Professional Skills Development at a Small Liberal Arts University in the Northeastern United States: Faculty Perspectives

Abstract

While many studies have addressed the perceptions of students or employers, only few explored the perspectives of educators who prepare students for professional careers. Hence, this study aimed to examine the faculty and staff perceptions of professional preparation at a Small Liberal Arts University in the Northeastern United States to explore whether improvements should be made in student professional skills development. The study found that professional soft skills, particularly communication and work ethic, were seen as at least somewhat important to professional success and an internship was perceived as the most important social component contributing to professional skills development. Although participants thought that the University prepared students slightly above average when compared to other institutions of higher learning, they believed that there was room for improvement for all professional skills, with communication, work ethic, and organization being the skills most lacking. The findings also revealed some interesting gender differences that affected participants’ perceptions of importance and proficiency for certain professional skills.