Health management students’ perceived soft skills acquisition and university commitment

Abstract

University commitment reflects students’ emotional and psychological attachment to their institutions. It is fostered by providing essential resources that empower students to shape their futures. Amidst the increasing demand for universities to bolster students’ soft skills for greater adaptability in the contemporary workforce, this study focuses on examining the connections between skill acquisition and healthcare management students’ commitment levels to their university.

Data were gathered by two questionnaires measuring three sets of soft skills acquisition (1) Personal skills (PS) involve a commitment to organizational values, ethical navigation in professional settings, self-awareness, resilience, creativity, self-improvement, and work/life balance; (2) Social skills (SS) encompass clear communication, conflict resolution, networking, multicultural navigation, leadership, and fostering collaborative relationships; and (3) Methodological skills (MS) include adaptability, insightful synthesis of information, continuous improvement, customer satisfaction, proactive decision-making, goal setting, resource management, and results-oriented organizational leadership. The results indicated that students have acquired more methodological soft skills compared to personal or social ones. Structural equation modeling (SEM) results showed that among the categories of soft skills, personal, social, methodological, merely the latter was significantly related to university commitment. Methodological skills, including adaptability, analysis, and decision-making, were directly related to university commitment, aligning with educational and professional goals, offering a stronger connection to academic success than personal or social skills.

This study emphasizes the need for higher education institutions to improve their curriculum to better develop soft skills. Prioritizing personal and social abilities alongside technical skills is crucial to preparing students for future career challenges, particularly in healthcare.

Introduction

This study examines the relationship between healthcare management students’ perceptions of their soft skills acquisition and university commitment, based on the ModEs European project’s classification of soft skills [1,2,3], which categorized these competencies into personal, social, and methodological dimensions, essential for success across various professions and organizations [4,5,6].

Soft skills are transferable, non-technical competencies essential for professional and social effectiveness, including communication, teamwork, adaptability, critical thinking, leadership, and emotional intelligence. Unlike technical skills, they apply across various fields, enhancing career growth, collaboration, and employability. Their importance has increased with technological advances, globalization, and evolving workforce demands, requiring flexibility, problem-solving, and strong interpersonal abilities. [9–10].

University commitment signifies the emotional and psychological connection students forge with their educational institutions. It develops as students engage with academic resources, institutional support systems, and social networks that contribute to both their personal and professional growth. A strong sense of commitment encourages students to actively participate in learning opportunities that extend beyond the classroom, fostering the acquisition of essential competencies required in professional settings. University commitment is reinforced when students perceive their education as equipping them with the necessary skills for career success, growing from the provision of crucial resources that enable them to forge their futures and achieve favorable outcomes [7–8].

Given the increasing emphasis on university accountability in ensuring that students develop skills relevant to the evolving job market, it is important to explore the relationship between university commitment and professional skill acquisition. Soft skills are particularly crucial in healthcare, where effective communication, decision-making, and teamwork are closely associated with patient care and organizational efficiency. As the global workforce evolves, employers increasingly prioritize soft skills alongside technical expertise, recognizing that professionals must navigate complex, interdisciplinary work environments, engage in problem-solving, and adapt to constant change [11–12].

In response, universities strive to enhance their graduates’ employability by integrating soft skills into academic programs. This shift highlights the need for universities to align their programs with career outcomes, making graduate skills vital to institutional reputation [13]. Students need to go beyond the mere acquisition of a higher education qualification and instead demonstrate a wide range of life competencies that are adaptable to different contextual scenarios [3]. A large number of universities have developed and implemented strategies to integrate employability skills into the academic environment, as well as strategies to foster a sense of commitment among students to improve their performance. This, in turn, can be significantly connected to the institution’s reputation as a high-performing unit capable of producing well-prepared graduates [7, 14].

This study is of importance because it evaluates how much students believe they have developed soft skills throughout their education and examines how this perception influences their commitment to the university they attend. Understanding this relationship is crucial for shaping educational policies that meet evolving student and institutional needs. Additionally, by understanding the connection between soft skill acquisition and perceived university commitment, the study can guide institutions in enhancing their curricular and extracurricular offerings to foster stronger bonds between students and their universities, ultimately benefiting the overall educational experience and institutional loyalty.

Literature review

Significance of soft skills

The term ‘soft skills’ is primarily associated with the emotional dimensions of human behavior, in contrast to IQ, which refers to ‘hard skills.’ Soft skills involve a harmonious blend of emotional and cognitive abilities and include the ability to recognize, understand, apply, and regulate emotions effectively [15–16]. This perspective highlights the integral role of soft skills in both personal growth and professional development. Contemporary research has increasingly recognized the importance of soft skills in a variety of different arenas. Scholars have highlighted their contribution not only to physical and psychological well-being, but also to the enhancement of interpersonal relationships [17–18]. They have also been identified as key factors in achieving effectiveness and success in academic activities. Their relevance extends across a wide range of organizational contexts, professional roles, and different levels and areas of employment, demonstrating their universal applicability and importance [19–20]. This growing body of research highlights the multifaceted role of soft skills in both personal and professional domains.

Soft skills are broadly defined and categorized into life, work, learning, and innovation skills, such as critical thinking, communication, collaboration, and creativity. These skills are essential across various professional contexts, but there is less consensus on their precise nature, enhancement methods, and measurement strategies [21]. Another perspective suggests organizing soft skills into ways of thinking, ways of working, and ways of living in the world [22]. This study adopts the soft skills framework defined by the ModEs European Project, categorizing skills into personal, social, and methodological abilities. These competencies, which include communication, teamwork, problem-solving, and creativity, are essential across various professional sectors [1, 23,24,25]. As presented in Table 1, the 20 soft skills utilized in the study are divided into three core skills:

Table 1 List of the 20 soft skills utilized in the study [1–2]

• 1) personal skills (PS) - Demonstrate ongoing commitment and a deep understanding of the organization’s values, ethically navigate professional principles with self-awareness of personal strengths and weaknesses, demonstrate resilience under stress, foster innovation through creative contributions, continually expand knowledge for self-improvement, and effectively balance work/life dynamics.

• 2) social skills (SS)– The ability to communicate ideas and information with clarity and confidence, both orally and in writing; mediate conflict skillfully to achieve mutual satisfaction; maintain a wide network of contacts; navigate multicultural environments with confidence; inspire and lead teams to work effectively together; and foster participative and collaborative relationships [26].

• 3) methodological skills (MS)– The ability to respond with flexibility to new challenges, synthesize information from multiple sources to provide insightful prediction, strive for excellence and continuous improvement in job performance, respond to and satisfy customer needs efficiently, make proactive and timely decisions to achieve objectives, set goals and manage tasks and resources with skill, and lead organizational efforts to achieve desired results with a strong focus on results. Involve the ability to follow or devise clear, logical procedures and strategies to accomplish tasks or solve problems. This includes planning, organizing, analyzing, and evaluating information or processes in a way that is systematic and based on a set of principles or methods.

Table 1 details the 20 soft skills utilized in the study [1,2,3].

Enhancing healthcare excellence: the integral role of soft skills

Soft skills are crucial across various professions [27], especially in clinical and medical fields, including medical management, where they are fundamental. Soft skills are linked to key aspects of medical practice: leadership, stress management, teamwork, and interpersonal interactions [28]; doctor-patient relationships, patient care, and satisfaction [29]; and improved medical diagnoses, reduced patient anxiety, and increased treatment adherence [30]. In healthcare, skills like communication, teamwork, time management, and leadership are vital for the functioning of medical teams [31]. Specifically, communication skills are essential for professionals interacting daily with patients, families, colleagues, and staff [5].

Improved doctor-patient communication builds trust and strengthens the therapeutic relationship, leading to better patient adherence. Effective communication also reduces medical errors, which in turn minimizes conflict and litigation, contributing to better healthcare outcomes. Thus, the quality of healthcare communication is crucial for ensuring patient satisfaction and the overall effectiveness of medical care [32]. Effective communication significantly influences patient satisfaction, which directly affects recovery [33]. Critical thinking and problem-solving are essential for healthcare professionals, as they often face situations that require creativity and reasoning [34].

Empathy, flexibility, active listening, effective communication, and negotiation are essential soft skills for healthcare professionals. These skills help professionals manage their emotions, treat others with respect, and engage in collaborative problem-solving. They are vital for building strong therapeutic relationships with patients and delivering efficient care. Emotional intelligence, which includes understanding and expressing emotions, is especially critical in healthcare. It fosters better communication, creates a supportive environment, and enhances patient care, ultimately improving healthcare outcomes [32, 35].

Another example can be seen in the importance of soft skills in nursing to foster a collaborative, respectful and efficient workforce. Effective communication and teamwork, which are integral components of these skills, are essential for quality patient care. Nurses who lack soft skills can hinder effective communication, which can lead to potential risks to patient health by disrupting the continuity of care [36–37].

This body of evidence highlights the critical role of SS in optimizing healthcare delivery and outcomes. The start of the COVID-19 pandemic and the social distancing protocols mandated by the World Health Organization (WHO) has brought about significant changes in the social landscape, with notable implications for SS in general and soft skills in particular. These changes radically shifted the nature of social interactions and elicited different behavioral responses. The enforced reduction in interpersonal contact has particularly undermined communication skills. The reduction in contact has disrupted clinical practice for healthcare professionals and medical students, creating significant training gaps that have affected the development of essential medical skills [38]. The pandemic has accelerated digital transformation, emphasizing the need for skill development and innovative learning methods to address evolving challenges [32, 39–40].

Critical role of developing soft skills in higher education students

The demand for highly skilled professionals has grown due to technological advancements, globalization, and institutional changes. While higher education is key in developing essential professional skills [41], concerns remain about the gap between graduates’ skills and the needs of a globalized workforce [42–43]. Despite global recognition of the importance of soft skills, their integration into educational policies is still minimal. This is largely attributed to the prevalent back-to-basics educational approach in many higher education systems, which impedes the integration of competency-based learning methods [44].

Until recently, admission to and academic success in healthcare education was largely based on superior cognitive skills. Traditional teaching, learning, and assessment in the field emphasize knowledge and cognitive skills. Recently, it’s been acknowledged that cognitive and professional abilities alone are inadequate for success in medical schools and the medical profession. As a result, many hospitals and medical education institutions have started including soft skill development in their ongoing training for medical teams. However, these efforts are still somewhat restricted, primarily due to time constraints and work overload, as well as a persisting emphasis on cognitive skills [45]. Consequently, there’s a growing emphasis in higher education on developing soft skills such as cooperation, communication, problem-solving, empathy, adaptability, teamwork, etc. [46–47]. Soft skills, often developed alongside formal education but not directly assessed, are increasingly seen as crucial for both academic and career success. Recognizing their importance in diverse working environments [43], there’s a growing recognition of the role of soft skills in aiding students to not only achieve occupational goals post-graduation but also attain academic success [41]. Hence, it’s essential for today’s higher education graduates to be proficient not only in professional skills but also in a variety of soft skills. This includes expertise in communication [48–49], SS [26] leadership as well as problem-solving and critical thinking [50].

To enhance employability and meet educational goals, educators must focus on developing both academic and soft skills in students. This requires revising curricula to integrate soft skills into learning outcomes for all students. Given their importance, soft skills have become central to student training programs, emphasizing attributes like sociability, leadership, creativity, and empathy. Methodologies like competency-based learning have emerged as essential for fostering these skills, prioritizing the development of practical competencies crucial for real-world success [46]. Competency-based learning, rooted in student-centered teaching methods, aims to improve students’ skills and autonomy [51]. This approach involves engaging learners in inquiry-based activities and placing them in authentic, relevant tasks [52–53]. It also includes offering diverse content representations, fostering dialogue [54], and tailoring to individual needs and interests [54]. In competency-based learning environments, students are motivated to self-regulate their learning [55] and to reflect on their learning processes [20]. Teaching methods in these environments should be adapted to cater for different abilities [56]. A study by Naamati-Schneider & Alt [46] examining the effects of this approach, along with formative assessment feedback, found that it positively contributes to the development of personal, social, and methodological soft skills. The study highlights the need for integrating soft skills into higher education policies, especially considering the limited application of competency-based learning and the dominance of back-to-basics methods in many higher education systems [44].

Even though the importance of soft skills for adapting to changes is widely acknowledged, higher education systems have not yet fully implemented instructional frameworks that support competency-based learning environments. This lack of comprehensive support hinders the development of students’ soft skills [57]. Given that soft skills are cultivated not only through formal instruction but also through active engagement with the academic environment, students’ commitment to their university plays a crucial role in their professional development. A strong commitment encourages participation in collaborative learning, extracurricular activities, and leadership roles, fostering essential soft skills for career success [7].

Students’ university commitment

University commitment refers to students’ psychological connection and loyalty to their institution, including emotional involvement, alignment with its goals, and their willingness to contribute to its success [58]. Rothwell et al. [59] conceptualize it as a student’s cognitive stance towards the institution, encompassing pride, affection, and alignment with its values.

Research on commitment originally focused on employees’ organizational loyalty but has since been adapted to assess university students’ emotional attachment, perceived costs, and sense of obligation towards their institutions, demonstrating its relevance in the educational sector [7, 60–61]. Commitment typically involves loyalty to a positive activity, fostering a sense of belonging, pride, and identification within an organization. Lack of commitment can lead to negative attitudes, poor performance, reduced productivity and increased student non-attendance. High levels of commitment, especially among students to their universities, enhance satisfaction with the educational environment, promote success and help to achieve personal aspirations [7]. Commitment involves belief in the organization’s goals, effort on its behalf, and a desire to remain part of it. Additionally, it is emphasized that commitment encompasses an emotional or intellectual bond to the institution, which is crucial for promoting positive endorsements from students [7]. Cownie [58] argued that universities have a significant influence on students’ tendency to express their experiences and the institution itself in a positive way. Achieving this depends on providing students with the necessary resources to shape their future while ensuring a promising outcome. Commitment, according to Cownie, represents an enduring and unwavering bond, driven by necessity, aspiration, and a commitment to nurture that bond.

There is great importance in cultivating a sense of university commitment among students. According to multiple studies [7–8], there is a strong link between university commitment and student performance. Primarily, commitment to the university is positively associated with extra-role performance, which encompasses activities beyond formal academic requirements. As a result, the studies highlight the importance for academic institutions to actively focus on strengthening students’ affective engagement. This enhanced engagement is critical to fostering a well-rounded educational experience that goes beyond traditional academic achievement. The emphasis on affective commitment is consistent with the goal of fostering a deeper, more emotionally engaged student body, which is beneficial to the overall educational environment and student satisfaction [7].

In recent years, with the emergence of new cohorts of graduates and the need to cultivate 21st century skills, including soft skills for greater adaptability in professional settings, coupled with increasing competition between higher education institutions and rising expenses linked to higher education are compelling universities to ensure their graduates meet their career objectives [11], leading to the use of employability as a crucial indicator of higher education worth [12]. Consequently, the significance of graduate skills has become increasingly central to an institution’s reputation [62]. Students need to go beyond the mere acquisition of a higher education qualification and instead demonstrate a wide range of life competencies that are adaptable to different contextual scenarios [3]. A large number of universities have developed and implemented strategies to integrate employability skills into the academic environment, as well as strategies to foster a sense of commitment among students to improve their performance. This, in turn, can have a significant influence on the institution’s reputation as a high-performing unit capable of producing well-prepared graduates [7, 14].

This study

In the context of healthcare management education, the acquisition of soft skills is increasingly recognized as essential for developing a committed and competent healthcare workforce. The dynamic and complex nature of the healthcare industry demands professionals who not only possess technical knowledge but also the soft skills necessary for effective leadership, patient care, and adaptability to change. As healthcare management programs strive to equip students with skills that meet the sector’s challenges [11–12], fostering a strong commitment to their educational institution becomes crucial. This commitment can enhance students’ engagement and performance, ultimately benefiting healthcare organizations through the preparation of graduates who are well-equipped to navigate the complexities of the healthcare environment and contribute positively to patient outcomes and organizational success [3, 7]. The overarching aims of this study were to investigate the differences in acquisition among three sets of soft skills (personal, social, and methodological) and their contribution to university commitment among healthcare management students. The main questions and hypotheses were formulated as follows:

Q1. Which of the three core soft skills sets (personal, social, and methodological) is more prevalent in terms of acquisition among healthcare management students? Given that the literature review assigns equal importance to these skills, this question is exploratory and does not posit a direct hypothesis.

Q2. What is the connection between soft skills acquisition and university commitment? It was hypothesized (H1) that a positive relationship would be identified between the variables. An effort will be made to assess the connections of the three sets of soft skills (personal, social, and methodological) with the dependent variable, university commitment. Background variables will be included in the analysis to control for any confounding effects.

Method

Participants

The data for this study were collected from a sample of 336 third-year undergraduate students majoring in health management in Israel. Among them, 32.7% were first-year students, 31.2% were second-year students, and 36.1% were third-year students. On average, these students were 26.79 years old (with a standard deviation of 7.40), and the majority, 73.2%, were female. In terms of ethnicity, 64.4% were Jewish, while 35.6% were Arab Muslims. The students’ grade point averages (GPA) were recorded on a five-point scale as follows: 1 = 50–60; 2 = 61–70; 3 = 71–80; 4 = 81–90; and 5 = 91–100. The most common GPA category reported by the participants was 4, which was indicated by 50.3% of the respondents, followed by category 5, chosen by 23% of the participants. Before obtaining consent from the participants, the researchers emphasized that the questionnaires were completely anonymous and voluntary. Additionally, the participants were assured that no information that could identify their specific courses would be used in the analysis. Furthermore, the research received approval from the Ethics Committee of the college.

Measurements

Soft Skills. This 20-item scale, originally developed by Haselberger et al. [1] and further validated by Succi [2] and Succi and Canovi [3], was created to evaluate students’ perceptions concerning the significance of soft skills. It does so by assessing these skills across three distinct dimensions:

• 1. PS, for instance, “Demonstrating Commitment to Work– making a commitment to the organization and understanding its unique characteristics.”

• 2. SS, such as “Effective Communication Skills– conveying ideas, information, and opinions clearly and convincingly, both verbally and in writing, while also being attentive to others.”

• 3. MS, which involve “Analytical Skills– drawing conclusions and making future predictions by gathering relevant information from various sources.”

In this research, participants were requested to indicate the extent to which their educational institution contributed to the development of their soft skills using a 6-point Likert-style scale, ranging from 1 = strongly disagree to 6 = strongly agree.

SEM was employed to evaluate the scale’s construct validity through confirmatory factor analysis. The data used in SEM were subjected to analysis using the maximum likelihood method. To assess the model fit, three fit indices were computed:

• 1. χ2(df) (with a p-value ideally exceeding 0.05).

• 2. The goodness-of-fit index (CFI), which should exceed 0.9 for an acceptable fit [81–82].

• 3. The root mean square error of approximation (RMSEA), where an RMSEA less than 0.05 indicates a “good” fit, and an RMSEA less than 0.08 indicates an “acceptable” fit (Bentler, 2006).

For the SEM analysis, Amos 28 software was utilized. The results indicated a satisfactory fit between the data and the model, with the following fit indices: χ2 = 450.73, df = 161, p =.000; CFI = 0.94; RMSEA = 0.07.

The scale consisted of three factors (α refers to Cronbach’s alpha):

• The PS factor, comprising seven items (α = 0.89).

• The SS factor, consisting of six items (α = 0.89).

• The MS factor, which included seven items (α = 0.92).

The instrument’s validity and reliability were confirmed based on these findings.

University Commitment. This scale [59] comprised of eight items aimed at assessing students sense of commitment to their college/university for example, ‘I talk up this university to my friends as a great university to be at’; ‘I find that my values and this university’s values are very similar’; ‘I am proud to tell others that I am at this university’ or ‘I really care about this university and its future’. A 6-point Likert-style scale was used, ranging from 1 = strongly disagree to 6 = strongly agree (α = 0.95).

Table 2 presents the descriptive statistics for the key research variables.

Table 2 Descriptive statistics for the key research variables

Procedure

Participants were recruited by research assistants from departments of health management. The purpose of the study was explained as examining students’ soft skills acquisition. Participants’ consent to fill out the questionnaire was attained. The anonymity of participants was reassured. The participants were assured that no specific identifying information about their academic affiliation would be processed. The research was approved by the college’s Ethics Committee (Approval Number: 299).

Data analysis

SEM was employed using the maximum likelihood method. Three fit indices were calculated to assess the model’s adequacy: χ2(df) with a p-value greater than 0.05, CFI should exceed 0.9, and the root mean square error of approximation (RMSEA) should be less than 0.08 [63]. The SEM analysis was conducted using Amos 28 software.

Findings

First research question

To assess which of the three core soft skills sets (personal, social, and methodological) is more prevalently acquired, a paired samples t-test was conducted. Results showed statistically significant differences between the methodology and the personal sets of skills (t_[332] = 2.52; p <.05; d = 0.65), and between the methodology and the social sets of skills (t_[332] = 4.23; p <.001; d = 0.59). As shown in Table 2, in both instances, students reported acquiring more MS than PS or SS.

Second research question

Model 1 (depicted in Fig. 1) was developed to assess the research hypotheses. Background variables were incorporated into the model to allow for the control of their influence on the primary factors. Specifically, the model includes the ethnicity factor (Arab students) and the students’ year of study because they demonstrated a significant path association with the research variables, whereas the others were found non-significantly linked to other factors (therefore were excluded from the model). For visual clarity, only significantly paths between background variables and other factors are displayed in the figure.

Fig. 1

Model 1. SEM analysis results of research model (1). Note: (1) personal skills (PS); social skills (SS); methodological skills (MS); university commitment (UC); ethnicity (Arab students)

According to H1, a positive connection was expected between the reported acquired soft skills and students’ perceived university commitment variables. In addition to the background variables, the model includes the following main latent constructs: soft skills with three sub-factors: PS; SS; MS, and university commitment accompanied by its eight indicators. Sufficient fit results were obtained (χ² = 1017.39, df = 398, p =.000; CFI = 0.915; RMSEA = 0.068). Based on the standardized results, a significant positive connection was found between soft skills and university commitment (β = 0.58, p < 001, R² = 0.33). In relation to the background variable of year of study, a significant negative connection was found with university commitment (β = − 0.16, p < 001, R² = 0.03). Ethnicity was positively linked to soft skills (β = 0.34, p < 001, R² = 0.11), Arab students exhibited higher average scores in soft skills in comparison to their Jewish peers. To enhance our understanding of the connection between each sub-factor of soft skills and the dependent variable, in alignment with H2, Model 2 (illustrated in Fig. 2) was formulated. This model mirrors Model 1, with the key distinction being the inclusion of paths linking each soft skill sub-factor to the dependent variable. Adequate fit outcomes were achieved (χ² = 1008.13, df = 394, p =.000; CFI = 0.916; RMSEA = 0.068). Based on the standardized results, only the MS sub-factor was found significantly associated with the university commitment dependent variable (β = 0.80, p < 05, R² = 0.36). Table 3 displays the direct effect results obtained from the analysis of Model 2. H1 was partially corroborated as merely a single soft skills sub-factor was significantly linked to the dependent variable of university commitment.

Fig. 2

Model 2. SEM analysis results of research model (2). Note: (1) personal skills (PS); social skills (SS); methodological skills (MS); university commitment (UC); ethnicity (Arab students)

Table 3 Significance analysis of the direct effects for model 2

In relation to the ethnicity background variable, in can be learned from Table 3 that this factor was found significantly correlated with each of the soft skills sub-factor, where the highest result was obtained between this variable and methodological skills. Based on these results, Arab students reported higher mean scores in all soft skills sub-factors compared to their Jewish counterparts. The year of study variable was positively correlated with university commitment (β = − 0.16, p < 001, R² = 0.03). However, due to the low coefficient result, a univariate analysis of variance was conducted (F_{[2, 317]} = 3.78, p <.05, ηp² = 0.02). Nevertheless, the Scheffe post hoc test indicated non-significant differences between the year of study groups.

Discussion

This study aimed to explore how students’ acquisition of soft skills during their education is related to their perceived commitment to their university. More specifically, it sought to evaluate, the differentiated relationships between various soft skills acquisition, divided into personal, social and methodological categories, and the dependent variable.

The results indicated that students have acquired more methodological soft skills compared to personal or social ones, suggesting that PS and SS are perceived as more challenging to develop through academic programs. PS, such as values and ethical self-awareness, along with SS like effective communication, embracing diverse perspectives, and leading collaborative teams, are crucial yet might be difficult to embed within traditional academic frameworks. This gap highlights a shortfall in higher education’s ability to implement comprehensive competency-based learning approaches, limiting the broader development of students’ soft skills [57].

The challenges have been further compounded by the COVID-19 pandemic, especially in the field of medical education. The pandemic significantly disrupted social interactions, affecting medical students’ SS and communication abilities, which are vital for clinical practice [38]. The lack of interpersonal engagement created gaps in clinical training, highlighting the need for innovative learning methods to overcome these barriers [32].

The findings indicate a positive relationship between soft skills acquisition and university commitment, aligning with previous research [7] showing that emotional intelligence positively influences university commitment and students’ ambition. This highlights the role of universities in shaping students’ attitudes toward positive behaviors that support future success. Emphasizing affective commitment fosters a more emotionally engaged student body, enhancing the educational environment and student satisfaction.

The results also revealed that Arab students reported significantly higher soft skills scores compared to their Jewish counterparts. The higher soft skills scores among Arab students may stem from cultural, educational, and employment-related factors. Facing greater job market barriers, Arab students may develop stronger adaptability, networking, and problem-solving skills to enhance their career prospects. While these factors likely contribute to the observed differences, further research is needed to fully understand their impact [83].

Previous research [3, 7, 11–12, 14, 62] suggests that the positive link between soft skills acquisition and university commitment is influenced by the evolving higher education and labor market landscape. Universities, facing increased competition and expectations, are integrating employability skills, including soft skills, into curricula. This shift not only prepares students for career success but also strengthens their commitment to the institution, recognizing the value of these skills in personal and professional development. This dynamic enhances the university’s reputation, benefiting both graduates and the institution.

Among the categories of soft skills, personal, social, methodological, merely the latter was significantly related to university commitment. This can be explained through this skills’ contribution to the academic and personal development of students, and how these skills align with the objectives of higher education institutions. For example, adaptability to change is crucial in today’s rapidly evolving academic and professional environments. Universities that encourage adaptability help students prepare for unpredictable challenges and transitions in their careers [64]. This skill fosters a sense of resilience and flexibility among students, enabling them to navigate through changes effectively [65]. It can be inferred that when students recognize that their education equips them with the ability to adapt successfully to new situations, their commitment to the university increases. They value the institution not just as a place of learning but as a platform that prepares them for the dynamic nature of the world, enhancing their loyalty and engagement with the university.

Moreover, analysis skills enable students to critically evaluate information from diverse sources, draw meaningful conclusions, and make informed predictions about the future [66]. This competency is essential for academic success and lifelong learning [67]. When universities emphasize the development of strong analytical abilities, students are better prepared to tackle complex problems and make decisions based on a thorough understanding of issues [20]. This preparation may influence their perception of the university’s role in their intellectual development, leading to increased commitment. Hence, students might appreciate the university’s efforts to cultivate a critical mindset, essential for both academic achievements and career readiness.

Focusing on continuous improvement instills in students the drive for excellence and quality in their academic and professional endeavors. Universities that integrate continuous improvement into their curriculum encourage students to constantly seek better ways to achieve tasks and goals [68] This pursuit of excellence fosters a culture of high standards and personal development among students. As they strive for improvement, students become more engaged and committed to their education, recognizing the university’s role in promoting a mindset of excellence and lifelong learning [69]. It seems that the alignment of personal growth with academic achievement reinforces their attachment and commitment to the institution.

Customer/user orientation in a university setting translates to understanding and meeting the needs of diverse stakeholders, including students, faculty, and the community [70]. This skill ensures that students are aware of the importance of responsiveness and satisfaction in professional settings, which can enhance their commitment to their university, based on the results of the current study, as they may see its efforts to prepare them for real-world interactions. Decision-making skills empower students to take decisive actions towards achieving their academic and personal goals. Universities that nurture these skills help students feel more in control of their educational journey, increasing their commitment as they recognize the institution’s role in preparing them for the complexities of the professional world [71]. Management skills involve planning, organizing, and directing resources effectively. In the academic realm, these skills enable students to manage their studies, time, and projects efficiently, leading to better academic outcomes and a greater sense of fulfillment [43]. This efficiency and achievement can strengthen the bond between students and their university, as indicated by the study’s findings. A strong results orientation, which focuses on achieving objectives efficiently, helps students set and meet high academic standards, contributing to their sense of accomplishment and overall satisfaction with their educational experience [2]. This alignment between personal achievements and the university’s educational standards may strengthen student commitment.

The significant influence of MS on university commitment, in contrast to PS and SS, can be understood through the lens of academic engagement and the perceived value of education. MS such as adaptability, analysis, continuous improvement, customer orientation, decision-making, management, and results orientation are closely aligned with the core academic and professional objectives of higher education institutions [72]. The emphasis on these skills may reflect the university’s role in providing a curriculum that is not only academically rigorous but also closely aligned with the demands of the modern workforce. This alignment ensures that students see a direct correlation between their academic efforts and their preparedness for future careers, thereby increasing their commitment to the university.

While MS play a more prominent role, PS and SS remain integral to the holistic development of students. PS, such as resilience and self-awareness, play a foundational role in a student’s ability to navigate the challenges of academic life and beyond. Resilience, for instance, allows students to persevere through setbacks and failures, which are inevitable in both academic and professional settings. Self-awareness helps students understand their strengths and weaknesses, enabling them to engage in continuous self-improvement and make more informed decisions about their personal and academic paths. These personal qualities support a student’s emotional and psychological connection to the university, creating a sense of belonging and fostering long-term commitment to their educational journey [10]. SS, including effective communication, teamwork, and conflict resolution, are equally critical in the development of students’ professional identities. Communication skills are essential not only for academic success but also for building relationships with peers, faculty, and future employers [46]. The focus on MS does not diminish the importance of PS and SS; rather, it reflects the university’s priority in equipping students with immediately applicable and marketable competencies. Integrating these skills into the curriculum creates a well-rounded educational experience that not only prepares students for professional success but also deepens their engagement and commitment to their academic journey and the institution facilitating it.

By balancing the emphasis on all three types of skills, universities can foster a more comprehensive development process that encourages long-term academic commitment and career readiness. This balanced approach enhances students’ perception of the value of their education, benefiting both their personal growth and the institution’s reputation.

Limitations and directions for future research

Future research should explore the connection between SS and PS and other dependent variables beyond university commitment, such as student well-being [73], academic resilience [74]] and career satisfaction [75]. While the current study highlights the significance of MS in fostering university commitment, the role of social and PS in broader educational outcomes remains underexplored. These skills, including communication, teamwork, ethical judgment, and stress tolerance, are pivotal for holistic student development. By assessing their relationships to varied dimensions of the educational experience, researchers can provide a more comprehensive understanding of how these competencies contribute to overall readiness for the challenges of the professional world.

A significant limitation arises from employing SEM alongside cross-sectional data, which constrains our capacity to assert causality definitively. It is conceivable that the dynamics between the variables might operate in the opposite direction than initially proposed. In other words, it could be the case that students who already possess a strong commitment to their institution are those more predisposed to the acquisition of soft skills. This interpretation suggests a possible reciprocal relationship, where a deep-seated institutional commitment might act as a catalyst for enhancing one’s soft skills, highlighting the complexity of determining cause and effect within this context.

Furthermore, the study did not find a significant relationship between PS and SS and university commitment, which may be attributed to limitations in measurement and model design. Unlike MS, which are more explicitly developed through structured academic activities, PS and SS may be less systematically integrated into formal curricula, making their effects harder to capture quantitatively. Additionally, the chosen model may not fully account for indirect influences of PS and SS, such as their role in shaping student motivation and engagement. Future research should consider alternative modeling approaches or mixed-method studies to explore these competencies more comprehensively.

Conclusions and implications

The main conclusion of this research is that MS—such as adaptability to change, analysis, continuous improvement, customer/user orientation, decision-making, management, and results orientation—are significantly associated with university commitment. These skills, which directly contribute to both academic and professional success, enhance students’ engagement with their institution. Their strong link to university commitment highlights the importance of preparing students not only with technical knowledge but also with practical competencies that align with workforce expectations and career readiness [76]. Universities that emphasize these skills can strengthen students’ sense of belonging, fostering long-term institutional commitment and professional preparedness. This study underscores the need for higher education institutions to refine their curricula to promote a more comprehensive development of soft skills. While MS were found to have the strongest association on university commitment, integrating personal and social competencies is also essential for holistic student development. The findings suggest that competency-based education, with a balanced emphasis on all soft skill dimensions, is necessary to bridge the existing gaps in traditional higher education approaches [39]. In healthcare management education, where rapid advancements in technology and policy demand strong adaptability and decision-making abilities, integrating MS into the curriculum is especially critical. Educational programs should equip students to navigate industry complexities, ensuring they develop analytical and leadership skills that enhance organizational performance and patient care. By fostering a culture of continuous improvement, universities can prepare graduates to address quality assurance challenges, improve patient outcomes, and drive innovation within healthcare organizations [77–78].

Furthermore, the emphasis on analysis and continuous improvement skills in healthcare management education can lead to more data-driven decision-making and a culture of excellence within healthcare organizations. By equipping students with the ability to critically assess information and continuously seek ways to enhance healthcare delivery, programs can foster a workforce capable of addressing the challenges of quality improvement and patient safety. These competencies support identifying inefficiencies, implementing evidence-based practices, and driving sustainable healthcare innovations. Graduates with strong analytical and improvement-oriented skills are highly valued for their contributions to operational efficiency and clinical excellence [79].

Lastly, the study highlights the relevance of customer/user orientation, decision-making, management, and results orientation skills in healthcare management. Training students to prioritize patient needs, make informed decisions, and manage resources effectively enhances patient satisfaction and organizational success. These competencies are vital in patient-centered care, where quality and experience are paramount. Educational programs emphasizing these skills can develop capable healthcare leaders committed to improving community health and healthcare practices [80]. The link between MS acquisition and university commitment suggests a mutually reinforcing cycle benefiting both students and institutions. As students develop adaptability, analysis, continuous improvement, and customer orientation, their commitment to the university strengthens, recognizing its role in preparing them for real-world challenges. This increased commitment enhances the university’s reputation in healthcare management education, attracting students seeking high-quality training. Prioritizing these skills gives universities a competitive edge, fostering a community of engaged and successful professionals. This cycle reinforces the institution’s status, creating a positive feedback loop where the cultivation of MS leads to greater commitment, which in turn attracts more students, ensuring that universities which effectively integrate these skills into their curricula emerge as leaders in the field.

Practical recommendations

To enhance soft skills and university commitment, higher education institutions should integrate PS and MS into curricula, focusing on both professional and pre-professional identity formation. Professional identity formation is the process through which individuals internalize the values, norms, and expectations of their profession, shaping how they think, act, and feel as professionals [84].

For professional identity formation, universities should incorporate career-oriented simulations, case-based learning, and internships, which help students bridge academic knowledge with real-world practice and align their skills with industry expectations. Pre-professional identity formation can be supported through extracurricular activities like networking, mentorship programs, and volunteering, providing early exposure to professional environments and strengthening students’ career goals. Encouraging interdisciplinary collaboration through team-based projects can also enhance students’ social and teamwork skills, preparing them for complex, interdisciplinary professional environments.

By adopting these strategies, universities can create a competency-based learning environment, reinforcing university commitment as students recognize the practical value of their education. This mutual reinforcement benefits both students and institutions, fostering graduate success, institutional reputation, and long-term student engagement in healthcare management education.