Exploring the Factors that Influence How (And Why) Community College Instructors Teach Communication and Teamwork Skills in Computer Technology Courses

Does industry experience increase the teaching of “soft” skills in community college classrooms?

“…After several rounds of reliability checking with another study team member and revision to the code list, the entire dataset was reviewed once more and instances of codes within the data were noted in a separate document. While findings from the qualitative analysis of interview data reported in this chapter are based on first‐cycle or preliminary codes, additional insights gleaned from further axial coding are reported in other papers based on this dataset (e.g., Hora et al., 2020).…”

“…Furthermore, it is important to note that given the nature of these data (i.e., self‐reported skills emphases in the classroom), it is not possible to draw conclusions regarding the specific teaching methods being used or their ultimate efficacy with respect to student learning. This is an important caveat, since prior work in this area has advanced claims that industry experience leads to specific teaching behaviors such as an emphasis on “soft skills” and the use of real‐world anecdotes (e.g., Luft & Vidoni, 2000), but these (and our) studies are limited in their lack of classroom observations of teaching and their relationships to student outcomes (see Hora et al., 2020; Kane et al., 2002).…”

Editor's note

“…Consider just a few of the ways that the context of teaching and learning in a community college varies from that of a 4‐year institution. Faculty in a community college are more likely to be part‐time contingent or adjunct faculty (67%; Lederman, 2019), frequently have industry‐based career identities and experiences (Hora et al, 2020), and often teach curricula that has been approved by curriculum advisory boards comprised of area employers and faculty. At the institutional level, mission statements are often explicitly oriented to vocational goals, tuition is less expensive, and academic programs vary from technical diplomas to Associate's degrees that are more closely tied to specific occupations than in 4‐year institutions.…”

“…At the institutional level, mission statements are often explicitly oriented to vocational goals, tuition is less expensive, and academic programs vary from technical diplomas to Associate's degrees that are more closely tied to specific occupations than in 4‐year institutions. While community colleges often experience what Dougherty and Townsend (2006, p. 9) called “mission conflict” among competing occupational and academic aims, the emphasis on practical learning that can be applicable to real‐world workplace cannot be overstated as it impacts pedagogical strategies, curricular flexibility (or lack thereof), and both student and instructors’ goals in the classroom (Hora et al., 2020).…”

A Reflection on Action Approach to Teamwork Facilitation

“…Communication and teamwork have been identified as critical 21stcentury skills that every young graduate must develop [2], [4], [5]. Studies [3], [6], [7] have demonstrated that teamwork has many benefits for students that help them improve their skills, such as promoting communication and collaboration skills and letting the student take over the role of arranging tasks. As a result, teamwork or group work becomes a common approach for most instructions and organizations to prepare students for their future careers.…”