Pub Date : 2023-11-14DOI: 10.1108/heswbl-10-2022-0206
Jyoti Chahal, Muhammad Haroon Shoukat, Rami Ayoubi
Purpose Underpinned by social cognitive and ecological systems theories, this research explored higher education students' entrepreneurial intentions (EI). It begins by exploring how various factors, including entrepreneurship education (EE), entrepreneurial motivation (EM) and entrepreneurial environment (EENV), contribute to the evolution of EI of students. Second, it examines the role of EM as an underlying mechanism between EE-EI and EENV-EI. Finally, this research explores how EENV moderates the EM and EI relationship. Design/methodology/approach The data were gathered from 366 college students pursuing higher education around India using a convenience sample technique. Partial least square structural equation modeling (PLS-SEM) was applied to SmartPLSv.3.3.9 software to analyze the data. Findings A direct relationship was found between EE, EENV and EM with EI. Moreover, this research found a partial mediation of EM between EENV-EI and EE-EI paths. Also, the results show that EENV strengthens the link between EM and EI links. Practical implications This study offers valuable insights that can guide government agencies and higher education institutions (HEIs) in reshaping the landscape of entrepreneurial education at the university level. This transformation encompasses the integration of work-based learning experiences as a conduit for equipping students with tangible skills and exposing them to the realities of entrepreneurship in the real world. Originality/value This research considerably contributes to the current literature on entrepreneurship at HEIs by merging social cognitive and ecological systems theories. This research is a pioneering input to examine the underlying mechanism of entrepreneurial motivation between EENV, EE and EI.
{"title":"How entrepreneurial environment and education influence university students' entrepreneurial intentions: the mediating role of entrepreneurial motivation","authors":"Jyoti Chahal, Muhammad Haroon Shoukat, Rami Ayoubi","doi":"10.1108/heswbl-10-2022-0206","DOIUrl":"https://doi.org/10.1108/heswbl-10-2022-0206","url":null,"abstract":"Purpose Underpinned by social cognitive and ecological systems theories, this research explored higher education students' entrepreneurial intentions (EI). It begins by exploring how various factors, including entrepreneurship education (EE), entrepreneurial motivation (EM) and entrepreneurial environment (EENV), contribute to the evolution of EI of students. Second, it examines the role of EM as an underlying mechanism between EE-EI and EENV-EI. Finally, this research explores how EENV moderates the EM and EI relationship. Design/methodology/approach The data were gathered from 366 college students pursuing higher education around India using a convenience sample technique. Partial least square structural equation modeling (PLS-SEM) was applied to SmartPLSv.3.3.9 software to analyze the data. Findings A direct relationship was found between EE, EENV and EM with EI. Moreover, this research found a partial mediation of EM between EENV-EI and EE-EI paths. Also, the results show that EENV strengthens the link between EM and EI links. Practical implications This study offers valuable insights that can guide government agencies and higher education institutions (HEIs) in reshaping the landscape of entrepreneurial education at the university level. This transformation encompasses the integration of work-based learning experiences as a conduit for equipping students with tangible skills and exposing them to the realities of entrepreneurship in the real world. Originality/value This research considerably contributes to the current literature on entrepreneurship at HEIs by merging social cognitive and ecological systems theories. This research is a pioneering input to examine the underlying mechanism of entrepreneurial motivation between EENV, EE and EI.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"4 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136229263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose The purpose of this study is to examine the moderating effect of the reflective practice of business students on how it helps to develop their employability skills through various university strategies. Design/methodology/approach The study employed a simple random sample to select undergraduate level 400 students from the Universities under study (the University of Ghana, University of Professional Studies Ghana, Lancaster University Ghana and Webster University Ghana). Only final-year students with an informed judgement on the reflective practice and various institutional practices to acquire graduate employability skills were participated. The independent variables of the study are institutional strategies (curriculum design, extra curriculum, work-integrated learning, career development centre, university collaboration with the industry, student engagement, internship job placement), the moderator is the reflective practice and the dependent variable of the study is graduate employability. Findings The study found that the moderation role of reflective practice had a significant effect on institutional strategies (extracurriculum, career development centre, university collaboration with the industry, student engagement and internship job placement) and graduate employability. Research limitations/implications The study was limited to only undergraduate business students from four universities ignoring other disciplines and postgraduate students. Practical implications The practical implication is that reflective practice must be an integral tool for various universities if they want students to use their strategies to sharpen their employability skills. Social implications The social implications of the study emphasise the reflective practice of graduate students in universities. This implies that firms and other institutions must consider reflective practice for the maximum output of their employees. Originality/value The concept of employability is a bit complex as it concerns many stakeholders of the educational process; the students, academic staff, employers, policymakers and higher education; the private sector; and the government. Although examining students' employability development skills is of great importance, students' reflective practice tends to be overlooked in most studies. Therefore, the focus of this study examines how the reflective practice of graduate students promotes employability through the various university strategies, which had not been considered.
{"title":"Graduate employability skills of business students: the moderating role of reflective practices","authors":"Esther Asiedu, Ebenezer Malcalm, Afia Nyarko Boakye, Cornelius Kwarkoh Kwarkoh Amoah","doi":"10.1108/heswbl-12-2022-0264","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0264","url":null,"abstract":"Purpose The purpose of this study is to examine the moderating effect of the reflective practice of business students on how it helps to develop their employability skills through various university strategies. Design/methodology/approach The study employed a simple random sample to select undergraduate level 400 students from the Universities under study (the University of Ghana, University of Professional Studies Ghana, Lancaster University Ghana and Webster University Ghana). Only final-year students with an informed judgement on the reflective practice and various institutional practices to acquire graduate employability skills were participated. The independent variables of the study are institutional strategies (curriculum design, extra curriculum, work-integrated learning, career development centre, university collaboration with the industry, student engagement, internship job placement), the moderator is the reflective practice and the dependent variable of the study is graduate employability. Findings The study found that the moderation role of reflective practice had a significant effect on institutional strategies (extracurriculum, career development centre, university collaboration with the industry, student engagement and internship job placement) and graduate employability. Research limitations/implications The study was limited to only undergraduate business students from four universities ignoring other disciplines and postgraduate students. Practical implications The practical implication is that reflective practice must be an integral tool for various universities if they want students to use their strategies to sharpen their employability skills. Social implications The social implications of the study emphasise the reflective practice of graduate students in universities. This implies that firms and other institutions must consider reflective practice for the maximum output of their employees. Originality/value The concept of employability is a bit complex as it concerns many stakeholders of the educational process; the students, academic staff, employers, policymakers and higher education; the private sector; and the government. Although examining students' employability development skills is of great importance, students' reflective practice tends to be overlooked in most studies. Therefore, the focus of this study examines how the reflective practice of graduate students promotes employability through the various university strategies, which had not been considered.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"49 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135584912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose The study explored whether an asynchronous short online course in mental health well-being and resilience for healthcare workers (HCWs) showed improved self-reported results among participants during the second wave of the COVID-19 pandemic. Design/methodology/approach A descriptive cross-sectional study evaluated the course outcomes using the 10-item Connor and Davison's Resilience Scale, the World Health Organization's WHO-five well-being index and self-developed questions. Data were collected via online questionnaires before and after course completion. Findings A total of 1 301 HCWs participated. The highest proportion of participants was from South Africa (SA) (93.7%) and females (78.7%). Analysed mean pre- and post-training scores showed increased scores in all five domains: knowledge, confidence in course outcomes, behaviour, resilience and well-being. Confidence in the course outcomes was the only common significant construct for both well-being and resilience. Mindfulness activities (β = 0.12, 95%CI [0.032, 0.213], p = 0.008) and self-care behaviours ( β = 0.14, 95%CI [0.035, 0.241], p = 0.009) were significant predictors of participants' well-being. Coping mechanisms for stress ( β = 0.12, 95%CI [0.036, 0.21], p = 0.006) and connecting with a social support network ( β = 0.085, 95%CI [0.0007, 0.17], p = 0.048) were significant predictors of participants' resilience. Those working in the private sector, those working in clinical settings and those who were female showed significant associations with well-being and resilience. Research limitations/implications The results are self-reported data which may be susceptible to social desirability and acquiescent effects. There are no guarantees that positive effects observed during this study are sustained over time. The study sample was selective in that it excluded those who did not consent for the use of their data and those who did not complete the course. Originality/value The research is noteworthy as literature shows that female HCWs tend to have worse mental health outcomes than males in the same field. Online learning can enable HCWs to conveniently access mental health education, accommodate their work commitments and explore topics that are potentially stigmatising.
目的:本研究探讨了在第二波COVID-19大流行期间，一门关于医护人员心理健康福祉和恢复力的异步短期在线课程是否能改善参与者的自我报告结果。设计/方法/方法一项描述性横断面研究使用10项康纳和戴维森的弹性量表、世界卫生组织的世卫五幸福指数和自行开发的问题来评估课程结果。在课程完成前后通过在线问卷收集数据。调查结果共有1 301名医护人员参与。最高比例的参与者来自南非(SA)(93.7%)和女性(78.7%)。经过分析的平均培训前和培训后得分显示，在知识、对课程成果的信心、行为、适应能力和幸福感这五个领域的得分都有所提高。对课程结果的信心是幸福感和适应力的唯一共同的重要结构。正念活动(β = 0.12, 95%CI [0.032, 0.213]， p = 0.008)和自我照顾行为(β = 0.14, 95%CI [0.035, 0.241]， p = 0.009)是被试幸福感的显著预测因子。压力应对机制(β = 0.12, 95%CI [0.036, 0.21]， p = 0.006)和社会支持网络连接(β = 0.085, 95%CI [0.0007, 0.17]， p = 0.048)是被试心理弹性的显著预测因子。那些在私营部门工作的人，那些在临床环境工作的人和那些女性在幸福感和适应力方面表现出显著的联系。研究局限/启示研究结果是自我报告的数据，可能容易受到社会期望和默认效应的影响。不能保证在本研究中观察到的积极效果会持续一段时间。研究样本是选择性的，因为它排除了那些不同意使用他们的数据和那些没有完成课程的人。这项研究值得注意，因为文献表明，在同一领域，女性医护人员的心理健康状况往往比男性更差。在线学习可以使卫生保健工作者方便地获得心理健康教育，适应他们的工作承诺，并探索可能造成污名化的主题。
{"title":"Benefits of a short course on mental health well-being and resilience for healthcare workers in South Africa during the COVID-19 pandemic","authors":"Maneo Maiketso, Jacqueline Wolvaardt, Margot Uys, Marolien Grobler","doi":"10.1108/heswbl-11-2022-0247","DOIUrl":"https://doi.org/10.1108/heswbl-11-2022-0247","url":null,"abstract":"Purpose The study explored whether an asynchronous short online course in mental health well-being and resilience for healthcare workers (HCWs) showed improved self-reported results among participants during the second wave of the COVID-19 pandemic. Design/methodology/approach A descriptive cross-sectional study evaluated the course outcomes using the 10-item Connor and Davison's Resilience Scale, the World Health Organization's WHO-five well-being index and self-developed questions. Data were collected via online questionnaires before and after course completion. Findings A total of 1 301 HCWs participated. The highest proportion of participants was from South Africa (SA) (93.7%) and females (78.7%). Analysed mean pre- and post-training scores showed increased scores in all five domains: knowledge, confidence in course outcomes, behaviour, resilience and well-being. Confidence in the course outcomes was the only common significant construct for both well-being and resilience. Mindfulness activities (β = 0.12, 95%CI [0.032, 0.213], p = 0.008) and self-care behaviours ( β = 0.14, 95%CI [0.035, 0.241], p = 0.009) were significant predictors of participants' well-being. Coping mechanisms for stress ( β = 0.12, 95%CI [0.036, 0.21], p = 0.006) and connecting with a social support network ( β = 0.085, 95%CI [0.0007, 0.17], p = 0.048) were significant predictors of participants' resilience. Those working in the private sector, those working in clinical settings and those who were female showed significant associations with well-being and resilience. Research limitations/implications The results are self-reported data which may be susceptible to social desirability and acquiescent effects. There are no guarantees that positive effects observed during this study are sustained over time. The study sample was selective in that it excluded those who did not consent for the use of their data and those who did not complete the course. Originality/value The research is noteworthy as literature shows that female HCWs tend to have worse mental health outcomes than males in the same field. Online learning can enable HCWs to conveniently access mental health education, accommodate their work commitments and explore topics that are potentially stigmatising.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"78 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135808742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1108/heswbl-04-2023-0097
Raquel María Pérez-García, Amaya Erro-Garcés, Maria Elena Aramendia-Muneta, Antonio López Peláez
Purpose Doctoral programs play a crucial role in promoting innovation and technology transfer in universities. To design these programs effectively and with a co-design perspective, it is essential to consider all stakeholders involved in the process, including teachers, students and employers. The main objective of this study is to enhance postgraduate programs to improve students' employability. Design/methodology/approach This empirical study was conducted over a three-year period and employed semi-structured interviews as its primary research methodology. In the first phase, 21 in-depth semi-structured interviews were conducted with managers from various sectors. The second phase involved 20 interviews, and the final phase of the study included 18 interviews with the same managers from previous phases. Findings The study's main results revealed that the international networks, language proficiency and analytical skills of doctoral students were highly valued by employers. The main findings come from companies with doctoral students. Therefore, the skills were identified during the learning experience of the PhD graduates in the companies. Practical implications The study's results can guide improvements in postgraduate program curricula and design to enhance students' employability. Originality/value This research presents a novel approach to its findings. On the one hand, the study's conclusions may provide valuable insights for business agents, encouraging them to hire PhD students. On the other hand, it aims to drive necessary changes that promote more PhD students' focus on non-academic careers, creating significant value for research and innovation in the private sector.
{"title":"Co-designing doctoral programs to enhance postgraduate students' employability: insights from industry stakeholders","authors":"Raquel María Pérez-García, Amaya Erro-Garcés, Maria Elena Aramendia-Muneta, Antonio López Peláez","doi":"10.1108/heswbl-04-2023-0097","DOIUrl":"https://doi.org/10.1108/heswbl-04-2023-0097","url":null,"abstract":"Purpose Doctoral programs play a crucial role in promoting innovation and technology transfer in universities. To design these programs effectively and with a co-design perspective, it is essential to consider all stakeholders involved in the process, including teachers, students and employers. The main objective of this study is to enhance postgraduate programs to improve students' employability. Design/methodology/approach This empirical study was conducted over a three-year period and employed semi-structured interviews as its primary research methodology. In the first phase, 21 in-depth semi-structured interviews were conducted with managers from various sectors. The second phase involved 20 interviews, and the final phase of the study included 18 interviews with the same managers from previous phases. Findings The study's main results revealed that the international networks, language proficiency and analytical skills of doctoral students were highly valued by employers. The main findings come from companies with doctoral students. Therefore, the skills were identified during the learning experience of the PhD graduates in the companies. Practical implications The study's results can guide improvements in postgraduate program curricula and design to enhance students' employability. Originality/value This research presents a novel approach to its findings. On the one hand, the study's conclusions may provide valuable insights for business agents, encouraging them to hire PhD students. On the other hand, it aims to drive necessary changes that promote more PhD students' focus on non-academic careers, creating significant value for research and innovation in the private sector.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1108/heswbl-07-2023-0174
Hussein-Elhakim Al Issa, Mohammed Mispah Said Omar, Ayşem Çelebi
Purpose The purpose of the study is to investigate the impact of perceived value and academic entitlement on the online engagement of university students. The mediating effect of technostress inhibitor and teacher behavior between perceived value, entitlement and student engagement was also examined. Design/methodology/approach The study used a quantitative research methodology, with data collected through a survey of 304 undergraduate students from a public university in Bahrain. Findings The findings showed that perceived value and academic entitlement were significant predictors of online student engagement. At the same time, only technostress inhibitor was found to mediate those associations. An unexpected result was entitlement's positive and significant impact on student engagement. Practical implications University decision-makers are strongly advised to enhance perceived value and support mechanisms for engagement, address technology-related concerns and improve teacher capacity and students' online learning experience. Originality/value The study makes a distinct contribution by investigating how perceived value, academic entitlement, technostress inhibitors and teacher behavior influence student engagement in the online higher education context.
{"title":"Higher education student engagement with online learning: the role of perceived value and academic entitlement","authors":"Hussein-Elhakim Al Issa, Mohammed Mispah Said Omar, Ayşem Çelebi","doi":"10.1108/heswbl-07-2023-0174","DOIUrl":"https://doi.org/10.1108/heswbl-07-2023-0174","url":null,"abstract":"Purpose The purpose of the study is to investigate the impact of perceived value and academic entitlement on the online engagement of university students. The mediating effect of technostress inhibitor and teacher behavior between perceived value, entitlement and student engagement was also examined. Design/methodology/approach The study used a quantitative research methodology, with data collected through a survey of 304 undergraduate students from a public university in Bahrain. Findings The findings showed that perceived value and academic entitlement were significant predictors of online student engagement. At the same time, only technostress inhibitor was found to mediate those associations. An unexpected result was entitlement's positive and significant impact on student engagement. Practical implications University decision-makers are strongly advised to enhance perceived value and support mechanisms for engagement, address technology-related concerns and improve teacher capacity and students' online learning experience. Originality/value The study makes a distinct contribution by investigating how perceived value, academic entitlement, technostress inhibitors and teacher behavior influence student engagement in the online higher education context.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136316685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1108/heswbl-09-2022-0192
Vaibhav Aaradhi, Debarun Chakraborty
Purpose This research intends to analyse the trend in educational technology (EdTech) over the last 20 years using systematic scientific mapping and bibliometric analysis and how it relates to the Indian context. Considering the anticipated growth in this field over the previous three years post-pandemic, an existing literature analysis is required. This study aims to map the existing intellectual structure in EdTech applications to extend the knowledge base further in this field. This study also intends to research how the Indian education sector compares in terms of the research output for the EdTech sector, considering the increased government focus on online learning as per the education policy in 2020. The study's findings will pave the way for sustainable research that will be extended in the future. Design/methodology/approach Bibliometric analysis is conducted on the manuscripts extracted from Web of Science databases for the last 20 years (from 2003 to 2023). This study uses a descriptive research approach for bibliometric analysis as, by nature, this is an exploratory investigation, and no physical or existing experiment can be performed on the quantification, characteristic or productivity of EdTech applications. VoS Viewer and R software are extensively considered for a detailed bibliometric analysis. Findings E-learning, blended learning and distance education emerged as the most frequently used keywords. The results reveal that technology adoption, higher education, technology and modelling are the most researched topics in this field. Research limitations/implications This research is limited to the last 20 years' database obtained from the Web of Science database and limited to educational, management and operation databases only. Practical implications The paper intends to analyse the global scenario of EdTech research and ensures that the paper will effectively connect with researchers, educators, policymakers and practitioners from different parts of the world. The results derived from the bibliometric analysis, cluster analysis and identification of key authors, journals and countries can contribute towards the improved contribution in this area. Originality/value The paper discusses the research in EdTech over the last two decades and effectively tries to bridge the gap in global research. Integrating systematic scientific mapping and bibliometric analysis is an innovative way to assess the growth and impact of EdTech. Considering the post-pandemic scenario and the government's emphasis on online learning, these are consistent with current developments.
本研究旨在分析教育技术(EdTech)的趋势，在过去的20年里，使用系统的科学测绘和文献计量学分析，以及它如何与印度的背景相关。考虑到大流行后前三年这一领域的预期增长，需要对现有文献进行分析。本研究旨在绘制教育科技应用的现有知识结构，以进一步扩展该领域的知识库。考虑到政府根据2020年的教育政策增加了对在线学习的关注，本研究还打算研究印度教育部门在教育技术部门的研究产出方面的比较情况。这项研究的发现将为未来的可持续研究铺平道路。设计/方法/方法对从Web of Science数据库中提取的近20年(2003年至2023年)的手稿进行了文献计量分析。本研究采用描述性研究方法进行文献计量分析，因为从本质上讲，这是一项探索性调查，没有物理或现有的实验可以对EdTech应用的量化、特征或生产力进行研究。VoS查看器和R软件被广泛考虑用于详细的文献计量分析。E-learning、混合式学习和远程教育成为使用频率最高的关键词。结果表明，技术采用、高等教育、技术和建模是该领域研究最多的主题。本研究仅限于从Web of Science数据库中获取的近20年的数据库，仅限于教育、管理和运营数据库。本文旨在分析教育技术研究的全球情况，并确保本文将有效地与来自世界各地的研究人员、教育工作者、政策制定者和实践者联系起来。文献计量学分析、聚类分析和确定关键作者、期刊和国家的结果有助于提高这一领域的贡献。本文讨论了过去二十年来在教育技术领域的研究，并试图有效地弥合全球研究的差距。将系统的科学制图与文献计量分析相结合是评估教育科技发展及其影响的一种创新方法。考虑到大流行后的情况和政府对在线学习的重视，这些都符合当前的发展情况。
{"title":"EdTech applications and their adoption in Indian education sector–a bibliometric analysis and systematic literature review","authors":"Vaibhav Aaradhi, Debarun Chakraborty","doi":"10.1108/heswbl-09-2022-0192","DOIUrl":"https://doi.org/10.1108/heswbl-09-2022-0192","url":null,"abstract":"Purpose This research intends to analyse the trend in educational technology (EdTech) over the last 20 years using systematic scientific mapping and bibliometric analysis and how it relates to the Indian context. Considering the anticipated growth in this field over the previous three years post-pandemic, an existing literature analysis is required. This study aims to map the existing intellectual structure in EdTech applications to extend the knowledge base further in this field. This study also intends to research how the Indian education sector compares in terms of the research output for the EdTech sector, considering the increased government focus on online learning as per the education policy in 2020. The study's findings will pave the way for sustainable research that will be extended in the future. Design/methodology/approach Bibliometric analysis is conducted on the manuscripts extracted from Web of Science databases for the last 20 years (from 2003 to 2023). This study uses a descriptive research approach for bibliometric analysis as, by nature, this is an exploratory investigation, and no physical or existing experiment can be performed on the quantification, characteristic or productivity of EdTech applications. VoS Viewer and R software are extensively considered for a detailed bibliometric analysis. Findings E-learning, blended learning and distance education emerged as the most frequently used keywords. The results reveal that technology adoption, higher education, technology and modelling are the most researched topics in this field. Research limitations/implications This research is limited to the last 20 years' database obtained from the Web of Science database and limited to educational, management and operation databases only. Practical implications The paper intends to analyse the global scenario of EdTech research and ensures that the paper will effectively connect with researchers, educators, policymakers and practitioners from different parts of the world. The results derived from the bibliometric analysis, cluster analysis and identification of key authors, journals and countries can contribute towards the improved contribution in this area. Originality/value The paper discusses the research in EdTech over the last two decades and effectively tries to bridge the gap in global research. Integrating systematic scientific mapping and bibliometric analysis is an innovative way to assess the growth and impact of EdTech. Considering the post-pandemic scenario and the government's emphasis on online learning, these are consistent with current developments.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1108/heswbl-05-2023-0111
Huong Lan Nguyen
Purpose This paper aims to investigate the impact of the COVID-19 pandemic on university students' employability skills and give insights into preparation for future crises that may happen. Design/methodology/approach Employing an interpretative phenomenological approach with the frame of social cognitive theory, the current study examined the changes in environmental, behavioral and personal elements of human functioning for employability skills being affected by the conditions during the pandemic. Findings Findings based on ten in-depth semi-structured interviews with students at universities in Vietnam highlighted that the global pandemic performed as both challenge and an opportunity for employability skills development, yet the extent to which the students can benefit from the new studying conditions attributed to each individual's initiatives in taking advantages of resources and acting against difficulties. Originality/value Whether the pandemic became a hindrance or a motivation for students' employability skills to develop and whether students effectively utilized an agency to overcome challenges and improved their skills after the pandemic have not yet been investigated. This study added to the body of literature regarding self-regulated learners by demonstrating agency in the learning process as well as how to manage careers and improve employability skills by making use of resources in disconnected settings.
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Pub Date : 2023-10-11DOI: 10.1108/heswbl-09-2022-0184
Xiao Xu
Purpose Utilizing datasets of Ecuador, Hungary, Kazakhstan, Mexico and Peru from the Programme for the International Assessment of Adult Competencies survey from 2017 to 2018, this study aimed to develop and validate a profile indicating core workplace skills in developing countries. Design/methodology/approach DeVellis' guide of scale development navigated the development of the profile. Multiple techniques including item analysis, exploratory factor analysis, confirmatory factor analysis and multigroup confirmatory factor analysis were used on a sample of 7,166 participants to validate the profile of core workplace skills in developing countries. Findings A resultant five-dimensional profile with 18 items was developed: oral communication skills, reading skills, math skills, information and communication technology skills and learning skills. The estimates of composite reliability showed the profile was reliable. The validity estimates of the profile were obtained from several sources including content, convergent, discriminative and construct validity. The measurement invariance was also held for the profile. Originality/value Based on the researcher's knowledge, the study is the first attempt to develop a profile to indicate core workplace skills in developing countries. The profile theoretically framed the core workplace skills in developing countries and provides a new measure for identifying, evaluating and thus improving core workplace skills in developing countries for different stakeholders in the era of Education 4.0.
{"title":"A profile of core workplace skills in developing countries: utilizing PIAAC datasets","authors":"Xiao Xu","doi":"10.1108/heswbl-09-2022-0184","DOIUrl":"https://doi.org/10.1108/heswbl-09-2022-0184","url":null,"abstract":"Purpose Utilizing datasets of Ecuador, Hungary, Kazakhstan, Mexico and Peru from the Programme for the International Assessment of Adult Competencies survey from 2017 to 2018, this study aimed to develop and validate a profile indicating core workplace skills in developing countries. Design/methodology/approach DeVellis' guide of scale development navigated the development of the profile. Multiple techniques including item analysis, exploratory factor analysis, confirmatory factor analysis and multigroup confirmatory factor analysis were used on a sample of 7,166 participants to validate the profile of core workplace skills in developing countries. Findings A resultant five-dimensional profile with 18 items was developed: oral communication skills, reading skills, math skills, information and communication technology skills and learning skills. The estimates of composite reliability showed the profile was reliable. The validity estimates of the profile were obtained from several sources including content, convergent, discriminative and construct validity. The measurement invariance was also held for the profile. Originality/value Based on the researcher's knowledge, the study is the first attempt to develop a profile to indicate core workplace skills in developing countries. The profile theoretically framed the core workplace skills in developing countries and provides a new measure for identifying, evaluating and thus improving core workplace skills in developing countries for different stakeholders in the era of Education 4.0.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136211066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1108/heswbl-10-2022-0214
Julianna Paola Ramirez Lozano, Leslie Bridshaw Araya, Renato Peñaflor Guerra
Purpose The study analyzed how the service-learning (SL) methodology can become a university social responsibility (USR) strategy that generates shared value for the university and its stakeholders. Design/methodology/approach This qualitative and exploratory–descriptive research had a nonexperimental field and cross-sectional design that used field techniques such as focus groups and in-depth interviews with the participants of the USR program “MIPyME vs COVID-19” in two Latin American countries. Findings This study revealed the perceptions of students who participated in the USR program on how a virtual service-learning (vSL) strategy related to the use of technology generates a positive impact on the development of shared learning between students and micro-entrepreneurs from a global and Latin American perspective, as well as for the internationalization of their study plans. Research limitations/implications The field study was conducted in only two Latin American countries; however, the USR program has been implemented in eight universities from eight Latin American countries with very similar social, political and health contexts. Originality/value It is one of the first studies on SL used in a strategic and articulated way in universities with a USR approach. It analyzed traditional evaluations of this methodology, incorporating others such as virtuality (produced by the effects of the COVID-19), which led the authors to generate methodological innovations based on new ways of connecting, linking and generating shared learning and value for all.
本研究分析了服务学习(SL)方法如何成为大学社会责任(USR)战略，为大学及其利益相关者创造共享价值。这项定性和探索性描述性研究采用了非实验领域和横断面设计，采用了焦点小组和对两个拉丁美洲国家USR“MIPyME vs COVID-19”项目参与者的深度访谈等领域技术。本研究揭示了参与USR项目的学生对与技术使用相关的虚拟服务学习(vSL)策略如何从全球和拉丁美洲的角度对学生和微型企业家之间共享学习的发展产生积极影响的看法，以及他们学习计划的国际化。研究局限/影响实地研究只在两个拉丁美洲国家进行;然而，USR项目已经在八个拉丁美洲国家的八所大学实施，这些国家的社会、政治和卫生背景非常相似。原创性/价值这是在USR方法下以战略性和清晰的方式在大学中使用的第一批关于SL的研究之一。报告分析了对这一方法的传统评估，并纳入了其他方法，如虚拟(由COVID-19的影响产生)，这促使作者基于连接、联系和产生所有人共享学习和价值的新方法进行方法创新。
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Pub Date : 2023-10-10DOI: 10.1108/heswbl-02-2023-0036
Merve Gerçek
Purpose This study aims to explore the relationships between career competencies and job search self-efficacy via the serial multiple mediation effect of career adaptability and self-perceived employability within multiple theoretical frameworks. Design/methodology/approach This study adopts a cross-sectional design to collect data at a specific point in time and employs self-report questionnaires to collect data from participants. In total, 302 students from the “management and organization department” in a vocational school of a public university completed the survey forms. To test the hypothesized model, a serial multiple mediation analysis was performed using structural equation modeling (SEM) via SPSS (Statistical Package for Social Sciences) AMOS (Analysis of Moment Structures). Findings The results indicated that career competencies, career adaptability, job search self-efficacy and self-perceived employability all had significant and positive relationships. Additionally, the relationship between career competencies and job search self-efficacy was serially mediated by career adaptability and self-perceived employability as anticipated. Practical implications Considering the growing importance of the subject of how universities might better prepare their graduates for the job market, the study's findings have important policy implications. University students should also be provided with career management resources, specifically adaptation resources, to help them navigate their individual characteristics and transfer more successfully into the existing job market. This is the cause of the need for constant planning, adaptation, assessment and evaluation of career competencies in current labor markets. Originality/value The study contributes to international career development and vocational education research by filling a gap in the literature by demonstrating that job search self-efficacy, which is a predictor of job search behavior, can be promoted by career competencies, career adaptability and self-perceived employability. These findings are particularly significant because they highlight the importance of career-related knowledge, skills and abilities in engaging university students seeking employment in a developing country with a highly competitive labor market.
目的在多个理论框架下，通过职业适应性和自我感知就业能力的多重中介效应，探讨职业胜任力与求职自我效能之间的关系。设计/方法/方法本研究采用横断面设计在特定时间点收集数据，采用自我报告问卷对参与者进行数据收集。共有302名来自某公立大学职业学校“管理与组织系”的学生完成了问卷调查。为了验证假设模型，采用结构方程模型(SEM)，通过SPSS (Statistical Package for Social Sciences) AMOS (analysis of Moment Structures)进行了一系列多重中介分析。结果表明，职业胜任力、职业适应能力、求职自我效能感和自我感知就业能力之间存在显著正相关。此外，职业胜任力与求职自我效能之间的关系在职业适应性和自我知觉就业能力的作用下起到了预期的中介作用。考虑到大学如何更好地为毕业生就业市场做准备这一主题日益重要，这项研究的结果具有重要的政策意义。还应为大学生提供职业生涯管理资源，特别是适应资源，帮助他们把握个人特点，更成功地融入现有的就业市场。这就是当前劳动力市场需要不断规划、适应、评估和评价职业能力的原因。本研究证明了求职自我效能感可以通过职业胜任力、职业适应能力和自我感知就业能力来促进求职行为，填补了文献空白，为国际职业发展和职业教育研究做出了贡献。这些发现尤其重要，因为它们强调了与职业相关的知识、技能和能力对于吸引在劳动力市场竞争激烈的发展中国家寻找工作的大学生的重要性。
{"title":"Serial multiple mediation of career adaptability and self-perceived employability in the relationship between career competencies and job search self-efficacy","authors":"Merve Gerçek","doi":"10.1108/heswbl-02-2023-0036","DOIUrl":"https://doi.org/10.1108/heswbl-02-2023-0036","url":null,"abstract":"Purpose This study aims to explore the relationships between career competencies and job search self-efficacy via the serial multiple mediation effect of career adaptability and self-perceived employability within multiple theoretical frameworks. Design/methodology/approach This study adopts a cross-sectional design to collect data at a specific point in time and employs self-report questionnaires to collect data from participants. In total, 302 students from the “management and organization department” in a vocational school of a public university completed the survey forms. To test the hypothesized model, a serial multiple mediation analysis was performed using structural equation modeling (SEM) via SPSS (Statistical Package for Social Sciences) AMOS (Analysis of Moment Structures). Findings The results indicated that career competencies, career adaptability, job search self-efficacy and self-perceived employability all had significant and positive relationships. Additionally, the relationship between career competencies and job search self-efficacy was serially mediated by career adaptability and self-perceived employability as anticipated. Practical implications Considering the growing importance of the subject of how universities might better prepare their graduates for the job market, the study's findings have important policy implications. University students should also be provided with career management resources, specifically adaptation resources, to help them navigate their individual characteristics and transfer more successfully into the existing job market. This is the cause of the need for constant planning, adaptation, assessment and evaluation of career competencies in current labor markets. Originality/value The study contributes to international career development and vocational education research by filling a gap in the literature by demonstrating that job search self-efficacy, which is a predictor of job search behavior, can be promoted by career competencies, career adaptability and self-perceived employability. These findings are particularly significant because they highlight the importance of career-related knowledge, skills and abilities in engaging university students seeking employment in a developing country with a highly competitive labor market.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136291814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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