CCWT Publications

Hora, M.T., & Lee, C. (2020). Industry in the college classroom: Does industry experience increase or enhance how faculty teach cognitive, inter- and intrapersonal skills? Center for Research on College-Workforce Transitions. University of Wisconsin-Madison

Executive Summary: Competencies known variously as “soft” or “21st century skills” are increasingly linked to college students’ academic and career success, and faculty with industry experience are hypothesized to be uniquely qualified to teach these skills. Yet little research exists on this topic. In this paper, we report findings from a mixed methods study of the degree to which industry experience influences how STEMM faculty teach teamwork, oral and written communication, problem-solving, and self-directed learning skills in 2- and 4-year postsecondary institutions. Using inductive thematic and hierarchical linear modeling techniques to analyze survey (n=1,140) and interview (n=89) data, we find that faculty place relatively low emphasis on these skills, but that industry experience is significantly associated with teaching oral communication, teamwork, and problem-solving skills. Other factors including race and perceptions of departmental teaching norms also influenced skills-focused instruction. Industry experience also informed problem-based learning activities, knowledge of desired workplace skills, and a focus on divergent thinking. Given that industry experience is an important, but not the only influence on skills-focused instruction, policies aimed solely at hiring faculty with industry experience will be of limited utility without a corresponding focus on training in teaching and instructional design.