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Finding Conceptual Coherence: Trends and Alignment in the Scholarship on Noncognitive Skills and Their Role in College Success and Career Readiness

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Book cover Higher Education: Handbook of Theory and Research

Part of the book series: Higher Education: Handbook of Theory and Research ((HATR,volume 32))

Abstract

Recent questions about the degree to which higher education adequately equips graduates with desired workplace skills has drawn attention to the role of noncognitive skills in college and the workplace. Yet, there is questionable alignment of these skills across higher education and employment sectors. The literature on noncognitive skills, defined here as a diverse set of social emotional and self management competencies, is varied across higher education and employment literatures, thus creating confusion and a lack of clarity. A systematic review of the literature was conducted as a means to clarify and organize a set of terms and concepts that support college and career success. This manuscript presents the findings from that review, as well as the development of a taxonomy created for analytic purposes and alignment of noncognitive skills bridging the higher education and employment literatures. The taxonomy is divided into three domains of noncognitive skills that emerged from our analysis-Approach to Learning/Work, Intrapersonal Skills, and Social Skills.

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Authors and Affiliations

  1. Lynch School of Education, Boston College, 205 Campion Hall,140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA

    Heather T. Rowan-Kenyon

  2. Harvard Graduate School of Education, Larsen 601 Appian Way, Cambridge, MA, 02138, USA

    Mandy Savitz-Romer

  3. Harvard Graduate School of Education, 128 Magazine Street #15, Cambridge, MA, 02139, USA

    Maya Weilundemo Ott

  4. George Mason University, 4400 University Drive, 1B3, Enterprise Hall, Room 312, Fairfax, VA, 22030, USA

    Amy K. Swan

  5. Harvard Graduate School of Education, 198 Sherman Street, Apt. 2, Cambridge, MA, 02140, USA

    Pei Pei Liu

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  1. Heather T. Rowan-Kenyon
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  2. Mandy Savitz-Romer
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  3. Maya Weilundemo Ott
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  4. Amy K. Swan
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  5. Pei Pei Liu
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Correspondence to Heather T. Rowan-Kenyon .

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  1. Department of Educational Policy and Leadership Studies N491 Lindquist Center, The University of Iowa, Iowa City, Iowa, USA

    Michael B. Paulsen

Appendices

Appendix

Definitions of Skills

Definitions included here are provided for terms that had multiple definitions or in cases when the term itself lacked clear meaning.

  • These definitions are based on:

  • Terms used in higher education and employer rubrics

  • Definitions used in higher education and employer rubrics

  • Survey data from both higher education and employers including open-ended responses regarding other important NEA skills

Approach to Learning/Work

Attention Control:

  • General definitions. Ability to maintain focus on a task or goal, despite distractions or challenges; ability to monitor and reduce distractions in one’s physical or social environment to facilitate task completion or goal attainment

  • Alternative language. Concentration; Self-control; Self-discipline

Goal Commitment:

  • General definitions. Level of motivation or determination to achieve a stated goal; ability to persist toward a goal despite challenges or obstacles

  • Alternative language. Determination; Tenacity; Drive

Goal Orientation:

  • General definitions. Values or sense of purpose that inform one’s approach to and engagement with a task, as well as evaluation of performance (e.g., mastery or curiosity versus demonstrating competence to others)

Growth Mindset:

  • General definitions. Belief that intelligence is not fixed but can be developed through effort

Identification of obstacles:

  • General definitions. Ability to perceive obstacles and to develop strategies for overcoming them, in order to sustain progress toward goals

Identification and utilization of social support:

  • General definitions. Awareness of available resources and ability to recognize opportunities to engage those resources

  • Alternative language. Resourcefulness

Managing time

  • General definitions. Ability to structure tasks and manage time in order to achieve goals and meet deadlines

Meta-cognition:

  • General definitions. Ability to think about thinking; ability to monitor and regulate cognition; ability to select a strategy for completing a task, monitor implementation of the strategy, and evaluate its effectiveness; ability to use cognitive strategies (e.g., forming categories or hierarchies) to integrate new and existing knowledge

Task Value and Relevance:

  • General definitions. Perceived usefulness, relevance, importance, or appeal of a task

Task Analysis

  • General definitions. Ability to adopt a systematic approach to complex tasks

Intrapersonal Skills

Adaptability:

  • General definitions. Ability to understand and respond effectively to unexpected changes or challenges

  • Alternative language. Flexibility

Conscientiousness:

  • General definitions. Industrious or hardworking; responsible, dependable, or dutiful; organized or orderly; diligent or persistent; attentive to details; willing to comply with norms and expectations

  • Alternative language. Diligence

Future Time Perspective:

  • General definitions. Ability to perceive connections between present behaviors and future goals; ability to formulate, pursue, and prioritize long-term goals

  • Alternative language. Future orientation

Internal Locus of Control:

  • General definitions. Belief that personal effort influences outcomes; belief that behaviors and outcomes are controllable; feeling effective or in control; feeling personally accountable or responsible for behaviors or outcomes

  • Alternative language. Personal responsibility; Personal accountability

Managing Emotions

  • General definitions. Ability to maintain emotional stability under pressure

  • Alternative language. Emotional maturity; Impulse control; Emotional stability

Openness:

  • General definitions. Curiosity; interest in new experiences or unconventional ideas; preference for variety or novelty;

  • Alternative language. Curiosity; Open-mindedness

Self-Awareness:

  • General definitions. Awareness of personal interests, strengths, and weaknesses; ability to realistically appraise personal strengths and weaknesses

  • Alternative language. Introspection

Self-Efficacy:

  • General definitions. Belief in personal ability to master a specific task and to overcome obstacles

  • Alternative language. Self-confidence

Taking initiative

  • Ability to independently perceive and pursue opportunities

  • Alternative language. Self direction; Autonomy; Independence

Social Skills

Belonging:

  • General definitions. Perceived connectedness to others in a specific social context; sense of being included, respected, and supported in a social context

  • Alternative language. Relatedness; Sense of community

Cultural Awareness:

  • General definitions. Awareness of and appreciation for the similarities and differences of people with diverse identities, backgrounds, and perspectives; Fluency in multiple cultural contexts

Empathy:

  • General definitions. Ability to perceive and understand others’ feelings, perspectives, or experiences

Respect for Others:

  • General definitions. Respecting the thoughts and ideas of another person

Social Awareness:

  • General definitions. Ability to develop mature relationships with others; Sensitivity to social norms, expectations, and dynamics

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Rowan-Kenyon, H.T., Savitz-Romer, M., Ott, M.W., Swan, A.K., Liu, P.P. (2017). Finding Conceptual Coherence: Trends and Alignment in the Scholarship on Noncognitive Skills and Their Role in College Success and Career Readiness. In: Paulsen, M. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 32. Springer, Cham. https://doi.org/10.1007/978-3-319-48983-4_4

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