Effects of Online Career Training Modules on Undergraduate STEM Students’ Career Readiness Perceptions

Teresa Siby¹, Jamie L.A. Martin¹, Jessie M. Burns², David M. Beauchamp¹, Payal Patil¹, Heather Pollock³, Janie P. Vu³ and Jennifer M. Monk^1,

¹Department of Human Health and Nutritional Sciences, University of Guelph, Guelph ON, Canada, N1G 2W1

²Department of Health Sciences, Carleton University, Ottawa ON, Canada, K1S 5B6

³College of Biological Science, University of Guelph, Guelph ON, Canada, N1G 2W1

Cite this paper:
Teresa Siby, Jamie L.A. Martin, Jessie M. Burns, David M. Beauchamp, Payal Patil, Heather Pollock, Janie P. Vu and Jennifer M. Monk. Effects of Online Career Training Modules on Undergraduate STEM Students’ Career Readiness Perceptions. American Journal of Educational Research. 2023; 11(4):214-224. doi: 10.12691/education-11-4-5

Abstract

A challenge in higher education is promoting the development of employability skills to meet employer expectations post-graduation. This study aimed to determine the effect of an optional online career readiness training resource, consisting of four training modules, on students’ career readiness perceptions [Training Module (n=102) versus untrained Control (n=58)]. Training Module students reported increased overall job readiness and understanding of career opportunities, translation of skills to the workplace, employer expectations and the ability to meet those expectations compared to the Control Group. Additionally, career readiness perceptions were negatively correlated with stress levels, indicating that the more prepared students felt regarding career readiness the lower their stress experience. Both development of key employability skills and traits and career readiness perceptions were positively correlated with a deep learning approach, highlighting the importance of learning approach in post-graduation preparation. This study was conducted during the COVID-19 pandemic and students’ perceived stress levels increased during the academic semester (P<0.05), however, there was no difference in overall stress levels between the Training Module and Control Group. Additionally, within the Training Model Group perceived stress levels were inversely correlated with career readiness perceptions, including identifying a career path, awareness of workplace expectations, confidence in meeting employer expectation and overall job readiness. Collectively, this study demonstrates the value of additional career planning training to support students transitioning out of undergraduate programs and identifies the impact of both learning approach and stress on students’ overall perceptions of their job readiness.

Keywords:
career readiness employability skills and traits stress learning approach COVID-19

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