Transforming students' beliefs: Developing employability skills and generative identities through the Integrative Knowledge Portfolio Process
Abstract
While historically the pursuit of higher education has been viewed in a positive light, the previously unquestioned assumption that a college degree leads to success in work and life has been waning in recent years (Baum, Ma, & Payea, 2013). Fueled by criticisms from employers and politicians, a growing number of reports assert that today’s college graduates lack the basic skills needed to be effective in the workplace (Hart & Associates, 2013, 2015). They seem to be unprepared for the level of adaptability, persistence, and collaborative problem solving needed. Meanwhile, college students consistently struggle with not knowing how their academic knowledge connects to the rest of their lives. This disconnection not only leads some students to leave college without a degree, but it also leaves far too many college graduates unable to translate what they have learned in higher education into meaningful work and career aspirations.
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