ISEDJ

Abstract: The persistent skills gap in the workforce, exacerbated by rapid technological advancements, has become a critical global issue across sectors. In collaboration with the International Professional Services Organization (IPSO), this study conducted 75-minute focus group interviews in May 2024 with three distinct groups: recently hired college graduates, master's and doctoral-level graduates, and managers with five or more years of professional experience. Each group, consisting of four participants, was recruited by the IPSO, and they have diverse backgrounds in education, gender, ethnicity, and region. Each interview was audio-recorded and transcribed. Manual content analysis across groups identified metacognitive skills such as reading the room, learning how to learn, self-directed learning, and navigating ambiguous situations as key durable skills that can be transferable across roles, companies, and industries. Focus groups also highlighted critical thinking, communication, and professionalism; however, technological skills were notably absent from the responses. Addressing the findings requires collaborative efforts. Higher education institutions (HEIs) should systematically embed those durable skills across curricula from the first year through graduation. Industry partnerships are highly recommended as they facilitate unstructured real-world learning opportunities. Most critically, students must take active ownership of their learning journey.

Download this article: ISEDJ - V23 N6 Page 4.pdf

Recommended Citation: Kim, A., Jones, K., Lang, G., Raider, H., Sheikh, A., Simione, K., (2025). Beyond Technical Skills: Uncovering Durable Competencies Through Multi-Level Stakeholder Analysis. Information Systems Education Journal 23(6) pp 4-18. https://doi.org/10.62273/IKXH4521