best
option is not yet
clear.
0 2 8 3 13 3.08
16
Solutions to
problems come
to me suddenly,
with great
clarity, as if
from nowhere.
1 6 6 0 13 2.38
17
I like pushing
myself to work
at the edge of
my
competence.
0 4 8 1 13 2.77
18
Ideas come to
me when I am
working with
physical
materials,
object, textures,
colors, and
shapes.
0 10 2 1 13 2.31
19
Solutions to
problems come
to me when I
see the
connections
between things
that I never saw
before.
0 2 9 2 13 3.00
20
When an idea
comes to me, I
don’t think first
about whether it
will work.
2 6 4 1 13 2.31
21
Ideas become
exciting to me
when I see how
I can turn them
into successful
products or
programs.
0 1 7 5 13 3.31
22
I can visualize
the way I want
things to be.
0 0 7 6 13 3.46
23
Once an idea, a
theoretical
possibility,
0 4 7 2 13 2.85
AA 21
ST
CENTURY CAREER AND CITIZENSHIP SKILLS 178
comes to me, I
am driven to
explore it, even
if it means a
great deal of
research.
24
I see things in
new ways by
using analogies,
metaphors, and
similes.
0 5 5 3 13 2.85
25
I can be absent-
minded,
forgetting
practical things
that should be
done.
3 10 0 0 13 1.77
26
I enjoy the
challenge of
bringing
together the
energy, people,
and resources
that will make
an idea happen.
0 1 6 6 13 3.38
27
Solutions to
problems come
to me when I
can physically
work with
objects and
materials.
0 8 4 1 13 2.46
28
I enjoy probing
into the
underlying
issues of a
problem
because there is
always more to
know than what
meets the eye.
0 0 8 5 13 3.38
AA 21
ST
CENTURY CAREER AND CITIZENSHIP SKILLS 179
30. SECTION: COMMUNICATION Instructions: Read and then rate each of the statements on a scale of 1 to 4 (1-
NEVER, 2-RARELY, 3-ALMOST ALWAYS, 4-ALWAYS) to indicate to what extent the statement is true for you. Circle
the appropriate number (letter) next to each statement. Think of yourself primarily in a work environment. Answer in
terms of what you believe or know to be true about yourself. When communicating with professional colleagues....
(*Questions from PsycTests-Clarity, Responsiveness and Comfort Scale)
# Question 1-NEVER 2-RARELY
3-ALMOST
ALWAYS
4-ALWAYS
Total
Responses
Mean
1
I understand
what the other
party is
saying.
0 0 12 1 13 3.92
2
I understand
what is
important to
the other side.
0 0 11 2 13 3.85
3
We clarified
the meaning if
there was a
confusion of
the messages
exchanged.
0 0 10 3 13 3.77
4
I think the
other side
understood
me clearly.
0 1 12 0 13 3.85
5
The messages
exchanged
were easy to
understand.
0 1 12 0 13 3.85
6
The other side
responded to
my questions
and requests
quickly
during the
interaction.
0 2 10 1 13 3.62
7
The
conversation
ran smoothly
without any
uncomfortable
silent
moments or I
did not notice
any
uncomfortable
silent
moments.
0 2 10 1 13 3.62
8
I was willing
to listen to the
other side’s
perspectives.
0 0 4 9 13 3.31
9
When the
other party
raised
questions or
concerns, I
tried to
address them
immediately.
0 0 8 5 13 3.62
10 One or both 0 6 6 1 13 3.00
AA 21
ST
CENTURY CAREER AND CITIZENSHIP SKILLS 180
of us kept
silent from
time to time.
Statistic
I
understa
nd what
the
other
party is
saying.
I
understa
nd what
is
importa
nt to the
other
side.
We
clarified
the
meaning
if there
was a
confusio
n of the
message
s
exchang
ed.
I think
the
other
side
understo
od me
clearly.
The
message
s
exchang
ed were
easy to
understa
nd.
The
other
side
respond
ed to my
question
s and
requests
quickly
during
the
interacti
on.
The
conversatio
n ran
smoothly
without
any
uncomforta
ble silent
moments
or I did not
notice any
uncomforta
ble silent
moments.
I was
willing to
listen to
the other
side’s
perspectiv
es.
When the
other
party
raised
questions
or
concerns,
I tried to
address
them
immediat
ely.
One
or
bot
h of
us
kep
t
sile
nt
fro
m
tim
e to
tim
e.
Min
Value
3 3 3 2 2 2 2 3 3 2
Max
Value
4 4 4 4 4 4 4 4 4 4
Mean 3.92 3.85 3.77 3.85 3.85 3.62 3.62 3.31 3.62
3.0
0
Varianc
e
0.08 0.14 0.19 0.31 0.31 0.59 0.59 0.23 0.26
1.0
0
Standar
d
Deviati
on
0.28 0.38 0.44 0.55 0.55 0.77 0.77 0.48 0.51
1.0
0
Total
Respon
ses
13 13 13 13 13 13 13 13 13 13
AA 21
ST
CENTURY CAREER AND CITIZENSHIP SKILLS 181
31. SECTION: COLLABORATION/NETWORKING/AGILITY & ADAPTABILITY Instructions: Read and then rate
each of the statements on a scale of 1 to 4 (1-NEVER, 2-RARELY, 3-ALMOST ALWAYS, 4-ALWAYS). Business-
focused Inventory of Personality (BIP) is a scientifically-developed assessment procedure, which aims to systematically
assess job-relevant personality character traits. There are four personal characteristics relevant to work: Occupational
orientation, Social Competencies, Occupational Behavior, and Psychological Constitution. The focus of the following
questions will focus on social competencies related to collaboration, networking, agility & adaptability in the workforce.
{*Questions from PsycTests-Business-focused Inventory of Personality(BIP) AND Organizational Processes Related to
Information Sharing Measure}
# Question 1-NEVER 2-RARELY
3-ALMOST
ALWAYS
4-ALWAYS
Total
Responses
Mean
1
How sensitive
are you to the
interpersonal
dynamics in
social
situations?
(Social
Sensitivity)
0 0 9 4 13 3.31
2
How easy is it
for you to
initiate social
contact and
build
networks?
(Openness to
Contact)
0 0 4 9 13 3.69
3
How important
is it to you to
get along with
colleagues?
(Sociability)
0 2 8 3 13 3.08
4
How oriented
are you to
teamwork?
(Team
Orientation)
0 0 8 5 13 3.38
5
How strongly
do you express
your opinions
and push your
viewpoints?
(Assertiveness)
0 3 7 3 13 3.00
6
I am regularly
asked for my
opinion by co-
workers
regarding
products,
clients, or
competitors.
0 2 7 4 13 3.15
7
I have had
negative
outcomes in
the past while
working on a
team at
[YOUR
COMPANY
NAME].
2 10 1 0 13 1.92
8
My co-workers
have withheld
1 10 2 0 13 2.08
AA 21
ST
CENTURY CAREER AND CITIZENSHIP SKILLS 182
information
from me for
personal gain.
9
I feel I can
count on my
co-workers to
help me
whether I ask
for it or not.
0 3 10 0 13 2.77
10
There are
always people
on teams who
don’t work
well with
others.
0 3 7 3 13 3.00
11
Too many co-
workers are
protective of
their own
unique
knowledge
about
customers,
competitors,
and the
marketplace.
0 6 5 2 13 2.69
12
Consulting
with co-
workers slows
me down.
3 9 1 0 13 1.85
13
I have
witnessed a
sale being lost
because
information
was not
shared.
2 4 6 1 13 2.46
AA 21
ST
CENTURY CAREER AND CITIZENSHIP SKILLS 183
Statis
tic
How
sensiti
ve are
you to
the
interpe
rsonal
dynam
ics in
social
situatio
ns?
(Social
Sensiti
vity)
How
easy
is it
for
you
to
initiat
e
social
conta
ct
and
build
netw
orks?
(Ope
nness
to
Conta
ct)
How
import
ant is
it to
you to
get
along
with
collea
gues?
(Socia
bility)
How
oriente
d are
you to
teamw
ork?
(Team
Orient
ation)
How
strongly
do you
express
your
opinions
and
push
your
viewpoi
nts?
(Asserti
veness)
I am
regula
rly
asked
for my
opinio
n by
co-
worke
rs
regard
ing
produc
ts,
clients
, or
compe
titors.
I have
had
negati
ve
outco
mes in
the
past
while
workin
g on a
team
at
[YOU
R
COMP
ANY
NAM
E].
My
co-
worke
rs
have
withh
eld
infor
matio
n
from
me for
person
al
gain.
I
feel
I
can
cou
nt
on
my
co-
wor
kers
to
help
me
whe
ther
I
ask
for
it or
not.
The
re
are
alw
ays
peo
ple
on
tea
ms
wh
o
don
’t
wor
k
wel
l
wit
h
oth
ers.
Too
many
co-
worker
s are
protect
ive of
their
own
unique
knowl
edge
about
custom
ers,
compe
titors,
and the
market
place.
Cons
ulting
with
co-
work
ers
slows
me
down.
I have
witnes
sed a
sale
being
lost
becau
se
infor
matio
n was
not
shared
.
Min
Value
3 3 2 3 2 2 1 1 2 2 2 1 1
Max
Value
4 4 4 4 4 4 3 3 3 4 4 3 4
Mean 3.31 3.69 3.08 3.38 3.00 3.15 1.92 2.08 2.77
3.0
0
2.69 1.85 2.46
Varia
nce
0.23 0.23 0.41 0.26 0.50 0.47 0.24 0.24 0.19
0.5
0
0.56 0.31 0.77
Stand
ard
Devia
tion
0.48 0.48 0.64 0.51 0.71 0.69 0.49 0.49 0.44
0.7
1
0.75 0.55 0.88
Total
Resp
onses
13 13 13 13 13 13 13 13 13 13 13 13 13
Abstract (if available)
Abstract
The vibrant 21st century economic landscape has rapidly evolved, thereby requiring college graduates to be equipped to apply a broader range of key skills towards success in the workforce. President Barack Obama (2009) highlighted a 2020 college attainment and career-training plan underscoring the importance of restoring America’s international leadership and postsecondary education initiatives. President Obama’s 2020 plan called for the United States to focus on college and career developmental resources that support and prepare graduates to compete in an evolving global landscape. Equally, future employers demand that today’s young adults are equipped with 21st century career-readiness and academic-citizenship skills for workforce entrance. ❧ As outlined in the Workforce Readiness Report Card, Casner-Lotto and Barrington (2006) broadly define career-readiness as professionalism, communication, collaboration, and critical-thinking skills employers deem important for workforce entrance. Likewise, MacFarlane (2007) identifies academic-citizenship as coalesced codes of behavior, academic integrity, and values for individuals to become active and informed citizens. Yet, United States college graduates are not prepared with 21st century career-readiness and academic-citizenship skills for the current and future demands of global workforce environments. While the problem prevails across racial demographics, the study examined African-American business school graduates from a private top tier predominately White higher education institution. ❧ According to the National Center for Educational Statistics (NCES), annually, there are 1.5 million baccalaureate graduates who enter the workforce with inappropriate expectations, lack of prior internships and/or practical work experiences, and inefficient citizenship and career preparedness (Hettich, 2010
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Asset Metadata
Creator
Davis, Airies L.
(author)
Core Title
Preparation for a global economy: 21st century career-readiness and academic-citizenship skills for African American workforce entrants
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education
Publication Date
07/24/2016
Defense Date
05/26/2016
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
21st century skills,academic-citizenship,ACT workforce report card,career-readiness,disconnected young adults,disruptive innovation,GDP,generational differences,gross domestic product,new economies,OAI-PMH Harvest,OECD,Organisation for Economic Co-operation and Development,problem-based learning,self-efficacy,species of capital,tertiary
Format
application/pdf
(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Crispen, Patrick (
committee chair
), Tobey, Patricia (
committee chair
), Little, Sharoni (
committee member
)
Creator Email
airiesda@usc.edu,davisairies@gmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c40-274648
Unique identifier
UC11281176
Identifier
etd-DavisAirie-4592.pdf (filename),usctheses-c40-274648 (legacy record id)
Legacy Identifier
etd-DavisAirie-4592.pdf
Dmrecord
274648
Document Type
Dissertation
Format
application/pdf (imt)
Rights
Davis, Airies L.
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA
Tags
21st century skills
academic-citizenship
ACT workforce report card
career-readiness
disconnected young adults
disruptive innovation
GDP
generational differences
gross domestic product
new economies
OECD
Organisation for Economic Co-operation and Development
problem-based learning
self-efficacy
species of capital
tertiary