A Category in the Learn & Work Ecosystem Library

Workforce Readiness Research 28

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Refers to a range of adult education and literacy programs including Adult Basic Education, Adult Secondary Education, English for Speakers of Other Languages, Family Literacy, Skills Development, Workforce Development, and other programs which assist undereducated and/or disadvantaged adults to function effectively. Adult education programs typically focus on numeracy, literacy, high school equivalency, digital literacy, workplace readiness training, and wraparound services. Programs are often set up to help adults with particular needs; e.g., workforce readiness to get a new job, learning how to use a computer, or learning to speak English.

There are an estimated 44 million adults with low basic skills in the U.S.; federally funded adult education assists about 1.5 million annually to earn a high school equivalency, increase basic and employability skills, or improve their English language proficiency (Adult Education and Family Literacy Act, Title II of the Workforce Innovation and Opportunity Act).

A fast-growing sector of adult education is English for speakers of other languages (ESOL), also referred to as English as a second language (ESL) or English language learners (ELL). These courses assist immigrants in acquiring English language skills and acclimating to the culture of English-speaking countries like the U.S., Canada, Australia, and New Zealand.

Blue-collar worker is a traditional and outdated term that describes a job requiring manual labor or trade skills, usually performed outside an office setting. The term derived from the darker clothing blue collar workers tended to wear (historically), in contrast to white collar workers who traditionally wore a white shirt and tie to work (historically).  Fields commonly associated with blue-collar workers have includes construction, manufacturing, maintenance, mining, farming, filmmaking, electronics, energy, and aeronautics.

Blue collar workers who perform manual labor have typically been paid by the hour. Many blue-collar jobs now command high salaries because they require specialized skills and training.  Examples of newer blue-collar jobs include factory workers, power plant operators, power distributors, welders, nuclear technicians, elevator installers, and subway operators.

In its research on blue-collar workers, the Pew Research Center defines the term as people who do manual or physical labor in their jobs and work in one of five industry sectors:

  • manufacturing, mining, and construction
  • agriculture, forestry, fishing and hunting
  • retail and trade
  • hospitality or service
  • transportation.

See: Research: Blue-Collar Workers – Pew Research Center 

As defined by the Colorado Department of Higher Education, refers to an educational institution that prioritizes practical skills, professional development, and career readiness alongside academic learning. A career-connected college or university campus is committed to empowering students with the knowledge, skills, and resources needed to succeed in their chosen careers and make meaningful contributions to their respective industries.

Refers to geographical areas in which people live more than a 30-minute drive to a higher education campus, raising concerns about the effects of college location on educational attainment. Research shows that individuals who reside close to a college are more likely to attend, and that higher education deserts affect some learner populations differently than others.

  • A study of a set of high school and college data in Texas, found that Black and Hispanic students and those in low-income families who lived more than 30 miles from a public two-year college were significantly less likely to attend college; while white and Asian students in those same communities were slightly more likely than others in the state to complete four-year degrees.
  • According to research by Nicholas Hillman, Black and Hispanic students are more likely than those in other groups to live in a college desert.

According to EDUCAUSE, the domain refers to the functions and resources in education that enable faculty, staff, and students to communicate and collaborate with others on and off campus. Depending on the institution, services may include:

  • Wire and cable infrastructure for data, voice and/or video networks
  • Campus data network
  • Wireless network
  • Video network
  • Remote access (VPN)
  • Commodity Internet
  • Network management (e.g., capacity planning, performance monitoring, change management)
  • IPv6
  • Unified communications and collaboration
  • Dial tone (including services to student housing)
  • Telephone services (VoIP or conventional)
  • Session Initiation Protocol (SIP) trunking
  • Voicemail
  • Cellular and paging services
  • Telecommunications (consulting, design)
  • Video surveillance systems
  • Cable TV
  • Network, phone, and cable TV delivery and operation in residence halls
  • Digital signage systems
  • Emergency notification
  • E-mail for faculty, staff, or students
  • Calendaring
  • Communication and collaboration technologies (e.g., video and web conferencing, Listserv, SharePoint, shared web browsing, wiki, Google Docs, MS OneDrive)
  • Business process/systems analysis specific to this domain area
  • Technology research and development specific to this domain area
  • Management responsibilities (HR management, financial planning, project management, vendor contract management, etc.) for staff dedicated to this domain area
  • Staff affiliated with these functions (including administrative, clerical)
  • Hardware, software, and supplies affiliated with these functions

Services typically not included:

  • High-performance research network (e.g., Internet2, National LambdaRail) (generally falls with Research Computing Services)
  • Network behavior analysis (generally falls within Information Security)

According to EDUCAUSE, the distributed computer, information, and communication technologies combined with the personnel and integrating components that provide a long-term platform to empower the modern scientific research endeavor. Components of CI include high-performance computing, storage resources, visualization facilities, sensors and other data collection apparatus, and advanced networks.

As defined by Austin, Sorcinelli, and McDaniels, early career faculty are those within the first seven years of appointment to a faculty position or those who have not yet been awarded tenure (in institutional contexts where tenure is a possibility), acknowledging that, in some cases, faculty members are awarded tenure prior to the seventh year. New faculty may be individuals in their 20s or individuals older in age, having had other professional posts prior to moving into the professoriate. New faculty may work either full- or part-time.

Several issues are germane to new faculty: 1) the demographics of today’s early career faculty (e.g., gender, race/ethnicity); 2) the preparation they receive and the gaps in their graduate and post-doctoral backgrounds; 3) the abilities and skills they need to succeed in higher education; 4) expectations they have for their careers and the challenges experienced in their new roles; 5) strategies individual early career faculty and employing institutions can employ to enhance their professional growth; and 6) directions for future research.

Alternate terms:  early career faculty member, new faculty member.

The public service arm of U.S. land-grant colleges and universities that puts research into practical use in local communities. The Extension Service was established in 1914 through the Smith-Lever Act (7 U.S.C. 341 et seq.).  It functions as a partnership among federal, state, and local governments, with campus-based faculty members and locally based educators helping people, businesses, and communities solve problems, develop skills, and collect input to prioritize future research at the land-grant colleges and universities to meet local needs. Extension operates in all 50 states, six U.S. territories, and the District of Columbia — and operated by each jurisdiction’s land-grant university or universities. Extension has offices in or near most of the nation’s 3,000 counties.

With its expansive mission, historical impact, and strong ties to local communities, Extension plays a major role in community, economic, and workforce development (CEWD). Cooperative Extension is the nation’s largest provider of noncredit education.

A gateway course is the first credit-bearing college-level course in a program of study. These courses commonly refer to the requirements of a degree program and may be called introductory courses or prerequisites. Each student majoring in a given discipline generally passes through gateway courses. Examples include introductory courses or prerequisite courses required to complete before moving forward in majors like Business, Chemistry, and Psychology. Where colleges have particular mathematics and/or foreign language requirements for graduation, gateway courses may also include Algebra, English Composition, or Spanish I or other foreign languages.

Research has found that underrepresented college students are disproportionately held back by gateway courses, and this leads to lower graduation rates.

Refers to a workplace behavior in which employees give the appearance of being busy—such as keeping work applications open or engaging in nonproductive tasks—while not actually performing meaningful work. The practice, reported by more than half of surveyed employees in a 2025 Resume Now study, often stems from disengagement, lack of recognition, or diminished belief in the value of one’s contributions. The Resume Now report found:

  • 23% of employees admitted to walking around the office with a notebook to look busy
  • 22% have typed randomly to appear engaged
  • 15% have held a phone to their ear with no real caller on the other end
  • 15% have kept a spreadsheet open while browsing unrelated content
  • 12% have scheduled fake meetings to avoid real work
  • Just 12% of respondents said they never fake productivity.

Refers to in-depth training and specialized instruction after the undergraduate level of education. Studying and learning are usually more self-directed at the graduate level than the undergraduate level. The main credentials are academic certificates, degrees (e.g., master’s degrees, doctoral degrees) and professional degrees (e.g., medical school, law school, business school, and other institutions of specialized fields such as nursing, speech–language pathology, engineering, and architecture). Producing original research is a significant component of graduate studies in the humanities, natural sciences, and social sciences. This research typically leads to the writing and defense of a thesis or dissertation. In professional graduate training, the degrees (e.g., MPA, MBA, JD, MD), may consist of coursework without a research or thesis component.

See Topic: Graduate/Professional Education in the Learn-and-Work Ecosystem | Learn & Work Ecosystem Library (learnworkecosystemlibrary.com)

A sum of money or other assistance provided by a government, private organization, or charitable institution to support research, education, or other public services. Grants are used to fund specific projects or activities and are often targeted toward a particular research area, population, or location. The amount and scope of a grant are usually determined by the funding entity and may be granted over a certain period of time. Grants may be awarded based on competitive proposals or through other mechanisms. Many initiatives in the learn-and-work ecosystem are grant funded.

According to DiNapoli (2023), refers to three dispositional factors, often used interchangeably, that embody the principle of learners’ continuing efforts in the face of challenges. The terms are used in learning science, for example, to determine how students learn mathematics with understanding. Though each term refers generally to not giving up in the face of challenges, perseverance goes more deeply into how students spend their time navigating obstacles than grit or persistence; grit research establishes associations between accomplishments and consistency of interest and effort; and research incorporating persistence describes the time a student spent engaging with a challenge and the opportunity they had to learn from that challenge.

According to EDUCAUSE, refers to the act or process of building on existing research, knowledge, and practice through the introduction or application of new ideas, devices, or methods to solve problems or create opportunities where none existed before.

The ways in which knowledge—scientific, social, and cultural—is produced has undergone significant and fundamental changes in the last century.

Knowledge production is often defined in a higher education context. It typically refers to related activities in a higher education institution, research center, or enterprise that is engaged with producing new knowledge. The term refers broadly to basic research as well as the more applied type of research associated especially with industry.

As described by the International Encyclopedia of Higher Education Systems, knowledge production has become a central task in modern universities. This represents a shift from the university’s origins in medieval Europe, which informed what became known in Europe and America as a “liberal education” —historically widely viewed as the purpose of universities, which in turn was closely associated with the supply of individuals prepared with the skills to meet the needs of the state, commerce, and the church.

There is growing awareness that knowledge production is moving beyond the main purview of higher education institutions, as industry invests more in research and development, driven in large part by rapidly accelerating science and technology developments.

Refers to a quantitative study that incorporates qualitative research methods in order to provide a richer understanding of a program’s implementation and effectiveness (e.g., interviews, focus groups, case studies, observations).

Eight competencies for career readiness:

  1. Career & Self-Development: Proactively develop oneself and one’s career through continual personal and professional learning, awareness of one’s strengths and weaknesses, navigation of career opportunities, and networking to build relationships within and without one’s organization.
  2. Communication: Clearly and effectively exchange information, ideas, facts, and perspectives with persons inside and outside of an organization.
  3. Critical Thinking: Identify and respond to needs based upon an understanding of situational context and logical analysis of relevant information.
  4. Equity & Inclusion: Demonstrate the awareness, attitude, knowledge, and skills required to equitably engage and include people from different local and global cultures. Engage in anti-oppressive practices that actively challenge the systems, structures, and policies of racism and inequity.
  5. Leadership: Recognize and capitalize on personal and team strengths to achieve organizational goals.
  6. Professionalism: Knowing work environments differ greatly, understand and demonstrate effective work habits, and act in the interest of the larger community and workplace.
  7. Teamwork: Build and maintain collaborative relationships to work effectively toward common goals, while appreciating diverse viewpoints and shared responsibilities.
  8. Technology: Understand and leverage technologies ethically to enhance efficiencies, complete tasks, and accomplish goals.

OER are publically accessible teaching, learning, and research resources created and licensed to be free for end users to own, share, and in some cases modify.  Modify could include re-mixing, improving, and redistributing under some licenses.

UNESCO’s 2019 definition: “Learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others. Stakeholders in the formal, non-formal and informal sectors (where appropriate) include: teachers, educators, learners, governmental bodies, parents, educational providers and institutions, education support personnel, teacher trainers, educational policy makers, cultural institutions (such as libraries, archives and museums) and their users, information and communications technology (ICT) infrastructure providers, researchers, research institutions, civil society organizations (including professional and student associations), publishers, the public and private sectors, intergovernmental organizations, copyright holders and authors, media and broadcasting groups and funding bodies.”

Refers to the invisible barrier that often faces workers without a bachelor’s degree. Opportunity@Work notes that the paper ceiling holds back more than 70 million workers who are STARs (Skilled Through Alternative Routes) rather than through a bachelor’ s degree.  They include 50% of the workforce that has developed valuable skills through on-the-job experience, military service, community college training programs, and partial college completion.

Research has found that as many as 90% of large companies use some form of automated applicant tracking system (ATS) to screen resumes. This filters out about half of all applications. This research also revealed that more than 60% of employers rejected otherwise qualified candidates because they did not have a bachelor’s degree. [Fuller, J., Raman, M., et al. (Oct. 2017). Dismissed By Degrees. Published by Accenture, Grads of Life, Harvard Business School]

The paper ceiling can be ameliorated by workers and companies uniting to create a new and more equitable future of work in which skills matter more than what is on paper, where workers and companies work together to tear down the paper ceiling.

Related terms: Degree screening/screens, stereotypes, misconceptions, biased hiring algorithms

Strategically designed hubs that foster innovation, collaboration, and economic development by bringing together academic institutions, businesses, and government entities. These parks typically provide infrastructure, support services, and a collaborative environment to support research, development, and commercialization of new technologies. They are often located near universities and research centers to leverage expertise and talent, both research faculty and students.

Related Terms: Research-Intensive Clusters (RICs), Technology Clusters, Technology Alliances, Business Parks, Economic Clusters

See Topic: Research Parks | Science or Technology Parks | Learn & Work Ecosystem Library

Refers to an assessment administered and scored in a standard manner. All test takers answer the same questions, or selection of questions that come from a common bank of questions, in a consistent manner. Tests are administered and scored following predetermined guidelines to ensure uniformity across test takers. Tests are commonly administered to large populations and often graded by machines or blind reviewers to minimize subjectivity.

There are many uses for standardized testing, such as entry to any branch of the U.S. military; the knowledge portion of states’ driver’s license examinations; professional certifications; psychological testing; language proficiency; graduate and professional school readiness; undergraduate education readiness; secondary schools; IQ tests; and Achievement tests.

In elementary level education, standardized testing has been part of American education since the mid-1800s. Use increased after the federal No Child Left Behind Act (NCLB) in 2002, which mandated annual testing for K-12 students in all 50 states. In K-12 education, tests are also used to determine readiness for kindergarten, identifying students who need special-education services or specialized academic supports, placing students in different academic programs or course levels, and awarding high school diplomas.

International-comparison tests are administered periodically to representative samples of K-12 students in a number of countries, including the U.S. to compare educational performance by countries. Key tests include the Programme for International Student Assessment (PISA), the Progress in International Reading Literacy Study (PIRLS), and the Trends in International Mathematics and Science Study (TIMSS).

Results from standardized tests in education are used in many ways, such as (1) holding schools and educators accountable for educational results and student performance; (2) evaluating whether students have learned what they are expected to learn (meeting state learning standards); (3) identifying gaps in student learning and academic among various student groups, including students of color, students who are not proficient in English, students from low-income households, and students with physical or learning disabilities; and (4) determining if educational policies (investments) are working as intended.

The National Science Foundation’s Systems Research Networks and Smart and Connected Communities Programs are part of NSF’s portfolio of investments in interdisciplinary research that advance fundamental knowledge about urban, rural, and other communities and systems.

SRS Programs define sustainable regional systems as connected urban and rural systems, including all systems in between, designed with the goal of measurably advancing the equitable well-being of people and the planet. Regions are defined as networks of urban, rural, and all systems in between, that make up a dynamic, symbiotic system with complex social and physical interactions. Urban systems are geographical areas with a high concentration of human activity and interactions, embedded within multi-scale interdependent social, engineered, and natural systems. Rural systems are any settlements with population, housing, economic activity, or areas not in an urban geographical area.

S&CC Program defines a smart and connected community as a community that synergistically integrates intelligent technologies with the natural and built environments, including infrastructure, to improve the social, economic, and environmental well-being of those who live, work, or travel within it. Communities are defined as having geographically-delineated boundaries – such as towns, cities, counties, neighborhoods, community districts, rural areas, and tribal regions – consisting of various populations, with the structure and ability to engage in meaningful ways with proposed research activities.

A term that describes approaches that grow ecosystems in which entrepreneurs build and scale technology-driven businesses, which in turn create high-skill and high-wage jobs, economic opportunity, and the industries of the future. Examples of TBEDs in the U.S. include Silicon Valley (California); Research Triangle (North Carolina); and Route 128 (Massachusetts). TBED components typically require:

  • Research: research base and capacity to generate knowledge
  • Commercializing research: mechanisms to transfer knowledge to the marketplace
  • Entrepreneurship: building and sustaining entrepreneurship culture
  • Investment Capital: investment and risk capital, including leveraging private investment funds with public funds, to support startups and emerging companies
  • Workforce: availability of technically skilled workforce, especially workers in STEM fields

Refers to a trend that the skilled trades are newly appealing to the youngest generation of American workers (often called “Gen-Z”), many of whom are skipping a traditional college path after high school graduation in favor of the trades. Gen Z’s embrace of trades and vocational education reflects a pragmatic approach to career readiness—one which emphasizes skills over traditional college degrees. This trend is fueled by a shortage of jobs in the trades, rising pay, and new technologies in fields such as plumbing, welding, machine tooling, HVAAC, solar, construction, and the electrical occupations. These are all leading to new perspectives on the benefits of working in the trades. Educational paths to the trades are changing as well. At the high school level, this has resulted in many locations to acceleration of a three-track system that allows students to explore their interests in the trades and gain practical skills: (1) students take 2 years of foundational courses including math, science, history, and language (General Education); (1) in junior year, students choose two potential career tracks (Career Tracks); and (3) senior year focuses on a particular area of study related to a chosen career path (Specialization).

Refers to the problem of adjustment – especially accompanied by a temporary drop in grade point average – sometimes encountered during the 1-2 academic terms at a college or university to which a student has transferred. Research has found that a subsequent recovery in grade point average is common.

Refer to the translation of research results to practice, policy, business, and public opinion. The pathways model recognizes that multiple pathways are needed to enable researchers, startups, and aspiring entrepreneurs to move their ideas from the research laboratory to the market and society. Though the term is often used in the biomedical and behavioral health fields, it applies to many fields.

In a research study, refers to the extent to which the study accurately measures what it claims to measure. Validity refers to both the accuracy of the entire study as well as each step of the study. There are four types of validity:

  • Statistical conclusion validity asks if a finding is accurate. Is there adequate power, sample size? Are assumptions of statistical tests violated? Are measures reliable?
  • Construct validity asks how well the inferences made about higher level constructs represented in the study match (1) what was implemented and (2) what was measured as an outcome.
  • External validity asks whether a cause-effect relationship holds under variations in people, settings, treatment variables, and measurement variables.
  • Internal validity asks whether changes in the treatment condition impact changes in the outcome. Did something other than the treatment explain variation(s) in the measured outcome?

Refers to the essential competencies that employees need to perform effectively in their jobs. Core skills individuals need to navigate and succeed in the workplace commonly include communication, teamwork, integrity, problem-solving, work ethic, and initiative.

According to ACT (2013), A work ready individual possesses the foundational skills needed to be minimally qualified for a specific occupation as determined through a job analysis or occupational profile. The skills needed for work readiness are (1) foundational and occupation-specific, (2) vary in importance and level for different occupations, and (3) depend on the critical tasks identified through a job analysis or occupational profile.  Work readiness skills include:

  • Foundational cognitive skills such as reading for information, applied mathematics, locating information, problem solving, and critical thinking
  • Noncognitive skills or “soft skills” defined as personal characteristics and behavioral skills that enhance an individual’s interactions, job performance, and career prospects such as adaptability, integrity, cooperation, and workplace discipline.

In recent years, top work readiness skills commonly include:

  • adaptability and flexibility: embracing continuous learning
  • digital literacy: staying current with technology
  • critical thinking and problem solving: engaging in real-world scenarios
  • time management and organization: developing efficient work habits
  • cultural competence and inclusivity: fostering a diverse and inclusive mindset

Employability is a related though broader term than workforce readiness. It refers to the ability of individuals to find, create, and sustain meaningful work across their career and in different contexts while continuing to enhance their skills, attitudes, and attributes. Workforce readiness is a subset of employability—it refers to individuals’ perceived level of skills and attitudes that prepare them for success at work.

Many additional terms are also used to refer to work readiness, such as graduate skills, graduate attributes, key competencies,  job-readiness, work preparedness, transferable skills, generic attributes, graduate pre-professional identity, and graduate capital.

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