20 • Reviewed the literature on measuring these competencies and which behaviors are indicators of them. • Considered nearly 900 public comments sent in by nearly 300 members of the public. • Conducted a factor analysis. • Relied on the criterion related validity study conducted by SkillSurvey. • Conducted a content validity study with the members of our task force to estimate the extent to which the task force achieved agreement on the titles, definitions, and sample behaviors. The final proposal was presented to the Diversity, Equity, and Inclusion Committee co-chairs to review for inclusive language during January 2021. The NACE Board of Directors approved the final proposal, and the newly revised Career Readiness Core Competencies were released to the public in April 2021. Student perceptions of the revised competencies’ importance Shortly after this period of review, the NACE 2021 Student Survey was administered where students were queried on the importance of the newly revised competencies in beginning their careers. Compared to 2019, which was selected because it was the most recent pre-pandemic data, it appears the revisions to three competencies had an effect on students’ perceptions of their importance. For instance, the importance of career management increased from 80% of students endorsing it to 92% of students endorsing the importance of career and self-development. Interestingly, global/intercultural fluency never resonated strongly with students; students always ranked this competency among the least important. Revising the competency to focus more on equity and inclusion, however, seems to have connected with their outlook on the competency. The former version focused on respect for cultures and values, while the revised definition is based in cultural competence and anti-racism. It should also be noted that the country was actively undergoing a racial reckoning due to the murders of George Floyd, Ahmaud Arbery, Breonna Taylor, and too many others during this period of data collection; understandably, these events likely also played a role in students’ perceptions of this competency, just as they did in the public comment period during the summer of 2020. A decrease in the importance of professionalism is also notable, though the decrease in percent of students endorsing its importance was not very large. The decrease could be due to the removal of “work ethic” in the title or to a changing understanding of professionalism’s importance due to the pandemic’s effects on virtual vs in-person employment. As well, the underlying assumptions of professionalism are being challenged in the zeitgeist (as discussed above), and students’ lower importance ratings may also reflect that.
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