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From School to Work: The Role of Sel...

Eilen, Daniel M.

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From School to Work: The Role of Self-Efficacy in a Successful Transition: An Instrumental Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	From School to Work: The Role of Self-Efficacy in a Successful Transition: An Instrumental Case Study./
Author:	Eilen, Daniel M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	147 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	Management. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13811174
ISBN:	9781392018767

From School to Work: The Role of Self-Efficacy in a Successful Transition: An Instrumental Case Study.
Eilen, Daniel M.

From School to Work: The Role of Self-Efficacy in a Successful Transition: An Instrumental Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 147 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--Drexel University, 2019.

This item must not be sold to any third party vendors.

The transition a person makes when they graduate from business school and move into their first professional job is an important moment in a college graduate's life. Many factors play a role in that transition phenomenon. It is important to conduct research in the area of school-to-work transition between post-secondary education and the working world. State funding models have begun tying education dollars to student matriculation and graduation rates instead of simple enrollment rates. The purpose of this research was to explore the perceptions that undergraduate business program graduates have in relation to their education, their personal belief in their own skills and abilities, and how those skills translate into the workplace. This study was designed to explore the self-efficacy levels of recent college graduates related to their experiences with the current system of professional development programs for undergraduate business students. This research employed an instrumental case study consisting of document analyses and semi-structured interviews with recent graduates focused on their transition experience. The study explored self-efficacy, soft skills, professional development curriculum, connection to colleagues, faculty roles, and reported post-graduation outcome results. This research is significant because the results could inform other education leaders about the need of improving post-graduation outcomes for students.

ISBN: 9781392018767Subjects--Topical Terms:

516664
Management.
Subjects--Index Terms:

Career development

From School to Work: The Role of Self-Efficacy in a Successful Transition: An Instrumental Case Study.
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500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Geller, Kathy D.
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520 $a The transition a person makes when they graduate from business school and move into their first professional job is an important moment in a college graduate's life. Many factors play a role in that transition phenomenon. It is important to conduct research in the area of school-to-work transition between post-secondary education and the working world. State funding models have begun tying education dollars to student matriculation and graduation rates instead of simple enrollment rates. The purpose of this research was to explore the perceptions that undergraduate business program graduates have in relation to their education, their personal belief in their own skills and abilities, and how those skills translate into the workplace. This study was designed to explore the self-efficacy levels of recent college graduates related to their experiences with the current system of professional development programs for undergraduate business students. This research employed an instrumental case study consisting of document analyses and semi-structured interviews with recent graduates focused on their transition experience. The study explored self-efficacy, soft skills, professional development curriculum, connection to colleagues, faculty roles, and reported post-graduation outcome results. This research is significant because the results could inform other education leaders about the need of improving post-graduation outcomes for students.
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