Executive Function Coaching in Higher Education

Abstract

Employers report that new hires do not work out for reasons such as lack of coachability, rather than content knowledge. Although all students would benefit tremendously from executive function (EF) coaching, only some colleges provide it to some students. This qualitative research project is a collection of three case studies of colleges with self-proclaimed strong EF coaching practices. In seeking insights into the comprehensiveness of existing EF coaching programs in college, the author found four major trends: coaching must be comprehensive and cover many EF skills, coaching must be individually tailored and based in real life, coaching must build in complexity over time and allow participants to apply skills across generalized contexts, and many tangible tools must be shared. By sharing this cross-case analysis, more colleges can enact EF coaching practices that go beyond merely coaching a segment of the student population to a more inclusive approach for all students, thereby creating more equity and more opportunities for professional growth beyond the college years.