Dissertations / Theses on the topic 'Employability Skills'
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Williams, Ann-Marie Claudia. "Soft Skills Perceived by Students and Employers as Relevant Employability Skills." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1427.
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Local employers believe the lack of prerequisite soft skills is inhibiting the graduates from a local community college from securing employment. The rationale of this phenomenological study was to investigate the perceptions of students and employers related to the soft skills needed to be successful in future employment. The theoretical framework was based on Mezirow's transformational and Daloz's mentorship theories. Individual face-to-face, semistructured interviews were used to gather data from 12 business and computer students and 7 employers (N=19) who were selected using purposeful random sampling. The typewritten transcripts of participants' responses were imported in MAXQDA 11, then were open coded and analyzed for emergent themes. According to emergent findings among these 19 participants, for entry-level jobs, communication was the most important and the most lacking soft skill. The recommendations informed the creation of a mandatory 3-day professional development training program, which was developed to help students enhance their soft skills before entering their future careers. This study directly affects positive social change by enhancing the quality of soft skills for future employees who enter the local work force.
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Cleveland, Rachel. "Understanding Employability Development Skills through Co-Curricular Activities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404619/.
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Employability skill development is being increasingly investigated among higher education scholars, corporate hiring managers, and governments around the world. Understanding employability skill development is important because it has implications on educational policy, teaching techniques, curriculum designs, and recruitment practices. This study was conducted at a public research university in a southwestern state of the United States. It was designed to understand the difference in employability skill development among students who participated in a leadership development program compared to those who did not. Additionally, the study investigated what skills were seeing the most change among student participated in the leadership development program, and if a student's major of study played any role in their overall employability development over the course of a year. Eight employability skills were tested in a pre- and post-test model. Results indicated that students in leadership development programs are more likely to see an increase in employability skill development. From the skills tested among participates, those in the leadership program found the most change over time in the area of problem solving skills. Finally, the results also indicate that a student's major does have an impact on their overall employability skill development. Students who major in business had significantly higher employability scores than those in other majors at the university.
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Wright, Barbara Ann Hargis. "Employability skills acquisition for students with challenging behaviors /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115601.
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Hasan, H. "Exploring engineering employability competencies through interpersonal and enterprise skills." Thesis, Coventry University, 2009. http://curve.coventry.ac.uk/open/items/8c6681e5-66c2-9a67-2bac-41533cbb7e50/1.
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Many researchers in engineering education have studied the engineering curriculum, employability, industrial training, generic skills and gender issues. From a wide spectrum of study, there is a gap around issues of interpersonal skills and enterprise skills in engineering education that has not been studied. Previous study has shown that there is unemployment amongst graduate engineers in Malaysia. This study aimed to assess whether the suggested lack of interpersonal and enterprise skills competencies cause unemployment amongst engineering graduates in Malaysia. This study also intended to appraise whether engineering undergraduates have received a quality work placement appropriate to their learning, knowledge and employability skills and also to create awareness about interpersonal and enterprise skills competencies amongst engineering undergraduates, higher education educators and employers in Malaysia. This study intended to create awareness about the importance of interpersonal and enterprise skills amongst engineers. A mixed method of questionnaire survey and interview was used to access data from final year engineering students and employers in Malaysia. Results from the study have provided evidence that interpersonal and enterprise skills are not a major contributor to unemployment of engineering graduates in Malaysia. This study has created new awareness of the subject that will allow the enhancement of the engineering education curriculum. This study has demonstrated that when interviewing companies for the purposes of research into curriculum it is necessary to have full awareness of their culture and ways of working.
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Bennett, Tracy Michelle White Bonnie J. "Defining the importance of employability skills in career/technical education." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/BENNETT_TRACY_49.pdf.
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Fiadeiro, Henrique Manuel Ribeiro. "Erasmus experience : the impact on employability and development of skills." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14804.
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Mestrado em Gestão de Recursos HumanosO programa Erasmus é um programa de mobilidade entre estudantes de diferentes países que tem aumentado a cada ano. Este programa proporciona aos estudantes intercâmbios em países diferentes que lhes proporcionam uma experiencia diferente tanto ao nível pessoal como profissional. Esta dissertação tem como objetivo analisar algumas das vantagens deste programa, nomeadamente ao nível da aprendizagem e enriquecimento de competências e o impacto que o programa pode ter ao nível da empregabilidade relativamente aos estudantes que o experienciaram. Para a elaboração desta dissertação, foi usado como amostra um grupo de 118 estudantes que tiveram uma experiencia Erasmus em países diversos. Este grupo foi submetido a um questionário que procura analisar as perceções que os mesmos têm ao nível do seu desenvolvimento de determinadas competências e ao nível das perspetivas de empregabilidade antes e apos o intercâmbio. Os Resultados permitem-nos concluir que uma experiência Erasmus provoca nos estudantes um impacto positivo relativamente à perceção no desenvolvimento de competências e perspetiva de empregabilidade no seu futuro, sendo estes os tópicos desenvolvidos em detalhe nesta dissertação.
The Erasmus Programme is a mobility programme between students from different countries that is increasing year by year. This Programme gives the students exchange experiences abroad which allows them to have a different personal and professional experience. This dissertation has the goal of analysing some of the advantages of these exchanges, especially regarding the improvement of competences and the impact on their future employability. Regarding the literature review and the facts already discovered, we used a sample of 118 students who already did Erasmus. This group of students filled a questionnaire which had as its main goal, to analyse the perceptions they have regarding the development of competences and perspectives of employability before and after their exchange. The results allow us to conclude that an Erasmus experience has a positive impact on the students, regarding the perception they have about the development of competences and perspectives of employability in their future, and these are the topics analysed during this dissertation.
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Horbinski, Wendy J. "Employer perceptions of the Wisconsin Employability Skills Certificate Pilot Program." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000horbinskiw.pdf.
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Thake, Anne Marie. "A critical review of graduate employability skills : lessons from the Maltese experience." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720653.
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This study examines how institutional actors interpret, influence and respond to skills availability in the labour market for graduates. It researches and draws lessons from the Maltese experience of managing graduate employability over three decades, focusing on the three fastest-growing economic sectors, namely, Accountancy, Pharmachem and ICT, each of which is the subject of a case study. The study investigates the interaction of governments, firms, higher education institutions and professional associations in identifying skills shortages and gaps, as well as in devising policy frameworks and skills regimes at national, sectoral and corporate levels. Drawing upon theories of employability and employee skills, first, there is development of an analytical framework to examine how these institutional actors affect the labour market, which informs the analysis of the three case studies. The qualitative research involved an interpretative analysis of key policy documents related to graduate employability and seventy in-depth interviews with interlocutors positioned in strategic policy making, senior management, academic, expert and professional leadership roles within government, regulators, major corporations, higher education institutions, training providers and professional associations. The data was thematically analysed. Twelve key themes emerged from the in-depth interviews, which included the following: use of different language; the meaning of employability; the value of credentials; the role of the University; perceptions; expectations; competitiveness; modes of training provision; labour mobility; placements and incentives; collaboration and skills gap. The institutional actors across the three focal sectors, namely, accountancy, pharmachem and ICT tended to emphasise some themes more than others, these having previously been identified in scholarly literature (Appendix 1). Both patterns and inconsistencies emerged from a comparison of the accountancy, pharmachem and ICT sectors. In so far as the labour market is concerned, the study revealed a lack of technical skills and major non-technical graduate skills gaps, specifically, in the aspects of communication, teamwork and problem-solving. A number of professional characteristics or behaviours were also identified as lacking with Accountancy, Pharmachem and ICT graduates, namely, attitude, confidence, drive, professional outlook, independent working, personality fit and a ‘can do’ approach. The study revealed the absence of permanent systemic connections between the formulation of national and sectoral economic strategies on the one hand, and higher education and training policies on the other. Consequently, state higher education institutions have been responding reactively to labour market needs, which could explain the endemic skills gap which the study found. The study concludes by discussing limitations and limits to this research as well as recommending policy initiatives and further research that could contribute to the science and practice of public policy in this field.
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Chandrakumara, D. P. S. "EMPLOYABILITY OF NEW GRADUATES IN SRI LANKA: Implications for Policy Development." 名古屋大学大学院国際開発研究科, 2014. http://hdl.handle.net/2237/19833.
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Ogbeide, Godwin-Charles A. "Employability skills and students' self-perceived competence for careers in hospitality industry." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4403.
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Thesis (Ph. D.) University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 7, 2007) Includes bibliographical references.
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Mohd, Puad Mohd Hazwan. "The role of employability skills training programs in the workforce of Malaysia." Thesis, Purdue University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3719684.
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Employability skills training programs are an essential strategy to improve the skills of the workforce and minimize unemployment in Malaysia. However, there has been a lack of assessment and evaluation studies regarding local employability skills training programs. Existing local studies are focused more on the identification of the skills that allow a person to be employable. Due to the lack of assessment and evaluation studies, stakeholders seem perplexed about the direction of training programs. Therefore, the purpose of this study was to examine the perceptions of educators, employers, and recent graduates regarding the role of employability skills training programs in the workforce of Malaysia. The study also identified those factors that facilitate and improve training programs. The theoretical framework for this descriptive study was based on Human Capital Theory (Becker, 1993; Schultz, 1961). All participants for this study were from the central economic region of the west coast of peninsular Malaysia. The first population was engineering, technical, and vocational educators in public higher education institutions. The second population was employers in the manufacturing sector. The third population was recent graduates who were enrolled in employability skills training programs in higher education institutions and training centers. A questionnaire was adapted to gather perceptions from the respondents. The findings of this study revealed the importance of training programs for improving the skills, minimizing unemployment, and developing the workforce of Malaysia. Educators and recent graduates agreed about the positive impact of such programs on trainee skills. However, employers perceived that employability skills training programs neither ensure improvement in the skills, minimize unemployment, nor develop the workforce. The factors that facilitate the involvement of recent graduates in training programs and recommendations were also identified. Additionally, the findings revealed that employability skills training programs are relevant for recent graduates and workers in the labor force. Further, the findings identified the most integral skills that recent graduates should possess to obtain employment in the competitive job market as perceived by educators, employers, and recent graduates, including discipline and integrity, interpersonal skills, and professionalism, creativity and innovation, teamwork, lifelong learning, ability to apply knowledge, and knowledge in specific engineering disciplines.
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Wang, Yingqi. "Student Satisfaction Perceived Employability Skills, and Student Engagement: Structural Equation Modeling Analyses." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99290.
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This study identified the relationships of student engagement with senior student
satisfaction and perceived employability skills from STEM fields in the U.S. A comparison of
the relationships of student engagement, student satisfaction, and perceived employability skills
was made across senior Asian international students and their American peers in STEM
programs. The National Study of Student Engagement (NSSE) data (2011) was used in this
study. Structural equation modeling analyses and invariance tests were employed to estimate
different models of student engagement, student satisfaction, and perceived employability skills
across different samples. The results found that both sense of support and relationships with
others of emotional engagement were found the most important constructs to predict college
student satisfaction and perceived employability skills. The cognitive engagement had a
significant positive effect on student perceived employability skills across all college students,
Asian international students, and American students in STEM education. Moreover, this study
identified the mediator role of student perceived employability skills on the relationship between
student engagement and student satisfaction for all three samples. Additionally, Asian
international students differed from American students regarding academic involvement,
participating in extracurricular activities, and sense of support in STEM education. Last but not
least, this study supported that the three-dimension student engagement model developed by
Fredricks et al. (2004) could apply to U.S. college students. Practical and theoretical implications
were discussed and limitations acknowledged.Doctor of Philosophy
It is widely accepted that attracting STEM talents to the U.S. is a key element to maintain the United States' economic supremacy and competitive advantage in a global economy. Asian international students play a significant role to maintain a steady supply of STEM talent pipelines in the U.S. job market. The purpose of this study is to understand the relationships of student engagement with senior student satisfaction and perceived employability skills from STEM fields in the U.S. This study This study was also to identify the relationships of student engagement, student satisfaction, and perceived employability skills across senior Asian international students and their American peers in STEM programs. The results found that both sense of support and relationships with others of emotional engagement were the most important factors to predict college student satisfaction and perceived employability skills. Cognitive engagement had a significant positive influence on student perceived employability skills across all college students, Asian international students, and American students in STEM education. Moreover, this study identified the mediator role of student perceived employability skills on the relationship between student engagement and student satisfaction. Additionally, Asian international students differed from American students regarding academic involvement, participating in extracurricular activities, and sense of support in STEM education. Last but not least, this study supported that the three-dimension student engagement model could apply to U.S. college students. Practical and theoretical implications were discussed and limitations acknowledged.
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Asonitou, Sofia. "Embedding generic employability skills in Greek accounting education studies : development and impediments." Thesis, Sheffield Hallam University, 2014. http://shura.shu.ac.uk/19291/.
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The aim of this thesis is to explore the response of Greek Higher Education (HE) Institutes to the rapidly-changing global evolutions that lead to the introduction of skills and competences (professional skills) within accounting courses. The introduction of professional skills in HE accounting courses constitutes a "paradigm shift" and signifies the transformation of future accountants (especially management accountants) from "bean counters to business advisors and successful management team members" who will be capable of supporting their employers to overcome global challenges and take informed decisions. The European Union and the Bologna Process have devoted considerable resources and efforts, through the establishment of European Higher Education Area (EHEA) and the European Credit Transfer and Accumulation System (ECTS), to promote professional skills and competences and, through them, the employability prospects of HE graduates. The thesis employs the New Institutional Sociology (NIS; DiMaggio and Powell, 1983, 1991) combined with the typology of Oliver (1991) with regard to the increasing privatisation of HE (Meyer and Rowan, 2006) and specifically institutional isomorphism (coercive, mimetic, normative) as a tool to analyse the pressures and barriers to skills introduction in HE accounting courses. The study employs a Mixed Methods Methodology and a 3-Phase Sequential Exploratory Design (Creswell and Plano Clark, 2007) to investigate the views of three groups of stakeholders: accounting teachers, business administration and accounting students and accountants, via interviews, questionnaires, documentary analysis, web-based research, and informal discussions. The main findings are: Professional skills are considered important by all stakeholders in Greece, but a gap exists between the importance assigned to skills and their delivery by the educational process. The skill in most need of attention is "the ability for students to identify and solve unstructured problems". There are convergent and divergent isomorphic pressures regarding the introduction of professional skills in H.E accounting courses, both internal and external. The internal divergent isomorphic pressures come from three groups: the educational system (i.e. lack of communication, support and motivation), the teachers (i.e. non-reflective practices, lack of training), and the students (i.e. absenteeism, cultural and educational background). The external divergent isomorphic pressures come from the market (i.e. structure and attitude), the state (i.e. tax system) and the employers (i.e. ignorance). The convergent isomorphic pressures are exerted on an individual, organisational and national level and are identified as institutional (coercive, normative, mimetic, normative-mimetic and mimetic-coercive) as well as competitive pressures. Greek HE Institutions have so far adopted strategies of defiance, manipulation, avoidance and compromise in response to skills introduction.
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Mata, Songezo. "E-skills and employability : a Technical and Vocational Education and Training (TVET) curriculum perspective." University of the Western cape, 2015. http://hdl.handle.net/11394/5576.
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Magister Commercii (Information Management) - MCom(IM)The high rate of youth unemployment is a global phenomenon and a worrying factor. This contradicted the opportunity presented by the ICT sector, which requires e-skills, particularly e-literacy/or digital literacy skills in the entire sectors of the economy, not only ICT. Ala-Mutka (2011) defines e-literacy skills as the "basic technical use of computers and the internet". ICT skills are viewed as essential in the modern day world in order to improve individual’s chances of securing and keeping employment. Various initiatives to improve youth employability in South Africa, particularly those that are studying TVET colleges or those have already graduated. Various approaches have been adopted such envisaged by the White Paper for Post-School Education and Training of 2013 i.e. preparation for workplace, self-employment through close cooperation of TVET colleges and industry (DHET, 2013). Employers assume that graduates are familiar with computer and Internet usage. Thus, the study set the following objectives: • To understand the theoretical and contextual background of promoting employability; • To explore existing employability frameworks that might be relevant for promoting employability; • To identify and categorize the factors that are relevant for promoting employability obtained from pertinent literature; • To validate these factors by interviewing key TVET stakeholders and ICT experts; • To propose an employability framework customized for the South African context; and • To explain the use of these factors within the proposed employability framework. The objectives were realised by reviewing pertinent literature, which led to the development of an employability conceptual research framework for South Africa. A conceptual research framework that consists of five factors from the e-skills national curriculum competency framework: (i) e-skills for service delivery; (ii) e-skills for new jobs; (iii) e-skills for existing jobs; (iv) self-employment; and (v) ICT practitioner skills. In-terms of e-skills levels i.e. ICT user skills, e-business skills and ICT practitioner skills. The first three sets of e-skills are associated with ICT user skill, e-skills for self-employment are associated with e-business skills and then ICT practitioner skills. This conceptual research framework was subsequently empirically verified using an interpretive approach by interviewing key TVET stakeholders and an ICT expert. The empirical findings affirmed the validity of the above-mentioned employability factors but also uncovered two additional factors: (iv) practical experience and infrastructure. These factors were subsequently incorporated into the final employability framework for South Africa. The main contribution of this study is the fact that it brings a new employability framework for TVET colleges for the South African context, with the hope that it can be applicable in similar environments in the developing context. There are some limitations in the present study due to a small research sample that was caused by the unavailability of employed graduates. However, it is believed that this limitation did not deem the results and the academic and practical contribution of the study invalid.
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Gardner, Tonja Annette. "Exploring the Importance of Soft Skills Training for Accountants." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3678.
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Regional accounting firm leaders face challenges with employees who possess strong technical skills, but lack nontechnical communicating and teamwork skills. The purpose of this multiple case study was to explore strategies regional accounting firm leaders use to train technical staff on soft skills. The human capital theory was the conceptual framework supporting the study. Data were collected from semistructured interviews with partners, leaders, managers, and human resource personnel with 5 years or more of experience who participated in the hiring, training, and professional development process at 3 regional CPA firms. The review of company documents and company website postings triangulated the semistructured interviews. Data analysis entailed coding, conceptualizing concepts and ideas, identifying themes, and member checking to ensure the trustworthiness of interpretations. Based on the data collected, 3 themes emerged after the analysis including soft skills needed for success, mentoring and leadership programs, and team building initiatives. Findings from this study may contribute to social change by providing strategies regional accounting firms could use to provide soft skills training and mentoring initiatives to technical staff. Improvement in soft skills training may improve employees' lives by increasing their employability, career progression, and transition within the workplace, which may improve the economic wellbeing of local communities.
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Buarki, Hanadi J. "Towards an improvement of LIS graduates ICT skills and employability needs in Kuwait." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/6339.
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The aim of this research was to explore the ICT skills of LIS students in Kuwaiti HE that are potentially defined by the job market. These skills are deemed essential for the employment of LIS graduates in different job market sectors. As a result, the ICT skills of current LIS students, the needs of employers, and the LIS curriculum in Kuwait were all investigated. In addition the factors that had an impact on students ICT skills were also investigated. To fulfil the research aim and objectives, mixed research methods were employed. The research subjects were employers, LIS students, and teaching staff. Their views were sought through qualitative and quantitative methods that included: 54 semistructured interviews; 225 self-administered questionnaires; these were supplemented by three focus groups; and content analysis of relevant web sites, reports, and LIS syllabus to provide further documentation and analysis. The main findings of the research were: (1) overall the students had knowledge and basic ICT skills, but they lacked advanced searching and internet navigation skills. 85% of the students did not have enough ICT skills; their ICT skills level was selfrated as intermediate or beginner ; (2) the research investigated negative factors such as: unsuitable teaching and learning environment, negative attitudes, social influences, and lack of resources; (3) the students most preferred teaching and training method was group training ; (4) the employers identified further ICT skills and non-ICT skills that LIS graduates should possess for employability; (5) gaps were found in the curriculum and in teaching and training the ICT courses such as: course content was inconsistent; did not reflect the needs of the job market and were outdated; an imbalance between theory and practical training, courses had different outline and little use of the English language hindered the students ICT skills improvement and ICT use. In addition, work placement needed careful consideration. Recommendations based on the research findings and conclusions were made to the DLIS in Kuwait and stakeholders. Future ideas were identified for further research.
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Fulgence, Katherine [Verfasser]. "Employability of higher education institutions graduates : exploring the influence of entrepreneurship education and employability skills development program activities in Tanzania / Katherine Fulgence." Siegen : Universitätsbibliothek der Universität Siegen, 2016. http://d-nb.info/1095885278/34.
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Rateau, Richard James. "Understanding the Employability of College Graduates for Success in the Workplace." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29334.
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In our increasingly competitive world, it is critical that college graduates enter the workplace with the appropriate skills to not only survive but also grow their career. Current college graduates have not consistently acquired the skills needed for success in the workplace to learn and thrive continuously in our rapidly changing world. The Virginia Tech College of Agriculture and Life Science must identify the specific strategies that develop best the needed skills for the success of the graduate and society The purpose of the study was to identify a land grant college of agriculture and life sciencesâ (LGCALS) current programmatic and classroom strategies for developing studentsâ ability to learn and thrive continuously in our rapidly changing world and a (1) explore programmatic strategies for developing studentsâ ability to continuously learn and thrive; (2) explore innovative instructors classroom strategies for developing studentsâ ability to learn and thrive continuously; (3) describe graduates perceptions of career readiness as measured through the bases of competence inventory, and finally; (4) compare programmatic strategies, classroom strategies and graduatesâ perceptions for career readiness. A mixed methods convergent parallel design guided the research. Qualitative interviews were employed for exploring experiences using an interpretive, constructivist, and naturalistic approach for research objectives 1 and 2. A cross sectional survey design and questionnaire, Making the Match, was used to conduct the quantitative research for objective 3. The mixed methods portion of the convergent parallel design was used to frame and explore research objective 4. Findings of the study detail need for curriculum improvement in problem solving, learning, time management, creativity and change, and personal strengths.Ph. D.
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Kiss, Eszter Katalin. "International Undergraduate Business Students' Perceptions of Employability." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/384295.
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This study seeks responses to the following research questions: How do international business students understand employability skills? How do they perceive their employability? How do they perceive the university’s role in enhancing their employability?
Graduate employability is a highly contested topic amongst the stakeholders of higher education involved in educating international students including education providers, international students, employers and the government (Gribble, 2015). The responsibility of universities to support students in adapting to employment is also debated. The Australian Government’s strategy to enhance graduate employability is based on three pillars: strengthening Australia’s education system, creating transformative relationships between people, institutions and governments, and competing globally for a solid reputation (Department of Education and Training, 2016). International students, however, need to overcome a number of barriers to be deemed employable. These barriers include lack of workplace skills and experience in an Australian workplace context, shortage of work-integrated learning (WIL) opportunities, and industry reluctance to employ international students. Universities have increasingly introduced WIL opportunities as part of degree programs to more optimally integrate theory with practice. In applied programs such as education, engineering and medicine, practicums are a crucial part of the degree. Increasingly, WIL placements are also being incorporated into business degrees.
The literature review of this thesis presents the changing context of higher education in Australia, challenges in business education, and a discussion of employability skills. The Social Cognitive Career Theory (SCCT), with its core concepts of self-efficacy and career efficacy, constitutes the theoretical framework of this study. SCCT considers how academic and career interests are developed, how academic and career choices are formed, and how academic and career successes are achieved.
The qualitative, exploratory methodology of the study focusses on international undergraduate business students’ perceptions of their employability and universities’ perceived role in enhancing employability. Using a phenomenographic approach, and purposive sampling, focus group discussions were conducted with all the students in the last of the three year levels of the undergraduate business degree offered at a small urban campus of an Australian university. The business degree program run by the case university caters almost entirely for international students. A survey was designed to collect participants’ demographic data.
The key findings of the study included: (1) participants were unable to differentiate between employability skills, personality traits and job-specific skills; (2) Chinese participants raised the importance of social skills and networking; (3) students who had previous work experience reported higher perceived levels of work-readiness; (4) curriculum review was needed to ensure inclusion of more practical WIL components in the degree program; and (5) the provision of opportunities where knowledge gained in courses could be applied in professional contexts was considered to be highly desirable.
A major limitation of this study was the small sample size. Other limitations are that the data collection took place in a single university and with students in the same year level – the final year of the Bachelor of Business program. The cross-sectional study provided the basis for future longitudinal research on the factors that impact on and promote international students’ perceptions of their employability. The current study aimed to contribute to development of SCCT and the concept of career self-efficacy. The research also made an applied contribution in terms of recommendations for curriculum change within business degrees offered by Australian universities.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Jemmott, Hamilton. "Employability skills formation in the service sector in Barbados : implications for education and training." Thesis, University of Bath, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430197.
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Naanda, Raimo Ndapewa. "The integration of identified employability skills into the Namibian vocational education and training curriculum." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5357.
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BibliographyThesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in knowledge, technology and information. These changes pose challenges to the providers of education and training in general and vocational education and training in particular. The impact of technological advancement and the nature of organisational changes in the workplace demand skills of an increasingly higher level – particularly skills in the areas of information technology, problem solving and communication. The problem identified in this study was that graduates from vocational training centres (VTCs) in Namibia did not have appropriate employability skills needed at the workplace, as indicated by Namibian employers. The aim of this study was to identify the types of employability skills considered important by employers at the workplace and to determine how such skills could be integrated into the vocational education and training curriculum in Namibia. A literature review conducted revealed that employers require workers with the following key, core or employability skills: communication, information technology, working with numbers, working with others, problem solving and improving one’s own learning and performance. The population for this study was 493 employers providing on-the-job training or employing vocational training centre graduates. A total of 244 out of the 493 employers responded. The population of the study represented the following occupational sectors: auto trades, building construction trades, metalwork trades and electrical engineering trades. Data for the study were collected through reviewing the literature on employability skills, a survey questionnaire to employers and face-to-face interviews conducted with selected employers during the research. The following questions were explored in the questionnaire and structured interviews: i) Which employability skills are important at the workplace? ii) Who is responsible for developing employability skills? iii) If it is the responsibility of vocational training centres to foster employability skills, at which educational level should employability skills education be introduced? iv) How should the acquisition of employability skills be promoted? v) How should employability skills be assessed? The study found that employers in Namibia considered employability skills such as teamwork, time management, a positive attitude, problem solving, planning, and coping with multiple tasks as the most important skills they required from vocational training centre graduates. Employers further indicated that employability skills could be developed at family/home settings as well as at school and vocational training centres and suggested that employability skills education be introduced from level 1 during the first year of training. It was also found that portfolios, observation and practical assessment were credible approaches for assessing employability skills and that this should be done in real-life contexts. Based on the conclusions arrived at in the study, it is recommended that a policy framework for employability skills be developed and implemented in the Namibian vocational education and training system. Specific recommendations are made regarding the following aspects: the type of employability skills; whose responsibility it is to develop these skills; at which level of training the development of employability skills should be implemented; how they could best be learned and how the learning of employability skills could be assessed.
AFRIKAANSE OPSOMMING: Die snelle veranderinge op die gebied van kennis, tegnologie en inligting sedert die begin van die 21ste eeu bied groot uitdagings aan die verskaffers van onderwys en opleiding in die algemeen en beroepsonderwys en -opleiding in die besonder. Die uitwerking van tegnologiese vordering en die aard van organisatoriese veranderinge in die werkplek vereis groter hoërorde-vaardighede as vantevore – veral vaardighede op die gebied van inligtingstegnologie, probleemoplossing en kommunikasie. Die probleem wat in hierdie studie aan bod gekom het, was dat gegradueerdes van beroepsopleidingsentrums in Namibië nie oor voldoende indiensneembaarheidsvaardighede wat in die werkplek benodig word, beskik nie, soos aangedui deur Namibiese werknemers. Die doel van hierdie navorsing was om die soorte indiensneembaarheidsvaardighede wat werkgewers by indiensneming van personeel as belangrik beskou te identifiseer, en om vas te stel hoe sodanige vaardighede in die kurrikulum vir beroepsonderwys en .. opleiding in Namibië geïntegreer kan word. Literatuuroorsig het getoon dat werknemers benodig word met die volgende belangrike, kern- of indiensneembaarheidsvaardighede: kommunikasie, inligtingstegnologie, syfervaardigheid, samewerking met ander persone, probleemoplossing en die verbetering van eie leer en prestasie. Die navorsingspopulasie vir hierdie studie het uit 493 werkgewers bestaan wat indiensopleiding verskaf of wat persone in diens het wat reeds hul beroepsopleiding voltooi het. Tweehonderd-vier-en-veertig werkgewers het uiteindelik aan die vraelysondersoek deelgeneem. Die motor-, konstruksie- en metaalwerkbedryf, asook die elektriese-ingenieurswesesektor, is in die navorsingspopulasie verteenwoordig. Data is ingesamel deur literatuuroorsig te doen oor indiensneembaarheidsvaardighede, en deur vraelyste en persoonlike onderhoude. Die volgende vrae is in die vraelys en tydens gestruktureerde onderhoude gestel: i) Watter indiensneembaarheidsvaardighede is in die werkplek belangrik? ii) Wie is verantwoordelik vir die ontwikkeling van indiensneembaarheids-vaardighede? iii) Indien dit die verantwoordelikheid is van beroepsopleidingsentra om indiensneembaarheids-vaardighede te bevorder, op watter opvoedkundige vlak behoort opleiding met betrekking tot indiensneembaarheidsvaardighede ingestel te word? iv) Hoe behoort die aanleer van indiensneembaarheidsvaardighede bevorder te word? v) Hoe behoort indiensneembaarheidsvaardighede geassesseer te word? Daar is bevind dat werkgewers in Namibië indiensneembaarheidsvaardighede soos spanwerk, tydbestuur, positiewe houding, probleemoplossing, beplanning en die hantering van veelvuldige take as die belangrikste vaardighede beskou wat hulle van potensiële opgeleide werknemers verwag. Werkgewers het aangedui dat indiensneembaarheidsvaardighede in die huis, in skole en deur beroepsopleidingsentrums ontwikkel kan word. Hulle het voorgestel dat opleiding in indiensneembaarheidsvaardighede in die eerste jaar van opleiding by die beroepsopleidingsentrums vanaf vlak 1 aangebied behoort te word. Verdere bevinding was dat die assessering van kwekelinge se portefeuljes, waarneming en praktiese assessering geloofwaardige benadering tot die assessering van indiensneembaarheidsvaardighede is en dat dit binne die konteks van die werklike lewe gedoen behoort te word. Daar word op grond van die bevindinge onder meer aanbeveel dat beleidsraamwerk vir die ontwikkeling van indiensneembaarheidsvaardighede in die Namibiese beroepsonderwys en .. opleidingstelsel ontwikkel en geïmplementeer word. Spesifieke aanbevelings word gemaak ten opsigte van die tipes indiensneembaarheidsvaardighede, wie se verantwoordelikheid dit is om hierdie vaardighede te ontwikkel, op watter opleidingsvlak die indiensnemingsvaardighede geïmplementeer behoort te word, hoe dit ten beste aangeleer kan word, en hoe die leerproses met betrekking tot indiensneembaarheidsvaardighede geassesseer kan word.
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Hampton, Paul. "Influencing the undergraduate built environment curricula through stakeholder understandings of built environment employability skills." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/21270/.
Full textAbstract:
The aim of this project is to uncover new insights and understanding of Higher Education (HE) built environment employability skills. To assimilate the project findings within a built environment employability skills compass model developed as a key output of this project and promulgate the findings to enrich current thinking between stakeholders and apply this new knowledge within university pedagogy and across a wider community. In particular, reporting the opinions and interpretations of stakeholders surrounding their understanding of employability skills for a built environment undergraduate. Conduct research and literature review on the subject of employability skills. Disseminate findings within industry and academia at regional, national and transnational levels. The project uses a qualitative dual methodology was adopted; Firstly a phenomenological methodology encapsulating the rich expressive and emotional language. Secondly spirit of action research methodology facilitating numerous access and departure points within the project investigations. Using preliminary research located within various levels and modes of discreet inquiries, incorporating early reconnaissance field work investigations and group forum interventions. At the heart of the project investigation a series of thirty semi-structured interviews undertaken during 2011-2015 with key stakeholders. Contributions are gathered from a range of key stakeholders; academics, employers, policymakers/politicians, professional bodies, career advisors and graduates predominately but not exclusively within the West Midlands conurbation, with the results identified a disparity and gap in knowledge and understanding surrounding built environment employability skills. In particular, the research located and disseminated novel insights and shared agreements behind how HE curricula can be better informed and how shared ownership can contribute to the design of curricula. Pockets of shared understanding were revealed and an inner core of rich employability skills that external stakeholders believe set individuals apart from others were discovered. The findings have encouraged rich exchanges and increased levels of engagement between academics, practitioners and stakeholders; removing the fear behind ownership and shared responsibility of built environment curricula design. A key output of the project was the creation and development of a built environment employability skills compass tool and the findings situated within the compass have assisted with the modification and enrichment of HE teaching within architecture and the built environment curricula and have provided meaningful impact, evidenced by feedback received from employers who have commented on the increased levels of employability skills that graduates of (2013-15) possess as they leave the University of Wolverhampton into the world of work.
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Kennedy, Sophie. "Infusing critical thinking into an employability skills program: The effectiveness of an immersion approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/140.
Full textAbstract:
The demands of the knowledge economy have placed renewed emphasis on graduate employability and the development of higher-order thinking skills. Preparing graduates for the workplace requires new instructional approaches to develop a matrix of interrelated skills. This study investigates an immersion approach to developing employability skills with emphasis on the infusion of critical thinking skills in an undergraduate business degree.
The research is situated within the pragmatic paradigm and comprises a mixed methods approach. Analyses of project instructions, student reflections and test scores are presented in an explanatory case study in three parts: the infusion of critical thinking skills in a program that targets employability, the process of critical thinking within a community of inquiry, and the performance of students in a standardised critical thinking skills test after completing the first year of the program.
The study shows critical thinking skills to be central to the development of employability skills in an immersion approach and that the project tasks engaged students in a critical thinking cycle. Analyses of test results show that participants in the program outperformed nonparticipants, but that not all participants improved their own performance. Participants from non-English-speaking backgrounds achieved lower means, but still outperformed nonparticipants. It was therefore found that participation in the program can improve student performance in a standardised test, but also that test scores in a standardised test may not be an ecologically valid indicator of critical thinking skills development in authentic learning environments following an immersion approach.
The study provides new insight into the infusion of critical thinking skills in an immersion approach and makes explicit a model for employability skills development that will enable business education to deliver graduates who can participate effectively in the workplace of the 21st.
century.
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Nefdt, Joseph. "The Life Skills programme in the National Certificate Vocational (NCV) and 'employability' – a human capital development." University of the Western Cape, 2015. http://hdl.handle.net/11394/5356.
Full textAbstract:
Magister Educationis (Adult Learning and Global Change) - MEd(AL)Scholars argue within a human capital perspective that generic employability skills such as critical thinking, computer literacy, independent thinking, problem solving, communication skills must be included in human capital development. Employers are demanding that education and training institutions enable students to develop generic employability skills so that they can be 'work ready' for employment in the 'new knowledge economy'. As a consequence, the implementation of generic employability skills programmes can be found in Technical Vocational Education and Training (TVET) colleges worldwide. Framed within a human capital perspective, this research paper focuses on an investigation into the extent to which the National Certificate (Vocational) Life Skills course, offered at a TVET college in the Western Cape, enables students to develop the required generic employability skills of communication, problem solving, teamwork, leadership and critical thinking. Findings reveal that the NCV Life Skills course was both successful and unsuccessful in enabling participants to develop generic skills which make them 'ready for work'.
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Hartmann, Kajsa, and Emma Lampio. "Arbetsgivares och studenters uppfattning om betydelsen av "generic skills" : en studie om självuppskattad anställningsbarhet bland studenterna vid Högskolan Väst." Thesis, Högskolan Väst, Avd för psykologi och organisationsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-6524.
Full textAbstract:
Studier har visat att det finns ett gap mellan de egenskaper som arbetsgivare eftersöker och de personliga attribut som studenter besitter. Generic skills är personliga förmågor hos en individ som är användbara inom alla yrkesroller och nivåer i karriären och det är en mycket relevant aspekt av begreppet anställningsbarhet. Anställningsbarhet definierades ursprungligen som förmågan att få ett arbete, behålla detta arbete, samt att kunna finna ett nytt arbete om det skulle krävas. Studier har visat att generic skills utvecklas via kontakt med arbetslivet, till exempel i form av deltids- och säsongsanställningar, men en annan viktig metod för att utveckla studenters generic skills är arbetsintegrerade insatser under utbildningen. Syftet med studien var att undersöka huruvida arbetsgivares syn på vilka egenskaper som är viktiga i rekryteringssammanhang stämmer överens med de egenskaper som studenterna tror sig besitta, samt om studenternas uppfattning överensstämmer med de egenskaper som arbetsgivare faktiskt värdesätter. Studien bestod av två datainsamlingar. I den ena datainsamlingen deltog 74 företag inom Trestadsområdet och i den andra undersökningen deltog 466 studenter vid Högskolan Väst. Det huvudsakliga resultatet visade att studenterna tror sig besitta två av de tre, av arbetsgivarna, högst skattade egenskaperna, nämligen ansvarstagande och arbetsmoral. Dessa två egenskaper var även de som studenterna antog att arbetsgivare skulle värdesätta. Resultatet från studien stämmer inte överens med tidigare forskning. Slutsatsen blev att generic skills värdesätts i olika mån beroende på sammanhanget. Avslutningsvis diskuteras det huruvida Högskolan Västs arbetsintegrerade insatser har lett till att studenterna tror sig besitta ett flertal av de egenskaper som arbetsgivare faktiskt eftersökerResearch has indicated that there is a gap between which skills employer’s seek and what attributes student’s actually possess. Generic skills are defined as personal attributes, which are useful in all kinds of professions, at all levels in the career. Generic skills is an inherent part of any discussion about employability. Employability was originally defined as the ability to gain, maintain and regain employment. Studies have shown that generic skills are developed by real world experience, and due to this, work-integration during the education is crucial in order to develop generic skills. The aim of the present study was to compare whether employer’s perception of generic skills are consistent with the skills that students actually possess and if the students perceptions are the same as the one’s that employers value the most. The present study consisted of two surveys. In the first study 74 employers participated, and in the second survey 466 students at the University West participated. The main result showed that students believed they possessed two out of three, by the employers, top-rated skills (responsibility and work ethic) and these two skills where consistent with the student’s perceptions of which skills employers would value. This was not consistent with previous research. The conclusion was that generic skills may be valued differently due to the context. 2 Finally, it was debated if the high level of work-integration at University West could have led to the fact that the students possess several skills that employers value
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Argandoña, Jara Andrea, Morales Zoila X. Martínez, and Larronda Dayana C. Silupu. "Exploración sobre la inserción laboral de los intérpretes en el mercado peruano." Universidad de Antioquia, 2017. http://hdl.handle.net/10757/622497.
Full textAbstract:
El contexto político de la Segunda Guerra Mundial (1939-1945), especialmente durante la recta final, se caracterizó por la necesidad de relaciones diplomáticas entre los países involucrados. Fue así que a partir de los juicios de Núremberg, la interpretación como actividad profesional empezó a emerger con fuerza. Desde entonces, el desarrollo de esta industria ha florecido de manera diferente alrededor del mundo. En el Perú, aún no se tiene información suficiente sobre esta actividad profesional per se. Por ello, el presente artículo tiene como objetivo explorar el proceso de inserción laboral de los intérpretes con formación universitaria en el mercado peruano. Los investigadores realizaron dieciocho entrevistas en donde se exploran los testimonios del ingreso al mundo laboral de intérpretes egresados de dos universidades: la Universidad Ricardo Palma (URP) y la Universidad Femenina del Sagrado Corazón (UNIFE). El estudio demostró que una inserción laboral exitosa en el mercado de la interpretación se consigue a través de la buena gestión de las habilidades blandas, como el uso efectivo de las redes de contactos, las habilidades técnicas y de gestión empresarial.By the late 40's, the political scenario of the Second World War was mainly characterized by the high necessity to establish diplomatic relationships between the Axis and Allies powers. Within this framework, the Nuremberg trials were the scenario where simultaneous interpreting emerged. Since then, this industry has flourished differently around the world. In Peru, not many studies have been carried out on this professional activity. Therefore, the aim of this paper is to explore the employability process of interpreters in the Peruvian market. The researchers carried out eighteen interviews that explore the testimonies of interpreting graduates from two Peruvian universities: Universidad Ricardo Palma (URP) and Universidad Femenina del Sagrado Corazón (UNIFE). This paper was able to demonstrate that a successful job placement in the interpretation market depends on the appropriate management of soft skills, i.e. the effective use of contact networks, as well as technical and management skills.
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Parvaiz, Gohar. "Skills expectation-performance gap : a study of Pakistan's accounting education." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/8768.
Full textAbstract:
Higher education institutions are always directed through policy reforms to promote graduates employability by developing skills in students that contribute to human capital. This interest in employability through education system in the development of skills reflects is part of human capital theory. Considering this, underlying research investigates the expectation-performance gap in the development of generic skills for the purpose of employability offered by the accounting institutes of Pakistan. For the purpose of answering the research question, this research, adopted the theoretical framework of ‘expectation-performance gap’ by Bui and Porter and analysed it within the context of Pakistan. Adoption of this theoretical framework implies the evaluation of three constituent factors as research objectives; the ‘expectation gap’ (reflecting the differences in the expectations of accounting educators and employers), the ‘constraints gap’ (limiting factors to develop generic skills into the student learning process) and the ‘performance gap’ (reflecting the ineffectiveness of teaching activities). However, there is also a fourth objective, that is, to evaluate an outline of the ‘skills acquisition framework’ considering the context of Pakistan’s accounting job-market. Principally this research adopts the survey strategy of a questionnaire with closed-ended questions in order to collect the data. But for the purpose of refining the content of the questionnaire for relevance to the context of Pakistan there are also cognitive interviews. Thus, this research entails a mixed-method approach. The qualitative data from the interviews was analysed using content analysis, thematic analysis and textual analysis. Whereas the quantitative data from the questionnaires was analysed using numerous statistical techniques such as Mann-Whitney U-test, Independent sample t-test, Statistical mean and Principal Component Analysis. The findings related to the ‘expectation gap’ were that there are 19 skills where the accounting educators have dissimilar expectation from employers in terms of skill base education, such skills include decision making, economics, ability to analyse and reason logically, teamwork etc. The findings related to the ‘constraints gap’ were that there are 6 constraining elements which are prevailing within the context of professional accounting education, such constraints include ‘training organisations are not following standard procedures to develop skills in students’, ‘people (potential students) have misperception about accounting education’, 'enrolling students have weak academic background', ‘inadequate stipend offered by training organisations to trainees’, ‘accounting institutes are not appreciating teaching activities, and lack of training opportunities for academics’. The findings related to the ‘performance gap’ were that there are 24 skills where the accounting educators found to be ineffective in the development of skills in students as expected by employers for employment purpose, such skills include inter or multidisciplinary perspective, financial risk analysis, think and behave ethically, independent thinking etc. From the perspective of the ‘skills acquisition framework’, overall 6 skills components were identified from the perspective of Pakistan's accounting job-market, such skills components include appreciative skills, interpersonal skills, technical and functional skills, organisational and business management skills, personal skills and professional skills. Considering the novelty of the adopted theoretical framework (expectation-performance gap by Bui and Porter, 2010) there was a related paucity of literature employing it for empirical investigation using the questionnaire based approach. Therefore, this research provides such theoretical underpinning to this framework that now enables it to be used within the questionnaire based approach. Further this research has described all the generic skills used in this study from the accounting disciplinary perspective and highlights the constraining elements that are assumed to limit the ability of professional accounting institutes. This research also provides a skill acquisition framework which could be used as a reference point for new entrants to the accounting job-market.
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VanderPyl, Taryn. "Easing Reentry of Incarcerated Youth With and Without Disabilities Through Employability and Social Skills Training." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cgu_etd/98.
Full textAbstract:
When incarcerated youth – those with and those without disabilities – face the prospect of reentering the community, they have many obstacles to overcome. Employment requirements are often associated with terms of parole or aftercare. Those who fail to obtain and maintain employment often reenter the juvenile justice system instead of successfully reentering society. Research shows employment is critical for successful transition from incarceration back in to the community. Limited information is available about programs that positively impact post-incarceration employment for juveniles, however. Practitioners face the challenge of selecting effective curriculum, interventions, or supports. Unfortunately, the current knowledge base provides limited guidance about teaching employability and social skills to incarcerated youth. This study evaluated one instructional program, Ready for W.A.G.E.S., that teaches competencies for employability and social skills to incarcerated youth for the purposes of easing reentry. This instructional program was evaluated using a quasi-experimental, wait list control design with a sample of 22 incarcerated youth in one long-term juvenile justice facility. The results are varied, with the standardized instruments showing no statistically significant findings, but the qualitative evidence showing significant impact. Changes were made to the Ready for W.A.G.E.S. instructional program as a result of this study.
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HUBBARD, ANN CATHERINE. "STUDY ABROAD AND EMPLOYABILITY: ASSESSING A REFLECTION SESSION FOR STUDENTS TO ARTICULATE THEIR TRANSFERABLE SKILLS." Doctoral thesis, Università Cattolica del Sacro Cuore, 2019. http://hdl.handle.net/10280/87889.
Full textAbstract:
Tornando da uno studio all’estero, gli studenti fanno spesso riferimento all'esperienza usando aggettivi superlativi e potenti: "fantastico", "la migliore", "che cambia la vita". Tuttavia, quando si tratta di parlare con potenziali datori di lavoro, in genere non sono in grado di articolare le conoscenze e le competenze che hanno acquisito, in modi che abbiano rilevanza per il posto di lavoro o che i datori di lavoro possano apprezzare appieno.
Questo studio ha valutato l'impatto di una sessione di riflessione facilitata da educatori sulla capacità degli studenti di migliorare la qualità del modo in cui parlano dello sviluppo individuale di competenze all'estero. E’ stato utilizzato un disegno di ricerca con misurazioni ripetute; un sondaggio pre e post sessione ha valutato l’effetto di una sessione di intervento facilitata di un'ora a cui hanno partecipato studenti universitari statunitensi ed europei che avevano studiato all'estero per almeno un semestre accademico; un gruppo di controllo ha completato i due sondaggi a distanza di una settimana senza partecipare alla sessione. In entrambi i sondaggi, è stato chiesto agli studenti di riflettere sulla propria esperienza per identificare le competenze dimostrate all'estero e di fornire un esempio (creando un racconto basato sulla formula STAR). La previsione
era che la capacità auto-percepita degli studenti di (1) riflettere e (2) identificare le competenze, e di (3) acquisire fiducia e (4) mostrare preparazione in previsione di colloqui di lavoro sarebbe aumentata post-intervento (sessione). Questi quattro fattori costituiscono la misura di valutazione, basata sulle risposte a quattro dichiarazioni valutate su una scala Likert a 7 passi. Una seconda previsione anticipava un aumento della qualità delle storie dei soggetti post-intervento (usando una rubrica di 5 livelli per la valutazione), a seguito cioè dell’apprendimento di una migliore pratica per rispondere alle domande del colloquio di lavoro (la formula STAR).
In linea con le previsioni, i risultati hanno supportato un miglioramento post-intervento della percezione degli studenti rispetto alla propria capacità di riflettere e identificare competenze, sulla propria fiducia e sul livello percepito di preparazione in previsione dei colloqui di lavoro post- laurea. Per il gruppo di controllo non si è osservato alcun cambiamento dalla condizione PRE a
quella POST, mentre si è osservato un significativo aumento dei punteggi PRE-POST per il gruppo sperimentale. Nel confronto tra gruppi, non sono state osservate differenze tra il gruppo di controllo e sperimentale pre-intervento (sostenendo così omogeneità tra gruppi). Tuttavia, sono state trovate differenze significative tra i gruppi post-intervento, con un sostanziale aumento dei punteggi di valutazione per il gruppo sperimentale sulle quattro dimensioni della Misura di Valutazione (Assessment Measure) rispetto al gruppo di controllo.
I risultati hanno inoltre confermato la seconda ipotesi secondo la quale il gruppo sperimentale avrebbe mostrato un aumento significativo della qualità delle storie a seguito dell'intervento rispetto al gruppo di controllo, il quale ha mostrato una leggera diminuzione dei punteggi dal pre al post sondaggio.
Questo studio fornisce evidenza a sostegno degli sforzi di coloro che nell’educazione terziaria gestiscono programmi simili alla sessione di riflessione (intervento) valutata in questa ricerca e che stimolano gli studenti a riflettere sullo sviluppo delle competenze acquisite durante periodi di studio o lavoro all’estero e ad imparare a parlarne in un modo che verrà apprezzato dai potenziali datori di lavoro durante i colloqui. Questo studio evidenzia inoltre il contributo della mobilità studentesca internazionale rispetto all’incremento dell’employability dei partecipanti.Students returned from studying abroad often refer to the experience in superlatives and powerful adjectives – “awesome” “the greatest”, “life-changing.” However, when it comes to talking with potential employers, they typically cannot articulate the knowledge and skills they gained in ways that have relevance to the workplace, or that employers can fully appreciate. This study assessed the impact of a facilitated reflection session on students’ ability to increase the quality in how they speak about having developed skills abroad. Using a repeated measures design, a pre- and post-session survey was tied to a one-hour facilitated intervention session attended by U.S. and European undergraduates who had studied abroad at least one academic semester; a control group completed the two surveys a week apart without attending a session. In both surveys, students were asked to reflect upon their experience to identify skill(s) demonstrated abroad and to offer an example (by crafting a short story based on the STAR formula). The prediction was that students’ self-perceived ability to (1) reflect upon and (2) identify skills, and to (3) gain confidence and (4) show preparedness in anticipation of job interviews would increase post-intervention. These four factors make up the Assessment Measure, based on the 7- point Likert responses to four statements in the pre- and post-survey. There was a second prediction that there would be in increase in the quality of experimental subjects’ stories at post- intervention (using a 5-level rubric for rating), after having learned a best practice for answering job interview questions (i.e., the STAR formula). The findings supported the predicted increase in the students’ perceived measures of reflecting and identifying skills and of their confidence and preparedness in anticipation of interviewing for jobs upon graduating. Within groups, there was no change in the Control mean from PRE to POST while there was a significant increase for Experiment. Between these two groups, there were no differences observed pre-intervention (thus supporting the homogeneity of groups). Critically, the differences found post-intervention support the significant effect of intervention – with the experiment group’s POST score on the four dimensions of the Assessment Measure greater than the POST score of the control group. The findings supported the second hypothesis as well – that the experiment group would show an increase in the quality of their stories after the intervention compared to the control group (which showed a slight decrease in scores from pre- to post-survey) and resulted in a between-group comparison that was significant. This study provides support for the efforts of those in higher education who conduct programming such as the reflection session (intervention) in this research which prompts students to consider their skill development from studying or interning abroad and to learn to speak about it in ways that employers will value, especially in the interview process. This study also supports the contribution that international student mobility makes in increasing participants’ employability.
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Bounds, Marion Betsy. "Effects of summer employment training on the employability and social skills of mildly handicapped students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184468.
Full textAbstract:
During the summer of 1987 a study was conducted to determine the effects of a summer employment training program. Forty-eight mildly handicapped (learning disabled, emotionally handicapped, educable mentally handicapped) students participated. There were two types of treatment conditions: work experience plus employability and social skills training (WE + ESST); and work experience only (WE). Fifteen students served as a control group. All students had participated in a work experience program during the preceding Spring and again in the following Fall. Students in the WE + ESST group received direct instruction on employability and social skills in a classroom setting for on hour a day, twice a week for six weeks. Work experience for both treatment groups consisted of working for a minimum of fifteen hours a week. They were monitored by job developers on at least a weekly basis.
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Jonbekova, Dilrabo. "Skills mismatches among university graduates in post-Soviet Tajikstan : challenges for higher education and the labour market." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708999.
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Masingue, Bernard. "Contribution au pilotage des politiques de formation professionnelle dans les organisations." Thesis, Paris 10, 2018. http://www.theses.fr/2018PA100035/document.
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Cette thèse s’inscrit dans une ambition de Validation des Acquis de l’Expérience. À ce titre sa première partie décrit un itinéraire professionnel à travers l’exercice de différentes responsabilités dans une carrière essentiellement dédiée à la formation professionnelle. Elle cherche à démontrer que le professionnalisme acquis peut s’assimiler à des compétences d’expertise. La deuxième partie explique comment un praticien de la formation a pu et voulu, pour l’exercice opérationnel de son propre métier, bénéficier des apports de la recherche et des chercheurs. Au point d’instituer une certaine porosité entre leurs activités respectives, facteur objectif de progrès réciproques. La troisième partie témoigne d’une recherche approfondie sur les conditions de pilotage des politiques de formation dans les institutions de travail. À partir du récit des pratiques issues de la Loi française de 1971, elle démontre le caractère unilatéral de la seule logique d’investissement en matière de formation, négligeant, de ce fait la réalité des pratiques effectives. Forte de ce constat, elle propose un nouveau postulat, postulat d’une double logique de pilotage de la formation dans les organisations : celle liée aux risques de dysfonctionnements dans la production du travail et celle d’investissements pour faire face aux risques d’inemployabilité liés aux évolutions des organisations et des technologies... Les modalités de mise en œuvre de la formation qui en résultent y sont présentées dans leur détail. Enfin, ce chapitre se termine sur les conditions actuelles et prospectives pour une mise en œuvre positive de ce pilotageThis thesis is part of an ambition to Validation des Acquis de l’Expérience (Validation of Acquired Experience). As such, its first part describes a career path through the exercise of different responsibilities in a career mainly dedicated to vocational training. It seeks to demonstrate that the professionalism acquired can be assimilated to expertise skills. The second part explains how a training practitioner was able and willing, for the operational exercise of his own profession, to benefit from the contributions of research and researchers. To the point of instituting a certain porosity between their respective activities, objective factor of reciprocal progress. The third part shows an in-depth research on the management conditions of training policies in work institutions. From the narrative of the practices resulting from the French Law of 1971, it demonstrates the unilateral character of the sole logic of investment in training, neglecting, therefore, the reality of the actual practices. On the strength of this observation, it proposes a new postulate: a postulate of a dual logic of training management in organizations, one related to the risks of dysfunctions in the production of work and one related to the investments to cope with the risks of unemployability due to the evolution of organizations and technologies ... The resulting methods of implementing the training are presented in detail. Finally, this chapter ends with the current and prospective conditions for a positive implementation of this pilotage
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Arensdorf, Jill. "The perceptions of employability skills transferred from academic leadership classes to the workplace : a study of the FHSU leadership studies certificate program." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1348.
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Lecca, Helga. "The changing higher education environment in England : a study of student perceptions." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/12173.
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The English Higher Education system continues to face many political and organisational changes with respect to funding, fees, student numbers and quality controls. Within this changing landscape, the introduction of up to £9,000 annual tuition fees for Home/EU undergraduates probably has the highest impact on students’ perceptions, their decision-making and, most of all, expectations in relation to their university experience. To investigate the implications of recent changes, an exploratory research approach is applied, using mixed methods across three distinct research phases. An initial study aims to measure the expectations of commencing students in light of the fee changes and to explore how demographic and other personal characteristics influence student expectations in relation to their overall university experience and specifically to the ancillary services offered by Higher Education Institutions. Through this, services related to student employability are identified as an area of increasing concern for students. The second study aims to further investigate this area from a student perspective through the exploration of students’ motivations to participate in an extra-curricular employability programme. The expectations regarding such a programme are also investigated prior to the programme and the satisfaction levels of students after the completion of the programme are evaluated. The analysis of the second study suggests that confidence is a key factor within the context of student employability. Consequently, the final study aims to explore the role and importance of confidence within employability from a student point-of-view and to evaluate how confidence and employability may be developed throughout the university experience. From this study, it is argued that Higher Education Institutions should focus on the development of confidence within students in order to improve their employability. As an outcome, recommendations are formed on how to support such development through general and course-specific activities within and outside the curriculum. Overall, the research addresses various gaps within the fields of interest, particularly through the focus on a student perspective, and provides methodological, theoretical and practical contributions. The different stages of the research suggest that it is important to the competitiveness and strength of universities to understand student expectations and to design and develop high-quality university experiences which meet the needs and demands of students. Based on the data collected, recommendations are given on how Higher Education Institutions can manage and meet student expectations and develop activities to enhance student employability and increase confidence.
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Lassoued, Djemai. "Du développement des compétences clés en milieu professionnel au concept de "compétences d'employabilité durable"." Thesis, Normandie, 2017. http://www.theses.fr/2017NORMR068/document.
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La plupart des acteurs économiques, politiques et sociaux s’accordent à considérer l’enjeu du développement de la formation et du renforcement des compétences clés de chacun, comme un facteur déterminant pour l’avenir de notre société, fondée sur la connaissance. Partant de ce constat, l’apport des compétences clés en termes d’employabilité durable et de sécurisation des parcours professionnels des salariés a été l’objet de notre recherche. Cela nous a conduits à la formulation et aux tests de trois hypothèses qui ont permis d’identifier les définitions des compétences qu’en donnent les principaux acteurs de notre champ de recherche, de proposer un cadre de référence en matière de compétences clés, de considérer l’organisation globale dans laquelle se réalisent ces apprentissages et de mesurer leur valeur ajoutée pour l’employabilité durable. Notre réflexion repose à la fois sur ce que la littérature a produit au sujet des compétences et sur les constats issus des investigations exploratoires menées auprès d’un corpus de salariés. D'un point de vue théorique, nous avons pu constater que les compétences clés sont devenues naturellement un facteur essentiel, notamment en raison de leur caractère transversal. L’analyse statistique des résultats, apportent des éléments de réponse quant à l’influence du management des compétences clés sur l’employabilité des individus et la sécurisation de leur parcours professionnel dans la duréeMost of the economic, political and social actors agree on saying that the development of training and the skill acquisitions are key factors in shaping the future of our society, based on knowledge. The topic of our research based on the finding that the provision of the key skills in terms of employability is a guarantee for employees to secure their career management. This led us to three hypotheses that allowed us to identify the definitions of competencies given by the main actors in our field of research, to propose a competency framework, to consider the overall organization in which these learning takes place and to measure their added value for sustainable employability.Our reflection is based both on what the publication have produced about the competences and on the findings from the researches made with a among corpus of employees. From a theoretical point of view, we note that key competences have naturally become a determining factor, mainly because of their transversal nature. The statistical analysis of the results, show that the influence of the way you handle key competences on the employability of individuals and the securing of their professional career over time
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Kleeman, Amy Parker. "Employer perceptions an exploratory study of employability skills expected of new graduates in the hospitality industry." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4779.
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Graduate employability skills have become one of the most important topics on the higher education agenda in the first decade of the 21st century. In the United States, and throughout the world, global competition, growth of a knowledge-based economy, technological advances, and the multigenerational workforce have combined to substantially alter the contemporary workplace (Gedye & Chalkey, 2006). Whether by choice or circumstance, the expectation of a secure lifelong position with one employer and the opportunity for linear career progression are no longer typical nor practical in the contemporary workplace (Harvey, Locke, & Morey, 2002). Employability skills are those skills, attributes, and behaviors, e.g., communication skills, problem-solving, organization, and planning, that bridge most disciplines, industries, and employing organizations. They have the greatest impact on the sustained, productive, successful employment of graduates (Cranmer, 2006; Gedye, Fender, & Chalkey, 2004). The purpose of this study was to (a) identify the employability skills employers perceive to be important for entry-level management/management-in-training positions in the hospitality industry, (b) to establish employability skills competency levels employers expect for these positions, and (c) to garner employer perceptions of Rosen College of Hospitality Management (RCHM) interns' and new graduates' employability skills competence for entry-level management/management-in-training positions in the hospitality industry. The findings add to the body of literature and provide insight into the need for further employability skills development of students prior to graduation and entrance into the workforce. Additionally, the study provides information and insight for faculty, career services, and experiential learning professionals regarding the skills students currently possess, the need for further skills development, and those skills employers deem most important.ID: 030646188; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 165-179).
Ed.D.
Doctorate
Educational and Human Sciences
Education
Educational Leadership
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PREDOVIC, DOLLY. "INTERNATIONAL INTERSHIP: A DIGITAL-GAME ASSESSMENT APPROACH TO MEASURING THE TRANSFORMATION OF EMPLOYABILITY SKILLS INTO BEHAVIORS." Doctoral thesis, Università Cattolica del Sacro Cuore, 2021. http://hdl.handle.net/10280/99851.
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Vi è un ampio e diffuso consenso che suggerisce che il tirocinio (internship), come forma di apprendimento esperienziale, può essere uno strumento efficace per lo sviluppo delle competenze tecniche e trasferibili degli studenti e quindi come strumento di rafforzamento dell'occupabilità (employabiltiy) dei laureati. Numerosi studi hanno anche scoperto che le esperienze internazionali possono sviluppare le competenze più apprezzate dai datori di lavoro.
Questa ricerca affronta una lacuna all'intersezione di questi due campi di studio. La maggior parte degli studi analizza le esperienze internazionali con un focus distintivo sull'aspetto internazionale e non sui diversi tipi di esperienze, ad es. studiare all’estero rispetto a fare un tirocinio (internship) all’estero. La domanda a cui questo studio si propone di rispondere è se il tirocinio (internship) e il contesto internazionale abbinati estendono l'esperienza di apprendimento oltre a quella sviluppata attraverso un tirocinio domestico da solo.
Quando la progettazione di questo studio è stata inizialmente pianificata, è stato fatto un grande sforzo per identificare uno strumento per misurare l'occupabilità (employability) nel modo più obiettivo possibile. Le misurazioni basate sull’utilizzo di giochi digitali (digital game-based assessments) sono state identificate come lo strumento più appropriato per farlo in modo obiettivo. In questo studio i comportamenti che definiscono l’occupabilita’ (employability) degli studenti risultato in oltre 30 indicatori quantitativi. Questi indicatori convergono con le competenze trasferibili che sono state identificate come quelle richieste dal mercato del lavoro e ampiamente analizzate nella letteratura sull'occupabilità (employability).
I dati per questo studio sono stati raccolti nel triennio 2017-19 e sono stati coinvolti un totale di 1315 studenti italiani. L'analisi fattoriale esplorativa ha esaminato la struttura alla base degli indicatori di occupabilità (employability) generati dalle valutazioni basate sul gioco digitale (digital game-based assessments).
I risultati rivelano diversi temi significativi che contribuiscono ulteriormente alla conoscenza e comprensione di ciò che influenza l'occupabilità (employability) dei laureati.
Il primo risultato che emerge dalle analisi di questo studio risponde alla domanda di ricerca. Quando un tirocinio (internship) si svolge all’estero, c'è un apprendimento esperienziale aggiuntivo dato dal contesto internazionale, che contribuisce ulteriormente all'apprendimento esperienziale e trasformativo già sviluppato attraverso un tirocinio (internship) domestico.
Inoltre, risulta anche che questo elemento aggiuntivo sia associato a comportamenti di occupabilità (employability) legati a fattori cognitivi e non sociali. Ciò contrasta con gli studi precedenti sull'impatto delle esperienze internazionali, che generalmente associano questo tipo di esperienze allo sviluppo di competenze di tipo sociale e interpersonale.
Questo studio rileva infine che quando sembra esserci una superiorità degli studenti maschi nei comportamenti di occupabilità (employability) legati dalle capacità cognitive, questa superiorità scompare quando associata a stage internazionali.There is a large and widespread consensus suggesting that internships, as one form of experiential learning, can be an effective instrument for the development of students’ technical and transferable skills and therefore as enhancing graduate employability. Separately, studies have found that international experiences can develop the skills most valued by employers. This research addresses a gap at the intersection of these two fields of study. Most studies analyze international experiences with a distinctive focus on the international and not on the different types of experiences, e.g. study abroad versus internships. The question this study aims to answer is whether an internship and an international context combine to extend the learning experience beyond that developed through a domestic internship alone. When the design of this study was initially planned, much effort was put into identifying a tool to measure employability in the most objective way possible. Digital game-based assessments were identified as the most appropriate tool to do this objectively. Insights into behaviors in this study result in over 30 quantitative descriptors of employability, which converge with the lists of transferable skills that have been identified as those demanded by the labor market and extensively analyzed in the employability literature. The data for this study was collected over three years 2017-19, and a total of 1315 Italian students were involved. Exploratory factor analysis examined the structure underlying the employability descriptors generated by the digital game-based assessments. The findings reveal several significant themes that further contribute to our current knowledge and understanding of what influences graduates’ employability. The first finding answers the research question. When an internship takes place in a country different from that of the student’s home, there is additional experiential learning from the international context, which contributes further to the experiential and transformative learning already developed through the internship. It also appears that this additional element is associated with employability behaviors predicted by Cognitive and not Social factors. This contrasts with earlier studies on the impact of international experiences, which generally find that social and interpersonal skills are developed. This study also finds that when there appears to be a gender bias toward male students in employability behaviors predicted by cognitive abilities, this bias disappears when associated with international internships.
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English, Chastity Katrina Warren. "An Analysis of LifeKnowledge® Skills and Abilities Development within North Carolina Agriscience Education Programs as Viewed by Veteran Secondary Agriscience Educators, Agriscience Education Students, and Students' Employers." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/39220.
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The purpose of this descriptive study was to analyze the LifeKnowledge® skills development within North Carolina agriscience education programs as viewed by veteran agriscience teachers, agriscience education students, and studentsâ employers. The survey population consisted of 54 veteran agriscience education teachers, of whom 49 (91%) responded. One hundred sixty-two agriscience education students, of whom 115 (71%) responded and 162 employers, of whom 95 (59%) responded. Seventy-four LifeKnowledge® skills items and the 16 LifeKnowledge® precepts were evaluated by teachers to determine how often they provided instruction and experiences related to the development of employability skills development for students. The same 74 items and 16 precepts were evaluated by students to determine the extent to which they thought participating in their agriscience education programs and FFA increased their employability and personal skills development. Employers were asked to evaluate how often they witnessed agriscience education students exhibit the LifeKnowledge® 74 items and 16 precepts within the workplace.
The major findings for this study included that teachers, students, and employers were generally consistent, with a few exceptions, in their perceptions of the development and demonstration of the LifeKnowledge® skills and abilities. Statistically significant differences were found among the three groups on select LifeKnowledge® skills items and precepts. A majority of teachers reported that they regularly or often provided students instruction and experiences related to the LifeKnowledge® skills. Students reported that regularly or often their
participation in their local agriscience education programs and FFA had increased their employability and personal skills development. The employers reported that often, with a few regular observations, they witnessed students exhibiting the LifeKnowledge® skills within the workplace.
One of the major recommendations for this study is that LifeKnowledge® lessons be implemented for pre-service and in-service teachers and findings shared with the National FFA Organization. Another suggestion is that an employability skills curriculum should be developed for use across all career and technical education programs and core courses to develop studentsâ employability skills in response to business and industry demands. Finally, research should be conducted to determine how 4-H, career and technical student organizations, and other youth groups develop LifeKnowledge® skills.Ph. D.
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Robinson, J. Shane. "Graduates' and employers' perceptions of entry-level employability skills needed by Agriculture, Food and Natural Resources graduates." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4328.
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Thesis (Ph.D.)--University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 1, 2007) Vita. Includes bibliographical references.
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Spaulding, Monique. "A descriptive study of job skills training to increase employability and life satisfaction in a homeless male." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/2424.
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The purpose of this study was to describe the efficacy of job training skills on a homeless male's employability and life satisfaction. A single system intervention was used with an African American homeless man who was a patient at the Grady Health System. The intervention was to teach the skills necessary for this client to secure employment thereby increasing the quality of living standard. The client agreed to fully participate in six Job Training Modules which lasted over a two week period. At the conclusion of the sessions, the client also agreed to apply for three jobs using the newly acquired skills.
The client's life satisfaction was measured before, during and after the intervention period to determine if his satisfaction with his life circumstances improved with the advent of learning skills necessary to secure employment. Furthermore, the client's knowledge of how to conduct a formal job search was assessed before and after the intervention using a measurement designed to track his knowledge in this area. The client was able to move from homelessness to employment and also showed an increase in his life satisfaction as a result.
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Goyette, Jean-Sebastien. "A qualitative approach to examining early career employability skills from the perspective of Taiwanese business programme graduates." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3019317/.
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Clare, Emily P. "The Business Communities' Perspectives on Work-based Learning and Career Readiness for High School Students." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1615650103164532.
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Mokhtar, Abdelaziz Ahmed. "Developing employability and job-related skills at mobile learning environments : a case study at an industrial training centre." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/127344/.
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This study investigates how mobile technologies play a role in the development of employability and job-related skills for trainees at Saudi Aramco’s Industrial Training Centres (SAITCs) in Saudi Arabia. Adopting a case study approach, qualitative and quantitative data was collected from 133 trainees and 29 instructors participating in an iPad training programme at SAITCs. The data was collected through semi-structured online questionnaires, interviews, onsite observations, and program documents. Findings of this study were linked to existing literature on mobile learning (M-Learning); especially in Vocational and Technical Education and Training (VTET) contexts. It is anticipated that the findings of this study will contribute to the community of researchers and educators in the field of educational research generally, the field of M-Learning, and VTET in particular, in a number of ways. Firstly, this study provides new insights on how mobile devices play a role in the development of employability and job-related skills in industrial training workplaces. Secondly, it offers a better understanding of the key aspects, dynamics, and features of M-Learning environments in the field of VTET. Third, it presents new insights on how mobile devices are linked with specific learning and teaching approaches and practices that have the potential to impact the learning and teaching experience. It is suggested that the findings of this study will have some impact on the perceptions and practices of curriculum developers and the pedagogical considerations of trainees and instructors in terms of learning and teaching with mobile devices. Finally, this research will offer some insights to Saudi Aramco policy makers and administrators that will enable them to improve the full implementation of the iPad program across the training centres.
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Williams, Felita Sharmett. "An Exploratory Study of the Role of Soft Skills in the Training and Employability of High School Graduates." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10845273.
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Research has shown that both educators and prospective employers agreed that students needed more than just ‘hard skills.’ Instead of focusing only on students meeting the academic requirements needed to graduate with a diploma, students also needed to work toward mastering social and emotional skills such as ‘soft skills.’ This study consists of five parts; (i) seeking information from employers associated with the target school; (ii) seeking information from parents of students in the target school; (iii) the researcher crafted intervention for students based on the literature on soft skills, (iv) the researcher completed intervention in two area churches, and (v) assessment of the outcome of the intervention in terms of greater student awareness of the importance of soft-skills and ability with soft-skills in their interactions.
This qualitative study inquired: (1) What soft skills are sought by the employers associated with the target school in their new hires? (2) What soft skills are being consciously supported in the home of the students? (3) What evidence is there that the intervention devised was successful at developing useful soft skills in the student engaged in the intervention?
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Senekal, Janine. "Employment and employability profiles of postgraduate psychology alumni from a historically disadvantaged university." University of the Western Cape, 2018. http://hdl.handle.net/11394/6221.
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Magister Artium - MA (Psychology)The present study aimed to determine the employment and employability profiles of alumni from structured professional Masters programmes in psychology. Issues of low enrolment rates and high attrition rates are at the fore of transformation efforts in the South African higher education sector. The concern of graduate employability and the relevance of skills training received to the labour market are of international concern. Graduate tracer studies have been successfully implemented internationally to attempt to understand these issues. Training relevance is of particular concern for the field of psychology in South Africa, as there is a significant shortage of mental health professionals. Understanding where graduates from professional Masters degrees in psychology find employment, as well as understanding their employability, may lead to greater absorption of graduates from these programmes into the workforce. Permission to conduct the present study and ethics clearance was obtained from the Senate Research Committee of the University of the Western Cape, and all relevant ethics principles were adhered to. An incentivised, online survey was conducted with a sample of 29 Masters-level graduates from two professional psychology programmes at a historically disadvantaged university. The study used a modified version of the Standard Instrument for Graduates. The survey had a 50% response rate (29 of 58) after at least four electronic reminders. Respondents graduated between 2008 and 2013, 13 from the clinical Masters programme and 16 from the research Masters programme. Descriptive statistics were used to depict the employment and employability profiles of the alumni. Most of the respondents were female (n=21), and about a third were first generation students (n=11). Most of the respondents were currently employed (n=25). They were employed in a variety of fields, predominantly health (n=10) and higher education (n=7), and largely clustered in the public sector (n=17). This suggested a transferability of skills. The training received was perceived to be relevant, in terms of accessing employment and conducting current work. Most of the clinical graduates were registered as clinical psychologists (n=12) with the Health Professionals Council of South Africa. There were varied registrations held by graduates from the research programme and some were not registered. The respondents held generally positive attitudes towards their alma mater. These descriptive results were interpreted through the use of McQuaid and Lindsay's (2005) framework of employability, based on the interaction between their individual factors, personal circumstances and external factors. Through this frame, the results highlighted the complex nature of the employability of these graduates.
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Farouq, Arshad, and Senudin Adilovic. "Understanding Graduate Employability - Fit with the Company : The Employer Perspective." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-15021.
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Today, there is a mismatch between business graduates and employers in the labor market, interms of fit. Much of this mismatch is due to a lack of understanding of the needs of individualemployers. Previous research has not taken into consideration contextual and individualdifferences, which significantly affects what employers want. Hence, in order to understand theemployability of business graduates, one has to recognize the diversity in employer needs,which entails studying the role of organizational identity in employer requirements. The purpose of this research was to get a more comprehensive understanding of how individualemployers in Sweden experience different aspects of Graduate Employability. The dissertationfurther builds on significant research on Graduate Employability, thus making it a study ofdeductive nature. In order to increase the understanding of Graduate Employability, we optedfor an exploratory and qualitative approach. With the use of interviews, we were able to collectin-depth empirical data that were based on real-life experiences and working environments offive individual employers. Our findings illustrated Graduate Employability from a more practical perspective, thusoffering a more nuanced understanding of what employers expect and want from businessgraduates. Not only did we illuminate the concept of Graduate Employability, but we alsohighlighted the importance getting to know the employers and their needs. The contribution of this thesis will help aspiring business graduates to improve theiremployability, but the findings also have implications for higher education institutions andemployers alike.
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Spies, M. M. E., and Niekerk T. M. Van. "Employability of the Central University of Technology Free State graduates : a case study." Interim : Interdisciplinary Journal, Vol 6, Issue 1: Central University of Technology Free State Bloemfontein, 2007. http://hdl.handle.net/11462/402.
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Published ArticleThe problem statement to be proposed in this article is that student employability suffers as a result of the fact that students do not make use of the available employment skills training, offered by the CUT, which will enable them to present themselves in a professional manner to prospective employers when entering the labour market. Certain suggestions will be offered in this publication of how the CUT could go about creating opportunities for students to enable them to successfully enter the labour market, after the completion of their studies.
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Cesarano, Valentina Paola. "Le potentiel d'employabilité des jeunes adultes handicapés en Campanie : négociation entre obstacles et ressources." Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100002/document.
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Il apparaît nécessaire, au niveau international, de former des compétences fonctionnelles aux exigences de la vie et du travail, en termes de : capacité à résoudre les problèmes, à prendre des initiatives autonomes et flexibles, à mobiliser les connaissances pour gérer des situations complexes et résoudre des problèmes. Au centre d'une bonne employabilité de la personne, se trouvent les compétences auto-dirigées (penser et choisir consciemment son propre avenir), à la fois celles de planifier et de se redessiner soi-même (life design). Dans le domaine de l'employabilité, la rencontre des jeunes handicapés et du monde du travail c’ est difficile, en raison de la persistance des stéréotypes et des stigmates, ainsi que de l'absence d'une réelle volonté politique et systémique d'appliquer et de faire respecter la réglementation. Il est donc nécessaire d'explorer la construction de l'employabilité non seulement d'un point de vue théorique, mais aussi à travers la perception que les jeunes adultes handicapés ont de leur employabilité afin de mettre en œuvre des formations et des conseils visant à explorer les compétences liées à l'employabilité de tous les jeunes adultes, dans une perspective inclusiveUne recherche exploratoire empirico-descriptive a été choisie. En particulier, l'outil AVO développé par l'IISFOL/INAPP a été utilisé pour explorer le potentiel d'employabilité des jeunes adultes handicapés de Campanie (18-30 ans). Il a également été choisi pour explorer, par des entretiens semi-structurés, l'histoire et le projet professionnel de 20 jeunes Campani handicapés. En ce qui concerne la méthodologie d'analyse des données il est prévu l'utilisation du logiciel NVIVO (Richards, 1999) pour l'analyse qualitative de l'ensemble des entretiens et l'utilisation du logiciel SPSS pour effectuer des analyses descriptives des données collectées. Les jeunes personnes handicapées qui ont participé à l'étude ont un potentiel d'employabilité moyennement faible et font état de difficultés dans la conception de leur projet professionnel. L’analyse qualitative a permis de confirmer cette difficulté et de cadrer le projet professionnel en termes de réorientation de soi entre ressources et barrièresIt is necessary, at the international level, to form functional skills to the demands of life and work, in terms of: the ability to solve problems, to take autonomous and flexible initiatives, to mobilize knowledge for Manage complex situations and solve problems. At the centre of a good employability of the person, are self-directed skills (thinking and consciously choosing one's own future), both those of planning and redrawing oneself (life design). In the field of employability, the meeting of young people with disabilities and the world of work is difficult, because of the persistence of stereotypes and stigmas, as well as the lack of a real political and systemic will to apply and make comply with the regulations. It is therefore necessary to explore the construction of employability not only from a theoretical point of view, but also through the perception that young adults with disabilities have their employability in order to implement training and advice to explore skills related to the employability of all young adults, from an inclusive perspective. A empirical-descriptive exploratory research has been chosen. In particular, the tool developed by the IISFOL/INAPP and computerized by the technology Section of the SInAPSi University Centre was used to explore the employability potential of young adults with disabilities in Campania (18-30 years). It was also chosen to explore, through semi-structured interviews, the history and professional project of 20 young disabled Campani. With regard to the data analysis methodology, the use of the NVIVO software (Richards, 1999) is foreseen for the qualitative analysis of all interviews and the use of SPSS software to perform descriptive analyses of the data Collected. Young persons with disabilities who participated in the study have a potential for employability Moderately low employability and report difficulties in the design of their professional project. The qualitative analysis confirmed this difficulty and frame the professional project in terms of reorienting oneself between resources and barriers
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Essilfie, Nomalanga V. "Enhancing employability of graduates from Higher Education Institutions in Botswana : a case study of Environmental Science." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/46162.
Full textAbstract:
The main aim of this study was to explore and describe the circumstances on the ground concerning employability of Environmental Science (ES) graduates in Botswana and to provide evidence that would either confirm or refute claims that graduates in Botswana, in general, are not employable. The second aim of this study was to describe whose role it is to enhance the employability of graduates. Furthermore it was also the aim of this study to investigate whether or not employability audits could be used as a quality assurance mechanism to ensure the employability of graduates in Botswana. These issues were investigated using the contextual framework of employability which explains the quality of higher education in relation to employability of graduates. This research reports on the findings of a case study of the Environmental Science programme offered by the Department of Environmental Science at the University of Botswana which was conducted in June 2012. The study revealed and confirmed gaps among ES graduates in the knowledge, skills and competencies required for the world of work. As a result of these gaps, ES graduates were found not be immediately employable without further on the job training. This created a lot of discontent among employers interviewed. The study concluded that higher education should go beyond providing education for the general development and well-being of individuals and address issues related to employability of graduating students. Conflicts in the possible roles of higher education and industry in enhancing the employability of ES graduates in terms of the changing expectations of the world of work were identified. The study highlighted the possible role of employability audits in enhancing employability not only of ES graduates but all other graduates in Botswana. Furthermore the study recommended that employability audits should be introduced in the tertiary education system of Botswana as a quality assurance mechanism. It further recommended collaboration and partnership with industry as key to the success of any measures put in place for the enhancement of the employability of graduates in Botswana.Thesis (PhD)--University of Pretoria, 2014.
tm2015
Science, Mathematics and Technology Education
PhD
Unrestricted
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Al-Alawneh, Muhammad Khaled Farmer Edgar I. "Examining educators' and employers' perceptions on career and technical education graduates' employability skills for the labor market in Jordan." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/PSUonlyIndex/ETD-4268/index.html.
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