Date

9-17-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

James Sigler

Keywords

life skills, soft skills, hard skills, development, Mead’s theory, competency, undergraduates

Disciplines

Education

Abstract

The purpose of this transcendental phenomenological study was to explore the lived experiences related to life skills development among undergraduate students enrolled in bachelor’s degree programs at AUX University in Tanzania, East Africa. The central research question for the study asked: What lived experiences do undergraduate college students enrolled in bachelor’s degree programs at AUX University in Tanzania go through as they develop life skills? A purposive sampling methodology was used to select participants who met the study's criteria. Data were collected using individual interviews, journal prompts, and focus groups. Multiple techniques were used to reduce errors and enable triangulation. Verbatim transcription of the data was conducted using Otter Artificial Intelligence software. Transcribed data were manually checked for corrections and accuracy and validated using the Member Check Form. The analysis of all collected data utilized Moustakas’ modified version of Adrian van Kaam’s data analytical method. Manual methodologies were used in conjunction with NVivo to conduct analysis and derive themes. Study results revealed three main themes: collaborating with peers, achieving success, and a supportive environment. The study showed that although students developed life skills necessary for academic success, they failed to acquire the essential skills required for post-graduation success. The study provided critical empirical and theoretical insights with broad implications for policy and practice.

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