Expanded Yet Restricted: A Mini Review of the Soft Skills Literature
There has been a progressively heightened preoccupation with soft skills among education stakeholders such as policymakers, educational psychologists, and researchers. Soft skill curricula have been considered these days and developed not only for graduates and as on-the-job training programs but al...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-09-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.02207/full |
| _version_ | 1819061293572685824 |
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| author | Anna K. Touloumakos Anna K. Touloumakos |
| author_facet | Anna K. Touloumakos Anna K. Touloumakos |
| author_sort | Anna K. Touloumakos |
| collection | DOAJ |
| description | There has been a progressively heightened preoccupation with soft skills among education stakeholders such as policymakers, educational psychologists, and researchers. Soft skill curricula have been considered these days and developed not only for graduates and as on-the-job training programs but also for students across all levels of education. However, different people mean different things when referring to soft skills. This review presents evidence to suggest that the use of the term “soft skills” has expanded to encompass a variety of qualities, traits, values, and attributes, as well as rather distinct constructs such as emotional labor and lookism. It is argued here that these infinite categories of things can be skills because soft skills research is primarily focused on what are the needs and requirements in the world of work. This approach is problematic because it assigns characteristics to soft skills, which in turn affect the design of the soft skills curricula. For example, soft skills are often construed as decontextualized behaviors, which can be acquired and transferred unproblematically. The paper proposes that an in-depth and embedded approach to studying soft skills should be pursued to reach a consensus on what they are and how to develop them because otherwise they will always be expanded before restricted (as they have become ambiguous) in their meaning and definition. |
| first_indexed | 2024-12-21T14:40:35Z |
| format | Article |
| id | doaj.art-8eb70137940d4551a4b6bc1bd28238bc |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-21T14:40:35Z |
| publishDate | 2020-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-8eb70137940d4551a4b6bc1bd28238bc2022-12-21T19:00:12ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-09-011110.3389/fpsyg.2020.02207568111Expanded Yet Restricted: A Mini Review of the Soft Skills LiteratureAnna K. Touloumakos0Anna K. Touloumakos1Department of Education, Centre on Skills, Knowledge and Organisational Performance, University of Oxford, Oxford, United KingdomDepartment of Psychology, Panteion University of Social and Political Sciences, Athens, GreeceThere has been a progressively heightened preoccupation with soft skills among education stakeholders such as policymakers, educational psychologists, and researchers. Soft skill curricula have been considered these days and developed not only for graduates and as on-the-job training programs but also for students across all levels of education. However, different people mean different things when referring to soft skills. This review presents evidence to suggest that the use of the term “soft skills” has expanded to encompass a variety of qualities, traits, values, and attributes, as well as rather distinct constructs such as emotional labor and lookism. It is argued here that these infinite categories of things can be skills because soft skills research is primarily focused on what are the needs and requirements in the world of work. This approach is problematic because it assigns characteristics to soft skills, which in turn affect the design of the soft skills curricula. For example, soft skills are often construed as decontextualized behaviors, which can be acquired and transferred unproblematically. The paper proposes that an in-depth and embedded approach to studying soft skills should be pursued to reach a consensus on what they are and how to develop them because otherwise they will always be expanded before restricted (as they have become ambiguous) in their meaning and definition.https://www.frontiersin.org/article/10.3389/fpsyg.2020.02207/fullsoft skillsskillsoft skills conceptualizationsoft skills developmentcurriculum design |
| spellingShingle | Anna K. Touloumakos Anna K. Touloumakos Expanded Yet Restricted: A Mini Review of the Soft Skills Literature Frontiers in Psychology soft skills skill soft skills conceptualization soft skills development curriculum design |
| title | Expanded Yet Restricted: A Mini Review of the Soft Skills Literature |
| title_full | Expanded Yet Restricted: A Mini Review of the Soft Skills Literature |
| title_fullStr | Expanded Yet Restricted: A Mini Review of the Soft Skills Literature |
| title_full_unstemmed | Expanded Yet Restricted: A Mini Review of the Soft Skills Literature |
| title_short | Expanded Yet Restricted: A Mini Review of the Soft Skills Literature |
| title_sort | expanded yet restricted a mini review of the soft skills literature |
| topic | soft skills skill soft skills conceptualization soft skills development curriculum design |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.02207/full |
| work_keys_str_mv | AT annaktouloumakos expandedyetrestrictedaminireviewofthesoftskillsliterature AT annaktouloumakos expandedyetrestrictedaminireviewofthesoftskillsliterature |