From asking “would I be ready?” to “would I belong?”: Preparedness perceptions of forest and natural resources university students in the United States to enter the workforce

Abstract

Despite its economic contribution, the forest and related natural resource (FNR) sector in the U.S. faces significant challenges, which higher education has been instrumental in overcoming. This study aims to investigate the patterns of entry of university students into the FNR workforce, with a focus on their perceptions of preparedness to enter the workforce. We followed the perceived fit theory as a framework to model students' preparedness.

Based on survey results, we found students chose “analysis, synthesis, and critical skills” as their highest level of competency development. However, within the same measurement, the recruiters placed significantly high importance on “responsibility and perseverance” competency. We discuss the differences in perceptions between Gen X recruiters and Gen Z students from generational perspectives in the workplace. Furthermore, we highlight the broader competency units that these students and recruiters have selected. Theoretically, “analysis, synthesis, and critical skills” and “responsibility and perseverance” are grouped into “lifelong learning.” However, despite lifelong learning being considered essential for cultivating a versatile, adaptive, and employable workforce, further analysis reveals a significant negative correlation between students' lifelong learning competencies and their perceived preparedness for entering the workforce. The significant negative correlation is also found on student respondents who identified themselves as Black, or woman, or other gender identity, suggesting the less sense of belonging. Leaders of the FNR program could facilitate chances for students to articulate their experiences of belonging, through mentorship or networking based on shared social identities or life stages.