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Higher Education, Skills and Work-based Learning
Journal Prestige (SJR): 0.426  Citation Impact (citeScore): 1 Number of Followers: 49  Hybrid journal * Containing 3  Open Access article(s) in this issue *ISSN (Print) 2042-3896 - ISSN (Online) 2042-390X Published by Emerald  [362 journals]
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- Employability and long-term work life outcomes from studying at a Swedish
university college: problematizing the notion of mismatch
Open Access Article-
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Authors: Anders Nelson, Andreas Ivarsson, Marie Lydell
Abstract: This study aims to explore a specific case of the alleged mismatch between higher education and employability by investigating long-term work life outcomes for graduates from a small university college in Sweden, and the associations between these outcomes and the graduates’ social background, academic achievements and study approach in terms of labour market orientation and agency in studying. The study is based on longitudinal data from initially 2,072 students from bachelor’s degree programmes in 2007–2012. They were surveyed continuously throughout the programmes and then in 2020. Classification and regression tree (CRT) analyses were conducted to identify which subgroups within the population based on the independent variables (e.g. students’ background and study orientation) that were associated with the dependent variables (work life outcomes). Neither graduates’ social background nor their academic achievement and study approach was associated with employment rate or income. Some dimensions of high labour market orientation and agency in studying were positively associated with holding a senior position at work. Several aspects of high levels of agency and labour market orientation were positively associated with subjective work life outcomes, such as for example perceived mastery of work. This study contributes to further understanding of alleged mismatches between higher education and employability by using longitudinal data from a university college in a country with low graduate unemployment rates and low earnings dispersions.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-08-09
DOI: 10.1108/HESWBL-11-2023-0327
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Stakeholders’ perceptions of occupational competency assessment and
certification systems in Ethiopia’s TVET programs-
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Authors: Ashebir Tekle, Solomon Areaya, Getachew Habtamu
Abstract: This research aims to explore stakeholder perspectives on Ethiopia’s occupational competency assessment and certification systems. The study utilized a mixed-methods strategy within a concurrent embedded design and adopted a pragmatic perspective. Data collection involved questionnaires, interviews, and focus group discussions, selecting respondents via purposive sampling for their significant experience and deep understanding of competency assessment. Analytical methods included descriptive and inferential statistics, as well as narrative techniques. There is a generally positive perception of the value of competency assessments. However, the study finds several major limitations: inadequate candidate competency assessment, lack of skill gap analysis in TVET institutions for improved training, failure to maintain assessment standards, a high candidate-to-assessor ratio, and assessment tools that do not meet occupational standards. These issues show that the existing method misjudges TVET candidates' skills. To increase employer acceptance of competency assessments, the Center of Competence (CoC) agencies should integrate industry expertise, highlight their benefits, and emphasize the importance of training quality and career goals for candidates and trainers. A study reveals that African nations like Ethiopia, Ghana, South Africa, Rwanda, Morocco, Benin, and Senegal have been implementing competency-based training (CBT) for around two decades, with support from countries like Canada, France, Belgium, Germany, Switzerland, Australia, Luxembourg, and Japan. However, the programs are often inconsistent and disorganized, with little private sector participation. There is a significant difference between the goals of quality assurance entities and the resources allocated. Although competency assessment is a fundamental part of CBT, there is a lack of research demonstrating its practice. Therefore, we conducted this research in Ethiopia, the second most densely populated nation in Africa. The results apply to other comparable nations implementing CBT programs (IIEP-UNESCO, 2021). The research on stakeholders' perceptions of competency assessment is still in its early stages, with most studies focusing on training quality-related issues. This study expands on our knowledge of occupational competency assessment by analyzing perspectives from a comprehensive stakeholder perspective, considering contextualized assessment practices, addressing stakeholder needs, providing practical implications, and identifying future research directions. Furthermore, it offers valuable perspectives on developing competency-based education in Africa and other regions.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-07-31
DOI: 10.1108/HESWBL-02-2024-0030
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Investigating the mediating role of self-efficacy between digital
leadership capability, intercultural competence, and employability among
working undergraduates-
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Authors: Hui Zhan, Kin Meng Cheng, Lianna Wijaya, Songcun Zhang
Abstract: Utilizing the Social Cognitive Theory framework, this research aims to illuminate how self-efficacy acts as a mediating factor, enhancing employability among working university students by fostering essential capabilities in digital leadership and intercultural competence. Quantitative study with 206 working undergraduates from an Indonesian university. Questionnaires and structural equation modeling (SEM) with SPSS and SmartPLS were used. Findings showed that working undergraduate students possess a high level of digital leadership capability and intercultural competence and tend to display increased confidence in their ability to perform challenging tasks and attain anticipated outcomes, thereby enhancing their employability. The integration of these skills, coupled with a solid self-efficacy belief, emerges as a powerful combination in the modern employment landscape in the digital transformation and Artificial Intelligence age. This research is conducted in one university in Indonesia, potentially limiting its generalizability. Future studies could expand its regions to multiple universities across different countries for a more comprehensive implication. This research answered the call for strategies from the university level on enhancing the development of essential competencies for working undergraduate students’ employability. It further highlights the necessity for shaping the curriculum to prioritize digital leadership capability, intercultural competence, and the cultivation of self-efficacy among working students. This insight of the research has profound social implications, indicating that educational institutions must adapt their curricula to prioritize these competencies. By doing so, universities can better prepare students to navigate the complexities of the modern workplace, thereby contributing to a workforce that is not only technologically proficient but also culturally adept and resilient in the face of challenges. This adaptation is essential for fostering a generation of graduates who are well-equipped to contribute positively to a diverse and rapidly evolving labor market, ultimately benefiting both the individuals and the wider society by promoting economic development and cultural understanding. Adopting a quantitative approach, this research offers a data-driven lens of employability determinants, deepening the understanding of how intertwined competencies shape employment outcomes in the AI age.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-07-29
DOI: 10.1108/HESWBL-02-2024-0032
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- The use of problem-solving methodology to develop institutional and
curricular change: work-integrated learning as a strategy of
differentiation-
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Authors: Beth Crosbie, Trevor Gerhardt, Joel Montgomery
Abstract: Using a Problem Based Learning (PBL) approach, this paper examines whether internships can stand as a viable alternative to Higher Degree Apprenticeships (HDAs) within the UK Higher Education (HE) context. It was a process that was undertaken to identify work-integrated schemes as a part of a curriculum portfolio transformation project. This presented itself as a strategic avenue capable of fostering a competitive advantage (strategic differentiation), particularly in enhancing graduate employability through a differentiation in pedagogy employing Work-Integrated Learning (WIL). This paper applied a PBL approach comprising of five distinct stages based on the McMaster Five-Point Strategy. This included the Problem Identification, Generating Solutions through a review of relevant literature and a case study, using an evaluation matrix to identify the best solution to Decide a Course of Action, Implementing the Solution and Evaluating the Solution. It presents an institutional and curriculum change project. WIL can offer both strategic differentiation, an organisational distinctiveness within HE and Pedagogical differentiation, such as embedding internships in curriculum. This can be achieved by creating clear guidelines and expected outcome frameworks, bespoke feedback templates and enhanced collaboration, Experiential Learning pedagogy in the curriculum and the inclusion of other forms of WIL to further diversify and create a WIL organisational culture. Practitioner use of applying problem-solving models for work-integrated curriculum planning. We present a confluence of the concepts strategic differentiation and pedagogical differentiation using WIL as a conduit. We present this using a PBL evaluative review approach. The paper’s distinct contribution manifests in the formulation of three pivotal recommendations.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-07-26
DOI: 10.1108/HESWBL-01-2024-0020
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Students' reflections of quality (RoQ) in work-integrated learning (WIL):
a systematic review and framework-
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Authors: Michelle J. Eady, David Drewery, Monica Burney, Wincy Li, Kimberley Livingstone
Abstract: In light of the expanding prominence of work-integrated learning (WIL), the pedagogical model that integrates work experiences into an academic curriculum, this paper presents a systematic review that uncovers little-explored students’ reflections of quality (RoQ). Drawing on the concept of wayfinding rocks and Bronfenbrenner’s (1979) ecological systems theory, the “students’ RoQ (pronounced [ROK]) WIL model” offers guidance for future research, policy development and educational interventions aimed at optimizing students' experiences of WIL. This paper highlights RoQ WIL through student voice. The outcomes offer a model, contributing insights for institutions, employers and students involved in WIL experiences. While the study addresses specific limitations such as the use of specific search terms and potential biases, future research is needed to explore cultural capital’s influence on WIL quality. A focus on broadening the scope of data collection to include a more comprehensive range of student perspectives is needed. The paper suggests practical implications for institutions, employers and educators in designing WIL programs that prioritize student perspectives, ultimately enhancing the quality of WIL experiences. By focusing on students' RoQ in WIL, this paper fills a significant gap in the literature and provides a foundation for future research and practice in optimizing WIL engagement and outcomes.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-07-23
DOI: 10.1108/HESWBL-03-2024-0078
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Employability and motivation: which motivational theories
are most appropriate'-
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Authors: Richard Remedios, Peter Sewell
Abstract: A range of models of employability implicitly or directly identify potential drivers of motivated behaviour related to engaging in employment-related outcomes whilst acknowledging that employability is also about developing life skills. Motivational theorists suggest that tasks engaged for external purposes, e.g. working towards an employment-related goal, are experienced differently than (those same) tasks engaged in for less external reasons, e.g. the desire for knowledge. Whilst there are excellent examples of the use of motivational theory in some models of employability, sometimes the evidence is either outdated, incorrectly interpreted or fails to use the most appropriate motivational theory. The aim of this paper is to bring to attention several prominent motivational theories and some key evidence that seems most pertinent across models of employability. As this was a non-empirical design, the approach did not fit any research design methodology or structured, systematic or meta-analysis review. The paper outlines a series of arguments by reviewing in detail several theories of motivation and mapping them against current models of employability. From a theoretical point of perspective, it is suggested that Expectancy Value Theory needs to be considered when creating models of employability. It is also suggested that motivation for employment-related tasks is probably extrinsic, though evidence suggests that forms of extrinsic motivation can also be motivationally adaptive. Several models posit self-efficacy as a driver of motivated behaviour, but the evidence suggests a clear and consistent interactive relationship between subjective task value and self-efficacy, suggesting that self-efficacy is only a useful predictor when value is high. Whilst the aim of models of employability is to improve our understanding of the predictors of employability behaviours, the practical consequence is the development of appropriate curriculum. Understanding which features of employability create adaptive and maladaptive motivation should help educators create curriculum that produces optimal engagement and performance. Models of employability are mostly created using bodies of extant evidence. In this paper, we have tried to identify where some of the interpretation of the evidence has been more or less appropriate. We hope that ideas and evidence in this paper will allow theorists, where appropriate, to re-develop their models.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-07-18
DOI: 10.1108/HESWBL-03-2024-0067
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Investigating collaborative learning in architectural design studios from
the instructors’ perspective-
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Authors: Hirou Karimi, Guita Farivarsadri
Abstract: This paper aims to examine the barriers to adopting collaboration in architectural design studios from the instructors' perspectives and explore strategies to overcome barriers. Semi-structured interviews were conducted with 14 coordinators in architecture and interior architecture design studios to gather insights into their experiences and perspectives on collaboration. Thematic analysis was employed to identify key themes and patterns in the data. The study reveals that collaboration is highly valued by instructors for its potential to enhance creativity, problem-solving abilities, and preparation skills among students. However, the study identified several barriers, such as student conflicts, coordination challenges, cultural differences, and technological constraints. The instructors recommended specific strategies to promote collaboration in architectural design studios. These strategies include involving students in collaborative projects, providing training in collaboration skills, striking a balance between online and in-person activities, and developing supportive policies and skills. Implementing these strategies can help design programmemes that prepare students for professional success and future careers. This study sheds light on the importance of integrating collaboration skills in architectural education. By exploring barriers and suggesting strategies, it provides valuable insights for educators and encourages further research into the implementation of these strategies. Design programmes can benefit from adopting a multifaceted approach to foster collaboration among students, thereby enhancing their learning experience and future prospects.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-07-18
DOI: 10.1108/HESWBL-12-2023-0329
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Conceptualising a model for provider-employer collaborations in quantity
surveying degree apprenticeship programmes-
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Authors: Lovelin Obi
Abstract: With increasing demand to enhance collaborative practices in Degree Apprenticeship (DA) programmes like Quantity Surveying Degree Apprenticeships (QSDA), there is a notable lack of models supporting employer engagement, particularly in curriculum design and delivery. This study aims to fill this gap. A qualitative research approach was employed, utilising semi-structured interviews, focus groups and questionnaires to gather stakeholder perspectives involved in QSDA programmes in England. This process aimed to identify key practice areas, collaboration process and enablers needed to conceptualise a collaborative model for employer engagement in QSDA curriculum design and delivery. The model highlights four collaborative stages, four practice areas, fourteen focus actions, and twelve enablers essential for provider-employer collaborations in QSDA curriculum design and delivery. This study introduces a novel curriculum design model emphasising the collaboration process and enablers for provider-employer engagement. It offers new insights for QSDA programme curriculum development and is the first to address this area, contributing to the literature on Degree Apprenticeships in built environment education.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-07-15
DOI: 10.1108/HESWBL-11-2023-0324
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Social capital development in online education and its impact on academic
performance and satisfaction-
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Authors: Teik Aun Wong, Kevin Tee Liang Tan, Sheila Rose Darmaraj, Joshua Teck Khun Loo, Alex Hou Hong Ng
Abstract: The first objective is to investigate and determine the social capital development of students in online education. The second objective is to analyze the influence of social capital on students’ academic success and educational satisfaction. The third objective is to generate recommendations to foster social capital development. A quantitative research approach is employed, with 264 respondents comprising students from colleges and universities in Malaysia. The data gathering instrument is an online questionnaire administered with the informed consent of participants. Data analysis is performed using structural equation modeling (SEM). The results show that the faculty capital and peer capital components of social capital have not been compromised in online education, but the family capital component has declined. As such, it is concluded that there is a general decline in overall social capital in online education. These findings form the basis for recommendations on promoting social capital development among students in colleges and universities internationally. This study focused on study periods during the COVID-19 pandemic where online learning and communication were strictly enforced, providing a unique opportunity to explore how students adapted their social capital development. However, this is not meant to be a representation of scenarios where students are given the option of either physical or online education or a combination of both. Academic and institutional management implications are evident, and recommendations are made based on the findings. The findings and subsequent recommendations have considerable social implications in terms of social sustainability of education practices and policies. The COVID-19 pandemic that started in March 2020 and subsequent prolonged periods of physical lockdowns in many countries have forced colleges and universities that customarily practice classroom education to shift to online education temporarily. This situation created a novel “natural experiment” when classes or programs from the same college or university that are customarily conducted in classrooms (in person) were conducted online during the pandemic, thus contributing to the originality of the findings.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-07-15
DOI: 10.1108/HESWBL-12-2023-0332
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- From classroom to career: a new approach to work-integrated learning in
communication studies-
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Authors: Susan Grantham, Manolo Iachizzi
Abstract: This study aimed to realign the Work-Integrated Learning (WIL) curriculum at an Australian university with communication industry standards and student career goals. It proposes practical suggestions for a third-year communications studies WIL course that will effectively prepare students for professional success by integrating insights from industry and students. It analyses free-text feedback from student experience of course surveys (n = 20), semi-structured interviews with industry partners (n = 8), and conducts a detailed review of existing WIL course materials. Drawing from the Employability Capital Growth Model (ECGM) as a theoretical framework, the study explores the findings for links to capital. The findings emphasise the need for WIL programs to better align with the industry’s evolving demands, incorporating practical, real-world experiences to enhance skill development and workforce readiness. Feedback from students and industry partners aligns with the ECGM framework and underscores the importance of integrating coaching and mentoring into the curriculum to support employability. Based on these insights, an integrated set of practical suggestions is presented. This project fills a gap in WIL scholarship by focussing on a communication studies environment, ensuring it aligns with industry demands while prioritising student engagement. By ethically involving industry partners and integrating student feedback, the suggestions set out a curriculum that is both current and resonates with learner experience and career readiness. It bridges the academic-professional divide, preparing students as confident, skilled professionals ready to enter the workforce.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-07-11
DOI: 10.1108/HESWBL-02-2024-0051
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Bridging pre-professional identities: the contribution of trustworthiness
and academic socialisation to undergraduates’ employability-
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Authors: Maria Luisa Farnese, Paola Spagnoli, Liliya Scafuri Kovalchuk, Michael Tomlinson
Abstract: The evolving dynamics of the labour market make graduates’ future employability an important issue for higher education (HE) institutions, prompting universities to complement the conventional graduate skills approach with a wider focus on graduate forms of capital that may enhance their sense of employability. This study, adopting a capital perspective, explores whether and how teachers in HE, when acknowledged as knowledgeable trustworthy actors, may affect graduates’ employability. It investigates how they can mobilise undergraduate cultural capital through socialisation, and shape their pre-professional identity, paving the way for university-to-work transition. To test the hypothesised model, a self-report online questionnaire was administered to a sample of 616 undergraduates attending different Italian universities. Multiple mediating models were tested using the SEM framework. Results supported the tested model and showed that trust in knowledgeable HE teachers was associated with undergraduates’ perceived employability both directly and through both mediators (i.e. academic socialisation and identification with future professionality). This research explores a capital conceptualisation of graduate employability, identifying possible processes for implementing graduates’ capital across their academic experience and providing initial evidence of their interplay and contribution to transition into the labour market. These findings provide empirical support to possible forms of capital that HE institutions may fulfil to enhance their undergraduate employability throughout their academic career, which serves as a liminal space allowing undergraduates to begin building a tentative professional identity.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-06-28
DOI: 10.1108/HESWBL-02-2024-0040
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Assessing the relevance of an Indian undergraduate civil engineering
programme: a fuzzy analytical hierarchy process approach-
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Authors: Swapnil Sharma, Seema Ravindra Singh, Sunita Jatav
Abstract: An undergraduate civil engineering programme is assessed for its relevance to the building construction sector. Its contrast from the existing curriculum structure is also highlighted. The curriculum is clustered into 15 groups based on disciplines. A pairwise comparison of groups is conducted by experts from the building construction sector. Expert judgements are analysed using Fuzzy Analytical Hierarchy Process (Fuzzy AHP) to determine the groups' order based on their importance in preparing students for a career in the building construction sector. Concrete Technology, Structural Design and Analysis, and Building Technology and Town Planning emerged as the three most essential course groups, followed by Construction and Project Management, Surveying, and Geotechnical and Allied. Foundational Science and Math, Hydrology/Water Resource Engineering, and Computing and Programming came last in the order. Relying on a curriculum from a specific region, generalizability to other geographical areas is limited. The perspective of building construction sector professionals excludes the views of other stakeholder groups within the sector. The study allows universities in general to enhance students' job prospects in construction by calibrating course group priorities and aligning skills with industry needs, thereby potentially improving employability, and boosting the industry-academia relationship. Fuzzy AHP has been utilized by building construction industry experts to assess the relevance of an undergraduate civil engineering curriculum. Findings serve as a valuable reference for implementing positive curriculum changes to potentially enhance student employability.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-06-27
DOI: 10.1108/HESWBL-09-2023-0241
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Investigating the interplay of organizational social capital, university
image and perceived employability on career satisfaction of information
technology professionals-
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Authors: Shikha Agnihotri, Atul Shiva, Prateek Kalia
Abstract: This study aims to examine the relationship between organizational social capital, university image, perceived employability and career satisfaction of information technology (IT) professionals. It also aims to investigate the moderating effects of diverse age groups of IT professionals on the antecedents and consequences of career satisfaction. Variance-based partial least square structural equation modeling (PLS-SEM) technique was used to analyze a dataset of 412 responses from IT professionals. The predictive relevance of career satisfaction was estimated through PLS predict, and the relative importance of determinants was analyzed through importance-performance map analysis (IPMA). PLS Multi-group analysis (PLS-MGA) and measurement invariance of composites (MICOM) were used to estimate the moderating effects of age groups. The findings of this study indicate that university image is perceived as the crucial factor for career satisfaction by IT professionals followed by perceived employability and organizational social capital. Gender was found to be a positive predictor of career satisfaction. PLS-MGA results indicate that organizational social capital is a prominent predictor of career satisfaction for middle-aged professionals as compared to young professionals as the latter consider university image to be more important. This is the first study to examine the relationship between organizational social capital, university image, perceived employability, and career satisfaction of IT professionals in a developing country context.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-06-25
DOI: 10.1108/HESWBL-02-2024-0033
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Gender gap in the level of perceived achievement of complex thinking in
business education in a Mexican university population-
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Authors: Adriana Medina-Vidal, José Carlos Vázquez-Parra, Marco Cruz-Sandoval, Arantza Echaniz-Barrondo
Abstract: This article endeavors to detail the outcomes of an exploratory investigation into the perceived attainment levels of complex thinking competencies among business students at a technological university in western Mexico. It seeks to examine and contrast the students' self-assessed development of this critical competency, along with its associated sub-competencies, throughout their academic tenure. Our analysis focused on two distinct groups of students, one at the beginning of their academic journey and the other nearing its completion, to explore whether perceptions of competency development were equitable across genders. Utilizing multivariate descriptive statistical analysis, we were able to substantiate the existence of a gender gap in the perceived development of competencies. While both male and female students showed improvement in their self-perceived competencies, the results indicate that women outperformed their male counterparts in the area of complex thinking and its associated sub-competencies by the conclusion of their degree programs. The evidence suggests that there is a gender gap in the educational process for this group of students, highlighting the urgent need to minimise disparities in the perception between male and female business students about their competencies. This article presents findings that pave the way for future research aimed at exploring strategies to narrow the gap in perceived competency achievement throughout the educational journey in business studies, considering how the environment and cultural elements can be determining factors in how students perceive their abilities and skills.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-06-24
DOI: 10.1108/HESWBL-01-2024-0027
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Shallow strategic thinking: findings from a multinational problem-based
learning pilot study-
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Authors: Megan J. Hennessey, Celestino Perez, Brandy Jenner
Abstract: Researchers piloted a problem-based learning (PBL) activity in a master’s degree-granting strategic studies program to explore how students apply knowledge and skills learned from the curriculum to their formulation of a strategy addressing a real-world global security scenario. This mixed-methods pilot study used ethnographic observation, participant feedback, document analysis and surveys to assess the learning and engagement of multinational postgraduate students in the context of a PBL environment. Findings revealed gaps in students’ causal logic and literacy, as well as student discomfort with ambiguity and reliance upon heuristic frameworks over willingness to conduct substantive, current and relevant research. Additionally, observed group dynamics represented a lack of inclusive collaboration in mixed gender and multinational teams. These findings suggest foundational issues with the curriculum, teaching methodologies and evaluation practices of the studied institution. This study highlights the need to include explicit instruction in problem-solving and causal literacy (i.e. logical reasoning) in postgraduate programs for national and global security professionals, as well as authentic opportunities for those students to practice interpersonal communication.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-06-19
DOI: 10.1108/HESWBL-08-2023-0235
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Curricular innovation for economic symbiosis: a neural network approach to
aligning university supply chain programs with regional industry demands-
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Authors: Jamie L. Daigle, Gary Stading, Ashley Hall
Abstract: The study aims to refine the local university’s supply chain management curriculum to meet regional industry demands, thus boosting the local economy. Mixed-methods action research combined with neural network modeling was employed to align educational offerings with the needs of the local supply chain management industry. The research indicates that curriculum revisions, informed by industry leaders and modeled through neural networks, can significantly improve the relevance of graduates' skills to the SCM sector. The study is specific to one region and industry, suggesting a need for broader application to verify the findings. Adopting the recommended curricular changes can yield a workforce better prepared for the SCM industry, enhancing local business performance and economic health. The study supports a role for higher education in promoting economic vitality and social welfare through targeted, responsive curriculum development. This study introduces an innovative approach, integrating neural network analysis with action research, to guide curriculum development in higher education based on industry requirements.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-06-14
DOI: 10.1108/HESWBL-11-2023-0309
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Emerging from COVID-19: the perceptions of university students to
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Authors: Carl Evans, Jonathan Lean, Ali Sen, Zatun Najahah Yusof
Abstract: The purpose of this study is to examine university students’ behaviours and perceptions relating to part-time working, particularly the impact of external factors such as COVID-19, on their work activity. A structured, online questionnaire was issued to Business Management students at a UK university. A total of 123 responses were received. The study offers a unique insight into the effects of Covid-19 on students’ perceptions regarding part-time work. It is important for universities to understand the motivations of students and their current circumstances, since these could affect students’ academic performance and wellbeing and well as their employability, and as a consequence, influence university policy. The study offers a unique insight into the effects of prevailing external factors in particular Covid-19 on students’ perceptions regarding part-time work.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-06-14
DOI: 10.1108/HESWBL-12-2023-0343
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- How does career coaching in higher education help graduate employees
adjust to the workplace'-
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Authors: Niels van der Baan, Simon Beausaert, Wim Gijselaers, Inken Gast
Abstract: Employers increasingly require students to possess competences that go beyond theoretical knowledge and academic expertise, such as lifelong learning skills. To equip students with these competences, higher education institutes have introduced coaching as part of their teaching programs. The present study qualitatively evaluates a career coaching practice in higher education. We conducted semi-structured interviews with graduates who had participated in career coaching activities at a Dutch university (N = 12). The interviews were conducted between February and May 2022. Atlas.ti version 9 was used to analyse the interviews. Results revealed that graduates believed that career coaching helped them to adjust to the workplace. They indicated that the coaching practice helped them to acquire reflection skills, which was considered the main mechanism for adjustment to the workplace. These results add to the transition-related literature by identifying one way that graduates successfully adjust to the workplace. The results also provide insight into how higher education can best prepare students for their transition to the workplace. As the education-to-work transition does not end upon graduation, this research focusses on graduate employees’ work adjustment as an important phase in the transition process.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-06-11
DOI: 10.1108/HESWBL-10-2023-0292
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Updating aircraft maintenance education for the modern era: a new approach
to vocational higher education-
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Authors: Wira Gauthama, Oke Hendra, Pangsa Rizkina Aswia, Direstu Amalia
Abstract: This study aims to provide an example of curriculum development for vocational higher education in aviation, specifically in the aircraft maintenance engineering program, while considering the anticipated technological changes in the industry. Qualitative methods, including document analysis, in-depth interviews, and focus group discussions, were utilized to collect, and analyse data. The findings demonstrate that redesigning the curriculum through course reconstruction, integrating independent learning methods, and adopting blended learning approaches holds significant potential for enhancing the education of future aircraft maintenance engineers. These endeavours contribute to the cultivation of highly skilled graduates who are adept at navigating technological advancements and making valuable contributions to the competitiveness and safety of the aviation industry.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-06-11
DOI: 10.1108/HESWBL-11-2023-0314
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Dynamic interconnections between career engagement and perceived
employability among recent graduates: a latent change score modeling
approach
Open Access Article-
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Authors: Ilke Grosemans, Anneleen Forrier, Nele De Cuyper
Abstract: The purpose of this paper is to examine career engagement and perceived employability during the school-to-work transition. We studied within-person changes in career engagement and perceived employability in the transition from higher education to the labor market. We investigated their dynamic reciprocal relationship to unravel whether career engagement or perceived employability is the leading indicator in the relationship in view of providing adequate support for students during the school-to-work transition. We conducted latent change score (LCS) analyses on a three-wave sample of 701 graduates in Flanders (Belgium). We collected data in July (right before graduation), November and May. LCS is a novel method allowing to simultaneously test change and reciprocal relationships. Our findings demonstrated how both career engagement and perceived employability changed (within-person) non-linearly during the school-to-work transition. As for their relationship, we found that perceived employability is the driving force in the relationship. Perceived employability fueled subsequent positive changes in career engagement, whereas career engagement did not lead to subsequent changes in perceived employability. Our study connects the career development and the graduate employability literature, and examines the school-to-work transition from preparation for the labor market to ten months after graduation. We also make an important methodological contribution, demonstrating the added value of LCS for studying employability in higher education. Our findings provide insights in how higher education institutions may support students in the school-to-work transition.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-05-29
DOI: 10.1108/HESWBL-03-2024-0072
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Students career interest and understanding of corporate governance
education in Ghana-
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Authors: Fred Awaah, Sam Kris Hilton
Abstract: Given the perceived weak corporate governance systems in Ghana, corporate governance education curriculum requires empirical investigations to ascertain factors that can enhance student knowledge in governance systems based on their career interests and programme of study. Therefore, we investigate whether students with a career interest in corporate governance exhibit a significantly different level of comprehension compared to those without such an interest. Furthermore, we explore whether the comprehension of course concepts differs across various business-related programmes, investigating potential variations in understanding among students from diverse programme backgrounds. Using a descriptive design, we adopt a quantitative approach and survey method to collect cross-sectional data from 1,050 undergraduate students in selected Ghanaian public universities. We analyse the data using t-test and Analysis of Variance (ANOVA). We establish no statistically significant difference in comprehension levels of corporate governance concepts between students with a career interest in corporate governance and those with no career interest. However, we find statistically significant differences in the comprehension of corporate governance concepts among students pursuing different business-related programmes. Our findings imply that the corporate governance course should be taught practically, giving students insights into what the course entails from an industrial viewpoint. This may entail engaging experts from industry as visiting lecturers at intervals to bridge the gap between theory and practice. Students could also benefit from mentorship programmes from industry, internships and related placements to ensure an understanding of theoretical concepts from practical perspectives. Our study is novel and contributes to extant literature because it is the first empirical study on corporation governance education that emphasizes on students career interests and programme of study from a developing country perspective.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-05-29
DOI: 10.1108/HESWBL-05-2023-0109
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Industrial engineer and Industry 4.0' Empirical evidence from the
Brazilian context considering the relation between competences and
technologies-
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Authors: Lucas Thadeu Vulcão da Rocha, Lucas Ryu Morotomi Pereira, Reimison Moreira Fernandes, André Cristiano Silva Melo, Dirceu da Silva, Izabela Simon Rampasso, Rosley Anholon, Vitor William Batista Martins
Abstract: Manufacturing systems have undergone radical changes because of the implementation of physical and digital innovating technologies with high levels of connectivity, interoperability and autonomy. In this regard, the objective of this study was to investigate whether industrial engineers graduated in recent years in Brazil are prepared or not to work in companies and industries within the scope of Industry 4.0 technologies in a way that they positively contribute to the implementation and management of such technologies. To achieve these objectives, a literature review and a survey on managers of the industrial sector acting in Brazil were carried out as the research strategies. The data collected were analyzed through a quantitative approach by means of the structural equations modeling method. The hypothesis that the competencies of industrial engineers currently graduating in Brazil have a positive impact on the implementation and management of Industry 4.0 technologies has been confirmed. Predicting the evolution of production scenarios, understanding the interaction between organizations and their impacts on competitiveness and keeping abreast of technological advancements, organizing them and putting them to the service of business and societal demands were the competencies that obtained the highest factor loadings in the construct of industrial engineer competencies. In addition, cloud manufacturing, automation and robotization were the competencies that obtained the highest factor loadings in the industry 4.0 construct. The analysis of skills development stands out as a source of competitive advantage for companies that intend to transition to a production system aligned with the principles of Industry 4.0, considering the training of professionals in an emerging economy context.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-05-22
DOI: 10.1108/HESWBL-11-2023-0305
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Testing a graduateness and employability skills model through the use of
social media: findings from South Africa-
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Authors: Obrain Tinashe Murire, Liezel Cilliers, Willie Chinyamurindi
Abstract: This study examined the influence of social media use on graduateness and the employability of exit students in South Africa. The study used quantitative and descriptive research designs to test the proposed hypotheses. An online survey was used to collect the data from a study sample. A sample of 411 respondents was received, with structural equation modelling (SEM) being used to assess the model fit. The study found that the direct effect of social media use on graduateness skills is significant. Secondly, the direct effect of graduateness skills on perceived employability is also significant. The results also showed existence of support for the mediation of graduateness skills on the relationship between social media use and perceived employability. The study provides empirical evidence to the proposed model and infers the potential role of social media in addressing issues related to graduateness and the employability of exit students. In addressing the challenge of unemployment, the use of social media can potentially aid in matters of skills acquisition. The results demonstrate how technology through the use of social media potentially fits within enhancing graduateness and employability skills.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-05-17
DOI: 10.1108/HESWBL-12-2023-0330
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Exploring the professional´s perceptions on dual vocational education and
training (dual VET) process of implementation in Spain
Open Access Article-
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Authors: Laura Guerrero Puerta, Rocío Lorente García
Abstract: This article explores the perceptions of professionals on the implementation and impact of Dual Vocational Training (Dual VET) in the Spanish education system. The study involves interviews with various professionals in the education and employment sectors and two discussion groups. Results reveal positive views on Dual VET’s ability to enhance employability and reduce the education-to-employment gap. However, challenges like the involvement of small and medium enterprises and the need for continuous curriculum evaluation and adaptation are recognized. Additionally, the study highlights a lack of acknowledgment of antecedent programs to Dual VET, despite their recognition by experts as highly influential in facilitating the school-to-work transition for young individuals. The study emphasizes the importance of promoting awareness among stakeholders and emphasizes the role of collaboration between educational institutions and the business sector to ensure Dual VET’s success in Spain.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-05-14
DOI: 10.1108/HESWBL-07-2023-0203
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- The dynamics of employability capitals for the transition to work: career
identity, cultural capital, job interview self-efficacy and self-perceived
employability-
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Authors: Gerardo Petruzziello, P.M. Nimmi, Marco Giovanni Mariani
Abstract: This study aims to understand how employability capitals’ dynamics foster self-perceived employability (SPE) among students and graduates, which is still being empirically explored. Building upon the Employability Capital Growth Model and the Social Cognitive Career Theory’s career self-management model, we aimed to understand how different capitals associate by testing a serial mediation model connecting career identity (reflecting career identity capital) and SPE through the serial mediation of cultural capital and job interview self-efficacy (ISE) (an element of psychological capital). We adopted a two-wave design involving 227 Italian University students and graduates. We recruited participants through multi-channel communication. The hypothesised relationships were analysed employing the structural equation modelling approach with the SPSS AMOS statistical package. The results indicated that career identity, cultural capital, ISE and SPE are meaningfully related. In particular, in line with our expectations, we observed that career identity predicts cultural capital, which is positively associated with ISE which, ultimately, impacts SPE. Our work adds to existing research by advancing the understanding of employability capitals, explaining how they interact and influence SPE, which is crucial for a sustainable transition into the workforce. At a practical level, our findings call upon, and guide, efforts from various stakeholders in the graduate career ecosystem (i.e. universities and their partners) to offer students and graduates meaningful experiences to form and use their employability capitals.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-05-10
DOI: 10.1108/HESWBL-01-2024-0015
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Can you credit it' Towards a process for ascribing credit
to apprenticeships in England-
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Authors: Darryll Willem Bravenboer, Mandy Crawford-Lee, Clare Dunn
Abstract: Apprenticeships in England, while defined by level and typical duration, are not quantified regarding the number of learning hours required to achieve the outcomes specified, as with other regulated qualifications and accredited programmes. This paper proposes an approach to ascribe credit to apprenticeships recognising both on-and-off-the-job learning to remove some of the existing barriers to accessing higher education (HE) and the professions. A mixed methodological approach resulting in a total learning hours/credit value was proposed. There is significant HE-wide confusion regarding the amount of learning/training that is required to complete apprenticeships in England. Whilst sector guidance made it clear that there was no prescribed method to ascribe credit to qualifications, programmes, modules, units or apprenticeships by drawing out the core principles within current practice, a key outcome of this project was the development of a method to ascribe a credit value to apprenticeships. There is potential to support further research into the recognition of prior learning as a specialised pedagogy and for reflecting on apprenticeship practice in other roles and sectors. Whilst the project underpinning this paper focused on the healthcare sector, the method used to ascribe credit to the level-3 healthcare support worker apprenticeship was not sector specific and can therefore be applied to apprenticeships within other contexts providing more widespread benefits to workforce development. Policy makers must ensure that employers and providers are clear that the minimum statutory off-the-job hours constitute an apprentice employment entitlement, which must not be conflated with total apprenticeship learning hours requirements. This recommended policy clarification could assist in simplifying the process required for ascribing credit to apprenticeships and at the same time support a move towards better and more consistent recognition of the value of apprenticeship learning. It is a first attempt to ascribe a credit value to an apprenticeship in England for the specific purpose of facilitating progression to HE.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-05-07
DOI: 10.1108/HESWBL-09-2023-0255
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Beyond the hard and soft skills paradigm: an Australian architecture
industry perspective on employability and the university/practice divide-
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Authors: Sebastian Smith, Karine Dupre, Julie Crough
Abstract: This study explores practitioners’ perspectives on the perceived gap between university and practice beyond the hard and soft skill paradigm. Utilising Tomlinson’s graduate capital model of employability (2017), we explored human, social, cultural, and psychological capitals to enrich the understanding of this issue and employability. It provided a new perspective, useful for implementing curriculum renewal. This study utilised a two-stage mixed methods design. Using Tomlinson’s (2017) Graduate capital model as a framework, the first stage involved distributing an online survey to qualified architects in hiring positions practising in Australia. This served as the foundation for generating qualitative and quantitative data. The second stage involved a two-hour practitioner workshop where the survey results were discussed and expanded upon. Our results found that the practitioner’s perspective on the perceived skills gap is more complex than the hard/soft skill paradigm commonly discussed. Practitioners expressed a need for students/graduates to possess identity and cultural capital to contextualise industry norms and expectations. This knowledge lets students know where and how hard/soft skills are used. Our results also suggest practitioners are concerned with the prevailing individualistic approach to the higher education system and traditional architectural teaching methods, instead suggesting a more industry-aligned collaborative disposition. By expanding the employability discourse beyond hard/soft skills, the results of this research provide an opportunity for architectural curriculum renewal in line with industry expectations.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-05-06
DOI: 10.1108/HESWBL-07-2023-0197
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Employability skills among work ready professionals in higher education:
mapping the field through bibliometric analysis with R studio-
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Authors: Vijay Rathee, Preeti Mittal
Abstract: The current study intends to synthesise the prior studies on employability skills among work-ready professionals in higher education through bibliometric and network visualisation tools. This study also identifies the gaps in the existing literature that still need to be filled and maps the course for future investigation. The current study examined research papers on employability skills among work-ready professionals in higher education to evaluate global patterns and the top authors, institutions, journals, and nations contributing to this field. The authors analysed eight hundred eighty-five papers from the Scopus database between 1982 and 2023 for the study. Open-source bibliometric tools like Biblioshiny were used in the study to examine the body of literature and to spot new directions for future research. The study’s findings indicate that since 2008, researchers, academics, and policymakers have paid more attention to employability skills among work-ready professionals, and 2019 is the year seeing the highest no. of publications. Across the globe, 2077 authors contributed to the articles, papers, and journals published in the particular domain. Regarding location, the United Kingdom is the world’s most productive nation, with 342 articles produced. Similarly, Australia, India, and Malaysia are the leading nations that have contributed to the field. Both keywords significantly contribute to scientific knowledge. The gaps in this study will serve as a reference point for researchers conducting future studies in this field. Additionally, the result of this analysis offers a roadmap for higher education to enhance graduate employability by embedding necessary skills into them. There has not been a bibliometric analysis concerning employability skills among Work-ready professionals in the existing literature; hence, this article is innovative. This study is the first attempt at integrating the concept. The study also gives an overview of potential directions for future research in this discipline.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-04-29
DOI: 10.1108/HESWBL-10-2023-0279
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Exploring the relationship between self-perceived academic performance and
entrepreneurial intention: the moderating roles of serious leisure,
perceived stress and gender-
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Authors: Maria Mouratidou, William E. Donald, Nimmi P. Mohandas, Yin Ma
Abstract: Drawing on a framework of conservation of resources theory, the purpose of this paper is to explore the relationship between self-perceived academic performance and individual entrepreneurial intention and consider the potential moderating role of (1) participation in serious leisure, (2) perceived stress and/or (3) gender. A total of 405 UK-based undergraduates completed the questionnaire, with a representative gender split of 57% women and 43% men. The positive relationship between self-perceived academic performance and individual entrepreneurial intention was moderated by serious leisure (stronger when participation in serious leisure increased) and by perceived stress (stronger when levels of perceived stress were lower). However, contrary to our expectations, gender had no statistically significant moderating role. The practical contribution comes from informing policy for universities and national governments to increase individual entrepreneurial intention in undergraduates. The theoretical contribution comes from advancing conservation of resources theory, specifically the interaction of personal resources, resource caravans and resource passageways.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-04-22
DOI: 10.1108/HESWBL-02-2024-0053
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Higher technology education and industry interface: how the theory of
planned behavior applies in student work-integrated learning and job
search intention link-
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Authors: Samson Onyeluka Chukwuedo, Anthony Osinachi Okorafor, Ikechukwu Chidiebere Odogwu, Francisca Nebechi Nnajiofor
Abstract: Within the umbrella of technology and vocational education (TVET), technology or technical education in higher institutions of learning is obligated to produce the required manpower needed in the industry. Thus, it is pertinent to explore the interaction between the industry and higher education students. Drawing on the tenets of theory of planned behavior (TPB), this study offers valuable insights into the nomological networks of work-integrated learning (WIL), perceived behavioral control (PBC), subjective norm (SBN), personal attitude (PAT) and job search intention (JSI). The study applied a structurally hypothesized model that was drawn from the TPB to collect data for the constructs. Using a cross-sectional survey after the WIL experiences of the students, we collected data from technology education undergraduates (N = 214) in their final academic year from universities in Nigeria. With structural equation modeling, the study found that WIL is directly associated with JSI, PBC, SBN and PAT. In line with the tenets of the TPB, simple mediation models were supported about the influence of WIL on JSI via PBC and PAT discretely but not via SBN. Further, the results support two paths of serial mediation models, indicating sequential indirect links between WIL and JSI via SBN and PBC, as well as via SBN and PAT. Our findings have implications for higher education practitioners, industry experts and employers of labor. Although extant literature has relatively shown that WIL impacts employability skills, this study has remarkably shown the WIL-JSI nexuses within the variables of TPB.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-04-19
DOI: 10.1108/HESWBL-06-2023-0141
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- A landscape of practice approach to enhance employability: insights from
domestic and international postgraduates-
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Authors: Behnam Soltani, William E. Donald
Abstract: Drawing on a theoretical framework of sustainable career ecosystem theory, our paper aims to consider how domestic and international postgraduates can enhance their employability through participation in a landscape of practice. The study employed an exploratory, longitudinal case study design to capture students' lived experiences on an 18-month Master of Professional Practice course at a higher education institution in New Zealand. The data collection procedure involved field note observations (months 1–4), a focus group (month 13) and narrative frames (months 16–18). The sample was domestic students from New Zealand (n = 2) and international students from Asia (n = 5). One’s participation in multiple communities of practice represents their landscape of practice and a commitment to lifewide learning. Through participation in various communities of practice, domestic and international students can enhance their employability in three ways: (1) boundary encounters to develop social capital, (2) transcending contexts to enhance cultural capital, and (3) acknowledging the development of psychological capital and career agency. Our work offers one of the earliest empirical validations of sustainable career ecosystem theory. Expressly, communities of practice represent various contexts whereby employability capital is developed over time. Additionally, the postgraduate students themselves are portrayed as interconnected and interdependent actors, presenting a novel framing of such dependencies at the micro-level of the ecosystem. The practical implications come from informing universities of the value of a landscape of practice to enhance the employability of domestic and international students in preparation for sustainable careers and to promote the sustainability of the career ecosystem.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-04-16
DOI: 10.1108/HESWBL-11-2023-0320
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Assessing self-efficacy in interdisciplinary learning experiences and the
effects of career-related predictors-
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Authors: Chi-Jung Huang, Ling-ling Kueh, Hsiang-Wen Wang, Hsuan Hung, Hui-Hsin Wang
Abstract: This study explores the extent of undergraduate students' engagement in interdisciplinary learning experiences across their academic journey and its potential correlation with elevated levels of self-efficacy in learning. Furthermore, the research investigates how the clarity of career decisions and future goals contributes to the perception of relevance, value and alignment of interdisciplinary learning experiences among undergraduate students. Data were collected using a self-report questionnaire in a longitudinal survey administered annually to undergraduate students at a university in northern Taiwan over four waves from 2018 to 2021. The sample analyzed for this study consisted of 123 undergraduate students who willingly and continuously participated in the research throughout the specified period. The results showed that self-efficacy within interdisciplinary learning experiences could be classified into three clusters: high efficacy, moderate efficacy and fluctuating efficacy. The determinants influencing these clusters include career decisions and years spent in university. Undergraduate students who have determined their career decisions and are in their latter two years of undergraduate studies demonstrate higher self-efficacy in interdisciplinary learning. Conversely, students who have yet to determine their career decisions exhibit a fluctuating pattern of self-efficacy across the three interdisciplinary learning categories. Two key limitations of this research include a small sample size and a confined university-specific context, potentially constraining the applicability of the results to a broader population. This study contributes to the interdisciplinary learning experience in higher education by explaining the significance of undergraduates' self-efficacy and career-related factors. Whereas most research has focused on the effects of self-efficacy, this study investigated the factors that influence undergraduates' self-efficacy.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-04-12
DOI: 10.1108/HESWBL-09-2023-0259
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Curse or blessing' Students’ experience from ChatGPT with an application
of Colaizzi’s phenomenological descriptive method of enquiry
and content analysis-
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Authors: Md. Rabiul Awal, Asaduzzaman
Abstract: This qualitative work aims to explore the university students’ attitude toward advantages, drawbacks and prospects of ChatGPT. This paper applies well accepted Colaizzi’s phenomenological descriptive method of enquiry and content analysis method to reveal the ChatGPT user experience of students in the higher education level. The study’s findings indicate that ChatGPT enhances the quality of learning and facilitates faster learning among university students. However, despite numerous positive outcomes, it is noted that ChatGPT may diminish students' creativity by swiftly addressing their critical queries. Over time, students may experience a decline in patience and critical thinking skills as they excessively rely on ChatGPT, potentially leading to ethical misconduct. This paper primarily explores the advantages and drawbacks of using ChatGPT in the university context of Bangladesh. The present study creates a platform for future research in this domain with comprehensive study design. The study results alert the policy makers to improve upcoming version of ChatGPT with convenient user experience and academicians as this paper unleash several positive as well as negative consequences of using this AI-enabled chatbot.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-04-05
DOI: 10.1108/HESWBL-09-2023-0249
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- A qualitative study of transformative learning during internships
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Authors: Jiunwen Wang, Ivy Chia, Jerry Yap
Abstract: The purpose of this study is to document the process of transformative learning during students’ internships. A qualitative study was conducted with 13 interviewed students to gain deeper insights into their learning experiences during their internships. Their weekly reflections from their 6 month’s internship experience were also coded for common themes. The study found numerous trigger events ranging from task-related challenges to interpersonal challenges to environmental challenges led to mindset shifts in students during their internships. The mindset shifts are enabled by students engaging in the trigger events through asking questions, seeking information and reflecting. Other enablers of these mindset shifts are workplace psychological safety, social support and individual learning orientation. The conclusion drawn is that trigger events and enabling resources such as external support are central to healthy mindset shifts and learning. This paper provides important guidance for supporting transformative learning during student internships. This paper provides important guidance for supporting transformative learning during student internships.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-04-02
DOI: 10.1108/HESWBL-08-2023-0216
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Job satisfaction among university graduates in Chile
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Authors: Oscar Espinoza, Luis González, Catalina Miranda, Luis Sandoval, Bruno Corradi, Noel McGinn, Yahira Larrondo
Abstract: The job satisfaction of university graduates can serve as an indicator of success in their professional development. At the same time, it can be a measure of higher education systems’ effectiveness. The purpose is to assess the relationship of university graduates’ socio-demographic characteristics, aspects of their degree program, experiences in the labor market and current working conditions and their job satisfaction. The data were collected from a survey conducted at 11 Chilean universities with 534 graduates. An ordinal logistic regression model was fit to calculate job satisfaction probabilities for different graduate profiles. The results show that sex, field of study, gross salary and horizontal match are related to graduates’ job satisfaction. Men and graduates in education and humanities are more likely to report being satisfied with their current job. Those graduates receiving higher salaries and those who are horizontally well-matched report higher levels of job satisfaction. This study contributes to expanding knowledge about the job satisfaction of university graduates. Specifically, based on the results obtained, it introduces the idea of aspiration fulfillment as a possible determinant of job satisfaction in different fields of study. This can serve as a starting point for research that delves into differentiated expectations for graduates from different disciplines.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-03-26
DOI: 10.1108/HESWBL-10-2023-0286
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Exploring the impact of serious leisure on well-being and self-perceived
employability: the mediating role of career adaptability amongst Chinese
undergraduates-
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Authors: Yin Ma, P.M. Nimmi, Maria Mouratidou, William E. Donald
Abstract: This study aims to explore the impact of engaging in serious leisure (SL) on the well-being (WB) and self-perceived employability (PE) of university students while also considering the role of career adaptability (CA) as a mediator. A total of 905 domestic undergraduate students from China completed an online survey. The findings reveal that participation in SL positively influences WB and PE. Additionally, the results indicate that CA mediates the SL-WB relationship but not the SL-PE relationship. The theoretical contribution of this research comes from advancing our understanding of sustainable career theory through empirical testing of SL, PE, and CA on WB outcomes within a higher education setting. The practical implications of this study involve providing universities with strategies to support domestic Chinese undergraduate students in enhancing their WB and PE through active engagement in SL pursuits and the development of CA. Moreover, our findings serve as a foundation for future research investigating whether insights gained from domestic Chinese undergraduate students can provide solutions on a global scale to address the persistent challenges of improving student WB and PE.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-03-22
DOI: 10.1108/HESWBL-12-2023-0346
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- I will get my job: moderated and mediation model of students' perceived
employability in post-pandemic era-
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Authors: Abdul Hafaz Ngah, Nurul Izni Kamarulzaman, Saifullizam Puteh, Nurul Ain Chua Abdullah, Nur Asma Ariffin, Long Fei
Abstract: The current study investigates the factors influencing graduates’ perceived employability by utilizing the stimulus-organism-response theory, in the post pandemic era. A quantitative approach was employed to examine the hypotheses of the research framework through partial least squares structural equation modelling (PLS-SEM) on the SmartPLS software. The result indicates that course structure has a positive effect on students’ grit and community of inquiry (CoI). Also, students’ grit and CoI have a positive relationship with students’ performance, while students’ performance has a positive relationship with perceived employability. Moreover, students’ grit, CoI and students’ performance sequentially mediated course structure and perceived employability, whereas readiness and self-directed learning strengthen the relationship between students’ performance and perceived employability. The findings will benefit university management, government and potential employers on how confident the student is in the chances of a future career after graduating from a higher institution.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-03-18
DOI: 10.1108/HESWBL-11-2023-0326
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Examining knowledge and skills acquisition from youth leadership programs
in Brunei: is self-esteem the missing link in training transfer'-
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Authors: Adilah Hisa, Nurul Amirah Ishak, Md Zahidul Islam
Abstract: This study aims to examine the impact of knowledge and skills acquisition from youth leadership programs on the extent of training transfer. Additionally, it explores the role of self-esteem as a potential intervening mechanism in linking the acquired knowledge and skills to the transfer of training. Using a non-probability purposive sampling, data were gathered from participants of youth leadership programs in Brunei. The study hypotheses were validated using multiple linear regression analysis and Hayes PROCESS macro. The findings revealed that knowledge and skills acquisition positively affect the extent of training transfer among youth leadership program participants. Moreover, self-esteem is found to be a crucial mediator in the relationship between knowledge and skills acquired from youth leadership programs and the extent of training transfer. The study suggests that to optimize the transfer of training in the youth leadership programs, relevant stakeholders – training providers, and practitioners – must prioritize not only the knowledge and skills acquisition but also the cultivation of participants’ self-esteem. To achieve this, a primary focus should be placed on the criticality of designing such programs to address these factors. Policymakers, particularly in Brunei, can enhance the leadership pipeline among the youth population and expedite progress toward achieving the national vision by aligning leadership development initiatives with the broader national development agenda. Collectively, this study enhances understanding of training transfer in youth leadership development, an often-overlooked area in the literature.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-03-14
DOI: 10.1108/HESWBL-07-2023-0207
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Vicarious learning and graduates' adaptive career behaviours: the case of
graduates on clinical internships-
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Authors: Christian Ehiobuche
Abstract: The effect of vicarious learning during clinical or medical internships on graduates' adaptive career behaviours has attracted scant attention from healthcare researchers, particularly, in the developing world context. Drawing upon the social cognitive career theory model of career self-management (SCCT-CSM), the current study examines how vicarious learning influences the clinical graduates' adaptive career behaviours (i.e. career exploration and decision-making) via career exploration and decision-making self-efficacy (CEDSE) and career intention. Data were collected from 293 nursing graduates undertaking clinical internships in 25 hospitals across Nigeria who willingly participated in this study as they were also assured of confidentiality at two-waves. The proposed hypotheses were tested using a path analysis. The findings showed that vicarious learning during clinical internship had a direct effect on career exploration, decision-making and career decision self-efficacy among graduate trainees. Also, the findings revealed that the effects of vicarious learning on the graduates' career exploration and career decision-making were significantly mediated by career decision self-efficacy and career intentions. The findings of this study have important practical implications for higher education institutions and industries that send and receive clinical graduates for clinical internships to gain more skills. More emphasis should be on encouraging learners to learn vicariously in addition to other forms of learning experiences available during clinical internships. The study explains that the graduates' higher engagement in clinical career exploration and decision-making was based on a higher level of vicarious learning during internships. The results suggest that higher education institutions and healthcare service providers can derive greater benefits from more emphasis on promoting vicarious learning during clinical internships.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-03-13
DOI: 10.1108/HESWBL-03-2023-0070
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Sustainability and accounting education in the Greek context
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Authors: Michail Nerantzidis
Abstract: Sustainable development (SD) is becoming an important area of research in accounting education. This paper examines if postgraduate accounting students in the Greek context present different awareness of SD issues and if this is related to their Master’s orientation. Moreover, it compares the results with other similar studies. An online questionnaire was designed based on Ebaid (2022) and Aleixo et al. (2021), and distributed to two different Master’s orientation programs. Then, descriptive statistics and contingency table analysis were performed to illustrate the main differences regarding the students’ responses. The results indicate that the examined postgraduate students recognize the importance of SD for their future careers and require more knowledge about this issue. Moreover, it is presented that most of the postgraduate students adhere to the core sustainability principles (i.e. recycle, reuse and reduce), while only the students of environmental, social and governance (ESG) Master are significantly and actively engaged in social and environmental activities. Collectively, the results show that postgraduate students in Greece are more familiar with the term SD compared to participants in other similar studies in different contexts. Planners and decision-makers in higher education institutions could benefit from the findings to reconsider accounting education by introducing new courses and/or Master’s programs to promote knowledge and action for SD. This is the first study, as far as we know, that examines the issue of sustainability and accounting education on postgraduate students.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-03-07
DOI: 10.1108/HESWBL-09-2023-0244
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Police misconduct and social media: perceptions of aspiring future police
officers-
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Authors: James Turner, Colin Rogers, Ian Pepper
Abstract: The research aimed to explore the perceptions of aspiring future police officers studying at a university in relation to the actions to be taken with regards to typical posts on social media by a fictitious off and on-duty police officer. This in turn would inform future police workforce requirements. Policing students who expressed their aspirations as future police officers were recruited. A total of 99 students studying the College of Policing licensed Professional Policing Degree at the University of South Wales, took part in Hydra Immersive Simulations to ascertain their perception of social media posts by a fictitious serving police officer. The students were asked to rate the appropriateness of the social media posts as groups, and as individuals. The findings suggest that, whilst the majority of students identified misconduct issues in the social media posts, the response to how the fictitious police officer should be dealt with varied. In addition, it would appear that there may be a need for those involved in policing education to reinforce, in an ongoing basis, knowledge of the College of Policing Code of Ethics, misconduct rules, regulations and increase awareness of unacceptable social media posts. The research was conducted with professional policing degree (PPD) students from one university. It is important to reinforce The College of Policing Code of Ethics, expected professional standards and an understanding of what constitutes unacceptable social media posts throughout the education of aspiring police officers. As this has the potential, if recruited, to impact on the service. Limited research has been conducted in relation to the College of Policing licensed higher education programme, the PPD, equipping aspiring police officers to successfully join the service and influence the cultural change.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-02-27
DOI: 10.1108/HESWBL-08-2023-0214
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Conceptualising degree apprentice identity to enhance work-integrated
learning-
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Authors: Rebecca Jane Quew-Jones
Abstract: The study explores Degree Apprenticeship Identity (DAI) conceptualisation to enrich understanding to enhance work-integrated learning (WIL). Lived experiences of degree apprentices (DAs) are examined, and a model of DAI developed to support teaching and learning interventions on this relatively new and significant programme. It draws pragmatically upon qualitative data from semi-structured interviews with Chartered Manager Degree Apprenticeship from diverse backgrounds in a higher education institutes (HEI). Data were explored abductively, using thematic analysis to investigate common patterns that influence identity; investigating personal experiences, socio-economic and cultural background, educational context and social interactions. Influential themes surfaced, including pride in work, supporting others, sharing experiences and belonging, facilitating DAI model formation. The model illustrates that DAI is composed of existing personal, necessary professional and power of learning transformation through social identity by interventions that encourage peer engagement, group reflection and group-actualisation. As this is a small-scale exploratory study, it is not intended to be representative of wider populations, which results in generalisability of findings. Data were collected from a well-established closed cohort programme led by the researcher, previously programme director. Interviews generated a broad range of anecdotal evidence, surfacing valuable insights relating to DAI formation. To enhance WIL, tutors can foster social interventions that encourage peer dialogue, heighten DAs sense of self as capable learners and increase confidence growth. The research provides a DAI Model, a fresh approach to understanding ways to enhance WIL for DAs through a stronger focus on group identity through social interventions. This preliminary model presents an opportunity for further research; other apprenticeships, larger and/or open cohorts.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-02-26
DOI: 10.1108/HESWBL-10-2023-0301
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Case-based activities for risk management education
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Authors: Anand Prakash, Sudhir Ambekar
Abstract: This study aims to describe the fundamentals of teaching risk management in a classroom setting, with an emphasis on the learning interface between higher education and the workplace environment for business management students. The study reviews literature that uses spreadsheets to visualize and model risk and uncertainty. Using six distinct case-based activities (CBAs), the study illustrates the practical applications of software like Palisade @RISK in risk management education. It helps to close the gap between theory and practice. The software assists in estimating the likelihood of a risk event and the impact or repercussions it will have if it occurs. This technique of risk analysis makes it possible to identify the risks that need the most active control. @RISK can be used to create models that produce results to demonstrate every potential scenario outcome. When faced with a choice or analysis that involves uncertainty, @RISK can be utilized to enhance the perspective of what the future might contain. The insights from this study can be used to develop critical thinking, independent thinking, problem-solving and other important skills in learners. Further, educators can apply Bloom’s taxonomy and the problem-solving taxonomy to help students make informed decisions in risky situations.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-02-23
DOI: 10.1108/HESWBL-07-2023-0177
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- The role of community colleges in preparing students with special and
common skills for the workforce: a longitudinal case study-
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Authors: Thomas Gauthier
Abstract: American Community colleges are vital to the country's economic mobility and are leaders in developing and facilitating career, technical, and workforce education. This study explored employer perspectives on employees' common and specialized skills across industries in the United States. Employers were profiled for one year using a case study and content analysis method. They submitted performance records for at least three employees who graduated from community college career, technical, or workforce programs. Data revealed that overall, employees were successful at work, but employers focused on employability skills across disciplines (common skills); specialized skills employers focused on were associated with business operations and processes and seemed to be something other than industry-specific technical knowledge. This article and the research it refers to constitute original work that has not been reproduced or published. The value of this article is premised on new longitudinal data, which could be used to improve and progress institutional CTE and WD programs.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-02-22
DOI: 10.1108/HESWBL-02-2023-0054
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Mapping the research landscape of vocational education
and entrepreneurship: insights and future directions-
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Authors: Vijay Amrit Raj, Sahil Singh Jasrotia, Siddharth Shankar Rai
Abstract: Vocational education and entrepreneurship are constantly increasing in research fields. However, what is the current state of vocational education and entrepreneurial research' Where will the area go next' These questions are still unanswered; thus, this study tries to map the research landscape of the study area to get insights and provide directions for future research. This research collected extant literature on vocational education and entrepreneurship using Scopus scientific database. Bibliometric analysis has been performed to extract insights from 175 documents published in the study area. Content analysis on the extant literature has also been committed to getting contextual information and developing an integrated research framework for future researchers. The bibliometric analysis revealed that training, career choice, curriculum, self-employment, student psychology, better job opportunity, learning environment and innovation are the most discussed in the vocational education and entrepreneurship literature. Developed nation’s strong presence, indicated by the number of publications in the field. This study significantly contributes to entrepreneurship by disclosing advances in the literature and some of the most active research fronts in this sector, delivering insights that have yet to be wholly appreciated or appraised. The study also developed an integrated framework that could benefit various vocations, education and entrepreneurship stakeholders.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-02-22
DOI: 10.1108/HESWBL-05-2023-0129
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Getting on board with certified public accountant evolution: re-evaluating
a financial statement analysis project in light of a changing profession-
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Authors: Marie Elaine Gioiosa, Cathryn M. Meegan, Jill M. D'Aquila
Abstract: Given the implementation of a new Certified Public Accountant (CPA) licensure exam and the CPA Evolution Model Curriculum, accounting educators must integrate more advanced skills in their coursework. We illustrate how a commonly-used project in accounting classes, which teaches technical accounting content, can address skills and competencies identified by the Pathways Commission and the American Institute of Certified Public Accountants (AICPA) and, as a result, enhance skills all business school graduates need in the workplace. We incorporate a financial statement analysis research project under a group work format in three levels of financial accounting classes. Using both quantitative and qualitative analysis, we evaluate changes in student perceptions of skills and competencies important for business graduates. We find students perceive improvement in critical thinking, problem-solving, the ability to work with other people, their understanding of the course material, and data analysis abilities after completion of the project. We also find statistically significant increases pre-to post-project in student perceptions of their knowledge, confidence, competence, and enthusiasm with respect to accounting material. We provide an example of how educators can align a commonly-used project with the CPA Evolution Model Curriculum, yet still meet the needs of non-accounting majors and prepare all students for future business careers. Group work has been studied and similar financial statement analysis projects have been implemented in the classroom for years. We contribute by not only extending and updating this research, but also by re-evaluating a project to determine whether it meets the shifting needs of a rapidly changing profession. By doing so, we answer recent researchers’ call for research in higher education that addresses employability and workplace skills.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-02-22
DOI: 10.1108/HESWBL-07-2023-0184
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Social capital and career adaptability: the mediating role
of psychological capital-
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Authors: Abdolrahim Gheyassi, Amir Alambeigi
Abstract: This study’s main objective is to determine the extent to which social capital and psychological capital can explain differences in career adaptability among higher education students. The study employed a quantitative approach, utilizing a survey research design. Data were gathered using an online questionnaire completed by 384 fourth-year undergraduate agricultural students in Iran. The inverse square root and multistage sampling methods were used to determine the sample size. The partial least squares-structural equation modelling (PLS-SEM) method examined the associations between latent variables. The results suggest that social and psychological capital significantly influence the career adaptability of agricultural students, highlighting their significance in enhancing career adaptability. Moreover, psychological capital positively mediates the relationship between social capital and career adaptability. Agricultural higher education institutions must focus on developing students' social and psychological capital to cultivate career adaptability in agricultural students. Agricultural higher education institutions, for example, should help students develop soft skills. This study offers novel insights into the significance of individual resources, such as social and psychological capital, in enhancing the career adaptability of students. In addition, the key contribution of this study is the researchers' empirical evidence that multiple career resources are interconnected (social capital, career adaptability, and psychological capital).
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-02-20
DOI: 10.1108/HESWBL-02-2023-0021
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- A tailored innovative model of “research internship”
aimed at strengthening research competencies in STEM undergraduates-
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Authors: Nitha Siby, Mohammad Ammar, Jolly Bhadra, Elmogiera Fadlallh Elsaye Elawad, Noora Jabor Al-Thani, Zubair Ahmad
Abstract: Research internships are integral components of undergraduate programs that nurture students' skill sets. However, the current trend of these internships adopting a direct apprenticeship model, often termed “cookbook” laboratory sessions, falls short of cultivating 21st-century skills. Therefore, this study proposes an innovative Outcomes-directed Research Internship Model (ODRIM) designed to enhance research competencies. This study introduces a pioneering research internship model by integrating the course-based undergraduate research experience (CURE) framework with principles rooted in outcomes-based education (OBE). To evaluate its effectiveness and compare it with traditional research internship models (TRIMs), a two-group pretest-posttest design was utilized. Statistical analysis was performed on data collected from 66 participants to assess their research competencies. The results revealed a significant positive difference in utilizing the tailored innovative ODRIM track (pre-mean = 17.525, post-mean = 19.875; p = 0.009) compared to the TRIM track (pre-mean = 19.769, post-mean = 19.615; p = 1.000) in enhancing overall student research competency. Specifically, this innovative internship model notably enhanced students’ abilities in conducting research, showcasing technical skills, collaborating within teams, and disseminating research outcomes, encompassing the composition of research articles and reports. This tailored approach to the “Research Internship” encourages a harmonious blend of hands-on, inquiry-based learning and clear, measurable learning goals. It not only cultivates an immersive and thorough research experience to improve students’ research competencies, but also guarantees a concentrated alignment with predetermined research learning objectives.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-02-20
DOI: 10.1108/HESWBL-07-2023-0180
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Shifting work competencies in an emerging economy: a comparison of
accounting students’ perceptions of demand and supply-
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Authors: Nicholas Chandler
Abstract: The purpose of this study is to ascertain which competences are seen by employers as important for accounting students in an emerging economy, to triangulate this list with the experiences of working students and compare with those work competencies acquired during the period of study. This study employs a novel mixed-method approach, with interviews of employers (n = 11) to identify key work competencies, and then with a quantitative study of working students (n = 184) to examine the work competency gap, using paired T-tests and mean weight discrepancy scores. The study was undertaken between September and December 2022. The paper provides empirical insights into key work competencies in an emerging economy. There is a focus on technical skills at the university, whilst soft skills are preferred by employers. New key work competencies were uncovered relating to intuition, innovation and communicating in a foreign language. The key personal characteristics required for the job relate to change and uncertainty. A qualitative assessment of key work competencies of employers and the use of mean weighted discrepancy scores is recommended in further studies in this field. Practical approaches for educators, government and employers are offered to address the increasing demand for soft skills and other work competencies specific to an emerging economy. The study is set in an emerging economy, which is underdeveloped in this field. The findings inform key stakeholders with a vested interest in reducing the work competency gap.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-02-20
DOI: 10.1108/HESWBL-08-2023-0213
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- The first national subject benchmark statement for UK higher education in
policing: the importance of effective partnership and collaboration-
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Authors: Ian Pepper, Carol Cox, Ruth Fee, Shane Horgan, Rod Jarman, Matthew Jones, Nicoletta Policek, Colin Rogers, Clive Tattum
Abstract: The Quality Assurance Agency (QAA) for Higher Education in the UK focuses on maintaining, enhancing and standardising the quality of higher education. Of significant impact are the development of subject benchmark statements (SBS) by the QAA, which describe the type and content of study along with the academic standards expected of graduates in specific disciplines. Prior to 2022, the QAA did not have a SBS to which higher education policing programmes could be directly aligned. Over 12-months, a SBS advisory group with representatives from higher education across England, Scotland, Wales and Northern Ireland, The College of Policing, QAA, Police Federation of England and Wales and policing, worked in partnership to harness their collective professional experience and knowledge to create the first UK SBS for policing. Post publication of the SBS, permission was sought and granted from both the College of Policing and QAA for members of the advisory group to reflect in an article on their experiences of collaborating and working in partnership to achieve the SBS. There is great importance of creating a shared vision and mutual trust, developed through open facilitated discussions, with representatives championing their cause and developing a collaborative and partnership approach to completing the SBS. A collaborative and partnership approach is essential in developing and recognising the academic discipline of policing. This necessarily requires the joint development of initiatives, one of which is the coming together of higher education institutions, PSRBs and practitioner groups to collaborate and design QAA benchmark statements. The SBS advisory group has further driven forward the emergence of policing as a recognised academic discipline to benefit multiple stakeholders. The SBS for policing is the first across the UK. The authors experiences can be used to assist others in their developments of similar subject specific benchmarking or academic quality standards.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-02-19
DOI: 10.1108/HESWBL-02-2023-0042
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Enabling student employability through volunteering: insights from police
volunteers studying professional policing degrees in Wales-
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Authors: Ian Pepper, Colin Rogers, James Turner, Nick Louis, Bronwen Williams
Abstract: This paper aims to explore perceptions and provides insights, from students who volunteer in policing whilst also studying the college of policing licenced professional policing degree (PPD) in Wales. It examines issues that act as enablers and blockers to volunteering in this public service, which also provides opportunities to develop their employability towards the careers to which they aspire. The paper provides insights from students and makes recommendations of interest to multiple stakeholders locally, regionally, nationally and internationally regarding attracting and recruiting volunteers. Focus groups were conducted with students at three separate universities in the South and West of Wales. These undergraduate students were volunteers in different police forces and agreed to take part in connection with their experiences. The results were analysed using NVivo to establish commonalities. The paper provides empirical insights concerning the issues surrounding the way those undergoing the process for recruitment as volunteers within policing are either hindered (blocked) or assisted (enabled). It identifies specific problematic areas as well as areas which have been of assistance. Policy makers, educators and recruiters should be aware of such blockers and enablers when considering adopting volunteering as an opportunity to enhance student employability. It also has resonance for other forms of volunteering in alternate public services. This research is limited to those volunteers who are undertaking the licenced PPD at three separate universities in Wales. Although the research adds to the broader evidence-base with regards to volunteering and its use to enhance employability. The paper includes practical implications for multiple stakeholders including university programme educators, administrators and decision makers in policing with regards to volunteering, employability, programme structures and process management. The research is based upon the experiences and perceptions of those individuals who are actually engaged in volunteering.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-02-19
DOI: 10.1108/HESWBL-09-2023-0253
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Work readiness and trending avenues for future studies: a systematic
literature review and bibliometric analysis-
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Authors: Buddhini Amarathunga, Ali Khatibi, Zunirah Mohd Talib
Abstract: This study aims to undertake a theoretical and technical exploration of the literature on Work Readiness (WR) through the implementation of a systematic literature review and bibliometric analysis. The present study addresses seven distinct research questions: (1) an examination of the descriptive features characterizing the literature on WR, (2) an analysis of trends in annual scientific publications related to WR, (3) the identification of the most pertinent and high-impact sources contributing to WR, (4) the delineation of the globally cited articles exerting the most influence on WR, (5) the determination of the most relevant countries associated with WR, (6) an evaluation of the outcomes derived from Bradford’s Law of Scattering and Lotka’s Law of scientific productivity in the context of WR, and (7) the identification of the prevailing research avenues that hold significance for future studies on WR. The present study employed Systematic Literature Review (SLR) and bibliometric analysis mapping techniques to analyze 521 articles extracted from the Scopus database. The analysis utilized Biblioshiny software and VOSviewer software as the primary tools. The findings reveal that WR constitutes a steadily expanding subject discipline, showcasing a notable 9.12% annual growth in scientific production spanning from 1975 to 2023. Australia, the USA, and Canada emerged as the most productive countries within the field of WR, as evidenced by their cumulative scientific production. The thematic map of keyword analysis suggests several burgeoning pathways for future researchers in the WR domain, including workplace learning, functional capacity evaluation, graduate WR, digital literacy, blended learning, resilience, and curriculum. This study contributes to the WR discourse by providing a comprehensive literature review. The findings of this study hold significance for graduates, universities, employers, the higher education industry, and the broader community.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-02-19
DOI: 10.1108/HESWBL-10-2023-0280
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Able or disabled: why should neurodiverse students experience improved
access to public universities' An exploratory study-
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Authors: Mohamed Mousa, Rami Ayoubi, Vesa Puhakka
Abstract: This paper aims to answer the question: To what extent should neurodiverse students experience improved access to public universities in Egypt and why' A systematic qualitative research method was used with data collected through semi-structured interviews with 44 educators in four universities in Egypt. A thematic approach was implemented to analyze the collected data. The addressed educators believe that greater representation of neurodiverse students in their schools should be a priority for the following four reasons: first, neurodiverse students represent a promising new market segment schools could benefit from; second, recruiting more neurodiverse students represents a chance for schools and faculties to prove the social role they can undertake; third, schools can benefit from the unique skills many neurodiverse students have, particularly in mathematical and computational skills; and fourth, the greater the representation of neurodiverse students, the more research projects and funding opportunities educators can obtain. This paper contributes by filling a gap in diversity management, higher education and human resources management in which empirical studies on the representation of neurodiverse individuals in public universities have been limited so far.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-02-08
DOI: 10.1108/HESWBL-06-2023-0163
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Exploring research trends of metaverse in education:
a bibliometric analysis-
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Authors: M.P. Akhil, Remya Lathabhavan, Aparna Merin Mathew
Abstract: By a thorough bibliometric examination of the area through time, this paper analyses the research landscape of metaverse in education. It is an effort that is focused on the metaverse research trends, academic production and conceptual focus of scientific publications. The Web of Science (WoS) database was explored for information containing research articles and associated publications that met the requirements. For a thorough analysis of the trend, thematic focus and scientific output in the subject of metaverse in education, a bibliometric technique was used to analyse the data. The bibliometrix package of R software, specifically the biblioshiny interface of R-studio, was used to conduct the analysis. The analysis of the metaverse in education spanning from 1995 to the beginning of 2023 reveals a dynamic and evolving landscape. Notably, the field has experienced robust annual growth, with a peak of publications in 2022. Citation analysis highlights seminal works, with Dionisio et al. (2013) leading discussions on the transition of virtual worlds into intricate digital cultures. Thematic mapping identifies dominant themes such as “system,” “augmented reality” and “information technology,” indicating a strong technological focus. Surprisingly, China emerges as a leading contributor with significant citation impact, emphasising the global nature of metaverse research. The thematic map suggests ongoing developments in performance and future aspects, emphasising the essential role of emerging technologies like artificial intelligence and virtual reality. Overall, the findings depict a vibrant and multidimensional metaverse in education, poised for continued exploration and innovation. The study is among the pioneers that provide a comprehensive bibliometric analysis in the area of metaverse in education which will guide the novice researchers to identify the unexplored areas.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-01-19
DOI: 10.1108/HESWBL-06-2023-0156
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Students' industrial work experience scheme (SIWES): exploring higher
institution student’s participation and sense of belonging-
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Authors: Musa Abba Umar, Penuel Medan, Zainab Aliyu Atiku
Abstract: The purpose of this study was to determine the extent to which students' industrial work experience scheme (SIWES) students in higher education institutions experienced a high level of engagement in workplace activities and a strong sense of affiliation with their workplace environment. The additional purpose encompassed the identification of factors that both facilitated and hindered their engagement and self-efficacy. The data for this study were collected via a cross-sectional survey of 243 students who were undertaking the SIWES as a mandatory component of their graduation requirements. The survey was conducted at selected tertiary institutions in Nigeria. The qualitative replies yielded valuable insights on the factors that motivated and supported participation, with self-efficacy emerging as a significant facilitator as well as a potential barrier. There is a positive association between more interactions, a professional atmosphere and self-efficacy. The study may not comprehensively include all contextual variables that might potentially impact students' perception of belongingness and self-efficacy during the SIWES program, including the distinct industry or workplace setting. This exploratory study analyzes SIWES students' cultural and personal affiliation. The study suggests these changes improve student performance. Engagement and belonging techniques for students, supervisors, coworkers and professionals are classified by the study. The study found that supervisors and coworkers help students at work. It underlines academics' responsibility in creating SIWES curricula that increase student confidence and active learning. According to this study, students should receive self-confidence therapy before SIWES. Self-confidence and student success and well-being need additional investigation, the report says. This study takes a unique approach by examining belongingness and self-efficacy in the SIWES course. It examines the interdependence of these notions and the curriculum's various challenges and opportunities. By addressing these important issues, study adds to existing knowledge and lays the groundwork for future research.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-01-12
DOI: 10.1108/HESWBL-10-2023-0294
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- The business students' intention to establish a start-up company: the role
of higher education-related factors-
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Authors: Winda Widyanty, Dian Primanita Oktasari, Sik Sumaedi, Sih Damayanti
Abstract: This study aims to develop and test a conceptual model of business students' intention to establish a start-up business that involves attitude, perceived behavioral control (PBC), entrepreneurial competence, financial access, lecture service quality, curriculum program, extracurricular activity and institutional support simultaneously. An online survey was performed. The respondents were 196 business students in a private university in Indonesia. The data were analyzed using partial least square structural equation modeling (PLS-SEM). Business students' intention to establish a start-up business was positively and significantly influenced by attitude and PBC. PBC was positively and significantly influenced by entrepreneurial competence and financial access. Attitude and entrepreneurial competence were positively and significantly influenced by curriculum program and extracurricular activity, but not influenced by lecture service quality and institutional support. Financial access was positively and significantly influenced by extracurricular activity and institutional support. This research was conducted in a private university in Indonesia. Therefore, to test the stability of the research findings and the proposed conceptual model, it is necessary to conduct research in different contexts. Research on the intention to establish a start-up business that simultaneously considers attitude, PBC, entrepreneurial competence, financial access, lecture service quality, curriculum program, extracurricular activity and institutional support is still scarce in the literature. This study addressed the gap.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-01-08
DOI: 10.1108/HESWBL-06-2023-0144
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Simulation-based education to facilitate clinical readiness in nursing and
midwifery programmes in sub-Saharan Africa: a meta-synthesis-
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Authors: Gertrude Mwalabu, Annie Msosa, Ingrid Tjoflåt, Kristin Hjorthaug Urstad, Bodil Bø, Christina Furskog Risa, Masauko Msiska, Patrick Mapulanga
Abstract: The purpose of this study was to explore the clinical readiness of simulation-based education (SBE) in preparing nursing and midwifery students for clinical practice in sub-Saharan Africa. This study has synthesised the findings from existing research studies and provides an overview of the current state of SBE in nursing and midwifery programs in the region. A qualitative meta-synthesis of previous studies was conducted using the following steps: developing a review question, developing and a search strategy, extracting and meta-synthesis of the themes from the literature and meta-synthesis of themes. Five databases were searched for from existing English literature (PubMed, Cumulative Index for Nursing and Allied Health Professional Literature [CINAHL], PsycINFO, EMBASE and ScienceDirect Medline, CINAHL and Science Direct), including grey literature on the subject. Eight qualitative studies conducted in sub-Saharan Africa between 2014 and 2022 were included. Hawker et al.'s framework was used to assess quality. The following themes emerged from the literature. Theme 1: Improved skills and competencies through realism and repetition. Theme 2: Improved skills and competencies through realism and repetition. Theme 3: Improved learning through debriefing and reflection. Theme 4: Constraints of simulation as a pedagogical teaching strategy. The qualitative meta-synthesis intended to cover articles from 2012 to 2022. Between 2012 and 2013, the authors could not identify purely qualitative studies from sub-Saharan Africa. The studies identified were either mixed methods or purely quantitative. This constitutes a study limitation. Findings emphasise educator training in SBE. Comprehensive multidisciplinary training, complemented by expertise and planned debriefing sessions, serves as a catalyst for fostering reflective learning. Well-equipped simulation infrastructure is essential in preparing students for their professional competencies for optimal patient outcomes. Additional research is imperative to improve the implementation of SBE in sub-Saharan Africa. The originality and value of SBE in nursing and midwifery programs in sub-Saharan Africa lie in its contextual relevance, adaptation to resource constraints, innovative teaching methodologies, provision of a safe learning environment, promotion of interprofessional collaboration and potential for research and evidence generation. These factors contribute to advancing nursing and midwifery education and improving healthcare outcomes in the region. This study fills this gap in the literature.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-01-05
DOI: 10.1108/HESWBL-06-2023-0136
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- The factors affecting work readiness during the transition from university
student to physiotherapist in Australia-
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Authors: Vidya Lawton, Verity Pacey, Taryn M. Jones, Catherine M. Dean
Abstract: Work readiness is an important aspect of the transition from higher education to professional practice. The purpose of this study was to explore the perceptions of work readiness of individuals transitioning into physiotherapy practice in Australia and identify any association with personal, education and work factors. Purpose-built surveys were distributed to final-year students and graduates of physiotherapy programmes nationally. Work readiness was measured using the recently validated Work Readiness Scale for Allied Health Professionals 32 (WRS-AH32), which captures the following four domains: Practical Wisdom, Interpersonal Capabilities, Personal Attributes and Organisational Acumen. The surveys also included personal, education and work data. Work readiness was expressed as percentages for total work readiness and within each domain. Independent t-tests were used to examine the influence of personal, education and work factors on work readiness. 176 participant responses were analysed (84 students and 92 graduates). Total work readiness was 80% [standard deviation (SD)8], with Practical Wisdom the highest scoring domain (91%, SD8) and Personal Attributes the lowest scoring domain (65%, SD14). Considering overall work readiness, individuals reporting some psychological symptoms scored lower than asymptomatic individuals [mean difference 7% (95% confidence interval (CI) 4 to 9)] and final-year students scored less than graduates [mean difference 3% (95%CI 0 to 5)]. All stakeholders, including individuals, universities and employers, need to consider further strategies to develop aspects of work readiness, particularly within the domain of Personal Attributes and those with psychological symptoms. This study demonstrates that physiotherapy students and graduates perceive themselves to be well prepared to transition to the workforce.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-01-05
DOI: 10.1108/HESWBL-10-2023-0287
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Delivering the Chartered Manager Degree Apprenticeship: what are the
challenges and implications for good practice'-
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Authors: Clare Horackova, Sarah Bloomfield, Carla Roberta Pereira, Fidèle Mutwarasibo
Abstract: The Chartered Manager Degree Apprenticeship (CMDA) was approved for delivery in the UK in 2015 (IfATE, 2023). The CMDA offers future managers the opportunity to gain a recognised degree as well as the practical skills to thrive in today's competitive job market. A number of studies have been written on the development phase of the CMDA in various institutions, but to date no systematic review exists to provide an overview of commonalities and insights gained across these studies. This review aims to fill this gap. A systematic literature review (SLR) was used to identify studies written on the CMDA since its introduction. In total, 12 papers met the authors' selection criteria, and thematic coding was used to analyse and present the findings. Findings were grouped into five themes: (1) curriculum design; (2) programme delivery and support for apprentices; (3) portfolio of evidence and End Point Assessment (EPA); (4) working with employers and (5) recruitment and onboarding. This review is the first synthesis to date of literature written on the CMDA. The authors' analysis has allowed them to formulate recommendations for future practice that will be of use to providers in the next phase of the CMDA's development.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-01-04
DOI: 10.1108/HESWBL-09-2023-0262
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Identifying supply chain manager leadership skills and competencies gaps
in Malaysia-
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Authors: Siti Norida Wahab, Albert Tan, Olivier Roche
Abstract: In recent years, technology diffusion, globalization and the Internet revolution have accelerated the growth of online transactions and altered corporate operations systems. The emergence of computer technology and the Internet have changed the way businesses work. The purpose of this study is to find and identify any common patterns in the logistics and supply chain industries for job requirements using job posting content in Malaysia. This study provides an exploratory assessment of the employability skill set required using online job posting advertisements. Online job posting advertising, also known as e-recruiting, is one field that has been significantly influenced by information technology. In addition, the current Covid-19 outbreak has created a new need for a long-term contactless talent acquisition process in the organization's operating systems. Based on this study's findings, the top ten skills required by employers for logistics and supply chain positions are (1) supply chain analytics, (2) technological aptitude, (3) teamwork skills, (4) customer focus, (5) leadership skills, (6) interpersonal skills, (7) people skills, (8) creativity and resilience, (9) demand and supply forecasting ability, and (10) project management skills. Overall, the findings provide a road map for practitioners and academics interested in developing supply chain managers' necessary skills and competencies to manage current and future supply networks. It also allows companies to adjust their supply chain management hiring, training and retention methods. Although the study was done in Malaysia, the supply chain skills and competencies stated in this study, as well as their categorization, can be applied in other developing countries.
Citation: Higher Education, Skills and Work-Based Learning
PubDate: 2024-01-02
DOI: 10.1108/HESWBL-07-2023-0179
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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