Doubting the connection: millennials’ perceptions of the link between higher education and workplace readiness

Purpose - While Millennials are the most educated generation to date, the unique contributions of higher education as a source of vocational anticipatory socialization (VAS) for organizational success remains unknown. Thus, this paper aims to establish a formative understanding from the student perspective of how faculty help ready the youngest of the Millennial generation for industry. This also allows for a comparison to their older counterparts. Design/methodology/approach - Data were collected via an online mixed-methods survey with nearly 400 Millennials (n = 353). Findings - Two prominent themes emerged including the professor as a socialization agent, where Millennials report learning from faculty as they are “managers of the classroom.” Additionally, the data indicate that many Millennials doubt the strength of the connection between higher education and career socialization, though a smaller cohort reported using the university environment, and more specifically, their interactions with faculty to practice and refine future workplace behaviors. In contrast to parents and peers, faculty nearly always ranked as the lowest source of VAS information. Research limitations/implications - Some Millennials demonstrate a keen awareness of the importance of relational communication, boding especially well for their relationships with future managers and for their leadership skills as they transition into positions of management. Practical implications - Faculty should consider how to address three concerns: a potential lack of perceived relevance, workplace inferences based on college experiences and leveraging interactions to strengthen student practice of professional communication. Managers would be well served to anticipate how to address newcomers’ expectations that stem from interpreting communicative experiences in the college classroom as analogous to workplace interactions. Originality/value - The data indicate that traditional ideas about the impact of vocational anticipatory socialization sources and messaging need to be rethought, and instead, it appears some of the most fruitful socialization experiences faculty can provide is in giving students space and opportunity to practice and refine future workplace behaviors.