Theses and Dissertations

Issuing Body

Mississippi State University


King, Stephanie B.

Committee Member

Fincher, Mark Edward

Committee Member

Baham, Jeremy S.

Committee Member

Coats, Linda T.

Date of Degree


Document Type

Dissertation - Open Access


Community College Leadership

Degree Name

Doctor of Philosophy


College of Education


Department of Educational Leadership


This dissertation study investigated if students, both native and transfer to the institution, showed growth in the Team URec transferrable skills model through competency trainings preparing students for career readiness. The study utilized a convenience sampling method, while assessment measures were quantitative. A statistical analysis was performed through a paired samples t-test to measure differences in students’ pre-evaluation and post-evaluation results within the Team URec model. Additionally, a MANOVA analysis examined the differences between native and transfer students’ pre-evaluation and post-evaluation scores. Lastly, a MANOVA examined the difference in student post-evaluation scores and supervisor post-evaluation scores. The participants were 78 students within a university recreation center in the southeastern United States. The independent variables included student status of native or transfer as well as rater status of supervisor or student. The dependent variables were students’ and supervisors’ ratings on the Team URec evaluation rubric, which consisted of eight competencies (i.e., teamwork, self-efficacy, adaptability, mentoring, unity, respect, excellence, and communication). The research indicated significant differences between students’ pre-evaluation and post-evaluation scores, indicating growth based on the Team URec competencies. There was no significant difference in growth when comparing native and transfer students on the Team URec competency ratings and no significant difference between students’ and supervisors’ scores on the post-evaluation. While results were not significant when comparing native to transfer student’s pre-evaluation and post-evaluation scores or student post-evaluation to supervisor post-evaluation scores, data reveal that students reported significant perceived growth in all eight competencies in their growth between pre-evaluations and post-evaluations. These results indicate a positive relation to being confident and well-prepared for their respective career paths.



student worker||career||student development||student affairs||job preparation||skills||community college