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Publisher: Emerald   (Total: 356 journals)

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Showing 1 - 200 of 356 Journals sorted alphabetically
A Life in the Day     Hybrid Journal   (Followers: 12)
Academia Revista Latinoamericana de Administración     Open Access   (Followers: 2, SJR: 0.178, CiteScore: 1)
Accounting Auditing & Accountability J.     Hybrid Journal   (Followers: 32, SJR: 1.71, CiteScore: 3)
Accounting Research J.     Hybrid Journal   (Followers: 25, SJR: 0.144, CiteScore: 0)
Accounting, Auditing and Accountability J.     Hybrid Journal   (Followers: 25, SJR: 2.187, CiteScore: 4)
Advances in Accounting Education     Hybrid Journal   (Followers: 17, SJR: 0.279, CiteScore: 0)
Advances in Appreciative Inquiry     Hybrid Journal   (Followers: 1, SJR: 0.451, CiteScore: 1)
Advances in Autism     Hybrid Journal   (Followers: 32, SJR: 0.222, CiteScore: 1)
Advances in Dual Diagnosis     Hybrid Journal   (Followers: 47, SJR: 0.21, CiteScore: 1)
Advances in Gender Research     Full-text available via subscription   (Followers: 5, SJR: 0.16, CiteScore: 0)
Advances in Intl. Marketing     Full-text available via subscription   (Followers: 6)
Advances in Mental Health and Intellectual Disabilities     Hybrid Journal   (Followers: 83, SJR: 0.296, CiteScore: 0)
Advances in Mental Health and Learning Disabilities     Hybrid Journal   (Followers: 30)
African J. of Economic and Management Studies     Hybrid Journal   (Followers: 10, SJR: 0.216, CiteScore: 1)
Agricultural Finance Review     Hybrid Journal   (SJR: 0.406, CiteScore: 1)
Aircraft Engineering and Aerospace Technology     Hybrid Journal   (Followers: 211, SJR: 0.354, CiteScore: 1)
American J. of Business     Hybrid Journal   (Followers: 18)
Annals in Social Responsibility     Full-text available via subscription  
Anti-Corrosion Methods and Materials     Hybrid Journal   (Followers: 11, SJR: 0.235, CiteScore: 1)
Arts and the Market     Hybrid Journal   (Followers: 9)
Asia Pacific J. of Innovation and Entrepreneurship     Open Access   (Followers: 1)
Asia Pacific J. of Marketing and Logistics     Hybrid Journal   (Followers: 8, SJR: 0.425, CiteScore: 1)
Asia-Pacific J. of Business Administration     Hybrid Journal   (Followers: 6, SJR: 0.234, CiteScore: 1)
Asian Association of Open Universities J.     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5, SJR: 0.233, CiteScore: 1)
Asian J. on Quality     Hybrid Journal   (Followers: 3)
Asian Review of Accounting     Hybrid Journal   (Followers: 2, SJR: 0.222, CiteScore: 1)
Aslib J. of Information Management     Hybrid Journal   (Followers: 30, SJR: 0.725, CiteScore: 2)
Aslib Proceedings     Hybrid Journal   (Followers: 308)
Assembly Automation     Hybrid Journal   (Followers: 2, SJR: 0.603, CiteScore: 2)
Baltic J. of Management     Hybrid Journal   (Followers: 3, SJR: 0.309, CiteScore: 1)
Benchmarking : An Intl. J.     Hybrid Journal   (Followers: 10, SJR: 0.559, CiteScore: 2)
British Food J.     Hybrid Journal   (Followers: 17, SJR: 0.5, CiteScore: 2)
Built Environment Project and Asset Management     Hybrid Journal   (Followers: 15, SJR: 0.46, CiteScore: 1)
Business Process Re-engineering & Management J.     Hybrid Journal   (Followers: 8)
Business Strategy Series     Hybrid Journal   (Followers: 6)
Career Development Intl.     Hybrid Journal   (Followers: 17, SJR: 0.527, CiteScore: 2)
China Agricultural Economic Review     Hybrid Journal   (Followers: 2, SJR: 0.31, CiteScore: 1)
China Finance Review Intl.     Hybrid Journal   (Followers: 5, SJR: 0.245, CiteScore: 0)
Chinese Management Studies     Hybrid Journal   (Followers: 4, SJR: 0.278, CiteScore: 1)
Circuit World     Hybrid Journal   (Followers: 16, SJR: 0.246, CiteScore: 1)
Collection and Curation     Hybrid Journal   (Followers: 11, SJR: 0.296, CiteScore: 1)
COMPEL: The Intl. J. for Computation and Mathematics in Electrical and Electronic Engineering     Hybrid Journal   (Followers: 3, SJR: 0.22, CiteScore: 1)
Competitiveness Review : An Intl. Business J. incorporating J. of Global Competitiveness     Hybrid Journal   (Followers: 5, SJR: 0.274, CiteScore: 1)
Construction Innovation: Information, Process, Management     Hybrid Journal   (Followers: 14, SJR: 0.731, CiteScore: 2)
Corporate Communications An Intl. J.     Hybrid Journal   (Followers: 7, SJR: 0.453, CiteScore: 1)
Corporate Governance Intl. J. of Business in Society     Hybrid Journal   (Followers: 6, SJR: 0.336, CiteScore: 1)
Critical Perspectives on Intl. Business     Hybrid Journal   (SJR: 0.378, CiteScore: 1)
Cross Cultural & Strategic Management     Hybrid Journal   (Followers: 8, SJR: 0.504, CiteScore: 2)
Data Technologies and Applications     Hybrid Journal   (Followers: 323, SJR: 0.355, CiteScore: 1)
Development and Learning in Organizations     Hybrid Journal   (Followers: 8, SJR: 0.138, CiteScore: 0)
Digital Library Perspectives     Hybrid Journal   (Followers: 28, SJR: 0.341, CiteScore: 1)
Direct Marketing An Intl. J.     Hybrid Journal   (Followers: 6)
Disaster Prevention and Management     Hybrid Journal   (Followers: 21, SJR: 0.47, CiteScore: 1)
Drugs and Alcohol Today     Hybrid Journal   (Followers: 143, SJR: 0.245, CiteScore: 1)
Education + Training     Hybrid Journal   (Followers: 24)
Education, Business and Society : Contemporary Middle Eastern Issues     Hybrid Journal   (Followers: 1, SJR: 1.707, CiteScore: 3)
Emerald Emerging Markets Case Studies     Hybrid Journal   (Followers: 1)
Employee Relations     Hybrid Journal   (Followers: 8, SJR: 0.551, CiteScore: 2)
Engineering Computations     Hybrid Journal   (Followers: 3, SJR: 0.444, CiteScore: 1)
Engineering, Construction and Architectural Management     Hybrid Journal   (Followers: 10, SJR: 0.653, CiteScore: 2)
English Teaching: Practice & Critique     Hybrid Journal   (SJR: 0.417, CiteScore: 1)
Equal Opportunities Intl.     Hybrid Journal   (Followers: 3)
Equality, Diversity and Inclusion : An Intl. J.     Hybrid Journal   (Followers: 16, SJR: 0.5, CiteScore: 1)
EuroMed J. of Business     Hybrid Journal   (Followers: 1, SJR: 0.26, CiteScore: 1)
European Business Review     Hybrid Journal   (Followers: 9, SJR: 0.585, CiteScore: 3)
European J. of Innovation Management     Hybrid Journal   (Followers: 25, SJR: 0.454, CiteScore: 2)
European J. of Management and Business Economics     Open Access   (Followers: 1, SJR: 0.239, CiteScore: 1)
European J. of Marketing     Hybrid Journal   (Followers: 21, SJR: 0.971, CiteScore: 2)
European J. of Training and Development     Hybrid Journal   (Followers: 13, SJR: 0.477, CiteScore: 1)
Evidence-based HRM     Hybrid Journal   (Followers: 5, SJR: 0.537, CiteScore: 1)
Facilities     Hybrid Journal   (Followers: 3, SJR: 0.503, CiteScore: 2)
Foresight     Hybrid Journal   (Followers: 7, SJR: 0.34, CiteScore: 1)
Gender in Management : An Intl. J.     Hybrid Journal   (Followers: 20, SJR: 0.412, CiteScore: 1)
Global Knowledge, Memory and Communication     Hybrid Journal   (Followers: 976, SJR: 0.261, CiteScore: 1)
Grey Systems : Theory and Application     Hybrid Journal   (Followers: 1)
Health Education     Hybrid Journal   (Followers: 2, SJR: 0.421, CiteScore: 1)
Higher Education Evaluation and Development     Open Access  
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 46, SJR: 0.426, CiteScore: 1)
History of Education Review     Hybrid Journal   (Followers: 12, SJR: 0.26, CiteScore: 0)
Housing, Care and Support     Hybrid Journal   (Followers: 8, SJR: 0.171, CiteScore: 0)
Human Resource Management Intl. Digest     Hybrid Journal   (Followers: 18, SJR: 0.129, CiteScore: 0)
IMP J.     Hybrid Journal  
Indian Growth and Development Review     Hybrid Journal   (SJR: 0.174, CiteScore: 0)
Industrial and Commercial Training     Hybrid Journal   (Followers: 5, SJR: 0.301, CiteScore: 1)
Industrial Lubrication and Tribology     Hybrid Journal   (Followers: 7, SJR: 0.334, CiteScore: 1)
Industrial Management & Data Systems     Hybrid Journal   (Followers: 7, SJR: 0.904, CiteScore: 3)
Industrial Robot An Intl. J.     Hybrid Journal   (Followers: 2, SJR: 0.318, CiteScore: 1)
Info     Hybrid Journal   (Followers: 1)
Information and Computer Security     Hybrid Journal   (Followers: 22, SJR: 0.307, CiteScore: 1)
Information Technology & People     Hybrid Journal   (Followers: 45, SJR: 0.671, CiteScore: 2)
Innovation & Management Review     Open Access  
Interactive Technology and Smart Education     Hybrid Journal   (Followers: 12, SJR: 0.191, CiteScore: 1)
Interlending & Document Supply     Hybrid Journal   (Followers: 61)
Internet Research     Hybrid Journal   (Followers: 37, SJR: 1.645, CiteScore: 5)
Intl. J. for Lesson and Learning Studies     Hybrid Journal   (Followers: 4, SJR: 0.324, CiteScore: 1)
Intl. J. for Researcher Development     Hybrid Journal   (Followers: 10)
Intl. J. of Accounting and Information Management     Hybrid Journal   (Followers: 9, SJR: 0.275, CiteScore: 1)
Intl. J. of Bank Marketing     Hybrid Journal   (Followers: 9, SJR: 0.654, CiteScore: 3)
Intl. J. of Climate Change Strategies and Management     Hybrid Journal   (Followers: 17, SJR: 0.353, CiteScore: 1)
Intl. J. of Clothing Science and Technology     Hybrid Journal   (Followers: 8, SJR: 0.318, CiteScore: 1)
Intl. J. of Commerce and Management     Hybrid Journal   (Followers: 1)
Intl. J. of Conflict Management     Hybrid Journal   (Followers: 15, SJR: 0.362, CiteScore: 1)
Intl. J. of Contemporary Hospitality Management     Hybrid Journal   (Followers: 14, SJR: 1.452, CiteScore: 4)
Intl. J. of Culture Tourism and Hospitality Research     Hybrid Journal   (Followers: 20, SJR: 0.339, CiteScore: 1)
Intl. J. of Development Issues     Hybrid Journal   (Followers: 9, SJR: 0.139, CiteScore: 0)
Intl. J. of Disaster Resilience in the Built Environment     Hybrid Journal   (Followers: 6, SJR: 0.387, CiteScore: 1)
Intl. J. of Educational Management     Hybrid Journal   (Followers: 5, SJR: 0.559, CiteScore: 1)
Intl. J. of Emergency Services     Hybrid Journal   (Followers: 9, SJR: 0.201, CiteScore: 1)
Intl. J. of Emerging Markets     Hybrid Journal   (Followers: 3, SJR: 0.474, CiteScore: 2)
Intl. J. of Energy Sector Management     Hybrid Journal   (Followers: 2, SJR: 0.349, CiteScore: 1)
Intl. J. of Entrepreneurial Behaviour & Research     Hybrid Journal   (Followers: 5, SJR: 0.629, CiteScore: 2)
Intl. J. of Ethics and Systems     Hybrid Journal   (Followers: 3, SJR: 0.333, CiteScore: 1)
Intl. J. of Event and Festival Management     Hybrid Journal   (Followers: 7, SJR: 0.388, CiteScore: 1)
Intl. J. of Gender and Entrepreneurship     Hybrid Journal   (Followers: 6, SJR: 0.445, CiteScore: 1)
Intl. J. of Health Care Quality Assurance     Hybrid Journal   (Followers: 12, SJR: 0.358, CiteScore: 1)
Intl. J. of Health Governance     Hybrid Journal   (Followers: 26, SJR: 0.247, CiteScore: 1)
Intl. J. of Housing Markets and Analysis     Hybrid Journal   (Followers: 9, SJR: 0.211, CiteScore: 1)
Intl. J. of Human Rights in Healthcare     Hybrid Journal   (Followers: 6, SJR: 0.205, CiteScore: 0)
Intl. J. of Information and Learning Technology     Hybrid Journal   (Followers: 8, SJR: 0.226, CiteScore: 1)
Intl. J. of Innovation Science     Hybrid Journal   (Followers: 11, SJR: 0.197, CiteScore: 1)
Intl. J. of Intelligent Computing and Cybernetics     Hybrid Journal   (Followers: 3, SJR: 0.214, CiteScore: 1)
Intl. J. of Intelligent Unmanned Systems     Hybrid Journal   (Followers: 4)
Intl. J. of Islamic and Middle Eastern Finance and Management     Hybrid Journal   (Followers: 9, SJR: 0.375, CiteScore: 1)
Intl. J. of Law and Management     Hybrid Journal   (Followers: 2, SJR: 0.217, CiteScore: 1)
Intl. J. of Leadership in Public Services     Hybrid Journal   (Followers: 27)
Intl. J. of Lean Six Sigma     Hybrid Journal   (Followers: 8, SJR: 0.802, CiteScore: 3)
Intl. J. of Logistics Management     Hybrid Journal   (Followers: 10, SJR: 0.71, CiteScore: 2)
Intl. J. of Managerial Finance     Hybrid Journal   (Followers: 5, SJR: 0.203, CiteScore: 1)
Intl. J. of Managing Projects in Business     Hybrid Journal   (Followers: 2, SJR: 0.36, CiteScore: 2)
Intl. J. of Manpower     Hybrid Journal   (Followers: 2, SJR: 0.365, CiteScore: 1)
Intl. J. of Mentoring and Coaching in Education     Hybrid Journal   (Followers: 27, SJR: 0.426, CiteScore: 1)
Intl. J. of Migration, Health and Social Care     Hybrid Journal   (Followers: 12, SJR: 0.307, CiteScore: 1)
Intl. J. of Numerical Methods for Heat & Fluid Flow     Hybrid Journal   (Followers: 11, SJR: 0.697, CiteScore: 3)
Intl. J. of Operations & Production Management     Hybrid Journal   (Followers: 19, SJR: 2.052, CiteScore: 4)
Intl. J. of Organization Theory and Behavior     Hybrid Journal  
Intl. J. of Organizational Analysis     Hybrid Journal   (Followers: 3, SJR: 0.268, CiteScore: 1)
Intl. J. of Pervasive Computing and Communications     Hybrid Journal   (Followers: 3, SJR: 0.138, CiteScore: 1)
Intl. J. of Pharmaceutical and Healthcare Marketing     Hybrid Journal   (Followers: 4, SJR: 0.25, CiteScore: 1)
Intl. J. of Physical Distribution & Logistics Management     Hybrid Journal   (Followers: 11, SJR: 1.821, CiteScore: 4)
Intl. J. of Prisoner Health     Hybrid Journal   (Followers: 8, SJR: 0.303, CiteScore: 1)
Intl. J. of Productivity and Performance Management     Hybrid Journal   (Followers: 8, SJR: 0.578, CiteScore: 2)
Intl. J. of Public Sector Management     Hybrid Journal   (Followers: 32, SJR: 0.438, CiteScore: 1)
Intl. J. of Quality & Reliability Management     Hybrid Journal   (Followers: 8, SJR: 0.492, CiteScore: 2)
Intl. J. of Quality and Service Sciences     Hybrid Journal   (Followers: 2, SJR: 0.309, CiteScore: 1)
Intl. J. of Retail & Distribution Management     Hybrid Journal   (Followers: 6, SJR: 0.742, CiteScore: 3)
Intl. J. of Service Industry Management     Hybrid Journal   (Followers: 3)
Intl. J. of Social Economics     Hybrid Journal   (Followers: 5, SJR: 0.225, CiteScore: 1)
Intl. J. of Sociology and Social Policy     Hybrid Journal   (Followers: 54, SJR: 0.3, CiteScore: 1)
Intl. J. of Sports Marketing and Sponsorship     Hybrid Journal   (Followers: 1, SJR: 0.269, CiteScore: 1)
Intl. J. of Structural Integrity     Hybrid Journal   (Followers: 2, SJR: 0.228, CiteScore: 0)
Intl. J. of Sustainability in Higher Education     Hybrid Journal   (Followers: 14, SJR: 0.502, CiteScore: 2)
Intl. J. of Tourism Cities     Hybrid Journal   (Followers: 2, SJR: 0.502, CiteScore: 0)
Intl. J. of Web Information Systems     Hybrid Journal   (Followers: 4, SJR: 0.186, CiteScore: 1)
Intl. J. of Wine Business Research     Hybrid Journal   (Followers: 8, SJR: 0.562, CiteScore: 2)
Intl. J. of Workplace Health Management     Hybrid Journal   (Followers: 10, SJR: 0.303, CiteScore: 1)
Intl. Marketing Review     Hybrid Journal   (Followers: 15, SJR: 0.895, CiteScore: 3)
Irish J. of Occupational Therapy     Open Access   (Followers: 7)
ISRA Intl. J. of Islamic Finance     Open Access  
J. for Multicultural Education     Hybrid Journal   (Followers: 1, SJR: 0.237, CiteScore: 1)
J. of Accounting & Organizational Change     Hybrid Journal   (Followers: 6, SJR: 0.301, CiteScore: 1)
J. of Accounting in Emerging Economies     Hybrid Journal   (Followers: 9)
J. of Adult Protection, The     Hybrid Journal   (Followers: 16, SJR: 0.314, CiteScore: 1)
J. of Advances in Management Research     Hybrid Journal   (Followers: 2)
J. of Aggression, Conflict and Peace Research     Hybrid Journal   (Followers: 45, SJR: 0.222, CiteScore: 1)
J. of Agribusiness in Developing and Emerging Economies     Hybrid Journal   (SJR: 0.108, CiteScore: 0)
J. of Applied Accounting Research     Hybrid Journal   (Followers: 17, SJR: 0.227, CiteScore: 1)
J. of Applied Research in Higher Education     Hybrid Journal   (Followers: 49, SJR: 0.2, CiteScore: 0)
J. of Asia Business Studies     Hybrid Journal   (Followers: 2, SJR: 0.245, CiteScore: 1)
J. of Assistive Technologies     Hybrid Journal   (Followers: 20)
J. of Business & Industrial Marketing     Hybrid Journal   (Followers: 10, SJR: 0.652, CiteScore: 2)
J. of Business Strategy     Hybrid Journal   (Followers: 12, SJR: 0.333, CiteScore: 1)
J. of Capital Markets Studies     Open Access  
J. of Centrum Cathedra     Open Access  
J. of Children's Services     Hybrid Journal   (Followers: 5, SJR: 0.243, CiteScore: 1)
J. of Chinese Economic and Foreign Trade Studies     Hybrid Journal   (Followers: 1, SJR: 0.2, CiteScore: 0)
J. of Chinese Entrepreneurship     Hybrid Journal   (Followers: 4)
J. of Chinese Human Resource Management     Hybrid Journal   (Followers: 6, SJR: 0.173, CiteScore: 1)
J. of Communication Management     Hybrid Journal   (Followers: 6, SJR: 0.625, CiteScore: 1)
J. of Consumer Marketing     Hybrid Journal   (Followers: 19, SJR: 0.664, CiteScore: 2)
J. of Corporate Real Estate     Hybrid Journal   (Followers: 3, SJR: 0.368, CiteScore: 1)
J. of Criminal Psychology     Hybrid Journal   (Followers: 134, SJR: 0.268, CiteScore: 1)
J. of Criminological Research, Policy and Practice     Hybrid Journal   (Followers: 48, SJR: 0.254, CiteScore: 1)
J. of Cultural Heritage Management and Sustainable Development     Hybrid Journal   (Followers: 10, SJR: 0.257, CiteScore: 1)
J. of Defense Analytics and Logistics     Open Access  
J. of Documentation     Hybrid Journal   (Followers: 189, SJR: 0.613, CiteScore: 1)
J. of Economic and Administrative Sciences     Hybrid Journal   (Followers: 2)
J. of Economic Studies     Hybrid Journal   (Followers: 5, SJR: 0.733, CiteScore: 1)
J. of Economics, Finance and Administrative Science     Open Access   (Followers: 1, SJR: 0.217, CiteScore: 1)
J. of Educational Administration     Hybrid Journal   (Followers: 6, SJR: 1.252, CiteScore: 2)
J. of Enabling Technologies     Hybrid Journal   (Followers: 11, SJR: 0.369, CiteScore: 1)
J. of Engineering, Design and Technology     Hybrid Journal   (Followers: 16, SJR: 0.212, CiteScore: 1)
J. of Enterprise Information Management     Hybrid Journal   (Followers: 4, SJR: 0.827, CiteScore: 4)
J. of Enterprising Communities People and Places in the Global Economy     Hybrid Journal   (Followers: 1, SJR: 0.281, CiteScore: 1)
J. of Entrepreneurship and Public Policy     Hybrid Journal   (Followers: 8, SJR: 0.262, CiteScore: 1)
J. of European Industrial Training     Hybrid Journal   (Followers: 2)
J. of European Real Estate Research     Hybrid Journal   (Followers: 3, SJR: 0.268, CiteScore: 1)
J. of Facilities Management     Hybrid Journal   (Followers: 5, SJR: 0.33, CiteScore: 1)
J. of Family Business Management     Hybrid Journal   (Followers: 7)
J. of Fashion Marketing and Management     Hybrid Journal   (Followers: 12, SJR: 0.608, CiteScore: 2)

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Journal Cover
Higher Education, Skills and Work-based Learning
Journal Prestige (SJR): 0.426
Citation Impact (citeScore): 1
Number of Followers: 46  
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 2042-3896
Published by Emerald Homepage  [356 journals]
  • Grade point average vs competencies: which are most influential for
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to measure the combined influence that soft skills and Graduate Point Average (GPA) achievements have on the employability of higher education (HE) graduates, and the possible mitigating effects that score attainments have on some ex ante issues, like the gender asymmetries existing in labour market, or the great difference between some knowledge fields, regarding their unemployment rates. Design/methodology/approach The methodology used is a probit model, performed on a sample of 1,054 HE graduates, coming from a middle-sized European university. Findings The results show: a clear positive influence of the GPA on job finding odds; that some generic competencies improve this probabilities but another ones act as penalties; and that GPA and systemic competencies enhancement initiatives (at an individual level or at HE policy institutions level) could act as attenuators for the gender inequality or for the low recruitment perspectives existing on some knowledge fields like humanities or social sciences. Originality/value A wide scientific literature can be currently found on generic competencies and their influence on the employability odds, but the results regarding GPA attainments are still too heterogeneous and scarcely explored. On the other hand, there’s a non-solved controversy in the literature about the influence of the GPA results on the odds that a HE graduate has to obtain a job: do GPA signal correctly the best candidates' Do current employers prefer competencies scores over GPA attainments' This paper will contribute to clarify these questions.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-25T01:54:39Z
      DOI: 10.1108/HESWBL-04-2017-0027
  • A cold call on work-based learning: a “live” group project for the
           strategic selling classroom
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to describe a case study used in a strategic sales class that employs the use of work-based learning pedagogy to expose students to real-life cold calling experiences. This real-life cold calling experience involves students within the course building a target list of prospective students for a small liberal arts college. The students must then construct pre-call strategies, build rapport with prospective students and finally “close the deal” by having the prospective student visit campus. Design/methodology/approach This paper begins by describing work-based learning as a unique pedagogical method and the importance of cold-calling skills in the context of workplace skills in demand. Theoretical foundations in Lichtenstein and Lyon’s (1996) entrepreneurial skillset is analyzed, as is the application of “live” group projects. The case is then described in detail and focuses on the project itself, the personal and group incentives used in the course of the project, and finally, a review of the learning outcomes and desired skillset outcomes for the class. Findings The case shows that students can learn and implement the behaviors, attitudes and practices that make professional cold-callers successful. The impact on the university can also be seen since real contributions were made to the recruiting efforts of the college vis-à-vis higher matriculation numbers. The entrepreneurial skillsets and “live” group project literature is contextualized in light of the findings of the project. This research found that students engaged in varying levels of progress in their managerial, entrepreneurial, technical skillsets as well as levels of personal maturity. Finally, the authors provide guidance for future research to expound the findings of this project by testing the variables using quantitative methodologies. Originality/value The paper showcases an innovative pedagogic approach to exposing students to the best practices of cold-calling and allows them to exercise these tools real time as they make actual cold calls and work toward sales incentives. The focus on recruiting new students as customers of the college serves is not only active classroom learning, but it also serves mission-based outcomes to help the college achieve desired recruiting goals. This case study will provide a tool for small, liberal arts colleges to use which mobilizes faculty and students in the effort to recruit new students, in an environment where enrollment numbers are falling for this market sector in higher education.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-25T01:54:10Z
      DOI: 10.1108/HESWBL-12-2017-0098
  • Driving social mobility' Competitive collaboration in degree
           apprenticeship development
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose Apprenticeship reforms have paved the way for higher education (HE) providers, including universities, to become Degree Apprenticeships (DA) training providers, creating new work-based HE routes. The changes aim to generate a new cohort of skilled individuals to support national economic growth, as well as improve levels of social mobility. The purpose of this paper is to focus on an HE partnership project which resulted in a number of collaborative models for development that address these aims. Design/methodology/approach The paper focuses on qualitative interviews undertaken during the process of creating DAs through a consortium of HE providers. It considers the collaborative relationships which were built on and which developed across the course of the short-term project. It assesses the concept of competitive collaboration and its link to social mobility. Findings The paper considers the various manifestations of collaboration which supported the DA developments in a competitive environment: collaboration as embedded; collaboration as negotiation; and collaboration as a driver for social mobility and social equality. Originality/value Working collaboratively across HE providers sought to raise the status of apprenticeships, provide opportunities for the development of new degree apprenticeship curricula and enable practitioners to establish these as a new route into HE. This paper contributes to what is currently limited knowledge about the impact of degree apprenticeships on social mobility and equality.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-23T11:53:13Z
      DOI: 10.1108/HESWBL-07-2018-0077
  • Understanding self-efficacy and the dynamics of part-time work and career
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose Building on the self-efficacy theory and self-theories, the purpose of this paper is to investigate students working part-time whilst pursuing full-time higher education in Cambodia. It explores individuals’ part-time working activities, career aspirations and self-efficacy. Design/methodology/approach Data were collected in a cross-sectional survey of 850 business and social sciences degree students, with 199 (23.4 per cent) usable responses, of which 129 (65.2 per cent of the sample) indicated they currently have a job. Findings Multiple regression analysis confirmed part-time work as a significant predictor of self-efficacy. There was a positive recognition of the value of part-time work, particularly in informing career aspirations. Female students were significantly more positive about part-time work, demonstrating significantly higher career aspirations than males. Results also suggest that students recognise the value that work experience hold in identifying future career directions and securing the first graduate position. Practical implications There are potential implications for approaches to curriculum design and learning, teaching and assessment for universities. There are also clear opportunities to integrate work-based and work-related learning experience into the curriculum and facilitate greater collaboration between higher education institutions and employers in Cambodia. Social implications There are implications for recruitment practices amongst organisations seeking to maximise the benefits derived from an increasingly highly educated workforce, including skills acquisition and development, and self-efficacy. Originality/value It investigates the importance of income derived from part-time working to full-time university students in a developing South-East Asian country (Cambodia), where poverty levels and the need to contribute to family income potentially predominate the decision to work while studying.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-23T11:53:12Z
      DOI: 10.1108/HESWBL-08-2018-0082
  • Future-proofing placements
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to present a case study centred on steps taken at a Business School in a UK university, to improve local work placement provision, respond to student demand and engage more productively with local businesses. It is situated against renewed focus on universities’ engagement with local economies and the graduate labour market context as demonstrated by the government’s Industrial Strategy (BEIS, 2017) and the OfS (2018) business plan. It aims to emphasise how moving the focus back from graduates to placement students could offer a useful collaborative opportunity for local businesses to articulate what they want from future employees. Design/methodology/approach The paper follows a mixed methods approach, drawing upon a case study on a new intervention piloted in the Business School as well as qualitative research gathered from questionnaires and interviews with students. Responses to questionnaires and interviews were analysed thematically in the Grounded Theory (Glaser and Strauss, 1967) tradition. Findings The paper highlights the lack of literature on local placements and also demonstrates findings which echo existing research on typical barriers and drivers to placements in general. It offers original outcomes such as how for some students local placements offer a convenience value but for others they are part of committing to living and working locally after graduation. Research limitations/implications The small-scale nature of the study means that only indicative findings are presented. Further research is necessary for a more detailed examination of its implications. Practical implications Recommendations are made for a systematic approach to developing, or establishing for the first time, university–employer relationships in order to future-proof local placement opportunities. Originality/value The paper fills a gap in the literature on local placements and also provides a fresh approach to how universities and employers might work together to identify local skills gaps and increase the provision of local placements. It also offers ways in students’ often negatively framed reasons for not undertaking a placement can be mitigated through engaging with the local context.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-23T11:52:43Z
      DOI: 10.1108/HESWBL-07-2018-0076
  • Entrepreneurial change in government-led development: Ethiopian
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is answer the research question to what extent Ethiopian universities can be considered to be entrepreneurial and explains possible differences among these universities. Design/methodology/approach The paper is inspired by a mixed methods study at nine universities in Ethiopia applying the entrepreneurial university framework of the European Commission/OECD: a content analysis of university policy and educational documents, a structured survey with 203 respondents, in particular staff and students, and in-depth interviews and focus group discussions with 223 people comprising university top-management, faculty, students and external stakeholders. Findings Findings indicate that entrepreneurial activities in Ethiopian universities are at their infant stage with limited differences among the universities. The universities are operating in a top-down, central governmental-led development that is not enabling entrepreneurial behaviour at the level of the individual institutions. The paper argues that within this context, leadership is the lever for an entrepreneurial turn at the universities. Social implications Entrepreneurship development is a priority in many African countries as an instrument for employability of the predominant young populations towards which universities are expected to contribute considerably. The study highlights the tension between a strong say of the government in university operations and creating an autonomous, integrated entrepreneurial culture. Originality/value The results of this study have relevance for the higher education community in terms of understanding the complexity of transforming institutions into more entrepreneurial organisations in Africa. To the best of the authors’ knowledge, there is no previous study that examines entrepreneurial characteristics of several universities in Ethiopia.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-23T11:52:13Z
      DOI: 10.1108/HESWBL-07-2018-0073
  • Exploring doctoral students’ expectations of work-based skills
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose Doctoral students are expected to undertake work-based skills training within their doctoral studies in areas such as problem solving, leadership and team working. The purpose of this paper is to explore student expectations of doctoral training within a UK Higher Education context. Design/methodology/approach The data for the study were gathered via two focus groups conducted among doctoral students from different faculties in a post-92 UK University. Participants were selected using a snowball sampling approach. Findings The findings suggest that the expectations of doctoral students are contingent upon their year of study, study mode, perceived fit between training goals and available training, peer recommendations, word-of-mouth (WoM) and the scholarly support they received from their supervisors. Practical implications The study suggests a better understanding of students’ segmentation can help Higher Education Institutions deliver training that meets the expectations of doctoral students in a way that result in zero or a positive disconfirmation. Originality/value This paper develops and deepens the understanding of the doctoral students’ expectations of work-based skills training and highlights the need for universities to adapt their doctoral training according to the expectations of different student segments.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-22T04:03:32Z
      DOI: 10.1108/HESWBL-01-2018-0008
  • Perceived advantages and disadvantages of taking a psychology professional
           placement year
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose It is well established that there are several benefits of taking a placement year, for example, higher academic attainment, the acquisition of transferable skills and enhanced employability. It is therefore important to understand why students choose to take or not to take a placement. The paper aims to discuss this issue. Design/methodology/approach In the current study, 159 first year students studying psychology were asked about their perceptions of the advantages and disadvantages of taking a psychology professional placement year. Their responses were analysed using thematic analysis, and the number of participants who provided information relating to each main theme was also tabulated. Findings Students perceived the main benefits of placements as relating to career certainty, future prospects, experience, knowledge and skills. In contrast, they perceived the main disadvantages as practical disadvantages, social/emotional disadvantages, difficulty, and there being no guaranteed benefit of a placement. Practical implications The results are discussed in terms of their potential to inform practices for developing and enhancing psychology placements within higher education. For example, providing further empirical evidence of the benefits of placements may help staff in higher education to further promote placement years. Originality/value The study contributes to the knowledge of perceived advantages and disadvantages of taking a placement in psychology. Placements in psychology are likely to be very beneficial for employability, but are often only available on a voluntary basis.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-22T04:03:22Z
      DOI: 10.1108/HESWBL-06-2018-0065
  • Embedding employability within higher education for the profession of
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to evaluate the impact of an employability module, the College of Policing Certificate in Knowledge of Policing (CKP), on students’ career aspirations, their confidence and wish to join the police along with the appropriateness of the module. This will inform the implementation of employability as part of the College of Policing-managed Police Education Qualifications Framework (PEQF). Design/methodology/approach A three-year longitudinal research study used mixed methods across four points in time to evaluate the impact on students studying the employability module. Findings The research suggests that the employability-focussed CKP was useful as an introduction to policing, it developed interest in the police and enhanced the confidence of learners applying to join. Lessons learnt from the CKP should be considered during the implementation of the PEQF. Research limitations/implications The ability to generalise findings across different groups is limited as other influences may impact on a learner’s confidence and employability. However, the implications for the PEQF curriculum are worthy of consideration. Practical implications As the police service moves towards standardised higher educational provision and evolution of policing as a profession, lessons can be learnt from the CKP with regards to the future employability of graduates. Originality/value Enhancing the employability evidence base, focussing on policing, the research identified aspects which may impact on graduates completing a degree mapped to the PEQF. The research is therefore of value to higher education and the professional body for policing.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-22T04:03:15Z
      DOI: 10.1108/HESWBL-06-2018-0061
  • Developing generic skills at an Islamic higher education institution
           curriculum in Aceh, Indonesia
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to identify skills and attributes that should be included in developing curricula, especially in the area of education. In this case, English Education Department of Ar-Raniry State Islamic University, Banda Aceh, is in charge of the preparation of English language teachers and English language professionals exceeding required standards and be competitive in the labour market. Design/methodology/approach This qualitative research involved 38 research participants consisting of government authorities, academics and students. Interviews and focus group discussions were employed to collect the data. Both interview and FGD results were analysed through thematic analysis. Findings The findings indicate that among the generic skills that need to be incorporated into the department curriculum in order to improve graduates’ quality and meet the requirements of the labour market are: information and communication technology (ICT), leadership, religious competencies, entrepreneurship and communication skills. Originality/value The paper has been developed through research conducted by the authors. Therefore, the authors confirm that the paper has been written according to the academic standard and is free from plagiarism.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-22T04:03:03Z
      DOI: 10.1108/HESWBL-06-2018-0064
  • Construction education in Ethiopia
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to evaluate knowledge and skills level of final-year students of undergraduate construction programs in Ethiopia and assess the effectiveness of internship and its coordination under these programs. Design/methodology/approach A mixed-methods approach is used in this study. Data were collected through two separate questionnaires, completed by students and company supervisors (professionals having experience in supervising internship students). Interviews were held with university instructors to supplement findings of the questionnaire. Findings The findings show the students have performance shortfalls in most of the required knowledge areas. A significant correlation was found between students’ self-evaluation and supervisors’ evaluation rankings. It was also found that both students and industry perceive the internship to have benefited them. However, the coordination of internship program was found unsatisfactory. These findings indicate there is a room for improvement in the curricula and coordination of internship program. Originality/value As performance of the construction industry (CI) is associated with the competence of professionals, it is important to assess the knowledge and skills level of students, and internship coordination for the effective development of CI. Hence, the findings of this paper will help academic institutes to review their curricula and improve their internship coordination mechanism. It has implication for industry organizations in indicating knowledge and skills gap of entry-level professionals which could be filled through training. It may also invite other researchers in the country to focus on construction education for betterment of the CI.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-16T03:12:14Z
      DOI: 10.1108/HESWBL-06-2018-0062
  • Developing apprentice leaders through critical reflection
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to explore opportunities for delivering sustainable leadership education through critical reflection embedded in the framework of higher and degree apprenticeships. Design/methodology/approach This paper contributes to leadership development research that focusses on “leader becoming” as an ongoing process of situated learning (in the classroom and everyday work life). The approach to leadership development adopted in this paper proposes that sustainable leadership practices and decision making are developed when leadership learning is firmly embedded in work-based practices and critical self-reflection. Findings The discussion of critical reflection methods focusses on utilising the learning portfolio as a core aspect of all leadership and management apprenticeships to embed sustainable and reflective practice and facilitate situated leadership learning. The paper explores the role of training providers in actively connecting higher and degree apprenticeships to embed this model of leadership development and seeing leadership as a lifelong apprenticeship. It also highlights the potential for resistance by managers and senior leaders in seeing themselves as apprentices rather than accomplished leaders. By paying attention to issues of language and identity in this discussion, it will surface practical implications for the delivery of sustainable leadership education through the framework of apprenticeships. Originality/value This paper adds to the theoretical and practical understanding of sustainable leadership education by exploring opportunities for re-framing leadership development as a lifelong apprenticeship focussed on personal and professional development. Recognising the resistance that often exists to reflective practice within leadership development contexts, this paper further explores ways of dealing with such resistance.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-16T03:08:30Z
      DOI: 10.1108/HESWBL-09-2018-0095
  • Is pharmacist pre-registration training equitable and robust'
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose Against a backdrop of concerns regarding the quality and equity of the final practice-based pre-registration training year, the purpose of this paper is to examine how robust and equitable current education and training arrangements in Great Britain are in preparing newly qualified pharmacists (NQPs) for practice. Design/methodology/approach In addition to considering relevant regulator, policy and research literature, this paper presents findings from a longitudinal qualitative study that tracked 20 pharmacy trainees and their tutors during pre-registration training and early registered practice. Trainees were interviewed four times over a 12-month period; tutors were interviewed twice. Semi-structured interviews explored learning and development, work environment and support received. Interview transcripts were analysed thematically using template analysis. Findings Currently, there are no requirements tor training pre-registration tutors, or for accreditation or quality assurance of training sites. Longitudinal interview findings showed that community trainees developed knowledge of over-the-counter and less complex, medicines whereas hospital trainees learnt about specialist medicines on ward rotations. Hospital trainees received support from a range of pharmacists, overseen by their tutor and other healthcare professionals. Community trainees generally worked within a small pharmacy team, closely supervised by their tutor, who was usually the sole pharmacist. NQPs were challenged by having full responsibility and accountability as independent practitioners, without formal support mechanisms. Originality/value The variability in trainee experience and exposure across settings raises concerns over the robustness and equity of pre-registration training. The lack of formal support mechanisms post-registration may pose risks to patient safety and pharmacists’ well-being.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-16T03:05:34Z
      DOI: 10.1108/HESWBL-07-2018-0071
  • Practice-based learning in the Tequila industry: the business school goes
           out of the classroom
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to present the methodology and results of practice-based learning in the Business School of a higher education institution (HEI) in Mexico, with a focus on students’ participation and learning experience. Design/methodology/approach This research is a descriptive and qualitative analysis of six team experiences within a larger project developed through university–business partnership with the aim of helping develop organizational capabilities of small and medium enterprises within the Tequila industry in Mexico. Findings Participation of students in project-based learning, in genuine scenarios alongside professional consultants, is an effective way to develop learning and to apply prior knowledge. Learning occurs at several levels, including developing professional knowledge, teamwork, leadership and communication skills, and to some extent consulting skills. Client organizations also develop learning in work-based learning (WBL) projects. Research limitations/implications The research methodology does not allow for generalization of the results on a large scale. Practical implications This research shows a successful instance of project- and practice-based learning that may be helpful for HEIs seeking to implement this learning methodology. Social implications There is research evidence that more students are expecting to get practice-based skills as part of their higher education training. This paper supports the argument that HEIs can develop wide scale WBL programs that have impact on students’ learning and skills development as well as on the development of host organizations. Originality/value The instance of WBL described in this research paper is unique within HEIs in Mexico.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-16T03:01:18Z
      DOI: 10.1108/HESWBL-07-2018-0078
  • Development of the Psychologist and Counsellor Self-Efficacy Scale
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to develop a professional self-efficacy scale for counsellors and psychologists encompassing identified competencies within professional standards from national and related international frameworks for psychologists and counsellors. Design/methodology/approach An initial opportune sample of postgraduate psychology and counselling students (n=199) completed a ten-minute self-report survey. A subsequent independent sample (n=213) was recruited for cross-validation. Findings A series of exploratory analyses, consolidated through confirmatory factor analyses and Rasch analysis, identified a well-functioning scale composed of 31 items and five factors (research, ethics, legal matters, assessment and measurement, intervention). Originality/value The Psychologist and Counsellor Self-Efficacy Scale (PCES) appears a promising measure, with potential applications for reflective learning and practice, clinical supervision and professional development, and research studies involving psychologists’ and counsellors’ self-perceived competencies. It is unique in being ecologically grounded in national competency frameworks, and extending previous work on self-efficacy for particular competencies to the set of specified attributes outlined in Australian national competency documents. The PCES has potential utility in a variety of applications, including research about training efficacy and clinical supervision, and could be used as one component of a multi-method approach to formative and summative competence assessment for psychologists and counsellors. The scale may be used to assess students’ perceived competencies relative to actual competency growth against national standards, and to identify trainees’ and practitioners’ self-perceived knowledge deficits and target areas for additional training.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-11T12:43:17Z
      DOI: 10.1108/HESWBL-07-2018-0069
  • Soft skill development for employability
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to explore graduate students’ perception of how soft skills are developed at a transnational university in Vietnam, and how these soft skills contribute to their perceived employability. Design/methodology/approach This study utilized a qualitative case study method. In depth, semi-structured interviews were conducted with 24 graduate students at Vietnamese–German University. Findings Findings suggest that faculty utilized classroom-based practices to provide students the opportunity to enhance soft skills that are perceived to contribute to employability, such as skills related to independent work, interpersonal relationships and the ability to work in global contexts. In addition, interacting with international faculty played a large part in providing students the opportunity to develop their independent skills, critical thinking, communication and cultural competence. Practical implications Implications include multiple approaches, including faculty training, curriculum development and learner preparation. Institutions must consider how their curriculum contributes to the development of soft skills and how international faculty are prepared to engage meaningfully with students, particularly within specific global and political contexts. In addition, graduate students must also be prepared to engage in a classroom that promotes group work, class presentations and independent work. Originality/value This study provides insight on how a transnational institution can foster soft skills for employability in graduate students in Vietnam. Considering the growth of collaborative transnational institutions in Vietnam and Southeast Asia, findings and implications from this study provide recommendations on how to better prepare graduates for employability within a global economy.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-11T12:05:28Z
      DOI: 10.1108/HESWBL-03-2018-0027
  • University and graduates employability
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose A graduate must be qualified in order to be successful in the labor market. Hence, embedding employability into higher education is a priority of policymakers and universities. The purpose of this paper is to promote students’ employability skills deal with the issue. Design/methodology/approach This paper is accomplished in three phases, and qualitative and quantitative approaches were conducted. Data were collected from 14 entrepreneurs and experts in the field of business and 150 faculty members from the main academic categories (including: engineering, humanities, agriculture and veterinary, science, and art). Findings The findings revealed that employability skills of students could be totally classified in three categories (basic, intermediate and advance) and five levels. Also, factor analysis regarding university activities to develop students’ employability skills showed five activities including: support, cultural, informing, research and educational activities. Practical implications The results can be beneficial for universities’ plan activities and offer proper services that enhance students’ skills for their future career. Also, the findings can be fruitful for higher education policymakers to find the right way to foster employability issues at universities. Mechanisms such as employers’ participation in curriculum development and work-based learning are useful in ensuring a good match between the supply of skills and the demand for skills. Originality/value This study classified graduates’ employability skills in basic, intermediate and advance categories. Another important contribution of this study was the proposed paths for improving each level of employability skills, enabling universities to be aware of the proper activities for each skills enhancement.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-08T10:16:27Z
      DOI: 10.1108/HESWBL-12-2017-0103
  • Can you judge a book by its cover' Industrial doctorates in Portugal
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose Industrial doctorates have arisen in recent decades as a new form of doctoral education which has the potential to innovate the curriculum, among other things. Such programmes run in a number of countries including Sweden, Finland, Denmark, Estonia or Italy. In Portugal, industrial doctorates are very recent. The purpose of this paper is to understand whether Portuguese industrial doctorates distinguish themselves through collaboration with industry, specifically in curriculum development and delivery, or if they replicate the traditional doctorates under a new name. Design/methodology/approach Data from self-assessment reports of existing programmes submitted to the Portuguese accreditation agency and interviews with programme leaders were analysed. Findings The findings suggest that despite the fact that there is space for improvement in the collaboration in curriculum development and delivery, this is nonetheless a dimension which differentiates industrial doctorates. Industrial doctorates can, therefore, be “judged by their cover” because they are indeed a new category of doctoral degrees. Originality/value Although circumscribed to the Portuguese context and focussed on a particular aspect of university–industry collaboration, the paper contributes to further knowledge on industrial doctorates, a topic on which research is still scarce.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-08T10:16:08Z
      DOI: 10.1108/HESWBL-05-2018-0056
  • Soft skills for sustainable employment of business graduates of Bangladesh
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to examine whether soft skill requirements found in employer job postings (advertisements) within different roles of business are similar to the soft skills practically needed in the workplace and the perception of faculties at schools of business in Bangladesh. Design/methodology/approach A two-phased study was administered. Phase 1 involved reviewing the latest relevant literature and hundreds of job advertisements; and in phase 2, questionnaires were administered to elicit responses from executives and faculty members from different universities in Bangladesh. Judgment sampling and the snowball technique were used to develop the sample of 84 respondents with a response rate of 56 percent. In total, 15 soft skills were used to develop the instrument. Descriptive statistics and a Kruskal–Wallis test were performed to analyze the collected data, where factors that retained α at or below 0.05, a family-wise Bonferroni adjustment (Mann–Whitney U test) was applied. Findings All the mentioned soft skills are found to be desirable by the recruiters and faculties also agreed with them. However, there exist disparities on the perceived importance of four soft skills among faculties and recruiters, and a gap was found between the business curriculum and industry expectations from fresh-out business graduates. Originality/value This study could be a basis for future studies and would help business education institutions guide their students to master the skills, and to develop and prepare them for real life battle in the job market. Moreover, the study indicates the gap between executives’ expectations from the graduates and the institutional teaching provided by higher education institutions (for business majors), which would help practitioners reform their business curriculum to better ensure employability for their business graduates. Moreover, the study opens an avenue for further research in this field for implementing training programs for attaining the most desired soft skills among higher education institutions.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-04T03:02:09Z
      DOI: 10.1108/HESWBL-01-2018-0002
  • Student and teacher perspectives on a multi-disciplinary collaborative
           pedagogy in architecture and construction
    • First page: 121
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to evaluate a unique pedagogical approach intended to address a need of the architecture, engineering and construction (AEC) professions for graduates to work in cross-disciplinary collaborative teams. Addressing this industry need has been challenging for higher education programs in the past. The pedagogy evaluated in this study takes a unique approach to addressing the issue and the aim of the study is to capture the effectiveness of the approach. Design/Methodology/Approach This paper presents a qualitative research study evaluating perceptions of students and faculty participating in the cross-disciplinary course experience between architecture and construction. The study evaluated perceived vs received learning outcomes and perceived challenges of the cross-disciplinary course approach. Data were collected from open-ended interviews and observations of students and faculty participating in the course, as well as course artifacts. Findings Results of the study indicate alignment between perceived and received outcomes. Identified perceptions of challenges to the approach reflect many identified in previous studies. Areas for future study, and practice in collaborative education within the AEC disciplines are also suggested. Research Limitations/Implications This research used a qualitative approach to evaluate perspectives of six students and two teachers in a specific pedagogical approach at one university. Given the small sample size and delimitation of one-course approach, findings from this study are not generalizable to a broader population. In addition to providing valuable data for future quantitative studies on a larger population, the study also provides pedagogical options for other schools to consider implementing and studying. The findings support previous research suggestions that collaborative approaches done early and often for longer durations are needed to address collaborative learning challenges. Originality/Value The pedagogical approach evaluated in this study takes a unique approach to addressing a well-documented need in the AEC industry. Information included in this paper demonstrates an approach not yet documented in AEC higher education. Further, it provides a glimpse into the strengths, weaknesses, opportunities and challenges that contribute a body of knowledge for others in the discipline to build from. The findings suggest a more in-depth approach may help cross the negative student impressions developed in shorter in-frequent approaches, and begin to develop student understanding of the value and necessity of multi-disciplinary collaboration.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2019-01-11T11:55:09Z
      DOI: 10.1108/HESWBL-03-2018-0026
  • Appropriation of foreign approaches for sustainable development and
           transformational changes in Vietnamese vocational education
    • Pages: 527 - 543
      Abstract: Higher Education, Skills and Work-Based Learning, Volume 8, Issue 4, Page 527-543, November 2018.
      Purpose Vietnam’s 11th National Party Congress prioritised integration, modernisation and industrialisation as the new key orientations for Vietnam. It outlined Vietnam’s integration with the world, not only economically, but also in terms of the social, cultural, educational, scientific and technological areas that can support social and economic development and sustainability. Vocational education has been recognised as pivotal to the nation’s sustainable workforce development and transformational changes. The purpose of this paper is to analyse how foreign approaches and practices have been filtered and appropriated to bring about sustainable development and transformational changes for Vietnamese vocational education. Design/methodology/approach The paper is derived from a study that involves documentary analysis, observation and semi-structured interviews with vocational learners and staff across three different vocational education and training (VET) sites in Vietnam. The overall study includes three vocational education providers and 22 participants altogether, but this paper involves observation and semi-structured interviews with eight participants, including one leader, two teachers and five students. It focusses on a Germany-funded vocational college in the northern central area of Vietnam that came under the management of the Ministry of Labour, Invalids and Social Affairs, and the local province where the college located. Findings The findings of the study show a critical need to develop a new “Vietnamese VET pedagogy” that filters international influences and flexibly and creatively combines them with the existing local pedagogy. To meet the local and global demands and bring transnational changes for Vietnamese vocational education, new VET pedagogies need to align with both Vietnamese historical and political situations, especially the emergent demands of the open market socialist economy and to capitalise on international influences – Confucian, French, Soviet and Western. Such a balance will ensure Vietnam makes use of both international forces and local strengths for sustainable development and transformational changes rather than passive dependence on foreign practices. Research limitations/implications The research provides valuable insights into the appropriation of foreign practices and principles in Vietnamese vocational education. However, it focusses only on three vocational education sites in central Vietnam. Further studies with larger scale of participants and across a variety of vocational education settings including public and private institutions, community centres and family workshops will offer broader findings related to this important topic. Practical implications The study suggests practical implications for institutions to deal with the challenges associated with the adaptation of international forces into the vocational education context in Vietnam. It outlines the transformational changes in pedagogical practices related to the increased requirement to move from the traditional didactic teaching to more self-directed learning, to meet the requirements of a modern vocational education system. Originality/value This study provides unique insights into the practices and challenges of filtering foreign VET practices and principles to bring about transformational changes in Vietnamese vocational education. It, therefore, responds to the paucity of literature in this area. In addition, it examines internationalisation in Vietnamese VET, an under-researched area in the field of internationalisation of education as most of the literature in this field concentrates on the higher education sector.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-10-17T11:06:12Z
      DOI: 10.1108/HESWBL-04-2018-0053
  • Professional skills development for mathematics undergraduates
    • Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to describe the design and development of a final year undergraduate mathematics module designed to address professional skills development at a UK university, including via input to curriculum and assessment from employers, and to investigate student acquisition of skills from this module. Design/methodology/approach Literature on skills development in mathematics informs module design and development. Students optionally completed Likert-style competency questionnaires before and after the taught module content, and reflected on skills development via an end of module questionnaire. Data collection took place over three academic years. Findings Several key competencies exhibit median increases over the course of the module in each academic year, indicating a perceived skills development. Problem solving and presentation skills are particularly highlighted. Research limitations/implications Numbers of students were small, though the study is repeated with three different cohorts. Some students study mathematics jointly with another discipline and hence may have experience in skills development from the other subject. Practical implications This study indicates that innovations in teaching style and assessment in mathematics modules can enhance student confidence and competence with key professional skills. Originality/value Undergraduate modules in mathematics which have a focus on professional skills development are still fairly rare in UK universities. Often such modules do not embed the professional skills development activities with subject-specific technical tasks and projects as this module does. There are few formal studies of the effectiveness of this style of module, especially longitudinal studies covering several academic years.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-12-21T12:22:22Z
      DOI: 10.1108/HESWBL-01-2018-0010
  • Potential implications of degree apprenticeships for healthcare education
    • First page: 2
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to critically reflect on evidence relating to the development and delivery of apprenticeships and its potential implications for pre-registration healthcare education. Design/methodology/approach An iterative review of English language literature published after 1995 to date relating to apprentices and apprenticeships was undertaken. In total, 20 studies were identified for inclusion. Only three related to the most recent apprenticeship initiative in the UK, and the majority were UK based. Findings Three key themes were identified: entering an apprenticeship, the learning environment and perceptions of apprenticeships. Successful completion of an apprenticeship relies heavily on both understanding the role the apprentice is seeking to inhabit, as well as well-structured and comprehensive support whilst on the programme. These findings are then discussed with reference to professional body requirements and pre-registration education in healthcare. Practical implications Appropriate work experience and support for learning are critical to apprenticeship success and apprenticeships should be given equal status to traditional healthcare education routes. Originality/value The introduction of the Apprenticeship Levy in April 2017 (Finance Act, 2016), acknowledgement that all National Health Service Trusts will be levy payers and the introduction of targets relating to apprenticeships for public sector employers have all contributed to growing interest in the apprenticeship agenda in health and social care.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-12-18T02:37:47Z
      DOI: 10.1108/HESWBL-01-2018-0006
  • Designing workplace induction programs to support the transition of
           new-career engineers to practice
    • First page: 18
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to focus on transition of engineering graduates to work. It asks: “What approaches and enabling activities can organisational induction programs use to support successful transition to practice for new-career engineers'” Design/methodology/approach The paper is grounded in literature review; it discusses central themes in the literature relating to transition to the workplace for Science Technology Engineering Mathematics (STEM) graduates. These include: skills required for the workplace; challenging factors in the transition to workplace; and, disciplinary socialisation. Findings There is a lack of literature that explores the design of workplace induction programs to assist novice engineers transition to professional work. An emerging topic in the literature is educational institution and employing organisation co-production of induction and transition to work programs. Originality/value Much of the literature relating to transition to work programs is from higher education rather than from the viewpoint of the workplace. This review contributes to knowledge of transition to work for early-career engineers from the perspective of workplace development programs.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-12-06T01:50:11Z
      DOI: 10.1108/HESWBL-02-2018-0014
  • The potential of digital sand-table use in engineering education
    • First page: 30
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to show the evaluation of the learning process to determinate if engineering student marks would be better from sand-table teaching than from traditional teaching. Design/methodology/approach The innovative teaching project incorporating digital sand-table use was evaluated by asking undergraduate and postgraduate students to rate their learning experiences and by analyzing their academic performance. Findings The results show that the percentage of students passing the courses, and marks on the course tests were higher for students taught using sand-table, compared to students taught without using this tool. Practical implications Engineering curricula are constantly revised to address the demands for undergraduate courses and specialization courses, and the differing needs of actual practice in relation to theoretical knowledge. Originality/value The experience at the University of Córdoba (Spain) offers some insights to other engineering degrees and educational institutions that wish to focus on the development of innovative academic programs and student capabilities.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-12-06T01:51:57Z
      DOI: 10.1108/HESWBL-03-2018-0031
  • Differences in accounting students’ perceptions of their development
           of professional skills
    • First page: 41
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to explore differences in South African accounting students’ perceptions of professional skills developed in an undergraduate accounting program. South Africa has a history of socio-economic inequality and racial injustice, leading to factors outside the classroom impacting educational outcomes. In particular, South African classes are heterogeneous, reflecting a diversity of race and language groups and students from differing schooling backgrounds. These differences necessitate differentiated instruction. Design/methodology/approach To explore for differences in perceptions, data were collected via questionnaires and differences between demographic variables such as school, race and language were considered, while controlling for gender. A focus group was also hosted to further explore findings. Findings Students from better quality schools agreed less strongly than those from poorer quality schools that the education program developed their professional skills. Students from better quality schools may have developed some of the professional skills during their schooling, requiring less to be developed at university. African students, though, agreed less strongly than white students from similar quality schools that they had developed professional skills. A focus group suggested that African students place less emphasis on professional skills development than on technical skills, given their lack of exposure to professional skills through mentors (parents, teachers, etc.) who never developed professional skills during their own compromised education under Apartheid. Originality/value Understanding the differences in the perceptions of professional skill development in a heterogeneous classroom can assist instructors in adopting differentiated instruction approaches to enable all students to develop professional skills. It could also assist future employers of these graduates to differentiate their development strategies during workplace training.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-12-06T01:53:49Z
      DOI: 10.1108/HESWBL-04-2018-0051
  • Business students’ perspectives on employability skills post
           internship experience
    • First page: 60
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose Employability skills of university graduates remain an ongoing topic for discussion and debate. Numerous studies highlight the expressed concerns of governments and industries about higher education’s ability to develop workforce ready graduates. An often cited solution is the use of internships to equip students with necessary employability skills. The purpose of this paper is to assess the status of employability skills from the perspective of students within a United Arab Emirates (UAE) institution based on their completion of a half-semester-long work placement experience. Design/methodology/approach Using a largely qualitative instrument, students reflected on their internship experience to report the essential skills needed in the workplace, classroom activities that most prepared them to use such skills in the workplace and the various challenges they encountered as interns. Findings Overall, students attributed a degree of importance to all skills addressed in the study with the greatest importance being attached to communication, teamwork and time management. Students indicated that most skills were addressed in the classroom; however, there appears to be a lack of awareness in the areas of critical thinking, self-management, intercultural skills and taking initiative. Research limitations/implications The present study only addressed the perceptions of business students at one all-female UAE-based institution of higher learning. Therefore, the data collected may not be representative of students enrolled in other degree programs or institutions. However, the understanding of these participants’ experiences adds to the body of literature featuring business undergraduate work experiences – particularly for the UAE and Gulf region. Practical implications Implications for academic and professional practitioners are discussed. Findings and recommendations are informative for curriculum development as well as economic and workforce development agencies. Originality/value The literature is well documented with studies from the perspectives of multiple entities including employers and university faculty, mostly in the western world. Fewer studies examine the perception of students, and even fewer studies are based on students in the UAE and other Gulf countries.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-12-21T12:22:42Z
      DOI: 10.1108/HESWBL-12-2017-0102
  • Identity, employability and entrepreneurship: the ChANGE framework of
           graduate attributes
    • First page: 76
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to introduce an evidence-based, transferable framework of graduate attributes and associated university toolkit to support the writing of level-appropriate learning outcomes that enable the university to achieve its mission to Transform Lives + Inspire Change. Design/methodology/approach An iterative process of co-design and co-development was employed to produce both the framework and the associated learning outcomes toolkit. Findings There is tangible benefit in adopting an integrated framework that enables students to develop personal literacy and graduate identity. The toolkit enables staff to write assessable learning outcomes that support student progression and enable achievement of the framework objective. Research limitations/implications While the framework has been in use for two years, institutional use of the toolkit is still in its early stages. Phase 2 of the project will explore how effectively the toolkit achieves the framework objective. Practical implications The introduction of a consistent, integrated framework enables students to develop and actively increase personal literacy through the deliberate construction of their unique graduate identity. Social implications Embedding the institutional Changemaker attributes alongside the agreed employability skills enables students to develop and articulate specifically what it means to be a “Northampton graduate”. Originality/value The uniqueness of this project is the student-centred framework and the combination of curricular, extra- and co-curricular initiatives that provide a consistent language around employability across disciplines. This is achieved through use of the learning outcomes toolkit to scaffold student progression.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-10-23T12:59:03Z
      DOI: 10.1108/HESWBL-02-2018-0016
  • Internship in a business school: expectation versus experience
    • First page: 92
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to evaluate the value of internship as a function of the disparity between the initial expectation from the internship and its actual experience. The perceived internship experience has been evaluated through the expectation confirmation theory (ECT). Design/methodology/approach A sample of 106 students pursuing Master of Business Administration in a business school in India were administered a questionnaire to assess their expectations and experience before and after the internship. The self-designed questionnaire based on review of extant literature on internship included items related to supervisor–intern exchanges, significance of prior classroom academic preparation, prior work experience and perceived learning value. Students’ assessment scores on the internship project were taken as the outcome variable. Findings Pre- and post-analysis of perceived internship value indicated a positive expectation disconfirmation. The result indicates that “Positive Expectation Disconfirmation” has a significant direct relationship with overall satisfaction with internship. Structural equation modeling further revealed that perceived quality of the supervisor–intern exchange has a significant relationship with perceived internship value. Perceived significance of classroom academic preparation has a weak negative relationship with both perceived internship value and internship performance. Perceived internship value has a weak positive relationship with internship performance. Originality/value It is first time an attempt has been made to look into the issue of internship from the ECT.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-12-04T01:28:45Z
      DOI: 10.1108/HESWBL-03-2018-0025
  • Enhancing graduates’ employability skills through authentic learning
    • First page: 107
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills. Design/methodology/approach Three methods were used to develop the framework: desk research on current demand and supply of new graduate’s employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework. Findings The paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates’ employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills. Research limitations/implications The framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications. Practical implications The framework gives directions to create real and practical ways to enhance new graduates’ employability skills by improving the connection between HE curricula and the demands of the real world. Originality/value The added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates’ employability skills.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-12-18T02:40:11Z
      DOI: 10.1108/HESWBL-04-2018-0049
  • The effect of supervised work experience on the acquisition of
           employability skills among Malaysian students
    • First page: 354
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The vocational education and training (VET) system needs a future change in order to be more accountable to employers (and their associations) for training outcomes that match employer expectations. As part of this, an important focus is employability skills that go beyond work-related technical and interpersonal skills to include employer-preferred values, attitudes and personality dimensions. The purpose of this paper is to determine the effect of supervised work experiences (SWEs), among other factors, on undergraduate vocational trainees’ acquisition of employability skills. Design/methodology/approach A total of 138 respondents ranging in age from 17 to 24 years who successfully completed their two years program awarded with Malaysian Skill Certificate were included. They were divided into two sub-populations, trainees participating and trainees not participating in the SWE. Descriptive analysis, Correlation and ANCOVA were applied for data analysis. Findings The results showed that participating students achieved a moderately higher level of employability skills compared to students not participating in the SWE. The findings also revealed other factors contributing to the acquisition of employability skills, including gender, age, work experience, self-concept and achievement motivation. However, achievement motivation was found to be significantly related to the acquisition of employability skills. Therefore, participation of vocational trainees in the SWE influences the acquisition of employability skills which are identified as career success skills and could facilitate youth in transition from school to work. Research limitations/implications Although the research has reached the aims, there were a few limitations which may effect on generalization of the findings. Because of the limit access to students from all majors in vocational training, this study focused on six types of skills. In addition, the number of participants from different courses was not equal. Practical implications The research findings also imply several practical implications. First, based on the finding, it can be suggested that industries provide students’ vocational training under supervision of expert in their course area in order to enrich the level of trainees’ acquisition of employability skills. Second, referring to the finding, focusing on the key aspects of employability skills, industries can improve the trainees learning process and producing workers with abilities to allow them to interact with job duties in the organization of workplace. Originality/value This study can serve as a model for evaluation when implementing school to work programs.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-05-04T12:01:46Z
      DOI: 10.1108/HESWBL-05-2016-0028
  • Trainees' perception of vocational training institutes degree
    • First page: 365
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to investigate how the degree apprenticeship of the vocational training institutes (VTIs) enhances the labor market and enables the trainees to detect the knowledge and skills that are acquired during the training. In addition, this study tries to detect through work-based learning whether the workplace function as a learning place and whether the trainees are satisfied by the experience during the degree apprenticeship. Design/methodology/approach In total, 129 graduates by various VTIs in the wider area of Patras (Western Greece), who completed the degree apprenticeship, participated in the survey. Findings The findings of this study highlighted the difficulties that the graduates of VTIs face when they look for a job in the economic crisis era that Greece faces. However, this study also highlighted the satisfaction that the trainees denoted about the knowledge and the vocational and social skills that they acquired during the degree apprenticeship. Additionally, the trainees are satisfied by the workplace where the degree apprenticeship took place because it became a learning environment. Practical implications This study is evidence of a need for developing the degree apprenticeship programs in Greece as a means of enhancing the transition from training to work. Originality/value This research is the first and serious recording of the trainees’ opinions regarding their degree apprenticeship, during their studies in VTIs. The presented professional and social skills could use as guidelines for the implementation of new practices and educational policies in training during the educational process. Additionally, the degree apprenticeship programs will be further linked to the educational institution and the educational community will benefit from the trainees’ experience. These new degree apprenticeship practices will be implemented in the following years in all the VTIs in Greece.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-04-11T02:59:04Z
      DOI: 10.1108/HESWBL-10-2017-0074
  • Perceived value of internship experience: a try before you leap
    • First page: 376
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to examine how internship value is manifested in the context of a business school. The authors have examined the internship experience in terms of experiential learning and employability. Specifically, the authors investigate the factors that determine internship at four phases: design, conduct, evaluation and feedback. Design/methodology/approach The authors have applied a mixed method approach. In all, 110 students of a busines school were first surveyed on their expectation, motivation and level of preparation through a self-administered questionnaire before internship. Based on the survey result, eight of these students were interviewed in details about internship expectations from industry, the selection process for internship, communications or exchanges between intern and companies prior to internship and perceived industry expectation from interns. At the next phase, authors used a qualitative research approach by conducting semi-structured, in-depth interviews with 14 interns and their mentors after internship period. They were interviewed on design, conduct, evaluation and feedback process of the internship. Interviews tried capture what kind of leader-member exchange led to satisfactory internship experience and outcome from view of both inter and mentor. Findings The authors find that at various stages of internship program quality of mentor – intern exchanges (as defined by leadership exchange theory), and task characteristics as indicated by autonomy, task variety, task significance and performance feedback determine intern’s performance. An intern’s performance is antecedent to an intern’s and a mentor’s satisfaction and overall internship value. The authors also found that intrinsic capability of intern such as critical thinking ability and learning orientation result in enhanced value of internship experience. The proposed models, postulate that at designing stage, lower the level of communication from employers, higher the feeling of ambiguity and lower the perceived internship value in terms of experiential learning and perceived employability. Feeling of ambiguity is moderated by existence of prior work experience of interns. At conduction stage, mentor-intern exchange is directly related to flexibility in structure of the program and inversely related to dependency on peer learning. Mentor-intern exchange also related to mentor and intern’s learning value. However, the learning value is moderated by learning orientation of the intern. Originality/value The authors have tried the summer internship experience from the perspective of interns and mentors. This is the uniqueness of the research.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-03-27T07:08:29Z
      DOI: 10.1108/HESWBL-07-2017-0044
  • Using sociocultural insights to enhance work-integrated learning
    • First page: 395
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose When learning in the workplace is conceptualised as a social process, different social or cultural features of workplaces may enable or constrain students’ learning. The purpose of this paper is to understand the views of students, workplace supervisors and university academics concerning sociocultural features that influenced work-integrated learning (WIL) experiences. Design/methodology/approach An interpretive case-study methodology, incorporating questionnaires and semi-structured interviews was used to determine the views of stakeholders involved in WIL experiences in a sport undergraduate degree. Findings Students’ learning was enhanced when they participated in authentic activities, worked alongside colleagues and could assume increasing responsibility for roles they were given. Social experiences, interactions and activities provided them with opportunities to access individual, shared and tacit knowledge, to learn about language, processes and protocols for interacting and communicating with others, and to become aware of the culture of the workplace. When students successfully acquired this knowledge they were able to “take-on” the accepted characteristics and practices of the workplace community – an outcome that further enhanced their learning. Practical implications Students need to understand the social and cultural dimensions of how the work community practices before they begin WIL experiences. Practical ways of addressing this are suggested. Originality/value This paper conceptualises WIL as learning through the “practice of work communities” whereby through the activities of the community students can access knowledge in a way that may differ from what they are familiar with from their experiences within the university environment.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-05-02T01:17:51Z
      DOI: 10.1108/HESWBL-09-2017-0071
  • The challenges and opportunities of ICT in WIL
    • First page: 408
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose Programmes and courses integrating learning and work, captured generally in this paper as work integrated learning (WIL), usually provide flexible and innovative learning opportunities. In a digital age, information and communication technologies (ICTs) can be vital in delivering and enhancing such hybrid forms of WIL. The purpose of this paper is to explore the correlation and trajectory of ICT use among priests in the Church of England in the various forms of WIL. Design/methodology/approach The case study explores ICT use among a sample of Church of England priests by examining initially their use of virtual learning environments (VLEs) such as Blackboard and Moodle in work-based learning (WBL); and assessing the trajectory and correlation to work-related learning (WRL) through their use of social networking/engagement tools such as Facebook and Twitter in continuing professional development courses (CPD). The correlation and trajectory is provided through a document analysis of VLE access and a survey questionnaire. Findings Priests in WBL and priests engaged in WRL (i.e. CPD courses) revealed a correlation in the lack of ICT pervasiveness. With only a minority of priests engaging in further higher education (HE), the familiarity and use of ICT such as VLE platforms stagnated or declined. Correlated with social networking/engagement, priests overwhelmingly cited the “lack of time” as a reason not to engage with social media, however, ICT reluctance caused by fear was the trajectory resulting in a further lack of “ICT pervasiveness”. Research limitations/implications While results may be generalisable among Church of England priests and other faith communities internationally, due to its unique and distinctive parameters, it is not generalisable to the general mature student adult education population. Practical implications The case study highlighted that continued intentional familiarisation and use of ICT within the various forms of WIL programmes and courses among “non-digital natives” would enhance learning. Such learning in WIL would be beneficial for HE programmes addressing e-readiness as a priority. Social implications Specific to the sample case study, considering the importance of community engagement and WIL, this study highlights the challenges and changes required for improved social capital within the field of ICT and adult education. Originality/value No studies have considered the training and education of priests as a WIL case study of ICT “pervasiveness” and self-efficacy.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-05-02T01:20:31Z
      DOI: 10.1108/HESWBL-07-2017-0045
  • The practice of professional skills and civic engagement through service
    • First page: 422
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to explore the community service learning initiative among Taiwanese communication students by examining the link between the value of work-based learning and learning outcomes from the applied classroom projects. Design/methodology/approach This study involves the applied classroom projects. Data are captured in both quantitative (i.e. survey) and qualitative methods (i.e. reflective papers). The survey is designed to measure general attitudes and perceptions of service learning students. The reflective papers focus on the participants’ expectations of the service learning outcome. Findings The findings suggest that work-based and service learning projects are beneficial for the students, faculty, university and community partners. As an extension of experiential learning, students acquire a deeper understanding of the course material, gain practical expertise in the real world, develop interpersonal communication skills and engage in civic responsibility. Practical implications This study supports the notion that service learning engagements help students develop problem-solving skills. It is suggested that since the content of traditional learning in the discipline of communication has changed extensively over the past decades (i.e. from traditional media to new digital media), service learning can be a complimentary tool to not only broaden students’ learning, but to also expand their professional horizons and opportunities. Originality/value The current study expands existing theory and advances our understanding of service learning in the discipline of communication in a Taiwanese context. With practical roots embedded in Western educational initiatives linking service learning to higher education, this paper reveals that service learning does work across cultures as well.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-08-20T09:54:40Z
      DOI: 10.1108/HESWBL-10-2017-0079
  • Internships in China: exploring contextual perspectives
    • First page: 438
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose Globally internships have become an increasingly pervasive means by which to enhance university learning and graduate employability. Whilst this practice has crossed national borders, the transferability of internships across national contexts has been largely assumed rather than empirically substantiated. The purpose of this paper is to explore interns’ and the host organisations’ perspectives of internships within the Chinese context. Design/methodology/approach Qualitative data were gathered though a series of semi-structured interviews with interns and host organisations in China, results were interpreted via thematic analysis. Findings Overall the study revealed both the interns’ and host organisations’ perspectives were consistent with those within other national contexts. Particularly, the findings highlighted the key role of individual interns’ dispositions, and internship supervision, as well as the conceptualization of internships as a career entry point. The study also identified a contextually specific variable of guanxi, as playing an influential role within the Chinese context. Research limitations/implications The study was exploratory in nature, thus further research is required, to further substantiate the variables and relationships detected. Originality/value The study establishes the transferability of a number of theoretical premises to the Chinese internship context. The transportable nature of the internship experience suggests the appropriateness of a degree of standardisation of internship design across national contexts. Whilst, also suggesting cultural phenomenon such as guanxi should be considered when designing internships to achieve desired outcomes within a Chinese context.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-09-03T03:07:00Z
      DOI: 10.1108/HESWBL-05-2017-0032
  • Local economic development and the skills gap: observations on the case of
           Tampa, Florida
    • First page: 451
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to provide an overview of the “skills gap” concerns that are increasingly prevalent in the USA and globally. In particular, the paper explores the current skills gap debate as a component of the American economy. This is an important issue as there is an increased economic uncertainty and global competition impacting many sectors. The paper specifically defines the current skills gap dilemma with respect to the USA and uses the Tampa, FL example of the practical implications of these concerns using recent survey and focus group data. Design/methodology/approach The research for this paper includes an outline of the economic development structures in place in Tampa, FL, a description of the existing mandate(s) to improve workforce training; the review of a key recent, public record report on workforce skills; and, the results of a focus group developed using key stakeholders. Initially, a public record document report titled Clarus Corporation (2013) “Hillsborough Community College: Workforce Development Scan” was reviewed to provide context and preliminary data to guide the research. In the second phase, a survey was conducted to develop a focus group of 18 key stakeholders in Hillsborough County. Nine of these stakeholders represented the education sector. These were purposefully selected from the Tampa Bay Higher Education Alliance (TBHEA) which represents approximately 30 regionally accredited academic institutions in the Tampa community (TBHEA, n.d.). In addition, another nine respondents were selected by purposeful selection representing employers who had experience with workforce training and development initiatives. Findings The group survey conducted for this paper confirms concerns by both employers and educators with respect to the existing and the future skill sets of employees. In particular, respondents note that basic skills such as communication and technical skills need more attention. Also, the focus group respondents confirm the importance of technical service certification. Fundamentally, economic development professionals, educators and employers need to develop and implement strategies and action plans to ensure that the skills gap be identified correctly and properly addressed. These initiatives must be developed with broad stakeholder input and these initiatives must be viewed as dynamic reflecting changing circumstances. Research limitations/implications This research should be viewed as exploratory in nature. The research could serve as a template to develop and track the concerns and issues of key stakeholders in the economic development process with respect to skills in the workforce on a regional or indeed a statewide basis. Practical implications Nations, states and local governments are more active in structuring workforce development support mechanisms and specific training opportunities to assist employees and businesses. All levels of government highlight the fact that they have skilled, competitive employees to assist in recruiting new companies to consider locating in their respective jurisdictions and in retaining companies. Social implications Having a clear understanding of the skills being demanded by employers as they strive to remain globally competitive is important. Local economic development officials, academicians and employers must be on the same page. Although relationships between these sectors are critical flexibility and adaptability are key to reflect changing demands. Originality/value The paper provides empirical evidence of the perceptions employers and educators have with respect to the skills gap issue in a fast growth jurisdiction. This jurisdiction promotes itself as having an abundant and skilled labor force. Data suggest that there are some concerns emerging from stakeholders.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-08-20T02:50:56Z
      DOI: 10.1108/HESWBL-05-2017-0033
  • Improving employment outcomes of career and technical education students
    • First page: 469
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose In this rapidly changing world, we are experiencing the fourth industrial revolution, known as “Industry 4.0,” that requires education systems to redesign qualifications in order to meet the needs of an individual and the workplace of the digitized economy. The purpose of this paper is to provide an overview of the relatively new approaches being explored mainly in the UK and Australia within the higher education (HE) sector and to propose a framework with selected career training pathways for the tertiary education system within the Australian context. The implementation plan postulated from the reports of recent studies conducted in England’s apprenticeship system is intended as a guideline for facilitating a sustainable career and technical education (CTE) with three pillars of innovation, integration and collaboration in order to improve employment outcomes required for the digitized economy in Australia. Design/methodology/approach This study adopts a descriptive, pragmatic research methodology to review and analyze education methods found in contemporary degree and vocation programs, particularly the degree apprenticeships adopted in England. This approach is used to explore, explain and develop a framework for student-centric apprenticeship options in CTE with graduate outcomes in the re-designed HE programs to successfully meet the needs of Industry 4.0 workplaces in Australia. Findings A student-centric framework is designed for HE programs with a proposal to include practical variations in apprenticeships to embrace flexible structures and industry responsiveness. The paper develops tactical plans and implementation flowcharts for the proposed framework with four CTE pathways, such as degree apprenticeships, start-up focus degrees, tailored studies and multiple majors that are designed for tertiary education programs to meet the dynamically changing employment needs of industry. Originality/value This proposal is a relatively new approach to improve employment outcomes of students undergoing degrees and vocational education with a focus on apprenticeship in four different forms. The strength of this pragmatic approach is in providing an insight into “what works” through a set of flexible, sustainable and practical implementation plan for the proposed CTE pathway framework in order to meet the future need of re-skilling and training for the digital economy.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-08-20T09:48:38Z
      DOI: 10.1108/HESWBL-01-2018-0003
  • The convergence of National Professional Qualifications in educational
           leadership and master’s level study
    • First page: 484
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose In 2017 the UK Government decided that the suite of National Professional Qualifications (National Professional Qualifications for Middle Leadership, National Professional Qualifications for Senior Leadership and National Professional Qualifications for Headship) needs to be updated in order to ensure they remained relevant to the changing shape of the educational landscape, particularly through the expansion of multi-academy trusts (MATs). At the same time, the Government proposed a new National Professional Qualification for Executive Leadership aimed at the CEOs of MATs. The purpose of this paper is to explore the way in which the new National Professional Qualification (NPQ) programmes are having master’s level criteria embedded into them to facilitate a seamless progression into the master’s level study. Design/methodology/approach The paper combines desk research with reflections on the experience of developing the new NPQ programme within higher education institutions (HEIs) and considers the implications of this upon current and emerging HEI practice and research into educational leadership. Findings There were a number of key issues highlighted by the paper. Notably, the process of embedding academic criteria into a training programme, which was not used to support the notion of critical reflection. Also, the associated mechanisms of accreditation, existing professional networks and the upskilling of staff delivering the NPQ programme, and a professionally oriented interface between the university, employer and deliverer of the training. Originality/value This paper provides an original perspective involving the embedding of master’s level criteria into professional qualifications in the field of educational leadership.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-10-09T09:43:01Z
      DOI: 10.1108/HESWBL-07-2017-0040
  • Total Interpretive Structural Modelling of predictors for graduate
           employability for the information technology sector
    • First page: 495
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The purpose of this paper is to present a qualitative analysis of the significant factors that influence graduate employability in information technology (IT) sector. This is imperative, given the rising “employability gap” confronted by this sector, especially in context of India. The key factors that influence graduate employability have been drawn from the literature. This research paper aims to conduct a preliminary validation of these predictors of employability and analyse the contextual relationship between them through Total Interpretive Structural Modelling (TISM) technique (Nasim, 2011; Sushil, 2012). This technique is an innovative version of Interpretive Structural Modelling proposed by Warfield (1973). Design/methodology/approach The antecedents of graduate employability have been identified through qualitative analysis of available literature. Further, TISM has been used to derive a structural model and analyse the contextual relationship among these identified antecedents. The structural model has been derived through in-depth interviews with experts that include senior middle management professionals from reputed IT companies in India. The developed TISM model has been further validated through assessment surveys with a larger set of domain experts to enhance the credibility of the obtained results. Findings Based on the data collected from the domain experts, eight elements including employability and its seven antecedents were hierarchically modelled into four levels. While all the seven identified factors were endorsed by the industry experts as the drivers of employability, some of the key factors affecting employability emerged to be technical specialties knowledge, technology management skills and communication skills. Furthermore, the developed model has been subsequently validated and accepted based on the results of the assessment surveys conducted with a larger set of domain experts. Research limitations/implications The findings are expected to help the graduates seeking jobs in IT and allied sectors and the higher education institutions (HEIs) offering academic programmes in this domain. These findings would enable the graduates to understand the significance of the different knowledge/skill areas that influence their employability and increase the chances of securing job. Also, the HEIs can comprehend the developed model to understand the demands of the employers, the rationale behind it and further align their course curriculum/teaching methodologies in sync with their expectations. The developed model should be put to empirical validation for greater reliability. Originality/value The qualitative analysis of the antecedents of graduate employability using TISM technique is an original methodological contribution to the field. Though the TISM technique has been used in research studies across different sectors like e-government (Nasim, 2011), higher education (Prasad and Suri, 2011) and flexible manufacturing systems (Dubey and Ali, 2014), the application of this technique to employability in IT sector in India is a novel contribution.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-10-01T09:32:20Z
      DOI: 10.1108/HESWBL-08-2017-0047
  • Quality of teachers in technical higher education institutions in India
    • First page: 511
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose The quality of education depends upon the quality of teachers, i.e. professional competence. The purpose of this paper is to empirically identify the state of faculty’s quality in technical higher education institutions of Punjab (India) in terms of their competences. Later, differences in the quality of the faculty of both public (government funded) and private (partially or not funded by government) technical institutions were examined. Design/methodology/approach In total, 35 technical institutes were selected to conduct a field survey and total 594 respondents including teachers, students and administrators had responded to the present study from different departments of engineering and management. The state of faculty’s quality in terms of their competences has been examined through confirmatory factor analysis in AMOS 20.0. Discriminant analysis in SPSS 20.0 has been performed to find the differences in faculty of both the public and private sectors. Findings This paper provides a broader picture of the poor quality of teachers in technical institutions of Punjab (India) in terms of lacking most of the competencies. The study also reveals significant differences in the faculty of both public and private sector institutes in terms of select competences. Originality/value This paper demonstrates an alarming stage of poor-quality state of teachers. Therefore, educational administrators and policy makers need to show their concern for the improvement of teachers’ quality in technical higher education institutions of Punjab (India).
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-10-10T10:49:47Z
      DOI: 10.1108/HESWBL-10-2017-0080
  • Enablers for good placements of graduates: fitting industry’s needs
    • First page: 544
      Abstract: Higher Education, Skills and Work-Based Learning, Ahead of Print.
      Purpose Companies are looking for certain employability attributes and personality traits while recruiting and selecting suitable candidates for their organizations and there is a mismatch in what the higher educational institutes are grooming the graduates. There is therefore a need for proactive management of career development of students. The paper aims to discuss these issues. Design/methodology/approach This research involved an exploratory study on a database of 445 students enrolled and passed out from the five batches of two years business management course from 2012 to 2016 in a business school in India, to identify the parameters which led to generating good placement package for them. The impact of independent variables of live industry projects, communication skills, academic performance, classroom attendance and co-curricular activities on the placement package was studied using stepwise regression analysis. Findings The study revealed that industry projects, co-curricular activities, communication skills and academic performance were the key enablers which helped the students become industry ready and employable. Research limitations/implications This research involved the study of effect of only four independent variables- academic performance, communication skills, participation in live industry projects and co-curricular activities on the placement package received by the students. There is a scope of extending this study by considering the effect of other variables such as educational background (graduation stream, performance in that stream, scores attained in competitive exams, etc.), family background (family income, occupation of parents and their qualification, family size, etc.), geographical background (rural, urban or semi-urban) and work experience on the final placement package received by the student. Practical implications Employability depends on a multitude of factors which can be broadly put under three categories of knowledge, skills and attitude (Khare, 2014). Universities need to work right from the first year toward developing a wider range of employability skills rather than focusing only on developing generic competencies in the students. The results of regression analysis indicate that the impact of different predictors for a good placement package vary in strength and a student needs to focus on balancing all of them in order to get a good placement. Educational institutes can replicate this study to identify the overall employability of their students. Originality/value With the increase in demand from industry for work ready graduates, there is a huge pressure on educational institutes to prepare their students for the corporate world. Such studies would help the institutes in focusing on various parameters which would ultimately assist students pursuing courses in post graduate level like business management or other master courses in getting good placements.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2018-10-02T09:00:25Z
      DOI: 10.1108/HESWBL-11-2017-0096
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