Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

ADULT EDUCATION (24 journals)

Showing 1 - 23 of 23 Journals sorted alphabetically
Adult Learning     Hybrid Journal   (Followers: 33)
Aikuiskasvatus     Open Access   (Followers: 1)
Andragoška spoznanja     Open Access   (Followers: 1)
Career and Technical Education Research     Full-text available via subscription   (Followers: 4)
Concept : The Journal of Contemporary Community Education Practice Theory     Open Access   (Followers: 4)
EJA em Debate     Open Access  
Empirical Research in Vocational Education and Training     Open Access   (Followers: 16)
European Journal for Research on the Education and Learning of Adults (RELA)     Open Access   (Followers: 4)
European Journal of Training and Development     Hybrid Journal   (Followers: 14)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 40)
International Journal of Adult Education and Technology     Hybrid Journal   (Followers: 17)
Journal of Adult and Continuing Education     Hybrid Journal   (Followers: 29)
Journal of Adult Theological Education     Hybrid Journal   (Followers: 7)
Journal of Assistive Technologies     Hybrid Journal   (Followers: 19)
Journal of Music, Technology and Education     Hybrid Journal   (Followers: 11)
New Horizons in Adult Education and Human Resource Development     Hybrid Journal   (Followers: 11)
Nordic Journal of Vocational Education and Training     Open Access   (Followers: 2)
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Revista Brasileira de Orienta     Open Access   (Followers: 1)
Teaching in Lifelong Learning : a journal to inform and improve practice     Open Access   (Followers: 21)
Teknologi Kejuruan     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 19)
Similar Journals
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Higher Education, Skills and Work-based Learning
Journal Prestige (SJR): 0.426
Citation Impact (citeScore): 1
Number of Followers: 40  
 
Hybrid Journal Hybrid journal   * Containing 1 Open Access Open Access article(s) in this issue *
ISSN (Print) 2042-3896 - ISSN (Online) 2042-390X
Published by Emerald Homepage  [360 journals]
  • Learning from digital adaptations to the pandemic: enhancing work-based
           higher education

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      Authors: Stan Lester , Mandy Crawford–Lee
      Abstract: This paper examines how the Covid-19 pandemic has accelerated digital developments in apprenticeship and work-based learning in higher education (HE), focusing on practices that have ongoing value. A literature review was carried out on the theme of HE work-based and work-integrated learning during the pandemic, followed by minimally-structured interviews with UK university staff responsible for apprenticeship and other work-based programmes. The pandemic has accelerated adoption of online and digital methods to support work-based and apprenticeship learning. There has been progress from emergency measures to more pedagogically consistent ones. A blended approach is becoming common, with the learning and logistical benefits from digital methods ensuring their continuing use. Progress is uneven and there is still a need for improved digital pedagogy and better integration of theoretical and practical learning. More attention is needed to digital pedagogy and to effective use of online methods to support work-based learning with corresponding implications for staff development. There are institutional implications in terms of ensuring that systems and structures support what is, particularly for work-based learners, likely to be a permanent move towards digital, blended and online learning. There has been limited research on the impact of the pandemic on work-based learning, with most of the literature focusing on placements and projects. This paper presents findings at a point when universities are considering how technologically-supported methods will be employed on a more permanent basis.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-06-27
      DOI: 10.1108/HESWBL-01-2022-0008
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • University student experiences of work-based placements during COVID-19
           pandemic: an inter-disciplinary survey of allied health and social work
           students

         This is an Open Access Article Open Access Article

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      Authors: Duana Quigley , Claire Poole , Sinead Whiting , Erna O'Connor , Claire Gleeson , Lucy Alpine
      Abstract: Work-based placements are central to the university education of allied health and social work (AHSW) students. As a result of COVID-19, the clinical learning environment of students' work-based placements was dramatically altered resulting in numerous documented challenges. This inter-disciplinary study aimed to evaluate AHSW students' perceptions and experiences of completing a diverse range of work-based placements during COVID-19. This study was a mixed-method inter-disciplinary study using an anonymous online survey consisting of multiple choice, Likert scale and free text questions. Mixed-methods design supported amalgamation of insights from positivism and interpretivism perspectives and enabled research questions to be answered with both breadth and depth. 436 students were invited to participate who were enrolled in five AHSW educational university programmes: speech and language therapy, occupational therapy, physiotherapy, radiation therapy and social work. Data collected was analysed using both quantitative (descriptive and analytical statistics) and qualitative (thematic analysis) methods. 118 students participated (response rate: 27%) representing a range of AHSW disciplines who attended diverse placement settings. While there was extensive disruption in the learning environment leading to increased levels of stress and concern, a triad of individual and systemic supports helped to ensure positive work-based placement experiences and student success for the majority of AHSW students during COVID-19: (1) university preparation and communication; (2) placement site and supervisor support; and (3) students' resilience and capacity to adapt to a changed work-place environment. This inter-disciplinary study reports the work-based placement experiences from the professional education programmes of healthcare students during the COVID-19 pandemic, giving a unique view of their perspectives and learning during this unprecedented crisis.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-06-16
      DOI: 10.1108/HESWBL-11-2021-0218
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Examining the concurrent impact of teaching and assessment format on
           undergraduate students' academic performance in marketing

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      Authors: Christos Livas , Nansy Karali
      Abstract: By focusing on a Greek traditional learning university, during and post Covid-19 restrictions, the study aims at examining the concurrent effects of teaching and assessment format on students' academic performance. The inclusion of case studies in course assessment post Covid-19 restrictions is also expected to give a rough insight into students' employability skills and workplace readiness. The academic performance of 489 undergraduate students, as determined by the grades they earned, was measured in the final exams of business-to-business marketing and integrated marketing communication courses, held in January 2021 and 2022 at a Greek public university. The primary predictor variable or interest was “teaching and assessment format”, and took two values: (1) online teaching with multiple-choice assessment format (during Covid-19 restrictions) and (2) traditional classroom teaching with in-person case study and open-ended assessment format (post Covid-19 restrictions). Grades were found to be affected by the participants' year of study, the type of marketing course, in which they were examined, and the teaching and assessment format employed. Either in whole or by gender, students appear to perform significantly worse in the traditional teaching with in-person case study and open-ended questions assessment format. Good pedagogical practice in the use of digital technology is advised to incorporate diverse teaching tools and assessment methods. Examination of the concurrent effects of teaching and assessment on academic performance unveils significant variation in students' academic performance under different formats, which may be attributable to multiple reasons.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-06-02
      DOI: 10.1108/HESWBL-02-2022-0039
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Assessment framework for workforce agility in higher education
           institutions

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      Authors: Shalini Menon , M. Suresh
      Abstract: The higher education sector has been lately facing new challenges. The ease and speed with which the workforce adapts to these changes determine their agility level. This study attempts to develop a conceptual model to measure workforce agility in higher education. An extensive literature review revealed limited research on workforce agility assessment. This study addresses the research gap by developing a workforce agility assessment framework and testing the model in a higher education institution (HEI). The study applied the fuzzy logic method for the assessment. The computed value of the fuzzy-workforce agility index (3.72, 5.27, 6.86) indicates that the HEI chosen for the assessment is Agile. The fuzzy performance importance index helped identify the six-weak attributes that require immediate attention and improvement. The proposed framework would help the institution's management understand the current agility level of their workforce and take corrective actions to improve the identified weak attributes. The study has contributed to the literature of workforce agility assessment by creating a conceptual model for evaluating workforce agility in higher education. This model can be applied to any HEI.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-05-31
      DOI: 10.1108/HESWBL-01-2022-0014
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Analysis of student attitudes towards cooperative learning in a
           collectivist culture: a case of South Korea

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      Authors: Hasan Tinmaz , Yunus Emre Ozturk
      Abstract: This study concentrates on South Korean university students' attitude towards cooperative learning by utilizing the “Student Attitudes toward Group Environments” survey (n = 427–181 female and 246 male) originally developed by Kouros and Abrami (2006). The purpose of this study is to unfold what factors affect the cooperative learning environment in the Higher Education context of South Korea, which is known as a collectivist society, and conduct comparative analysis on gender, department type, GPA level and school year as variables in the perception of cooperative learning. The factor analysis findings demonstrated that there are four factors influencing students' attitude about cooperative learning environments in South Korean higher education; “frustrations with group members”, “peer support”, “fairness” and “quality of product and process”. Moreover, the gender, type of department, school year and GPA variables were yielded statistically differentiating results. The overall results showed that effective cooperative learning strategies depend on the type of culture and other demographic variables including learner's gender, department type and school year. In South Korea, known to have a collectivist culture, fairness has appeared as a new criteria needing to be considered when designing a cooperative learning environment, which is a different case than in individualistic cultures. Thus, when employing cooperative learning strategies in South Korea, educators should take learners' culture into consideration. For this, educators might utilize the final instrument of this study as a guideline or criteria to establish an effective cooperative learning environment. This article provides an example from South Korea which is known as both a collectivist and high-tech country.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-05-24
      DOI: 10.1108/HESWBL-12-2021-0237
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Preferences and insights of learning process in pandemic era: a case
           study of South Africa

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      Authors: Isaque Manteiga Joaquim , Mamoqenelo Priscilla Morolong , Elzira Tiago Tundumula , Wen Cheng
      Abstract: The Covid-19 pandemic closed most educational institutions covering all world and academic calendars are threatened. In this situation keeping academic activities live, most institutions adopted learning via online platforms. However, the question about online learning effectiveness especially in developing countries like South Africa is still not clearly or evidently recognized, as in developing countries due to technical constraints of availability of bandwidth and device suitability is a serious challenge. The authors focus is to obtain the perception and insights of business and commerce students towards online learning education in order to improve an effective online learning environment. The research study is based on an online survey of 415 students. The research study also explored a mixed-method and numerous explanatory attributes which helped the authors to discuss the results. Results find out that 73 percent of students were ready to manage online learning and the majority of them prefer curriculum learning through smartphones during this pandemic. Some of the students have an attractive opinion due to the convenience and flexibility of online learning while some students in rural areas face many challenges in online learning due to the connectivity of broadband. Research has been uniquely limited to students of tertiary level and vocational training in the field of commerce across some educational institutions from South Africa. Some students were not cooperative in providing answers on time as per the questionnaire. The insights of this research study will be very helpful in curriculum designing for the next academic session. Its findings will help to improve the online learning method so that it can be socially inclusive to all the students no matter their condition on data bundle accessibility background and location. One of the few case studies done during this pandemic era and its findings will help understand how students perceive online learning in order to improve the learning environment.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-05-13
      DOI: 10.1108/HESWBL-01-2022-0010
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Reducing inequality through institutional action: towards a process
           framework for student transition and support

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      Authors: Shamika Almeida , Nadeera Ranabahu , Reetu Verma
      Abstract: Much of the existing literature note how students' academic difficulties result from their background and lack of cultural capital. This paper aims to focus on internal structural inequality where people with particular backgrounds are disadvantaged within an institution. The authors use a case study approach to understand how an in-built faculty programme, Business for Success (B4S), mitigates institutional inequalities. The study’s findings demonstrate that students need services to get accustomed to university, settle in and transition to professional work. Student services are both dependent (such as bridging courses, peer mentoring and internships) and independent (such as ongoing communication, resource loans) on the stage of their studies. This paper contributes to theory and practice by developing a process framework that policymakers could use to design holistic support programmes and improve students' transition to university, learning and professional work.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-05-06
      DOI: 10.1108/HESWBL-07-2021-0148
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Not another team assignment! Student perceptions towards teamwork at
           university management programs

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      Authors: Shalini Ramdeo , Paul Balwant , Simon Harold Fraser
      Abstract: As group work is becoming more common in the classroom, teamwork as an andragogical tool continues to be problematic for students in management programs. The purpose of this paper is to determine how university students perceive teamwork and to identify teamwork problems along with potential solutions. A triangulation mixed-methods approach was used. In study 1, qualitative data were gathered from a focus group comprising nine students. In study 2, quantitative data were gathered from an online survey completed by 127 students. The data were analyzed using content analysis and ordinary least squares regression. The results indicated that free-rider experiences and peer evaluation are two key areas in determining dissatisfaction with teamwork. Teamwork challenges may be addressed via knowledgeable team leaders who balance task and relationship styles, equitable workloads, smaller team sizes, anonymous peer evaluations and the effective use of technology. The findings are valuable to educators at tertiary-level institutions who utilize teamwork as an andragogical tool. This study was designed to deepen understanding of university students' dissatisfaction with teamwork in Trinidad and Tobago and provide andragogical improvements that can be implemented to enhance the students' teamwork experience.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-04-26
      DOI: 10.1108/HESWBL-01-2022-0015
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Examining the perspectives of adult working learners and key stakeholders
           using critical race theory

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      Authors: Gloria E. Jacobs , Jill Castek , Kathy Harris , Jen Vanek
      Abstract: This article reports on a critical race theory (CRT) analysis of the perspectives of providers of employer-supported educational opportunities and adult learners, who identified as Black, indigenous or as a person of color, and were employed in service industries. A review of the literature was used to shape an initial interview protocol. Data were collected from working learners in retail, hospitality, restaurants and healthcare industries. An “a priori” coding scheme that drew from CRT was applied to transcripts during analysis. Analysis revealed that working learners' skills, experiential knowledge, learning mindset, language flexibility and knowledge gained from previous learning experiences were not consistently acknowledged by employers. CRT analysis illustrated that endemic racism exists within educational opportunities and in workplace learning. CRT has not been widely used to examine adult education practice, especially for workforce development and employer-based education programs. This research expands the use of CRT in adult education and encourages critical conversations around equity in learning opportunities offered by employers. CRT informed data analysis uncovered barriers to equitable learning opportunities and workplace learning. A discussion of inequities in work-based learning illustrates there is insufficient awareness of implicit bias, which points to the need for initiatives focused on social justice.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-03-31
      DOI: 10.1108/HESWBL-08-2021-0158
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Stress during work placement – examining positive outcomes for
           hospitality students in a work-integrated learning programme

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      Authors: Anusha Ramgoolam-Atchiamith , Aila Khan , Cristina Rodrigues , Karina Michelle Wardle
      Abstract: Work-integrated learning (WIL) is an integral part of hospitality curriculums in Australia. Experiencing stress during WIL is expected, as students try to balance work and other responsibilities. Previous studies have usually examined the negative impact of stress on individuals. By referring to relevant theories, this paper argues the positive impact of stress and reports on a study which aimed to investigate whether stress – experienced by students during WIL – leads to resilience and well-being. Hospitality students from different backgrounds enrolled at a tertiary institution completed an online survey. This study uses structural equation modelling (SEM), to test the proposed links between stress, resilience and well-being. The study results show that “academic pressure” (mean score = 3.57) is the most common stressor identified by hospitality students. This was followed by stress caused by “time pressure” (mean score = 3.01). Model testing reveals that experiencing “career development concerns” has a statistically significant association with resilience. Moreover, there is a strong link (β = 0.624) between resilience and well-being. This study makes a contribution by proposing positive outcomes related to stress during WIL. A handful of studies have looked at similar concepts. However, this paper uses statistical techniques to measure and analyse relationships between different variables. By running an SEM, the authors were able to test a linear causal relationship which identifies stressors leading to a significant impact on resilience. Similarly, the strength of relationship between resilience and well-being is also empirically tested.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-03-30
      DOI: 10.1108/HESWBL-08-2021-0160
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Hackathons: what do engineering educators think about it'

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      Authors: Neha Mehta , Siddarth Singh Bist , Priya Shah
      Abstract: With past studies indicating a lack of skill development in engineering education, there is a need for new pedagogical tools that are application and skill-oriented. Hackathons are widely accepted in the corporate world, in the engineering domain for skill development and recruitment but have not gained acceptance in mainstream engineering education. Very few studies have discussed engineering educator views regarding hackathons and their benefits. This paper intends to study engineering educators' perception of the hackathon and its benefits after participating in it. The findings could support hackathons as a pedagogical tool to develop an industry-oriented and skill-based engineering education. A mixed methods design was employed where initially qualitative study was conducted. Its findings were used to conduct survey of 162 engineering educators who had participated in a hackathon. A five point Likert scale was employed for data collection. The findings reveal that engineering educators who participated in the hackathon perceived hackathons to support industry-focused learning, problem-solving and new skill development. They also acknowledged its role in their professional development. The further discussion suggests that engineering educators and institutes may collaborate with industry to design and use hackathons as a teaching tool to develop industry-ready graduates. The study was not designed to study how different aspects of hackathon lead to different benefits derived from participating in it. There is a need to study hackathons as a tool of pedagogy and assessment, focusing on how variables linked to it facilitate, moderate and hinder the learning and assessment process in participants. More in-depth studies need to be conducted to adopt the hackathon as a pedagogy and assessment tool in higher education. The discussion suggests that designing hackathons effectively as a tool for learning and skill development will result in skilled graduates. Engineering educators should adopt hackathons as a pedagogy for their students. Management and policymakers of engineering institutes should consider hackathons as a part of pedagogy for students besides conducting hackathons for educators for their professional development that will be investment in skills helpful at workplace. The notable contribution of this paper is to document perceptions of engineering educators regarding hackathons and their benefits after participating in a hackathon. The paper proposes that hackathons can be introduced in the engineering curriculum as they would offer educators a novel method of teaching and assessment and support engineering graduates in recruitment and making them industry-ready.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-03-15
      DOI: 10.1108/HESWBL-03-2021-0064
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • A proposed model to design MOOCs through the lens of addressing graduate
           skill gap

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      Authors: Md. Nahin Hossain , Md. Yahin Hossain , Yukun Bao , Nilesh Kumar , Md. Rakibul Hoque
      Abstract: The purpose of this study is to understand the mediating role of psychological need and immersive experience on graduates' skill gaps on massive open online courses (MOOCs) adoption intention. The proposed research model is developed by combining two popular theoretical models, namely, the self-determination theory, network externalities theory along technology adoption theory. Data are collected from 318 respondents to test the model. Structural equation modeling (SEM) is applied to analyze the data. The study reveals that the sense of psychological needs and immersive experience mediates the influence of skill gap and social interaction on MOOC adaption willingness. However, immersive experience alone cannot influence adoption intention. Similarly, psychological needs cannot have a significant impact on adoption intention without the graduate skill gap. This study specifically focuses on investigating the mechanism of how psychological needs satisfaction mediates the relationship between graduates' skill gap and MOOC adoption intention. The findings suggest us to develop a course that will increase learners employability skill. This study also contributes by incorporating the idea of immersive experience to facilitate improved virtual social interaction.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-03-15
      DOI: 10.1108/HESWBL-04-2021-0070
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Moderating effects of Covid-19-related psychological distress on the
           cognitive process of entrepreneurship among higher education students in
           Vietnam

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      Authors: Cong Doanh Duong , Ngoc Thang Ha , Thi Loan Le , Thi Lan Phuong Nguyen , Thi Hong Tham Nguyen , Thanh Van Pham
      Abstract: This study aims to achieve two objectives: First, to investigate the moderating influences of Coronavirus-19 (Covid-19)-related psychological distress on the process of entrepreneurial cognition; and second, to close the gap between entrepreneurial intention and behavior of higher education institutions students. Scales from previous studies have been adopted to develop a questionnaire survey. An online survey questionnaire then is carried out to collect the data; the final sample includes 405 university students. The validity and reliability of scales are tested throughout Cronbach's alpha and confirmatory factor analysis. Hypothesized correlations were then tested via structural equation modeling. The results confirm the important roles of perceived behavioral control and entrepreneurial intention in encouraging entrepreneurial behavior, whereas attitude toward entrepreneurship is strongly and positively related to intention to engage in a business venture. Yet, subjective norms are not found to have an impact on entrepreneurial intention. Entrepreneurial attitude-intention link has been negatively moderated by Covid-19-related psychological distress. Also, Covid-19-related psychological distress can lessen the entrepreneurial intention–behavior linkage of higher education institutions students. The study provides useful recommendations for practitioners such as educators and policymakers to promote higher education institutions students' entrepreneurship, especially in the global crisis context of the spread of Covid-19. Being aware of the effects of the Covid-19 pandemic on the entrepreneurship process and translations from intention into behavior to become entrepreneurs provide useful insights to nascent entrepreneurs, community and our society to limit the negative influence of the Covid-19 pandemic and help us overcome this crisis. Addressing the entrepreneurial intention–behavior gap is considered as the biggest contribution of this study. Moreover, the association between perceived behavioral control and entrepreneurial behavior, overlooked by previous studies, is also tested in this study. Furthermore, the findings confirm that psychological distress caused by Covid-19 can inhibit the cognitive process of entrepreneurship.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-03-11
      DOI: 10.1108/HESWBL-01-2022-0006
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Applying an interactive learning approach provided by an academic coach in
           a graduate-level accounting course

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      Authors: Lei Wen , Yingqi Wang
      Abstract: The paper makes a significant contribution to the accounting education literature by examining the impact of using online meetings with an academic coach on student-perceived learning outcomes, course and instructor evaluations in an online graduate-level accounting course. A quasi-experimental design is adopted by the author to compare the students' evaluations in fall 2018 and in spring 2019 in an online graduate-level accounting course taught by the same instructor and assisted by the same academic coach. The study finds that the use of online meetings with an academic coach helps students have a much positive view about the course and a better perception about the instructor's teaching effectiveness for the course. The offering of online meetings by an academic coach also improves students' evaluation about the academic coach in an online graduate-level accounting course. The paper provides a new perspective to investigate students' perception with the use of online meetings with an academic coach.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-03-07
      DOI: 10.1108/HESWBL-12-2020-0258
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Students' perspectives on why they drop out and possible retention
           strategies

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      Authors: Yang Huo , Rachel Anna Messenger , Doug Miller
      Abstract: This paper aims to address the issue of why students want to drop out from a course and suggests appropriate strategies to enhance student retention. A sample of 260 hospitality management students were surveyed based on both Tinto's model of student–institution integration and a theory of planned behavior on student departure. The research applies data mining and decision tree using the classification and regression trees (CART) method as an analytic tool to identify a group, discover relationships between groups and predict future events for segmentation. The results regarding the demographics indicate that the most critical factors of dropout included residency status, financial situation, quality of class and occupation. This is a limited US sample, based on student perceptions only and not lecturer or institution perceptions. The paper provides empirical evidence of student perspective along with institutional and learning environment factors. It includes data from students who are currently enrolled (which previous literature has not covered) by testing student–institution integration and planned behavior on student departure.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-02-08
      DOI: 10.1108/HESWBL-10-2021-0189
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Implementing a strategic campus-wide approach to authentic assessment:
           considerations and recommendations for implementation

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      Authors: Melanie Brown , Milton Nomikoudis , Frederique Bouilheres , Clara Nkhoma , Mohammadreza Akbari
      Abstract: This article addresses the experience of academic developers and academic staff during the transition of assessment practices in an English-speaking international university campus in South East Asia. The project examined in the study was born out of the institutional strategy focused on producing graduates ready for employment. A case study from a Business discipline highlights key factors in curricula change from the academic perspective. This study focuses on what it meant for the academic teaching and academic development teams to work together to bridge the broadly strategic with the local practical implementation. Potential implications for others embarking on academic development within large-scale strategic projects are also provided. This paper offers a discussion of the symbiotic relationship between management, academic staff and academic developers (Roxå and Mårtensson, 2008) generated by the transition to authentic assessment as a key element in the development of student employability.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-02-03
      DOI: 10.1108/HESWBL-05-2021-0100
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Service learning in Indonesia: developing undergraduate students'
           leadership during COVID-19 pandemic

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      Authors: Sandi Ferdiansyah , Ahmad Winarno , Zally Ardhita
      Abstract: This phenomenological case study reports how 16 participating students built their leadership skill through a community-based service-learning project as a part of their undergraduate program at an Islamic university in Indonesia. Education for sustainability framework promoted by Warwick (2016) was employed to portray students' leadership development and explore their lived experience while doing service-learning project in their neighborhood. Phenomenological case study was employed to portray how the participants engaged in projects that empower the community during their service amidst the coronavirus disease 2019 (COVID-19) pandemic. They were interviewed using online platforms such as WhatsApp and Zoom Meeting. To triangulate the data, the photos elicited during their field study posted in social media were also presented as visual data. The interview data and photo elicitation were transcribed, interpreted using interpretative phenomenological analysis and thematically analyzed. The findings of the study showcase that the student participants transformed their sense of agency as learners into leaders. The service-learning program has also become a springboard for them to engage in the community service and build strategy to fill the local community's need, especially amid the pandemic of COVID-19. There are two limitations in regards to this study. First, this study only examined data garnered from a small number of participants that could not be used to overgeneralize the results of the study. Second, the participants were interviewed upon the completion of their service-learning project. It did not investigate the sustainability of the projects that the participants had carried out after the service-learning program ended. While ample previous studies investigated how service-learning program that involved undergraduate students were enacted during COVID-19 pandemic, the present study specifically looked into how participants exercise their leadership skill upon the implementation of service-learning from education for sustainability framework promoted by Warwick (2016).
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-02-02
      DOI: 10.1108/HESWBL-06-2021-0123
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • A transnational comparative study of preservice teachers’ critical
           thinking skills and metaliteracy self-efficacy

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      Authors: Florent Michelot , Sébastien Béland , Bruno Poellhuber
      Abstract: While training students to new literacy and critical thinking has been recognized for several decades, it seems even more crucial today as education is presented as a lever to fight against fake news. Preservice teachers, both so-called digital natives at the cutting edge of the social web and tomorrow’s educators, represent a useful object of study. The purpose of this paper is to describe preservice teachers’ critical thinking skills scores notably regarding environmental factors (training type, country of study and employment) and personal determinants (metaliteracy self-efficacy and belief in the likelihood to become a teacher) in three French-speaking nations (Wallonia, France and Quebec). Using a quantitative methodology, this article is part of sequential mixed design research aiming to describe the level of preservice teachers’ (n = 245) critical thinking in three French-speaking nations: Wallonia, France and Quebec. This study aimed to see to what extent critical thinking skills (measured with a translated version of the Halpern Critical Thinking Assessment; Halpern, 2016) can notably be influenced by metaliteracy self-efficacy (MASE). Metaliteracy is a concept that aims to join information, digital and media literacy providing a comprehensive framework “for engaging with individuals and ideas in digital environments” (Mackey and Jacobson, 2011, p. 70). This study establishes the influence of individual determinants such as the feelings of self-efficacy in metaliteracy as well as the belief in the likelihood of becoming a teacher. This study proposes a model predicting the critical thinking skills based on self-efficacy in critical thinking and metaliteracy, the type of training and the interaction between employment and the country of study. Considering contemporary information issues and infodemic phenomena, critical thinking skills should be developed among preservice teachers. There is a significant positive correlation between MASE and critical thinking skills. Pre-service teachers’ country of study, as well as their training trajectory, seems to influence their critical thinking skills. Involvement in professional life also appears to promote critical thinking skills.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-02-02
      DOI: 10.1108/HESWBL-10-2021-0191
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Exploring the effects of learning abilities, technology and market changes
           on the need for future skills

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      Authors: Hanan Gouda
      Abstract: The study investigates the effects of learning abilities, market changes and technological development in the field of the need for future skills. This quantitative research is a descriptive study, as it describes the characteristics of variables. Non-probability sampling was applied. A survey was distributed online during May–July, 2021, using a cross-sectional timeframe, to managers (in three industries: FINTECH, FMCG and industrial/production field) who work with teams of Gen Z and Millennials. The data collected were analyzed using SPSS. There is a significant positive relationship between learning abilities and future skills development, there is a significant positive relationship between technology development and future skills development, and there is a significant positive relationship between market changes and future skills development. Data were collected through online surveys, focusing on three industries. This study neglects the use of qualitative data in order to gain further explanations regarding the main factors influencing employees' future skills development in times of globalization, advanced technology, global crisis, and the need for sustainability, the model of qualification for future jobs seems dynamic and controversial. This study's empirical evidence illustrates that future skills need to be developed for employees in order to affect their methods with regard to performing their role in the company. New skills are necessarily emerging in the labor market. The maturity level of higher education institutions to promote these skills is questioned. Thus, this study develops empirical knowledge for educational institutions regarding the effects of learning abilities, market changes and technological development.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-01-31
      DOI: 10.1108/HESWBL-10-2021-0200
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Blended learning model incorporating online learning for a
           competency-focused, work-based learning (WBL) programme – allied
           healthcare case-study

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      Authors: Kirpa Chandan , Carmel Kealey , Patrick Timpson , Brian Murphy
      Abstract: This study investigates a blended learning model which incorporates online learning for a competency-focused, work-based learning (WBL) programme within allied healthcare. The case-study is centred on hearing aid audiology. The study evaluated the feedback received through a tripartite group of stakeholders (learners, academic staff and employers). Results showed that although there was universal support for blended learning, incorporating online learning, each stakeholder contributed different perspectives. The authors identified that in terms of curriculum design, a comprehensive analysis of the holistic perspective across all stakeholders is essential to ascertain the suitability of this learning mode for WBL. The study may provide the basis of a preparatory framework for the development of a generic, competency-focused model that can be applied across allied healthcare WBL programmes. Although previous studies of WBL have been reported, to the knowledge of the authors, there is no current reference in the literature to studies that examine thematic areas relevant to all three stakeholders across a programme of this nature in hearing aid audiology.
      Citation: Higher Education, Skills and Work-Based Learning
      PubDate: 2022-01-25
      DOI: 10.1108/HESWBL-03-2021-0058
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Higher Education, Skills and Work-Based Learning

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