The value of students’ soft skills

Researchers, universities and governments unequivocally recognise that students’ soft skills, such as social and interpersonal skills, networking, teamwork, conflict resolution, time management and self-management, were highly compromised during COVID-19. To bridge this gap, the team designed an innovative project incorporating industry partners and leading-edge technology through which students of two universities (ACU and DePaul University) worked on a global business issue and provided complementary solutions to accomplish several common goals. The project helped students to 1) solve problems with international perspectives, 2) practice soft skills globally, 3) gain international experience and employment perspective without travelling abroad, and 4) improve their capability for entrepreneurship.

Evidence of sustained excellent service to students through their work at the University

For the project, Executive Dean of the Faculty of Law and Business, Professor Terri Joiner writes (2021): We are pleased to inform you that your application for the 2021 FLB L&T Innovation Excellence Award application has been successful. I would like to thank you for your enthusiasm and engagement in the L&T 2021 innovation project initiatives. (email:12/11/2021).

The second phase got a research grant of $6300 for researching soft skills using our innovative project approach (email with an appreciation note from ADR, Professor Rocque Reynolds on 07/06/2022). 

DePaul University also recognised the contribution of this project to the students and accredited it as its official ongoing and sustainable collaboration: DePaul University would like to use our program as one of the exemplars (email:17/06/2022). Also, the project was selected by DePaul University to showcase as an exemplary project at their conference.

Students further acknowledged the project through their feedback, both quantitative and qualitative. The collaborative nature that the professor brought to the class and encouraged helped tremendously, making this the class I learnt the most from (SELT comment: MKTG201), SELT score: 4.81.

Development of resources impacting student learning or the student experience

This project developed a sustainable tool for the students of two universities having different cultures (Australian vs the USA), time zones (Five Australian and nine American time zones), subjects (Marketing and Consumer Behaviour), semesters (multiple in both universities) and positions (different industry work experience). This innovative project incorporated industry partners and leading-edge technology through which students of two universities worked on a live global issue and provided complementary solutions to accomplish several common goals. The project’s sustainability was ensured, and it is in the third year of its life with additional plans to add industrial visits and student exchange.

The project alignment with ACU’s strategic direction

The project contributed to attempts that aim to realise the ACU vision reality by creating an opportunity for students to avail global opportunities to collaborate and learn through an innovative project (ACU focus: Opportunity and Innovation). This project contributed to ACU’s strategic direction by helping students to 1) solve problems with international perspectives using innovative, inclusive, and students driven projects (Strategic priority 2: Distinctive, inclusive, dynamic and student-centred education), 2) practice soft skills globally (Strategic priority 5: Deeply engaged, globally renowned), 3) gain international experience without travelling abroad (Strategic priority 4: Vibrant academic culture, enriched by innovation and discovery), 4) gain international perspectives on employment, and 5) improve their capability for entrepreneurship for sustainable collaboration (Strategic priority 6: Service, stewardship and sustainability).

Evidence that the nomination demonstrates impact through empathy

While students were at home due to COVID-19 restrictions and lockdowns, and a significant proportion of them had COVID-19, the project provided them with an opportunity to gain social and interpersonal skills, networking, teamwork, conflict resolution, time management and self-management. The team provided extraordinary support and helped to students to explore which soft skills can be developed in graduating students who stayed at home and remained disadvantaged during COVID-19 (Strategic plan: Impact through Empathy)). In other words, the empathy and support strategies to better equip the two cohorts of students to be soft skills active at potential workplaces after COVID-19 is a question of interest for scholars, practitioners, and policymakers.