How Can Education Support Prepare Students for a Workforce Focused on Innovation? A Qualitative Phenomenological Study

The purpose of this hermeneutic phenomenological study was to understand how faculty members and administrators describe their experiences in preparing their students for an innovation-focused 21st century workforce. The guiding theories associated with this study were Kolb’s experiential learning theory (ELT) as a gauge for modeling the learning process and Bloom’s taxonomy to assess learning levels. The relationship between Kolbs ELT, Bloom\u27s taxonomy, and this study was conceptualized as a gauge to assess learning skill effectiveness. The central research question associated with this study was: How do faculty members and administrators describe their experiences preparing their students for an innovation-focused 21st century workforce? The data collection methods included interviews, focus group meetings, and journal entry postings from college business professors, many with administration and industry experience. Data analysis employed the Heidegger hermeneutic circle, including reading, reflective writing, rewriting, and interpretation. This study revealed that industry wants education to better prepare students with innovation skills, before the students enter the workforce; however, college faculty are focused primarily on developing student foundational skills. The college educators focused on foundational skills such as good communication, teamwork, computer, and leadership skills, versus developing specific innovation skills for industry. It is recommended that industry team up with educational institutions to develop specific industry-education cooperative programs, to develop student skills based on specific industry organizational needs