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Empirical Research in Vocational Education and Training最新文献

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Characteristics of powerful learning environments in VET transition program for at-risk students: qualitative insights from teachers and support specialists implementing the program 针对高危学生的职业教育培训过渡项目中强大学习环境的特征:来自实施该项目的教师和支持专家的定性见解
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-08-13 DOI: 10.1186/s40461-021-00123-1
Liana Roos, Karmen Trasberg, Kristi Kõiv, Egle Säre
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引用次数: 3
Practical validation framework for competence measurement in VET: a validation study of an instrument for measuring basic commercial knowledge and skills in Switzerland 职业技术培训能力测量的实用验证框架:对瑞士基本商业知识和技能测量工具的验证研究
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-08-12 DOI: 10.1186/s40461-021-00122-2
Rohr-Mentele, Silja, Forster-Heinzer, Sarah

Competence development and measurement are of great interest to vocational education and training (VET). Although there are many instruments available for measuring competence in diverse settings, in many cases, the completed steps of validation are neither documented nor made transparent in a comprehensible manner. Understanding what an instrument actually measures is extremely important, inter alia, for evaluating test results, for conducting replication studies and for enforcing adaptation intentions. Therefore, more thorough and qualitative validation studies are required. This paper presents an approach to facilitate validation studies using the example of the simuLINCA test. The approach to validation applied in this study was developed in the field of medicine; nevertheless, it provides a promising means of assessing the validity of (computer-based) instruments in VET. We present the approach in detail along a newly developed computer-based simulation (simuLINCA) that measures basic commercial knowledge and skills of apprentices in Switzerland. The strength of the presented approach is that it provides practical guidelines that help perform the measurement process and support an increase in transparency. Still, it is flexible enough to allow different concepts to test development and validity. The approach applied proved to be practicable for VET and the measurement of occupational competence. After extending and slightly modifying the approach, a practical validation framework, including the description of each step and questions to support the application of it, is available for the VET context. The computer-based test instrument, simuLINCA, provides insights into how a computer-based test for measuring competence in various occupational fields can be developed and validated. SimuLINCA showed satisfying evidence for a valid measurement instrument. It could, however, be further developed, revised and extended.

胜任力的开发与测量是职业教育与培训研究的热点问题。虽然有许多工具可用于在不同的环境中测量能力,但在许多情况下,完成的验证步骤既没有记录,也没有以可理解的方式透明。除其他外,了解一项仪器实际测量的内容对于评估测试结果、进行重复性研究和执行适应意图极为重要。因此,需要更彻底和定性的验证研究。本文以simuLINCA测试为例,提出了一种促进验证研究的方法。本研究中应用的验证方法是在医学领域开发的;然而,它提供了一种很有前途的方法来评估(基于计算机的)VET仪器的有效性。我们详细介绍了一种新开发的基于计算机的模拟(simuLINCA)方法,该方法可以测量瑞士学徒的基本商业知识和技能。所提出的方法的优势在于它提供了实用的指导方针,帮助执行度量过程并支持透明度的增加。尽管如此,它仍然足够灵活,可以允许不同的概念测试开发和有效性。实践证明,该方法在职业技能培训和职业能力测评中是切实可行的。在扩展和稍微修改方法之后,一个实际的验证框架,包括每个步骤的描述和支持它的应用的问题,可用于VET环境。基于计算机的测试仪器,simuLINCA,提供了如何开发和验证基于计算机的测试来衡量不同职业领域的能力的见解。SimuLINCA是一种有效的测量仪器。但是,它可以进一步发展、修订和扩大。
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引用次数: 0
Influence of learning and internship satisfaction on students’ intentions to stay at their current jobs: survey of students participating in Taiwan’s dual education system 学习与实习满意度对学生留任意向的影响:台湾双元制学生调查
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-18 DOI: 10.1186/s40461-021-00121-3
L. Liu
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引用次数: 2
The costs of standardized apprenticeship curricula for training firms 培训公司标准化学徒课程的成本
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-14 DOI: 10.1186/s40461-021-00120-4
Jürg Schweri, Manuel Aepli, A. Kuhn
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引用次数: 1
The value of apprentices in the care sector: the effect of apprenticeship costs on the mobility of graduates from apprenticeship training 护理行业学徒的价值:学徒成本对学徒培训毕业生流动性的影响
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-06-11 DOI: 10.1186/s40461-021-00118-y
Eric Schuss

This paper provides evidence on the effect of apprenticeship costs on the decision whether care facilities employ apprenticeship graduates after completing apprenticeship training. To account for the endogeneity in apprenticeship costs, we exploit an exogenous reduction in the apprenticeship costs of care facilities by exploiting the fact that the underlying apprenticeship levy was introduced across the German federal states at different points in time. We find that the redistribution of apprenticeship costs increases the probability of leaving the training facility after completing apprenticeship training by 10 percentage points. Furthermore, we use this quasi-experimental setting to estimate the effect of mobility of graduates on their wages, which hints at a negative relationship in the upper quartile of the wage distribution.

本文提供了学徒成本对护理机构是否雇用完成学徒培训的学徒毕业生决策的影响的证据。为了解释学徒制成本的内生性,我们利用德国联邦各州在不同时间点引入学徒制税这一事实,利用护理设施学徒制成本的外生减少。我们发现,学徒成本的再分配使完成学徒培训后离开培训机构的概率增加了10个百分点。此外,我们使用这种准实验设置来估计毕业生流动性对其工资的影响,这暗示了工资分布中高四分位数的负相关关系。
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引用次数: 0
A mixed method mentorship audit: assessing the culture that impacts teaching and learning in a polytechnic 混合方法指导审核:评估影响理工学院教与学的文化
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-06-07 DOI: 10.1186/s40461-021-00119-x
Natasha Hubbard Murdoch, Eliisha Ens, Barbara Gustafson, Tamara Chambers-Richards

The benefits of mentorship to individuals in post-secondary relate to wellbeing, satisfaction, and perceived success which translates to organizational commitment. Mentorship improves skills in academic roles and leadership, yet a disconnect remains on what mentees and mentors expect and what institutions provide. Supports are required for mentorship to be effective in empowering employees and creating a culture that espouses competence and autonomy through collaboration and creativity. The aim of this research was to replicate and advance an earlier study assessing nursing and health sciences in a polytechnic to describe the perceived mentorship culture for faculty, professional services, and leadership, across a provincial organization. This was accomplished through a sequential descriptive mixed methods study assessing the building blocks and hallmarks of a Mentorship Culture Audit. This paper reports on both the comparative assessment from 2013 and this new quantitative survey, along with a qualitative component enhancing the understanding of the mentorship culture within a polytechnic providing a variety of programming for vocational students. The audit revealed the employee perception of a mentorship culture to a mean of 4.52 on a seven-point Likert scale and noted areas of strength or infrastructure to be developed. Qualitative data portrayed further understanding where hallmarks of mentorship promoted or were lacking for informal or formal structures. Organizations benefit from mentorship. Tailoring mentorship to a framework ensures mentorship is anchored for success. This study is unique in its replication, the mixed methods approach, and its originality as an organizational level mentorship assessment.

师徒关系到个人在中学后的福利,满意度和感知成功转化为组织承诺的好处。师徒关系提高了学生在学术角色和领导方面的技能,但在学生和导师的期望与机构提供的服务之间仍然存在脱节。为了有效地授权员工,并通过协作和创造力创造一种支持能力和自治的文化,需要支持指导。本研究的目的是复制和推进一项早期的研究,该研究评估了一所理工学院的护理和健康科学,以描述跨省组织的教师、专业服务和领导的导师文化。这是通过一项连续的描述性混合方法研究来完成的,该研究评估了师徒文化审计的组成部分和特征。本文报告了2013年的比较评估和新的定量调查,以及一个定性的组成部分,以增强对为职业学生提供各种编程的理工学院师徒文化的理解。审计显示,员工对师友文化的感知在7分李克特量表上平均为4.52分,并指出了需要发展的优势或基础设施领域。定性数据描绘了进一步的理解,在非正式或正式结构中,指导的标志促进或缺乏。组织从师徒关系中受益。将师徒关系裁剪为框架,确保师徒关系锚定成功。本研究的独特之处在于其重复性,混合方法方法,以及其作为组织层面师徒评估的独创性。
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引用次数: 2
Efficiency of the teaching-industry linkage in the Australian vocational education and training 澳大利亚职业教育与培训中教业联动的效率
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-03-29 DOI: 10.1186/s40461-021-00116-0
Carolyn-Thi Thanh Dung Tran

The vocational education and training (VET) sector plays a crucial role in Australia’s education system. Associated closely between the VET provision and industry, VET training quality is continually at the heart of debates in the process of implementing the Australian VET reform agenda. In response of key themes of this reform process, investigating the training efficiency of VET through the linked efficiency between teaching and industry responsiveness is imperative. The paper aims to address this objective by using the dynamic network data envelopment analysis in a balanced panel data for 2008–2012. This advanced model allows to assess simultaneously the efficiency of two nodes, teaching and industry responsiveness, and the overall dynamic training efficiency of VET based on fields of education in a network structure. We found that the overall training efficiency of VET is, on average, 0.835 while the mean divisional efficiencies of the teaching efficiency and industry responsiveness are 0.763 and 0.908, respectively. Sensitivity analysis is conducted to examine dynamic changes of the efficiency of the teaching and industry linkage following various period weights. Policy implications are drawn for the Australian VET sector.

职业教育和培训(VET)部门在澳大利亚的教育体系中起着至关重要的作用。职业教育培训质量与行业密切相关,在实施澳大利亚职业教育培训改革议程的过程中,职业教育培训质量一直是争论的核心。为了响应这一改革进程的关键主题,通过教学和行业响应之间的关联效率来调查职业教育培训效率势在必行。本文旨在通过在2008-2012年的平衡面板数据中使用动态网络数据包络分析来解决这一目标。这种先进的模型可以同时评估两个节点的效率,即教学和行业响应能力,以及基于网络结构中教育领域的VET整体动态培训效率。我们发现,VET的整体培训效率平均为0.835,而教学效率和行业响应性的平均分工效率分别为0.763和0.908。通过敏感性分析,考察教学与产业联动效率随不同时期权重的动态变化。对澳大利亚职业教育培训部门的政策影响。
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引用次数: 3
Apprenticeship non-completion in Germany: a money matter? 德国学徒制未完成:钱的问题?
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-03-29 DOI: 10.1186/s40461-021-00115-1
Caroline Neuber-Pohl
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引用次数: 3
Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces 通过职业教师培训机构与工作场所之间的合作促进学习的做法和策略
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-03-29 DOI: 10.1186/s40461-021-00117-z
Dinavence Arinaitwe

The study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. Using in-depth semi-structured individual and focus group interviews, data were obtained from administrators, mentors, supervisors, students, teachers, officers/managers of the MVP, two VTIs, and four workplaces from central and eastern parts of Uganda. The data analysis was based on Engestrom’s cultural-historical activity theory (CHAT) particularly the concept of expansive learning for resolving contradictions within human activity systems. The findings revealed a need for involving actors in timely planning and disseminating the activity plans, increasing duration for collaborative activities as well as involving the students in the tracking of MVP activity record in fostering the institutional capacity to plan and implement collaborative activities. To strengthen the institutional capacity to supervise learning under collaborative activities, findings indicated a need to engaging workplace mentors and facilitators in learning at the MVP as well as joint supervision and collaborative development of supervision guidelines. To foster the communication between partners, the findings revealed a need to institute a collaboration focal person, providing feedback to collaborating actors and government support on a policy encouraging workplaces’ involvement in vocational training. Relationship issues revealed a need to initiate collaboration based on a signed memorandum of understanding as well as organising workshops and symposiums to equip and orient actors to MVP work methods and practices. Due to contradicting learning cultures and traditions amongst the activity systems, some of the suggested strategies required renegotiating the system especially the university before being implemented to minimise further challenges.

本研究旨在确定并了解通过职业教育学硕士学位项目、职业教师培训机构和工作场所之间的合作来促进学习的实践和策略。通过深入的半结构化个人访谈和焦点小组访谈,从乌干达中部和东部的管理人员、导师、主管、学生、教师、MVP的官员/经理、两个vti和四个工作场所获得了数据。数据分析基于Engestrom的文化历史活动理论(CHAT),特别是解决人类活动系统内部矛盾的扩张性学习概念。研究结果表明,需要让参与者及时规划和传播活动计划,增加合作活动的持续时间,并让学生参与跟踪MVP活动记录,以培养计划和实施合作活动的机构能力。为了加强机构在协作活动下监督学习的能力,研究结果表明,需要让工作场所导师和辅导员参与MVP的学习,以及联合监督和协作制定监督指南。为了促进合作伙伴之间的沟通,调查结果显示,需要设立一个合作联络人,向合作行为者提供反馈,并就鼓励工作场所参与职业培训的政策提供政府支持。关系问题表明,需要在签署谅解备忘录的基础上启动合作,并组织研讨会和专题讨论会,以装备和指导参与者使用MVP的工作方法和实践。由于活动系统之间的学习文化和传统相互矛盾,一些建议的策略需要在实施之前重新协商系统,特别是大学,以尽量减少进一步的挑战。
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引用次数: 15
Understanding why apprentices consider dropping out: longitudinal prediction of apprentices’ workplace interest and anxiety 理解学徒考虑辍学的原因:学徒职场兴趣与焦虑的纵向预测
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-03-01 DOI: 10.1186/s40461-020-00106-8
Tim E. Powers, Helen M. G. Watt

Although apprenticeships ease the school-to-work transition for youth, many apprentices seriously consider dropping out. While associated with noncompletions, dropout considerations are important to study in their own right, because they reflect a negative quality of apprenticeship experience and can impact apprentices’ quality of learning and engagement. Few studies have addressed apprentices’ dropout considerations using comprehensive theoretical frameworks. To address this gap, this study examined how apprentices’ interest and anxiety growth trajectories predicted dropout considerations and associated with perceived resources and demands, grounded in expectancy-value theory (EVT) and the job demands-resources (JD-R) model. Australian apprentices (N = 2387) were surveyed at 6-month intervals utilising an accelerated longitudinal design, on their workplace interest and anxiety, job-related resources (role model, timing of choice, employer teaching, expertise, job security, and training wages) and demands (lack of information, career indecision, and excessive work). Latent growth models (LGM) within a structural equation modelling framework showed apprentices began with high interest which declined over time, and low anxiety which increased in the latter half of their first year until the end of their second year. Apprentices’ dropout considerations were predicted by initial interest and anxiety levels (at the beginning of their apprenticeship), and by interest losses during their apprenticeship (but, not by increases in anxiety). Almost half the variance in interest and anxiety trajectories was explained by apprentices’ perceived resources and demands: resources had a greater effect on promoting interest than reducing anxiety, whereas demands were more important in exacerbating anxiety.

尽管学徒制使年轻人从学校到工作的过渡变得容易,但许多学徒还是认真考虑过辍学。虽然与未完成学业有关,但辍学考虑本身对研究很重要,因为它们反映了学徒经历的负面质量,并可能影响学徒的学习质量和参与度。很少有研究使用全面的理论框架来解决学徒辍学的考虑。为了解决这一差距,本研究基于期望价值理论(EVT)和工作需求-资源(JD-R)模型,研究了学徒的兴趣和焦虑增长轨迹如何预测退学考虑,以及与感知资源和需求的关系。澳大利亚学徒(N = 2387)采用加速纵向设计,每隔6个月对他们的工作兴趣和焦虑、工作相关资源(角色榜样、选择时间、雇主教学、专业知识、工作保障和培训工资)和需求(缺乏信息、职业犹豫不决和过度工作)进行调查。结构方程模型框架内的潜在增长模型(LGM)显示,学徒开始时兴趣很高,随着时间的推移而下降,在第一年下半年到第二年年底,焦虑程度较低。学徒的退学考虑是通过最初的兴趣和焦虑水平(在学徒期开始时),以及学徒期的兴趣损失(但不是通过焦虑的增加)来预测的。几乎一半的兴趣和焦虑轨迹的差异可以用学徒的感知资源和需求来解释:资源对提高兴趣的作用大于减少焦虑,而需求在加剧焦虑方面更重要。
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引用次数: 7
期刊
Empirical Research in Vocational Education and Training
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