| Although an association between high-impact experiential learning (HIEL) practices and university students' attainment of employability skills has been documented, factors related to implementation of HIEL practices such as faculty stages of concern, barriers faced, and resources needed from the institution to enhance implementation of HIEL practices have not been sufficiently studied. The diffusion of innovation theory explored the process of implementing an innovative practice to promote change within a Florida private, nonprofit university. An explanatory sequential mixed method correlational design was used to investigate 50 faculty members' attitudes associated with the implementation of HIEL practices to enhance student employability skills. The Stages of Concern Questionnaire (SoCQ) assessed faculty concern and explored linkages with the implementation of HIEL practices. A significant positive correlation was observed linking SoCQ scores to years of teaching; however, no significant association was observed between SoCQ scores and HIEL implementation. A qualitative interview protocol was used within 3 organized focus groups (high, moderate, and low stages of concern) and provided a detailed exploration of faculty attitudes, barriers faced, and resources needed to systematically implement HIEL practices. Transcripts were coded and analyzed for emergent themes within each research question. The results provide evidence to inform professional development programs for faculty to enhance the quality of educational delivery methods in higher education settings. HIEL practices guided by the study will contribute to positive social change by increasing the employability skills of graduating students and providing employers a more qualified pool of applicants. |
