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Kendall, Alexandra, and Amanda French. "Re-thinking employability with a literacies lens." Higher Education, Skills and Work-Based Learning 8, no. 2 (May 14, 2018): 164–78. http://dx.doi.org/10.1108/heswbl-09-2017-0055.
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Purpose The purpose of this paper is to draw on the outcomes of an Higher Education Academy funded project, Literacies for Employability (L4E) to contribute to discussion of the interface between university learning and workplace settings and the focus on employability that dominates the English context. The paper will be of interest to colleagues from any discipline who have an interest in critical (re)readings of employability and practical ways of engaging student in ethnographic approaches to understanding workplace practices, particularly those with an interest in professional, work-based, or placement learning. Design/methodology/approach L4E is grounded in social theories of communication from Sociology and Education that understands literacy as a complex social activity embedded in domains of practice. These ideas recognise workplaces as domains that are highly distinctive and diverse contexts for literacy (rather than generic or standard) and that to be successful in particular workplace settings students must be attuned to, and adaptive and fluent in, the nuanced literacy practices of that workplace. However, evidence suggests (Lea and Stierer, 2000) that HE students (and teachers) rarely experience overt teaching about literacy in general or workplace literacies in particular. Findings This project developed a framework to scaffold and support this process across the disciplines so that students can develop the attitudes and behaviours they will need to be successful in the workplace. Originality/value The approach chimes with recommendations from Pegg et al. (2012) that employability is most effectively developed through a focus on more expansive, reflexive approaches to learning and through “raising confidence […] self-esteem and aspirations” (Pegg et al., 2012, p. 9).
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Kiettikunwong, Narong. "Re-Employability of Older People in Khon Kaen Municipality (KKM)." Ageing International 43, no. 2 (November 29, 2017): 141–57. http://dx.doi.org/10.1007/s12126-017-9316-4.
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Jackson, Denise. "Re-conceptualising graduate employability: the importance of pre-professional identity." Higher Education Research & Development 35, no. 5 (February 17, 2016): 925–39. http://dx.doi.org/10.1080/07294360.2016.1139551.
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Williams, Stella, Anatoli Karypidou, Catherine Steele, and Lorna Dodd. "A personal construct approach to employability: comparing stakeholders’ implicit theories." Education + Training 61, no. 4 (April 8, 2019): 390–412. http://dx.doi.org/10.1108/et-08-2017-0112.
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PurposeThe purpose of this paper is to adopt the perspective of personal construct theory to conceptualise employability. The study explores differences in the implicit employability theories of those involved in developing employability (educators) and those selecting and recruiting higher education (HE) students and graduates (employers).Design/methodology/approachA repertory grid technique (RGT) was employed to uncover the implicit theories of 22 employers and 14 educators across the UK.FindingsA total of 717 constructs were elicited. A differential analysis of data gathered demonstrated several areas of consensus among employers and educators (including emotional management, confidence, professionalism), as well as divergence in representations of commitment, proactivity, interpersonal competencies and vision to the conceptualisation of employability.Practical implicationsFindings from this analysis indicate a need to integrate group process assessments within undergraduate programmes and recruitment procedures.Originality/valueThis study represents a personal construct approach to employability, utilising the unique value of RGT to further inform our understanding of employability within an HE context. This study contributes to an understanding of employability as a continually re-constructed concept. This study provides insights to its nature via two information rich cases that have extensive knowledge on the topic.
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Fakunle, Omolabake, and Anne Pirrie. "International Students’ Reflections on Employability Development Opportunities During a One-Year Masters-level Program in the UK." Journal of International Students 10, S2 (November 10, 2020): 86–100. http://dx.doi.org/10.32674/jis.v10is2.2719.
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This article explores reflection and reflective thinking, drawing upon qualitative research on international students’ perceptions of developing their employability while studying in the UK. It addresses a gap in the literature by making a connection between internationalization and employability, concepts that are mainly framed as separate discursive realms. The literature on internationalization is focused around international student recruitment and the benefits to the host institution; the employability discourse is oriented towards national policies on the development of human capital through home students in the domestic market. The reflective thinking demonstrated by the international students illustrates the challenges they faced in seeking opportunities to enhance their employability within and outside the university; and to (re)assess learning opportunities that are integrated with work experience. The findings suggest that there is scope for embedding employment development opportunities (EDOs) at a systemic level in order to enhance the experience of international students.
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Abd Majid, Faizah. "iCGPA, IR4.0 and Graduate Employability from the Lens of the Academics." Asian Journal of University Education 15, no. 3 (December 31, 2019): 245. http://dx.doi.org/10.24191/ajue.v15i3.7803.
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This paper focuses on heated issues in the Malaysian public universities of late. Specifically, the paper uncovers the perceptions of a group of lecturers in a selected public university regarding iCGPA, IR4.0 and Graduate Employability. In eliciting relevant data, series of semi-structured interview were conducted. A total of ten lecturers from a faculty volunteered as participants. In collecting the data through the semi-structured interview, saturation stage was achieved at the end of the 5th participant. Anticipating no new themes could emerge from the subsequent interviews upon the saturation stage, it was decided that the research findings would be derived from the relevant excerpts from the existing five interviews. The interviews were done separately, and each lasted between 45 minutes and an hour. In ensuring the trustworthiness of the research findings interpretations, member-checks and an inter-rater were done. The salient findings include frustration over iCGPA implementation and a vague understanding of IR4.0 among the participants. The findings, however, revealed the participants’ awareness of graduate employability. Most importantly, the findings concluded that though the participants were clear with the importance of graduate employability, they were unsure about iCGPA’s role in enhancing graduate employability and how IR4.0 could be embedded in their syllabus to promote graduate employability. All in all, this paper has confirmed a potential gap between the three main aspects namely; iCGPA, IR4.0 and graduate employability. The implications include the need to revisit the existing curriculum in complementing the training needs of IR4.0 skills, to re-skill lecturers in their teaching approaches and to examine the implementation of iCGPA as a platform to indicate IR4.0 skills and to promote graduate employability. Various parties could benefit from the research findings such as the curriculum developer, the lecturers themselves and most importantly the policymakers.
KEYWORDS: iCGPA, IR4.0, Graduate Employability, Higher Education
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Morales, Ramon. "Re: emergency physician hiring practices: the effects of certain conditions on employability." Journal of Emergency Medicine 19, no. 2 (August 2000): 190–92. http://dx.doi.org/10.1016/s0736-4679(00)00215-8.
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Tomlinson, Michael. "Forms of graduate capital and their relationship to graduate employability." Education + Training 59, no. 4 (April 10, 2017): 338–52. http://dx.doi.org/10.1108/et-05-2016-0090.
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Purpose In the context of far-reaching changes in higher education and the labour market, there has been extensive discussion on what constitutes graduate employability and what shapes graduates’ labour market outcomes. Many of these discussions are based on skills-centred approaches and related supply-side logic. The purpose of this paper is to develop an alternative, relational conceptualisation of employability based on the concept of capitals. It discusses how this provides a more detailed and multi-dimensional account of the resources graduates draw upon when transitioning to the labour market. Design/methodology/approach The paper presents a new model on graduate employability, linked to five areas of capital which are seen as constitutive of graduates’ employability and significant to their transitions to the labour market. The paper draws together existing conceptual approaches and research studies to illustrate the different features of the model and how they relate to graduate employability. It also discusses some practical implications for those helping to facilitate graduates’ transitions to the job market. Findings The paper argues that the graduate capital model presents a new way of understanding graduate employability which addresses the challenges of facilitating graduates’ transitions and early career management. The forms of capital outlined are conceived as key resources that confer benefits and advantages onto individuals. These resources encompass a range of human, social, cultural, identity and psycho-social dimensions and are acquired through graduates’ formal and informal experiences. Research limitations/implications Whilst this is a conceptual model, it has potentially strong implications for future research in this area in terms of further research exploration on the core components and their application in the labour market. Practical implications This re-conceptualization of graduate employability has significant implication for graduates’ career management and strategising in developing resources for enhancing their transitions to and progression within the labour market. It also has implications for career educators in developing practical employability strategies that can be used within institutional settings. Social implications The paper raises salient implications for the effective and equitable management of graduate outcomes post-graduation which has clear relevance for all stakeholders in graduate employability, including students/graduates, career educators and employers. Originality/value The paper develops a new model for conceptualising graduate employability and illustrates and applies this to discussion of graduate employability. It also raises practical applications around the different components of the model.
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English, Peter, Margarietha Johanna de Villiers Scheepers, David Fleischman, Jacqueline Burgess, and Gail Crimmins. "Developing professional networks: the missing link to graduate employability." Education + Training 63, no. 4 (February 23, 2021): 647–61. http://dx.doi.org/10.1108/et-10-2020-0309.
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PurposeResponding to increasing external pressure, universities are developing new strategies to illustrate the impact of their degrees on graduate employability. This paper investigates how alumni regard the development of their professional networks during their tertiary education in relation to employability and the associated pedagogical implications.Design/methodology/approachA qualitative approach using semi-structured interviews with 18 business and arts alumni from a regional university.FindingsThe findings reveal the importance of developing a professional network by cultivating social capital while at university. Alumni identify all forms of work-integrated learning (WIL), connectedness through social media, the role of university staff and volunteering as concrete ways to develop a professional network and enhance employability.Research limitations/implicationsThis paper has pedagogical implications to develop graduate employability and WIL. Universities should draw from alumni networks to help develop students' bridging capital through industry-facing WIL projects. Educators should design assessment tasks in which students develop contacts and networking capabilities with alumni and other professionals using various platforms (e.g. social media). In addition, educators should promote the benefits of voluntary work and invite alumni and other industry stakeholders to co-design and co-teach areas of curriculum.Originality/valueDrawing from the experiences of alumni re-routes the channel of communication from institutions expressing the importance of professional networks in relation to employability, to credible industry alumni confirming this importance. Few previous studies have taken this “outside-in approach” to emphasise and validate the importance of developing professional networks in relation to employability, particularly at regional universities.
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Hora, Matthew T., Ross J. Benbow, and Bailey B. Smolarek. "Re-thinking Soft Skills and Student Employability: A New Paradigm for Undergraduate Education." Change: The Magazine of Higher Learning 50, no. 6 (November 2, 2018): 30–37. http://dx.doi.org/10.1080/00091383.2018.1540819.
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Winfield, Fiona, and Tabani Ndlovu. "“Future-proof your Degree”." International Journal of Sustainability in Higher Education 20, no. 8 (October 24, 2019): 1329–42. http://dx.doi.org/10.1108/ijshe-10-2018-0196.
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Purpose The purpose of this paper is to present a case study of how a UK business school has explicitly linked sustainability to employability and embedded these into all levels of its undergraduate and postgraduate degree portfolio. Design/methodology/approach This case study features Nottingham Business School’s (NBS’s) journey of linking sustainability with employability to achieve the University’s strategic objectives and help deliver on the sustainable development goals (SDGs). After reviewing all courses, a cross-school approach was adopted in re-designing the curriculum, first at undergraduate and later postgraduate level. Partnerships, both internal and external were developed, involving the employability and enterprise teams, the University’s students and alumni, local employers, local authorities and businesses and charities. Feedback from graduates is included. Findings When NBS introduced new undergraduate modules in 2012, there was resistance with concerns over already crammed curricula and the perceived irrelevance of sustainability. This changed as students realised that an understanding of sustainability was benefiting them at interviews and adding value to their employers. While it cannot be proved that increased self-awareness and sustainability literacy have a direct effect on graduate prospects (as measured by the Destinations of Leavers from Higher Education survey), NBS has seen the percentage of students in graduate level employment and/or study increase from 71 to 89.6 per cent over the past five years. Originality/value Linking sustainability to employability, and embedding these in the curriculum, should benefit any institution, its students, employers and society, and can be replicated anywhere in the world.
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Bautista-Cerro, María José. "(Re)Construction of the Concept of Employability from Universities Curriculum Greening as a Key Element." Procedia - Social and Behavioral Sciences 139 (August 2014): 536–42. http://dx.doi.org/10.1016/j.sbspro.2014.08.063.
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Oliver, Beverley. "Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies." Journal of Teaching and Learning for Graduate Employability 6, no. 1 (September 2, 2015): 56–65. http://dx.doi.org/10.21153/jtlge2015vol6no1art573.
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Employability features more prominently on the agenda of higher education institutions when the economy falters or changes: the majority of students, and their families, expect a degree to deliver a career pathway as well as an education. This paper explores some of the trends and predictions in the rapidly changing world of work and proposes a re-worked definition of employability (based on Yorke’s widely-accepted definition from 2006): that employability means that students and graduates can discern, acquire, adapt and continually enhance the skills, understandings and personal attributes that make them more likely to find and create meaningful paid and unpaid work that benefits themselves, the workforce, the community and the economy. Likewise, work-integrated learning requires sharper definition than an ‘umbrella term’. This paper proposes that work-integrated learning includes a range of learning tasks that either resemble those expected of working graduates in their early careers, or are proximal to the workplaces or spaces, physical or digital, where professional work occurs. Determining the appropriate spread of tasks across a degree is best done by mapping assessments, ensuring there are more high level tasks in the latter years so that students are prompted to focus on the skills, understandings and personal attributes that make them more likely to find and create meaningful paid and unpaid work that benefits themselves, the workforce, the community and the economy.
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León, Federico R., and Oswaldo Morales. "The moderating role of tenure on the effects of job insecurity and employability on turnover intentions and absenteeism." Academia Revista Latinoamericana de Administración 32, no. 3 (August 5, 2019): 305–25. http://dx.doi.org/10.1108/arla-08-2017-0244.
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Purpose The purpose of this paper is to provide evidence on the role of tenure as a moderator of the effects of job insecurity (JI) and employability on turnover intentions and absenteeism and will demonstrate its importance in personnel research and theorization. Design/methodology/approach Data from a sample of client service representatives of a Peruvian call centre (n=268) were analysed. Tests of hypotheses targeted the intact group as a whole and divided into short (3–10 months), medium (11–14 months) and long job tenure groups (15–37 months). Findings Results of general linear models revealed that the effects of JI on turnover intention observed in the intact group were aligned with those seen within each of the tenure groups. However, this was not the case for the effects of JI on absenteeism or the effects of employability on turnover intention and absenteeism. A comparison of results of various regression models indicated that the effects of JI and employability on absenteeism differed in meaningful ways across the intact group and the tenure groups. Research limitations/implications The evidence does not reveal whether the observed differences stem from dynamic personnel selection processes or whether they express different relationships between the variables at various stages of an employee’s trajectory in an organization. Practical implications Human resource managers at call centres will be stimulated to re-evaluate the costs and benefits of promoting tenure, and journal editors will have to consider requesting the inclusion of tenure as a variable in studies focussing on organizations with high turnover. Originality/value This study is the first to prove that the effects of JI and employability on turnover intention and absenteeism vary across job tenure levels. It also shows the importance of addressing tenure in personnel research and theorization.
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McGunagle, Doreen, and Laura Zizka. "Employability skills for 21st-century STEM students: the employers' perspective." Higher Education, Skills and Work-Based Learning 10, no. 3 (April 14, 2020): 591–606. http://dx.doi.org/10.1108/heswbl-10-2019-0148.
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PurposeOne of the goals of educational institutions is to prepare their graduates to be workplace-ready. The purpose of this paper is to identify the employability skills lacking in the Science, Technology, Engineering and Math (STEM) industry from employers' perspectives to assist STEM educational institutions in creating more relevant programs inclusive of employability skills.Design/methodology/approachThis study addresses 16 job-specific skills based on data deriving from the responses of 250 Human Resource Managers (HRMs) who represent five manufacturing industries (Aerospace and Defense, Automotive, Consumer Products, Electronics and Industrial Manufacturing) located in five regions (Northeast, Midwest, Southeast, West-Mountain and Pacific) of the United States.FindingsThe median scores for all 16 skills confirmed their importance for employability in the five manufacturing industries. The five highest ranking skills were team player, self-motivation, verbal communication, problem-solving and being proactive, which align with previous studies on workplace skills.Research limitations/implicationsThis paper is a call to all STEM educational institution stakeholders, both internal and external, to re-assess current curriculum and programs and collaborate to narrow the gap between graduate competencies and the practical needs of the workplace.Originality/valueThis paper attempts to bridge the gap between the competencies gained in STEM educational institutions and the competencies needed for the future workplace, as confirmed by HRM professionals. Although this study is focused on STEM educational institutions in the United States, it will be of interest to all STEM educational institutions worldwide who play a significant role in preparing the next generation of employees for the global workplace.
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Cork, Lorna Mary. "Critical reflections on staff-student partnership and ‘re-interpreting’ journal submissions." Journal of Learning and Teaching in Higher Education 1, no. 1 (May 1, 2018): 101–8. http://dx.doi.org/10.29311/jlthe.v1i1.2577.
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This thoughtpiece shares some personal reflections on a distinctively different approach to student-staff collaboration, whereby students ‘re-interpret’ scholarly submissions to this new HE journal for a wider audience. Student and staff motivations for becoming involved in this work of partnering are examined, and values and ‘intrigue’ are uncovered as contributing to partnership-readiness and sustaining interest. Students engaged critically with Higher Education policy and theory; particularly the Teaching Excellence Framework (TEF) and the concept of a ladder of partnership. The collaboration offers different conceptual lenses, revealing possibilities for the co-creation of a student-staff scholarly community. Student reflections reveal digital literacies for producing re-interpretations and the ‘softer’ skills for collaborating in diverse groups. However, the key appeal of getting involved is not, as may be assumed, for benefits such as employability, it is the opportunity of collaborating across disciplines and as an equal partner with staff, where their voices contribute to real debates about teaching and learning in HE.
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Jarvis, Daniel H., and Callie Mady. "Culture, Confidence, and Crêpes Sucrées: Exploring Teacher Candidate Perceptions of Francophone Homestay Community Leadership Experiences." Journal of Language Teaching and Research 12, no. 4 (July 1, 2021): 520–32. http://dx.doi.org/10.17507/jltr.1204.02.
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This study examines the perceptions of two groups of teacher candidates (TCs) who had participated in a 2-week, French immersion homestay Community Leadership Experience (CLE) in rural Trois-Pistoles, Quebec, Canada. Based on individual participant interviews, the co-authors, who also each served as a Faculty Facilitator for several of these CLE trips (2015-2020), present thematic findings surrounding the five components (homestay, school placements, community volunteering, cultural workshops/events, and Quebec City trip), and perceived benefits of the program including accessibility, language acquisition and improvement, cultural awareness, self-confidence, career planning re-assessment (division/program), and future employability advantages.
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Walker, Rebecca, Chad Morrison, and Iain Hay. "Evaluating quality in professional experience partnerships for graduate teacher employability." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (May 3, 2019): 118–37. http://dx.doi.org/10.21153/jtlge2019vol10no1art791.
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Over recent years, much has been said about the quality of Australian initial teacher education. Concerns about the preparation of pre-service teachers and the capacity of graduates to meet the demands of the classroom have re-emphasised professional experience as a fundamental component of high-quality teacher preparation. Simultaneously, this focus on professional experience has emphasised the importance of partnerships. Through policy, the formalisation of partnerships between initial teacher education providers and early learning centres and schools has been linked to quality assurance and auditing cycles which report on the ways that providers prepare graduates for teaching. The employability of suitably-prepared graduates and their early career traction are of particular interest to policy makers, regulators and teacher educators alike. As a result, establishing an evidence base for quality in professional experience partnerships is paramount. This paper reports on the evolution of a strategic partnerships model between one provider and its growing network of partner schools. This model has been developed through a comprehensive evaluation process, examining the nature of formal partnerships and the outcomes associated with them. Data presented here highlights outcomes identified by stakeholders as influential and enacted through formal partnerships. Analysis of data also emphasises ongoing priorities for partnership development, implementation and evaluation, collectively understood to be closely connected to graduate employability.
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Seddon, Fred, Richard Hazenberg, and Simon Denny. "Reintegrating socially excluded individuals through a social enterprise intervention." Social Enterprise Journal 10, no. 3 (October 28, 2014): 222–38. http://dx.doi.org/10.1108/sej-08-2013-0034.
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Purpose – The aim of this research project is to reveal participant perceptions of a Social Enterprise Intervention (SEI) programme, run by a social enterprise and designed to reintegrate socially excluded individuals into society. Design/methodology/approach – The research participants were the social entrepreneur, staff at the social enterprise, the SEI programme attendees and a representative from an external referral agency. Participants engaged in semi-structured interviews with a researcher designed to elicit participant perceptions of the programme. Findings – Results of the analysis of the interviews revealed six emergent themes that were interpreted by the researchers as: “social mission focus”, “heroic social entrepreneur”, “social impact”, “recidivism”, “the programme” and “programme attendees”. Results of the analysis reveal that all research participants reported the programme helped to re-socialise the programme attendees and increased their self-confidence and self-esteem. Participants also believed programme attendees acquired important skills and qualifications in general warehouse activities and forklift truck driving, which would greatly increase their future employability. Programme attendees indicated the “real world” working environment was important to their feelings of success on the programme. Originality/value – This paper identifies a hybrid SEI programme based upon the “vision” of a “heroic” social entrepreneur. It also identifies the advantages of the “real” working environment in increasing the employability of socially excluded individuals whilst, at the same time, increasing their social skills.
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Maree, Jacobus Gideon. "Innovating and contextualising career counselling for young people during the Covid-19 pandemic." South African Journal of Psychology 51, no. 2 (March 12, 2021): 244–55. http://dx.doi.org/10.1177/0081246321999507.
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This article reports on how the changing career counselling needs of young people during the Covid-19 pandemic can be met. It is argued that innovative and contextualised career counselling that is in line with the basic principles of ‘best practice’ and draws on a life design–based framework offers a viable conceptual framework for this kind of endeavour. Such counselling can promote young people’s adaptability; enhance their employability; and bolster their narratability, narrativity and autobiographicity. A brief theoretical overview explains innovation and contextualisation in career counselling and clarifies key aspects of counselling for self- and career construction. The style of e-career counselling advocated here can help young people make meaning of their career-lives and (re-)kindle their sense of hope and purpose. Moreover, it can help them devise practicable strategies to actuate their sense of purpose and hope and also help them experience a sense of being part of something much bigger than themselves. In addition, it can promote young people’s entrepreneurship and self-entrepreneurship and bolster their employability. Longitudinal research, including qualitative, quantitative and mixed-methods studies on the topic, is needed to examine the value of the e-career counselling approach. Such research could involve different assessment instruments and counselling strategies and include questionnaires to facilitate pre- and post-assessment of the effectiveness of the approach.
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Brunetti, Irene, and Lorenzo Corsini. "Workplace training programs." Education + Training 59, no. 1 (January 9, 2017): 31–46. http://dx.doi.org/10.1108/et-09-2014-0104.
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Purpose The purpose of this paper is to analyse the effect of an Italian training program on the re-employment probability of young unemployed workers. The program consists exclusively of workplace training and is coordinated by employment centers, even if it is fully implemented by firms. Design/methodology/approach The authors develop a discrete duration analysis. In particular, the authors compare the re-employment process of individuals that just finished their workplace training program with individuals that just ended their job. The authors specifically take into account the issue of self-selection adopting the propensity score matching estimation. Findings The results suggest that this workplace training program improves only the immediate re-employability of trained workers, failing to bestow them with durable human capital improvements. These results appear to be robust to spurious duration dependence and to self-selection. The analysis focuses on unobserved heterogeneity and, accounting for it, the authors show that the training implementation is useful to divide “good” trainees (in terms of unobserved heterogeneity) from “bad” ones. Social implications Therefore, the authors suggest that firms are exploiting training as a screening device and that the implemented program is successful in easing the connection between workers and firms, but it fails to provide a durable improvement in skills and in re-employment prospects. Originality/value The evaluation of this program is important because it focus specifically on the workplace component of training, whereas previous analyses focused on generic training, because it evaluates a program targeting youth unemployment which is one the most urgent economic issues and because it helps in understanding the actual processes adopted by firms when implementing workplace training.
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Cushing, Ian. "The policy and policing of language in schools." Language in Society 49, no. 3 (December 4, 2019): 425–50. http://dx.doi.org/10.1017/s0047404519000848.
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ABSTRACTThis study investigates cases of language ‘policing’ as educational language policies, and the way that these are represented across different policy levels. Focusing on UK schools and using discursive approaches to language policy as a theoretical framework, I critically examine the motivations and justifications that institutions provide for designing and implementing policies whereby nonstandardised forms are ‘banned’, and how these are reported in metalinguistic discourse. Drawing on a range of data including media discourse, policy documents, teacher interviews and linguistic landscapes, I textually trace how educational language policies (re)produce prescriptive and linguicist ideologies, often using metaphors of crime, and often using language as a proxy for social factors such as academic achievement, employability, and standards. Overall, I argue that micro- and meso-level language policies are a partial product of the linguistic conservatism as found within current macro-level educational policy. (Language policy, language policing, schools, language ideologies)*
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Edirisinghe, Ruwini, and Kym Fraser. "The Masters of Sustainable Practice: A Review of a Program for Working Professionals." Australian Journal of Environmental Education 30, no. 2 (December 2014): 239–53. http://dx.doi.org/10.1017/aee.2015.10.
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AbstractThis study sought to distil recommendations and curriculum design principles that could underpin the re-imagination of the RMIT University coursework Masters of Sustainable Practice (MSP). The aim of the study was to redesign the program to better meet the expectations of contemporary working professionals. Four data sources were used to develop 12 program recommendations: postgraduate sustainability education literature, postgraduate coursework literature, publicly available information for contemporary coursework Masters sustainability programs both in Australia and overseas, and interview data from current and graduate students from the RMIT University Masters of Sustainable Practice. The study proposes a novel curriculum (re)design model comprised of six curriculum design principles that the authors argue are essential for the development of curricula for contemporary working professionals. Sustainable practice coursework Masters programs need to: offer choice, flexibility and authentic work-based assessment opportunities; provide significant guidance to achieve individual aspirations and to customise the program for each student; recognise learning through current workplace roles and through continuing professional development opportunities; use integrative assessments to achieve the Australian Qualification Framework knowledge and skills application requirements; incorporate short credit-bearing courses, in particular for the development of employability skills; and support students to transition to professional practice.
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Mokoena, Bakae Aubrey, and Chengedzai Mafini. "Corporate performance indicators: The case of universities." Corporate Board role duties and composition 12, no. 3 (2016): 43–50. http://dx.doi.org/10.22495/cbv12i3art5.
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This paper re-examines the long-standing and unresolved debate regarding the use of performance indicators in higher education. This paper aims to identify the primary variables that comprise university performance from the perspectives of academics within universities of technology in South Africa. A structured questionnaire was administered to a conveniently selected sample of 507 academics recruited from five universities of technology in South Africa. Using the exploratory factor analysis technique, five indicators were used as sub-dimensions to measure university performance were identified. These were 1) recognition, 2) image, 3) collaboration, 4) spin-off, 5) employability and 6) research. Overall, the research results suggests that these five performance indicators can assist South Africa’s universities of technology to achieve a higher level of institutional performance. The boards responsible for running universities of technology should consider which strategic management approaches they are currently utilising and streamline them to cement their competitive advantage and superior performance.
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Klaver, Kete M., Saskia F. A. Duijts, Ellen G. Engelhardt, Chantal A. V. Geusgens, Maureen J. B. Aarts, Rudolf W. H. M. Ponds, Allard J. van der Beek, and Sanne B. Schagen. "Cancer-related cognitive problems at work: experiences of survivors and professionals." Journal of Cancer Survivorship 14, no. 2 (November 25, 2019): 168–78. http://dx.doi.org/10.1007/s11764-019-00830-5.
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Abstract Purpose Cancer-related cognitive problems (cancer-related cognitive problems) in working cancer survivors are found to affect work outcomes. We aimed to generate in-depth information regarding cancer-related cognitive problems in working cancer survivors, strategies used to cope with cancer-related cognitive problems at work, and needs of cancer survivors and professionals regarding cancer-related cognitive problems at work. Methods Five focus groups were formed, amongst which three focus groups with cancer survivors (n = 8, n = 7, and n = 8) and two focus groups with professionals (n = 7, n = 8). Thematic analysis of the transcripts was performed to create concepts. Results Both cancer survivors and professionals confirmed that cancer-related cognitive problems, which occurred in several domains of neurocognitive functioning, affect work functioning. Cancer survivors used several strategies (e.g., applying practical adjustments, re-organization of work, and accepting limitations) to cope with cancer-related cognitive problems at work, as did professionals in their attempt at supporting cancer survivors facing these problems. Various needs of cancer survivors (e.g., supportive care options, acknowledgment by others) and professionals (e.g., improvement of expertise, clarity about referral pathways) regarding cancer-related cognitive problems at work were mentioned. Conclusions Due to the growing number of working cancer survivors dealing with cancer-related cognitive problems, it is essential to sustain their employability. Therefore, cognitive rehabilitation interventions should be developed, taking functioning at work into account. Knowledge amongst professionals regarding cancer-related cognitive problems, as well as coordination of care for cancer-related cognitive problems, should be improved. Ensuring professional education regarding cancer-related cognitive problems, within both the healthcare and occupational setting, is of utmost importance. Implications for cancer survivors Support for working cancer survivors who experience cancer-related cognitive problems might increase their employability in the longer term.
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Šafránková, Jana Marie, and Martin Šikýř. "Work expectations and potential employability of millennials and post-millennials on the Czech labor market." Oeconomia Copernicana 8, no. 4 (December 31, 2017): 585–99. http://dx.doi.org/10.24136/oc.v8i4.36.
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Research background: A common problem of employing the Czech unemployed (especially young people) is that their professional and personal qualities often do not meet the re-quirements of employers. Despite the increasing level of education, the unemployment of young generation of millennials has been worsening. It seems that they often lack relevant professional skills and social habits, and usually have unreal expectations about their initial job opportunities. We want to explore this problem in more detail.
Purpose of the article: The purpose of the article is to present work expectations of today's Czech millennials and post-millennials and discuss their potential employability on the Czech labor market.
Methods: The paper is based on the analysis of available scientific literature and the results of the authors' questionnaire survey focused on students of three selected Czech universities and their motivation to study at university and their expectations about the future career. The survey was conducted in spring and autumn 2016. The respondents were full-time and com-bined bachelor's and master's students of the College of Regional Development in Prague, the Masaryk Institute of Advanced Studies of the Czech Technical University in Prague and the Education Management Centre of the Faculty of Education of the Charles University in Prague. The relevant data were obtained from 484 students.
Findings & Value added: The results support the research assumption that young generation of Czech millennials show relatively high expectations related to work and career, which would limit their employability. Many employers are afraid of employing young people, but from the perspective of potential shortage of qualified and motivated people on the Czech labor market they should learn to create appropriate and attractive employment opportunities for young people to ensure effective development of their potential. The article presents common work expectations of today's Czech millennials and provides employers with some advice to manage them.
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Sábala, Martha, Erico Rentería-Pérez, and Fatima Díaz-Bambula. "Professional undergraduate internships as a work insertion device: work modality and hiring." Praxis Psy 22, no. 35 (September 16, 2021): 48–66. http://dx.doi.org/10.32995/praxispsy.v22i35.158.
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The article discusses the need to reflect on the educational level related to changes and transformations in the world of work, especially regarding higher education's professional internships. Issues related to preparedness and the legitimation of social institutions are recognized, as well as the recognition of production and work systems. Those are referred to as devices for labor incorporation, as they become scenes to apply disciplinary theories and knowledge, in order to assume problems at real contexts, institutions, and organizations, with conditions associated with “decent or full jobs”. In this case, internships refer to a traditional status job, a concrete project-oriented to ensure a better future, (uncertain) working conditions, and to match with some kind of professional who works fiscally or virtually, collets data, is involved with technological structures, duplicates in networks, is flexible, handles with uncertainty, and works – as an identifiable trend- on precarious paradoxical condition of being a student-worker, characterized as well as a means for the actual re-institutionalization of the world of work as a form to be included and hired. This reflection is based on research experiences and conceptual approximation from academic and applied spaces at professional levels, related to concepts such as Employability in its multi-dimensional sense and includes labor insertion and recognizes the undergraduate professional internships phenomena as a working modality which is being consolidated at re re-institutionalization of the work itself, and ends up legitimating other social spheres of occupational activity that must be discussed beyond curricular and academic aspects exclusively. Finally, undergraduate professional internships are reconfigured as a social space of projection an insertion in and for work.
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Ridlo, Alrosyid, Jumintono Jumintono, and Bambang Noor Achsan. "THE TEACHER'S ROLE IN INCREASING EMPLOYABILITY SKILLS OF THE DRAWING BUILDING ENGINEERING VOCATIONAL HIGH SCHOOL STUDENTS." Journal of Vocational Education Studies 1, no. 1 (May 2, 2018): 13. http://dx.doi.org/10.12928/joves.v1i1.591.
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The process of preparing students on vocational education that includes the development of skills, competency, understanding, attitudes, work habits and the appreciation needed by workers to enable them to work successfully in their fields should be of interest to educators in vocational education institutions. Early observations of science and the emphasis on authentic assessment suggested that the 2013 curriculum for vocational high school is a renewal or innovation of the previous curriculum. The research is done through descriptive-qualitative re-search method. The population in this study is all teachers of vocational subject vocational competence of building drawing techniques in Bantul Regency. The technique of collecting data through an interview, observation, and documentation, data is analyzed to get a description about research object. The results showed that the selection of strategies and learning approaches should be studied closely, especially in relation to their relevance to learning missions, learning objectives, students' potential and characteristics, and environ-mental resources. Vocational teachers have at least four important roles in developing students' employability skills, namely the role of teachers as demonstrators, as mediators, as evaluators and as competent individuals. Implementation of the 2013 curriculum learning on the competence of building drawing techniques from several previous studies can be concluded to be implemented adequately.
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Young, Karen, Stuart Palmer, and Malcolm Campbell. "Good WIL hunting: Building capacity for curriculum re-design." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (December 13, 2017): 215. http://dx.doi.org/10.21153/jtlge2017vol8no1art670.
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In response to government, industry, student and central University calls for initiatives to enhance graduate employability as a means for improved employment outcomes, a faculty within an Australian university formulated a five-year Work Integrated Learning (WIL) strategy (2015-2019). The Faculty goal was to re-new, develop, implement and evaluate scalable and sustainable intentional WIL-focused authentic curricula across every undergraduate Science, Technology, Engineering and Mathematics (STEM) course by the end of 2019. A ‘WIL Leadership Framework’ underpinned the whole-of-course team approach. This paper reports on the change-management processes and behaviours necessary to effect change from the bottom-up. Fostering academic staff capacity to build course-appropriate WIL curriculum has been slow and subtle and yet significant refinements to intentional and embedded WIL curriculum have occurred through a series of grounded research studies and curriculum renewal projects. WIL champions (the innovators), earmarked as change agents for enabling scalable curriculum transformation and renewal, were ‘hunted-out’ and nurtured. Their role was to influence teachers to enact context-specific and discipline-based WIL experiences into the curriculum. The main research findings to date reveal that STEM-specific WIL frameworks, concepts and assessment examples, presented as scholarly curriculum choices by WIL experts, and then actively and collegially discussed amongst the WIL champions and WIL early adopters, has been the most effective process to date for developing a WIL centred curriculum. The paper concludes by addressing the current operational goals predicated to have an impact on graduate employment for the Faculty.
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Riquelme-Brevis, Hernán, Maira Rivas-Burgos, and Matías Riquelme-Brevis. "Criterios de empleabilidad en la educación técnico-profesional. Tensiones y retos en la especialidad salud, Araucanía, Chile." Revista Electrónica Educare 22, no. 2 (April 4, 2018): 1. http://dx.doi.org/10.15359/ree.22-2.11.
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The present research analyzes the employability criteria, when hiring the services of nursery graduates from three secondary technical schools in La Araucanía, Chile. This research project used a mixed methodology, so it was possible to contact health employees from public and private areas, such as teachers, graduates and students from three secondary technical schools and apply to them various research techniques such as questionnaires, in-depth interviews, and focus groups. Among the main results, it is worth mentioning: the re-articulation experienced by the technical and professional high schools in Chile, related to civil society and health system; the need to reinforce the dialog among institutions in the health and sanitary system; technical training and development of socio-emotional abilities of students and research graduates, and finally the demand to advance towards social validity of professional technicians in the health area. Finally, this research aims to contribute to finding mechanisms to improve the work performance of health technicians, as well as identifying obstacles that impede the development of secondary technical education in the country.
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Muhlestein, Kerry. "Teaching Egyptian History: Some Discipline-Specific Pedagogical Notes." Journal of Egyptian History 2, no. 1 (2009): 173–228. http://dx.doi.org/10.1163/187416509x12492786609285.
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AbstractThis paper was originally given at the professional workshop In Search of Egypt's Past: Problems and Perspectives of the Historiography of Ancient Egypt; A North American workshop at the University of British Columbia, Vancouver, inaugurating the Journal of Egyptian History, April 23–24, 2008; most of the remaining papers of which will appear in Fascicle 2 of this journal. While many Egyptologists teach Egyptian history, we often fail to carefully conceive of just what this means. Teaching history is more than conveying facts about a time period, it is also teaching how to analyze and (re)construct history. Our classes may often teach this aspect as well, but is it explicit? And are we equipping graduate students with the ability to both do and teach history well? This training has a direct impact on their employability as well as their scholarship. A survey and study of History Department outcomes reveals areas we can improve our history teaching and our training of graduate students. Moreover, as Egyptologists, we have a significant offering to make to teaching history.
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Kowalewska, Helen. "Beyond the ‘train-first’/‘work-first’ dichotomy: How welfare states help or hinder maternal employment." Journal of European Social Policy 27, no. 1 (October 28, 2016): 3–24. http://dx.doi.org/10.1177/0958928716673316.
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Since the mid-1990s, welfare states have introduced various ‘activation’ policies designed to promote employment. Most typologies distinguish between a Nordic-style ‘train-first’ approach focused on developing jobseekers’ employability and an Anglo-Saxon ‘work-first’ approach that instead emphasises quick job (re-)entry. These typologies tell us what activation means for the unemployed (male) worker. However, by ignoring the family, they overlook what activation means for the (female) parent-worker with childcare responsibilities. To contribute to filling this gap, this article uses fuzzy-set ideal-type analysis to compare 22 countries representing five ‘worlds’ of welfare by how (de-)activating their labour market policies, parental leave provisions, childcare services and the scheduling of primary education are for lone mothers. It reveals that cross-national variations in support for maternal activation are not well captured by the Nordic-style ‘train-first’/Anglo-Saxon ‘work-first’ dichotomy. Hence, despite the greater attention to gender and ‘new social risks’ within comparative social policy scholarship in recent years, the activation literature remains gender-blind.
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Taylor, Nick. "The Return of Character: Parallels Between Late-Victorian and Twenty-First Century Discourses." Sociological Research Online 23, no. 2 (April 30, 2018): 399–415. http://dx.doi.org/10.1177/1360780418769679.
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There has been an increasingly common trend in the UK to identify character skills and traits as the basis for various individual successes and achievements. In education policy and employment services, character has been linked to the making of successful, morally aware, employable and socially mobile citizens. This article explores the late-19th-century use of character discourses, focusing on the economist Alfred Marshall. During this period character was associated with future-oriented subjects – those displaying provident and thrifty habits and dispositions – and held particular class, race, and gender prejudices. The article draws parallels between this late-Victorian approach to character and the ‘return’ of character in 21st-century education and welfare-to-work policy, in particular, where cultivating character is linked to improving employability and social mobility. We can make productive comparisons between character’s Victorian legacy and its re-emergence more recently amid increasingly moralised discourses around poverty, inequality, and unemployment. In doing so, we might better understand the historical antecedents to stigmatising character discourses today, insofar as they leave the burden of responsibility for particular social outcomes in life and the labour market with individuals and their ability to cultivate their own human capital.
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Savinainen, Minna, Jorma Seitsamo, and Matti Joensuu. "The association between changes in functional capacity and work ability among unemployed individuals." International Archives of Occupational and Environmental Health 93, no. 4 (December 14, 2019): 503–11. http://dx.doi.org/10.1007/s00420-019-01498-1.
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Abstract Purpose Unemployment has multidimensional effects. This study investigated how the changes in functioning are associated with the changes in perceived work ability among unemployed people. Methods The participants were clients in projects funded by the European Social Fund (ESF) targeted for unemployed individuals. They answered a questionnaire covering work ability (Work Ability Score) and functioning (cognitive, psychological and social functioning, physical condition and everyday activities) and perceived health at the beginning and at the end of the project (mean follow-up 173 days). The study included data from unemployed respondents (N = 502) aged 19–64 years. Results Overall, during the follow-up, both work ability and different aspects of functioning improved, excluding physical condition. Changes in cognitive and psychological functioning, physical condition and everyday activities were significantly associated with the changes in work ability. The physical condition had the strongest association with the changes in work ability. Short unemployment time and especially good perceived health improved WAS over time. Age, gender and follow-up time were not associated with changes in work ability. Conclusions Maintaining or improving health and functioning and shortening the length of unemployment appeared to be important issues in enhancing work ability and thus increasing re-employability potential.
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Rymsza, Marek. "The role of social enterprises in shaping social bonds." International Journal of Social Economics 42, no. 9 (September 14, 2015): 830–40. http://dx.doi.org/10.1108/ijse-03-2015-0059.
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Purpose – The purpose of this paper is to analyse the role of social enterprises in building social capital and strengthening social bonds. Design/methodology/approach – The analysis is based on the comparative method. The author compares the development of social entrepreneurship of the “old” social economy (born on the turn of nineteenth and twentieth centuries), and of the “new” social economy (developing on the turn of twentieth and twenty-first centuries); and the functioning of social enterprises of two kinds: work integration social enterprises (WISEs) and community-based social enterprises (CBSEs). Moreover, he distinguishes between economic and social re-integration; and reciprocity and vertical inclusion. Findings – The paper presents WISEs and CBSEs as tools of two different activation programmes: WISEs improve the employability of individuals who are marginalized in the labour market, while CBSEs serve as vehicles for the socio-economic development of the marginalized communities and territories. Furthermore, the author clarifies two methods of inclusion: through strengthening horizontal social ties (realized mainly by CBSEs, with their mutuality principle as a basis for building relations between participants) and building vertical social bonds (mainly by WISEs, based on the “inclusion of excluded” formula). Research limitations/implications – The paper stresses the importance of focusing research into social entrepreneurship on the role of social enterprises in shaping social bonds as well as using and producing of social capital of two main types: bonding and bridging. Practical implications – Recommendations for managing social enterprises as hybrid entities. The author argues that the most effective approach (in producing social value-added) is to combine the formula of the re-integration of individuals excluded from the labour market with the efforts to develop the whole local communities from marginalized territories. Originality/value – The author uses sociological perspectives in analysing economic entities and activation policies.
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Južnik Rotar, Laura. "Evaluation of the Effectiveness of Employment Programme on Young Unemployed People." Engineering Economics 32, no. 1 (February 26, 2021): 60–69. http://dx.doi.org/10.5755/j01.ee.32.1.23276.
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Youth unemployment is of paramount concern for the European Union. Young people are facing potentially slow and difficult transitions into stable jobs. What optimally supports young people on the labour market poses a challenging question for economic policy makers. Active labour market policies can be beneficial to young unemployed people. The aim of active labour market policy is to improve employability of the unemployed. The consequences of an overly generous welfare state can be a reduction in motivation to work. The effectiveness of employment programmes is therefore a crucial step in the process. This paper aims to estimate the treatment effect of subsidized employment programmes on young Dutch unemployed people using difference in differences propensity score matching. We test whether the effects of subsidized employment programmes for young Dutch unemployed people are positive and strong in both the short and long term on the probability of re-employment and on the probability of participation in the regular educational system in comparison with the outcome produced in the event that an individual would continue seeking employment as an unemployed person. The probability of re-employment in short-term circumstances is positive, but small. Whereas with long-term examples (two years after the programme start) the probability is negative. Alternatively, the probability of participation in regular educational systems is positive in the short-term as well as in the long-term, but evidently decreases in the long-term. Welfare reforms undertaken in the Netherlands are directed towards enhancing efficiency. The role of social partners in social security administrations is reduced and the reforms are intended to promote reintegration of people who are out of work. There is a general agreement that the Netherlands is going in the right direction by giving priority to work and study over benefits, as it has become evident that generous social benefits make employment policies inefficient.
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Novoszath, Peter. "History of the Creation of Hungary’s Unified Public Employment Program and Its Main Characteristics." Urban Studies and Public Administration 1, no. 2 (October 30, 2018): 328. http://dx.doi.org/10.22158/uspa.v1n2p328.
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<p><em>A previous system of community service in the public interest was replaced in 2011 in Hungary with a “public employment” system, in which the government temporarily employs disadvantaged, unemployed people who are healthy and able to work and who are within the age limits for working, but who, for whatever reason, have not had a stable workplace and have therefore relied on government subsidies, such as welfare without employment. Under the new program, these citizens have been gainfully employed by the government for a set period of time. The goal of public employment is to give a path for those workers who have been unemployed for a long time, and are disadvantaged in some way, to re-enter (or enter) the private job market. Workers are employed under favorable, </em><em>“</em><em>sheltered” conditions, however ones that begin to approach the conditions they can expect in the private market. All this helps the employed workers to improve their employability, as well as to maintain and improve their work skills. Today, the public employment system is not targeted primarily at those with severe disabilities. However, the regulations which establish this program do name members of this group as a target for the program, if they are currently undergoing rehabilitation.</em></p>
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Cuzzocrea, Valentina. "Moratorium or waithood? Forms of time-taking and the changing shape of youth." Time & Society 28, no. 2 (April 4, 2018): 567–86. http://dx.doi.org/10.1177/0961463x18763680.
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Developing Erikson’s concept of ‘psychological moratorium’ (1968), literature on youth transitions has a central focus in the procrastination of adult roles. Forms of time taking may either be erratic, or take more institutionalised and/or middle-class-oriented shapes such as ‘gap years,’ and they are generally justified by the aim of self-experimentation. However, on a different institutional level, they enter in contrast with the recent imperative of becoming ‘fit for work,’ which is realised mainly through obtaining an increasing number of qualifications and skills considered essential to meet the challenges of employment, and ultimately embody a model of ‘active citizenship.’ But how do these two contrasting demands come to terms with each other in the experiences of youth? And how is youth itself re-shaped through this interaction? Contrasting the concept of psychological moratorium (and its developments) with a wider literature on social acceleration, where an emphasis on active citizenship and employability can be framed, this article revisits forms of time taking among youths. It does so by discussing a Sardinian case study, where varieties of time taking also reverse into forms of ‘waithood,’ and are therefore in contrast with social acceleration. More analytically, I have identified two modalities of moratorium (i.e. classic moratorium and waithood) and two sub-modalities of waithood (justified by either the accomplishment of procedures or by waiting for someone else’s intervention). These findings are discussed with reference to a broad political framework through which it is possible to revisit the changing shape of youth under the pressures of late modern society.
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Personini Cruz, Julia Fernandes, and Thomaz Wood Jr. "Perceived effects of part-time MBAs on careers." Career Development International 20, no. 6 (October 12, 2015): 646–62. http://dx.doi.org/10.1108/cdi-01-2015-0012.
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Purpose – Considering that MBA programs have been the focus of many evaluations and much criticism in recent years, the purpose of this paper is to investigate the objective and subjective effects on careers experienced by part-time MBA students and graduates. Design/methodology/approach – To achieve this purpose the authors conducted an empirical research, involving more than 700 students and graduates of three part-time MBA programs in Brazil. Findings – The authors found that students and graduates experience more subjective than objective effects of such programs in their careers and that the subjective effects are primarily related to self-confidence, employability, expansion of business view, and ability to “play the game.” Research limitations/implications – The authors note two limitations of the study. First, the study focussed on Brazilian programs and cannot be generalized to other countries or contexts. Second, the study was based on the perceptions of students and graduates. Practical implications – The authors believe that this study makes a contribution for program coordinators in business schools. By re-balancing attention among objective subjective effects, coordinators might improve their programs. Originality/value – This study makes three contributions to the knowledge of the effects of MBAs. First, it provides insight into students’ perspectives. Second, it increases the knowledge of the subjective effects of MBAs on the careers of students. And third, it focusses on part-time programs in a developing nation rather than on full-time programs in a developed nation such as the USA, as is often the case.
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Poon, Joanna, and Michael Brownlow. "Students’ views on the incorporation of commercial awareness in real estate education." Property Management 32, no. 4 (August 12, 2014): 326–51. http://dx.doi.org/10.1108/pm-07-2013-0040.
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Purpose – The purpose of this paper is to review how real estate students perceive and define commercial awareness, which is one of the most important employability skills. This paper also examines students’ perceptions about how their courses support and develop their commercial awareness. In addition, it compares students’ and academics’ views on commercial awareness and identifies whether there are any gaps. Design/methodology/approach – This paper presents the research findings of a questionnaire survey and e-mail discussions with students who are currently studying Royal Institution of Chartered Surveyors (RICS)-accredited real estate courses in the UK. The questionnaire aimed to gather students’ views on the definitions and components of commercial awareness and identify what skills and attributes are required for its development. It also evaluates how commercial awareness has been embedded in the real estate courses. The aim of each discussion was to gain deeper insight on how components of commercial awareness are embedded in real estate courses, and 17 discussions were conducted. The contents of the e-mail discussions were analysed and similar themes were identified and coded. The frequency of the answer in the questionnaire and comments from interviewees is presented. The findings from students’ views have been compared to published research reporting UK RICS-accredited real estate course providers’ views on commercial awareness. In addition to descriptive statistics, Fisher's exact test was used to identify the statistical significance between the academics’ and students’ views on commercial awareness. Findings – The UK real estate students agreed that the most important definition of commercial awareness is a “person's ability to understand the economics of business”. They agreed that “financial” component is the most important component of commercial awareness and it is the largest portion of their courses. The most important skill and attribute for commercial awareness development are “critical thinking” and “ability and willingness to update professional knowledge”, respectively. Although the descriptive analysis shows students and academics have different views on the definition and components of commercial awareness and its incorporation within real estate courses, the Fisher exact test shows that only a few elements are different enough to be statistically significant. This analysis shows that while students and academics have slightly different views on commercial awareness they are not very different. Commercial awareness is an important employability skill, thus, it is still necessary for real estate academics to re-visit the curriculum and to ensure learning outcomes related to commercial awareness have been clearly explained and communicated to students. Furthermore, it is vital for students to obtain practical experience in order to fully develop their commercial awareness. Originality/value – This paper is a pioneer study focused on reviewing real estate students’ views on commercial awareness, including identifying its definition, components and evaluating the extent to which commercial awareness has been embedded in their courses. It also identifies the skills and attributes that students thought were required for the development of commercial awareness. Furthermore, it discusses students’ preferred ways of enhancing their commercial awareness as part of the course they are studying. It is the first study identifying the statistical difference between students’ and academics’ views on commercial awareness. The understanding of students’ views on commercial awareness, their preferred delivery method and the divergence between students’ and academics’ views on commercial awareness can provide useful insights for course directors on the development and renewal of real estate course curriculum.
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Yew, André Siew Yeong. "Re-thinking Urban Planning for Singapore’s Extended Lifespan Population of 2050: A League of Its Own." eTropic: electronic journal of studies in the tropics 19, no. 2 (December 21, 2020): 249–73. http://dx.doi.org/10.25120/etropic.19.2.2020.3744.
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The United Nations Sustainable Development Goals and the World Health Organization’s Healthy Aging and Age Friendly Environment are comprehensive guidelines in ascertaining global standards for betterment of aging populations. However, as an economically established and highly organised city-state, Singapore has its own separate set of criteria regarding successful aging. This paper explores the contexts of living, working, and playing in Singapore’s current 65 and over population and the population over the age of 65 by 2050. The study demonstrates that these elderly life contexts are not only dissimilar to those on which the UN and WHO guidelines are based, but are uniquely Singaporean. These life, work and play contexts of an aging population also generate a new set of criteria that impact the model in urban planning and design for the tropical island-state. In this paper I argue that Singapore’s current 65 and over population is not the typical aging population, but one characterised by an extended lifespan with autonomy, employability, and vitality. These characteristics will be even more prominent for the country’s over the age of 65 by 2050 population, which will be comprised of the current Gen X and Millennials. To maintain sustainability and adaptability, urbanisation strategies in Singapore need to take into consideration these different generations of an aging population, which necessitate that planning and design recognise sets of criteria unique to each generation.
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Ahmad, Tashfeen. "Scenario based approach to re-imagining future of higher education which prepares students for the future of work." Higher Education, Skills and Work-Based Learning 10, no. 1 (December 2, 2019): 217–38. http://dx.doi.org/10.1108/heswbl-12-2018-0136.
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Purpose The world of work and education is changing at a rapid pace, driven by continued technological disruption and automation. The future is uncertain and difficult to envisage. A futures thinking scenario planning approach is used in exploring and guiding education policy makers on how best to respond to the range of possible futures. The paper aims to discuss this issue. Design/methodology/approach This study utilizes elements of prior scenario planning methodologies to devise a practical model of preferred and plausible likely scenarios in the context of rapid and continuing technology disruption. Based on the notion of “impact and uncertainty,” two possible future alternatives of work and learning were developed. Incorporating elements of the possibility space scenario framework and a vignette approach of current emergent technologies, this paper assessed the usefulness of the preferred and likely outcomes. Findings While preferred future scenarios entailing collaborative styles such as human–machine cooperation, smart virtual active learning campuses and living knowledge learning environments may produce more desirable benefits for education stakeholders, the more likely plausible scenario is one based on continued disruptive technologies. Automation, artificial intelligence and the advent of 5G network technologies will drive customization and personalization in higher education delivery and revolutionize the work landscape in the immediate future. Universities will need to embrace and respond to these changes. Originality/value The paper gives insights into how universities can prepare their students for future of work and improve their employability. In addition, this author recommends ways in which HEIs can leverage these newer technologies to drive educational services and commercial value.
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Tandika, Pambas Basil, and Laurent Gabriel Ndijuye. "Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania." Information and Learning Sciences 121, no. 1/2 (November 17, 2019): 79–94. http://dx.doi.org/10.1108/ils-01-2019-0009.
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Purpose Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning. Design/methodology/approach Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes. Findings The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm. Research limitations/implications The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities. Practical implications Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power. Social implications Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities for quality learning outcomes. In contrast, lack of exposing young children early in using ICT facilities for interaction and learning would adversely impact their participation in knowledge sharing in later years of schooling and employability opportunities. Originality/value There is limited empirical evidence about teachers' engagement in research particularly in PPE in Tanzania. Together with limited research in the level of education, this study is the original contribution to state of teachers at the school level about their engagement in integrating information and communication technology for informing education decision makers and administrators on matters of focus to improve educational instruction and implementation of Tanzania education and training policy, as well as the implementation of the ICT policy of 2016.
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Raby, Rosalind Latiner. "Celebrating the Last 10 Years of Community College Internationalization." Journal of International Students 10, no. 4 (November 15, 2020): x—xiv. http://dx.doi.org/10.32674/jis.v10i4.2362.
Full textAbstract:
In the United States, about 36% of all community colleges offer international student programs, of which, about 13% also offer education abroad programs (Malveaux & Raby, 2019). Documentation on community college international education has existed since the 1950s. Advocacy for community college international education is also not new and is found in numerous American Association of Community Colleges publications, association reports, and addresses given by multiple generations of community college leaders who view internationalization as an important way to serve the community college missions of open access, to support gainful employment goals, and to support student success initiatives (American Association of Community Colleges, 2018; Boggs & Irwin, 2007; Gleazer, 1975). In celebration of the Journal of International Students 10th year anniversary, this essay outlines the advances made in community college mobility programs over the past decade. Mobility here refers to both inbound (international student programs) and outbound (education abroad programs).
Community colleges play a critical role in training adults to gain skills needed for participation in a global economy where required job skills change rapidly. This global economy is a context in which international and cross-cultural skills are in high demand. This demand is being addressed by community colleges adding international learning in their academic and in career training curricula and programs. It is also addressed by fostering access to international programs and activities for all students. In 1996, Raby and Tarrow discussed how “with the current recession, the fate of international education is in jeopardy” (p. 20). In 2012, another recession became the backdrop against severe budget cuts that severely impacted periphery programs such as international education (Raby, 2012). Today, the economic context of COVID will once again redefine the number of students who can afford to travel, the ease of travel, and how much infrastructure support will be given by institutions to support international programs. Yet, in learning from the past, it is evident that
…when the global economy stabilized so did internationalization efforts. Even more importantly is that after each crisis period, a new generation of individuals emerged as international advocates and who continually seek to implement changes in the college. Herein lays the promise of the future. (Raby, 2019, p. 16)
The promise of the future rests on research previously conducted on community college internationalization as this research embeds advocacy and best practices so that patterns that work do not need to be reinvented. The community college mission does not have a singular focus as it was designed to serve multiple purposes. Internationalization is one of these missions (Ayers, 2015; Gleazer, 1975; Raby, 2019). This works in harmony with a local mandate to prepare graduates to gain local jobs, even those jobs that are located outside the geographic boundary of the college (Ayers, 2015). Internationalization is included in missions (Whatley & Raby, 2020) and in strategic planning policies (Copeland, 2016).
Open access is a guiding principle that allows enrollment opportunities for all who want to learn. Open access supports current equity agendas. However, equity in international education while encouraging wide-spread enrollment also has limitations. For international students, there are minimum qualifications, including international testing scores and English language proficiencies. Other limitations occur when international students are labeled as a privileged group, which skews the services that they receive (Viggiano et al., 2017). For education abroad, minimum qualifications include grade point average requirements, code of conduct, financial ability, and deficit narratives that stereotype non-traditional students (Whatley & Raby, 2020).
Today, there are dedicated offices and dedicated mid- and senior-level leadership positions that oversee internationalization. This includes partnerships with senior administration (Brennen & Dellow, 2013), with academic departments and campus services (Smith, 2019), and with campus assessment practices (Wood, 2019). There are also known areas for augmentation of support services. For international students, this includes office policies (Lau et al., 2019), student advising practices (Zhang, 2016), addressing marginalization resulting from prejudice and discrimination (Hansen et al., 2018), and understanding the heterogeneity of international students (Bennani, 2018). For education abroad, this includes creative financing (Giammarella, 2012), addressing deficit student labels (Raby, 2019; Robertson, 2019; Whatley, 2019), re-examining entry requirements, including planning time (Amani & Kim, 2017), and understanding when curriculum limits and when it expands free time (McKee, 2019).
Decreased state and federal funding for community colleges complicates the financing of international education offices and accentuates marketing to increase the number of students who enroll in programs, which in turn, directly impacts the larger college budget. Research explains why the college needs to recruit international students (Bohman, 2014), why students want to study in community colleges (Zhang & Hagedorn, 2013), and why myths can negatively impact student success (Budd et al., 2016; Viggiano et al., 2018).
Research also shows that international programs positively influence student success that lead to increased persistence, transfer, and completion. This is true for students who study abroad (Raby et al., 2014; Whatley, 2019) and for international students (Benneni, 2018; Slantcheva-Durst & Knaggs, 2017) whose high academic aspirations help them to overcoming personal challenges (Friedman, 2018).
Since the 1980s, national associations, practitioners, and researchers used advocacy and research to develop and implement best practices. As a result, community college student mobility programs expanded in number and in scope. Today, it is common for colleges to include “international” or “global” in their mission, vision, and annual priorities. There is an increase in full-time dedicated positions for those leading international education, increased access for students to participate in various international programs, expanded use of technologies that further broaden access, and collaborations that extend beyond the campus. Most importantly, students choose to attend community colleges to better themselves, and they make sound decisions to engage in college programs to expand their knowledge, which includes international mobility programs.
In the post-COVID period, it is likely that severe state funding challenges, lower overall and international student enrollments, and high turnover of senior administrators will once again challenge community college international education. I propose that the significant research about community college internationalization has taught five points that will be important drivers in moving international education forward. First, advocacy needs to reinforce that local is not the opposite of global and that international education is indeed one of the community colleges’ missions as it encapsulates an academic shift that promotes international literacy as a critical employability and educational skill. Second, avoid haphazard implementation of services that reinforce hegemonic patterns in which some students are given access to life-altering experiences while others are denied those experiences. Third, eliminate student stereotypes that feed into a negative narrative. Fourth, use caution when designating students as a desirable source of revenue. Finally, understand that the limits of student success are connected to a lack of supportive institutional practices rather than to a lack of student interest. Above all, “Change is a choice needed to be made by visionary leaders who must prioritize and then lead these reform efforts that are sustainable and not impacted by the shifting of time and institutional circumstances (Raby, 2019, p. 17).
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Rees, Sian. "Re-imagining employability: an ontology of employability best practice in higher education institutions." Teaching in Higher Education, September 23, 2019, 1–16. http://dx.doi.org/10.1080/13562517.2019.1670637.
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Dencker-Larsen, Sofie. "Measuring Employability for Disadvantaged Unemployed People? Evidence from Survey and Register Data." Nordic Journal of Working Life Studies 7, no. 3 (September 23, 2017). http://dx.doi.org/10.18291/njwls.v7i3.97089.
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Disadvantaged unemployed Danes do not easily become re-employed. Previous literature has focused on unemployment versus employment. Expanding on this, the present article is a proposal to assess disadvantaged unemployed people’s employability. On the basis of the literature, I investigate whether variables measuring health, well-being, self-efficacy, alcohol use, and drug use can be included into this measure of employability measured as subsequent re-employment. Data are on disadvantaged unemployment cash benefit recipients from the Copenhagen Unemployment and Well-Being Panel Survey (2013, 2014, N = 2400, analytical sample N = 956) and detailed register data on employment status measured weekly. The results from the analysis reveal that only parts of the proposed indicator are linked with subsequent re-employment, and comprehensive robustness checks reveal that the indicator lacks stability. However, the findings from the study can inform future studies aiming at developing an indicator of employability for disadvantaged unemployed people in Denmark and the other Nordic countries.
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Mühlböck, Monika, Nadia Steiber, and Bernhard Kittel. "Learning to keep the faith? Further education and perceived employability among young unemployed." Economic and Industrial Democracy, August 16, 2020, 0143831X2094421. http://dx.doi.org/10.1177/0143831x20944211.
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To keep up job search motivation and maintain re-employment chances, it is important that unemployed individuals do not stop believing in their ability to (re)gain satisfying employment. This article examines whether further education during unemployment has a positive effect on perceived employability (i.e. the subjective assessment of one’s chances to obtain the desired job), based on a panel survey of unemployed young adults in Austria. The article finds that educational activities – either on own initiative or as part of an active labor market program – indeed help to sustain or even increase perceived employability. However, only for long-term programs do the effects persist beyond the duration of the activity. This study thus identifies substantial psychological side effects of active labor market policies involving further education, which could be used to increase actual employability.
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Ritchie, Louise, Valerie Egdell, Michael Danson, Mandy Cook, Jill Stavert, and Debbie Tolson. "Dementia, Work and Employability: Using the Capability Approach to Understand the Employability Potential for People Living with Dementia." Work, Employment and Society, December 2, 2020, 095001702096192. http://dx.doi.org/10.1177/0950017020961929.
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The importance of remaining in, or re-entering, the labour market is emphasised by governments internationally. While this may bring benefits, progressive disabilities such as dementia affect an individual’s employability. Although employers have legal obligations to support employees with disabilities, research suggests that employers are not providing this support to employees living with dementia and are undermining their capabilities. Drawing on interview data from 38 key informants collected over two studies, we explore the potential for supporting and promoting the employability of people living with dementia. A model of sustainable employability based on the Capability Approach is used as a lens to explore this issue. The findings demonstrate the implications of progressive disabilities for employability when the worker and their family are faced with dealing with a disability in a period of uncertainty with a lack of public and workplace understanding.
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Zighan, Saad, and Ahmed EL-Qasem. "Lean thinking and higher education management: revaluing the business school programme management." International Journal of Productivity and Performance Management ahead-of-print, ahead-of-print (April 23, 2020). http://dx.doi.org/10.1108/ijppm-05-2019-0215.
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PurposeThis paper explores the applications of lean thinking in re-evaluating the business school curriculum, syllabus and intended learning objectives to enhance the employability of graduates through identifying and eliminating non–value-added activities.Design/methodology/approachThe research employed multilevel qualitative methodology, where 55 semi-structured interviews were conducted to collect data from academics, students and graduates from several private and public universities in Jordan.FindingsThe study finds that the application of lean thinking in the business school is twofold – it helps the developer of the school curriculum to get rid of many superfluous and non–value-added activities and also emphasises and reinforces the value-added activities. Value stream mapping, with a consideration for internal and external outputs, has been found to be a useful tool for developing an employability-focussed curriculum that equips business school students with the required competences and skills in the labour market.Research limitations/implicationsThe study is based on a qualitative research approach. The generalisability of the findings is difficult to assess, and future research would benefit from the insights obtained from the quantitative dataPractical implicationsIn practice, this study has identified different types of non–value-added and unnecessary activities in business school curriculum and has made suggestions for the development of a more employability-focussed curriculum.Originality/valueThis paper investigates the non–value-added activities of the business school curriculum, syllabus and the intended learning objectives to enhance the employability of graduates in Jordan.
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Souza, Ednir Assis, Carmen Fontes de Souza Teixeira, Mariluce Karla Bomfim de Souza, Handerson Silva-Santos, Tatiane Araújo-dos-Santos, and José Lúcio Costa Ramos. "The (re)construction of own identity in nurses’ work in Brazil: exploratory study." Revista Brasileira de Enfermagem 73, no. 6 (2020). http://dx.doi.org/10.1590/0034-7167-2018-0928.
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ABSTRACT Objective: To analyse a professional trajectory and how identity conformations of a group of nurses in professional practice in Brazil. Methods: Qualitative study that used the in-depth interviews with nurses in professional practice from 1998 to 2014. Seven nurses working in the various organizational areas of the health systems participated and 3 nurses working in educational and research institutions. The narratives were analyzed in the light of Claude’s Dubar theoretical framework and the content analysis technique. Results: The findings demonstrate that career choice is associated with employability, giving little identity. The findings demonstrate that career choice is associated with employability, giving little identity. The formative processes contribute to the (re) construction of identity, as they have produced an anticipation of the future trajectory, identification of job opportunities, recognition, prestige and self-esteem. The care dimension gives greater identity to the workers. Conclusion: The study brings important elements for reflection on the determinants that affect the continuous reconstruction of professional identity, in view of the changes that have been operating in the labor market, in vocational training and in the work of nurses.