Reasons For Non-engagement With The Provision Of Emotional Competency Coaching: A Qualitative Study Of Irish First Year Undergraduate Students

Very little is known as to why students choose not to participate in emotional intelligence coaching programmes. This qualitative study was undertaken with a sample of Irish undergraduate students (n=20), who chose not to engage with the provision of coaching at a technical college in Dublin. The reasons for non-engagement were explored by means of face-to-face interviews. The four principal reasons for nonengagement were: failing to appreciate the value of coaching; a perceived heavy academic workload; the fact that coaching was not a mandatory component of the academic curriculum; and fear that coaching may reveal weaknesses of character. Based on the findings from this study, it is recommended that institutes of higher education consider providing emotional competency coaching to First Year undergraduate students

Employer collaboration in developing graduate employability: a pilot study in Ireland

Purpose – The purpose of this paper is to evaluate the impact on student work readiness outcomes of collaboration with employers in developing and delivering tailored graduate employability workshops in socioemotional skills for work (SES4Work). Design/methodology/approach – Framed by the CareerEDGE model of graduate employability, the authors piloted a five-session module for near graduates in five disciplines. The research included an online employer survey (n 5 128), employer interviews (n 5 21) and tailored workshops for near graduates, culminating in a mock competency-based interview. Using a pre/post-test design, participants (n 5 24) also completed the CareerEDGE Employability Development Profile (EDP) and the Trait Emotional Intelligence questionnaire (TEIque). Findings – After completing the module, there was a statistically significant improvement in participant scores on the CareerEDGE EDP þ12.3%, p \u3c 0.001, effect size (Cohen’s d) 0.89, large, and the TEIque þ6.4%, p 5 0.009, effect size (Cohen’s d) 0.61, moderate. Furthermore, 70% (n=17) of participants were “hired” based on their mock interviews, with 12% (n=4) offered employer connections after graduation. Originality/value – This is the first academic research in Ireland to develop and evaluate an enterprise collaborative, discipline-specific module for enhancing graduate employability. Findings suggest that employer collaboration can enhance the efficacy of employability interventions and therefore merits further research

Reasons For Non-engagement With The Provision Of Emotional Competency Coaching: A Qualitative Study Of Irish First Year Undergraduate Students

Very little is known as to why students choose not to participate in emotional intelligence coaching programmes. This qualitative study was undertaken with a sample of Irish undergraduate students (n=20), who chose not to engage with the provision of coaching at a technical college in Dublin. The reasons for non-engagement were explored by means of face-to-face interviews. The four principal reasons for nonengagement were: failing to appreciate the value of coaching; a perceived heavy academic workload; the fact that coaching was not a mandatory component of the academic curriculum; and fear that coaching may reveal weaknesses of character. Based on the findings from this study, it is recommended that institutes of higher education consider providing emotional competency coaching to First Year undergraduate students

Reasons For Non-engagement With The Provision Of Emotional Competency Coaching: A Qualitative Study Of Irish First Year Undergraduate Students

Very little is known as to why students choose not to participate in emotional intelligence coaching programmes. This qualitative study was undertaken with a sample of Irish undergraduate students (n=20), who chose not to engage with the provision of coaching at a technical college in Dublin. The reasons for non-engagement were explored by means of face-to-face interviews. The four principal reasons for nonengagement were: failing to appreciate the value of coaching; a perceived heavy academic workload; the fact that coaching was not a mandatory component of the academic curriculum; and fear that coaching may reveal weaknesses of character. Based on the findings from this study, it is recommended that institutes of higher education consider providing emotional competency coaching to First Year undergraduate students

Reasons For Non-engagement With The Provision Of Emotional Competency Coaching: A Qualitative Study Of Irish First Year Undergraduate Students

Very little is known as to why students choose not to participate in emotional intelligence coaching programmes. This qualitative study was undertaken with a sample of Irish undergraduate students (n=20), who chose not to engage with the provision of coaching at a technical college in Dublin. The reasons for non-engagement were explored by means of face-to-face interviews. The four principal reasons for nonengagement were: failing to appreciate the value of coaching; a perceived heavy academic workload; the fact that coaching was not a mandatory component of the academic curriculum; and fear that coaching may reveal weaknesses of character. Based on the findings from this study, it is recommended that institutes of higher education consider providing emotional competency coaching to First Year undergraduate students