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

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Title: Understanding Traditional and Nontraditional Students' Job Skill Preparation from a Career Capital Perspective
Language: English
Authors: Xing, Xue (ORCID 0000-0002-2625-5488), Gordon, Howard R. D.
Source: Community College Journal of Research and Practice. 2023 47(3):228-241.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Community College Students, Learner Engagement, Nontraditional Students, Student Attitudes, Control Groups, Job Skills, Job Training, Career Readiness, Workplace Learning, Job Placement, Careers, Student Educational Objectives, Services, Knowledge Level
DOI: 10.1080/10668926.2021.1991856
ISSN: 1066-8926
1521-0413
Abstract: Using data from the 2014 Community College Survey of Student Engagement (CCSSE), we examined traditional and nontraditional students' perceived preparation for job skills in terms of the "three ways of knowing" from a career capital perspective. Results showed that traditional and nontraditional students shared commonalities as well as differences in terms of "three ways of knowing." Multinomial regression showed that different sets of predicators were significant in predicting students' perceived preparation for job skills, depending on the outcome being considered. However, variables that are directly aligned to the work or job preparation -- updating job skills as a goal, work-based learning, and using job placement assistance, each representing one way of knowing -- had the largest odds ratios in explaining the perceived preparation for job skills. Discussions of findings and implications are provided.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1378823
Database: ERIC
FullText Text:
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  Data: Understanding Traditional and Nontraditional Students' Job Skill Preparation from a Career Capital Perspective
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  Data: <searchLink fieldCode="SO" term="%22Community+College+Journal+of+Research+and+Practice%22"><i>Community College Journal of Research and Practice</i></searchLink>. 2023 47(3):228-241.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Community+College+Students%22">Community College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Nontraditional+Students%22">Nontraditional Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Training%22">Job Training</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Readiness%22">Career Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Workplace+Learning%22">Workplace Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Placement%22">Job Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Careers%22">Careers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Educational+Objectives%22">Student Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Services%22">Services</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink>
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  Data: 10.1080/10668926.2021.1991856
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  Data: 1066-8926<br />1521-0413
– Name: Abstract
  Label: Abstract
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  Data: Using data from the 2014 Community College Survey of Student Engagement (CCSSE), we examined traditional and nontraditional students' perceived preparation for job skills in terms of the "three ways of knowing" from a career capital perspective. Results showed that traditional and nontraditional students shared commonalities as well as differences in terms of "three ways of knowing." Multinomial regression showed that different sets of predicators were significant in predicting students' perceived preparation for job skills, depending on the outcome being considered. However, variables that are directly aligned to the work or job preparation -- updating job skills as a goal, work-based learning, and using job placement assistance, each representing one way of knowing -- had the largest odds ratios in explaining the perceived preparation for job skills. Discussions of findings and implications are provided.
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      – Type: doi
        Value: 10.1080/10668926.2021.1991856
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 228
    Subjects:
      – SubjectFull: Community College Students
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Nontraditional Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Job Skills
        Type: general
      – SubjectFull: Job Training
        Type: general
      – SubjectFull: Career Readiness
        Type: general
      – SubjectFull: Workplace Learning
        Type: general
      – SubjectFull: Job Placement
        Type: general
      – SubjectFull: Careers
        Type: general
      – SubjectFull: Student Educational Objectives
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      – SubjectFull: Services
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      – SubjectFull: Knowledge Level
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      – TitleFull: Understanding Traditional and Nontraditional Students' Job Skill Preparation from a Career Capital Perspective
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