Workforce Development through Student Development: Assisting Traditional-Aged Students in Community College

Workforce Development through Student Development: Assisting Traditional-Aged Students in Community College

Anita L. Vorreyer (Georgia Gwinnett College, USA) and Regina V. Miller (Gwinnett Technical College, USA)
Copyright: © 2015 |Pages: 23
DOI: 10.4018/978-1-4666-8481-2.ch004
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Abstract

Traditional-aged college students often lack soft skills which are, in essence, self-leadership skills needed for workplace and career success. Therefore, it is important to help students develop those skills in order to strengthen workforce development and promote long term career success. Students in a two year college have a limited time span in which to develop their soft skills. By using innovative practices, community colleges can work in collaboration with business and industry leaders in their area, and assist students in developing self-leadership skills. This chapter explores student development, community college & business partnerships and strategies that align education and practical experience to enhance career readiness, and describes a specific example of an innovative practice that is being used at a two year college in the metropolitan Atlanta area. The chapter also offers suggestions for readers who may want to implement particular components of the model.
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Student Development

Workforce development is not independent of student development. In the context of the community college or technical college, those people who are recipients of workforce development programs and services are students. Knowing the developmental issues that students face during their time in college can assist community and technical colleges in preparing their students to be career ready. This section discusses student development theories, career development theories, and the development of the self-leadership skills of students so as to enhance their career readiness.

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