Pub Date : 2023-01-09DOI: 10.1108/heswbl-06-2022-0130
Meg Stephenson, A. Torn
PurposeThe study explores the original positioning of the higher education institution in the teacher education market in March 2020. The case study identifies how the university operated prior to the COVID-19 pandemic, the adaptations made to teaching and learning pedagogy throughout academic year (AY) 2019–2020, the impact and the experience it had on staff and students and the subsequent lessons learnt.Design/methodology/approachThrough a comprehensive narrative the authors explore how, during the onset of the COVID-19 pandemic, the academic staff had to upskill themselves in the world of digital technology, drawing on the theoretical framework of community of inquiry (Garrison, 2009; Garrison et al., 2000, 2010). The article describes and analyses the impact of change through the timeline of the pandemic across the AYs 2019–2020 and 2020–2021. Training delivered and adapted from “Active Digital Design” (ADD), was adopted to plan, teach and deliver all centre-based training from September 2021.FindingsThe article describes how the leaders across the university and within the teacher education department used this time and space as an opportunity to revaluate whole pedagogical delivery and curricular programme design, effectively transitioning to a blended learning strategy. The rapid adoption of online resources, adjustments made to programmes and school placements and the peaks and troughs of engaging students with online learning are all evaluated. The authors conclude on a reflective note, thanks to excellent leadership and management the majority of the ADD programme that was received positively by academics and students. A continuous cycle of review means adaptations to programme delivery continue to be adopted via the learning communities formed as a result of the experience.Originality/valueThe impact of the pandemic and school closures on the graduating cohorts of 2020 and 2021 are evaluated. Reflecting on the experience and expertise of the team a truly comprehensive, consistent and balanced curricular is set to shape AY 2022–20/23.
目的探讨2020年3月高校在教师教育市场的原始定位。该案例研究确定了该大学在COVID-19大流行之前的运作方式，2019-2020学年(AY)对教学和学习教学法的适应，对教职员工和学生的影响和经验以及随后吸取的教训。设计/方法/方法通过全面的叙述，作者探讨了在COVID-19大流行爆发期间，学术人员如何利用探究社区的理论框架，提高自己在数字技术领域的技能(Garrison, 2009;Garrison et al.， 2000, 2010)。本文通过2019-2020年和2020-2021年的大流行时间表描述和分析了变化的影响。从2021年9月开始，采用“主动数字设计”(ADD)提供和改编的培训来规划、教授和提供所有基于中心的培训。文章描述了整个大学和教师教育部门的领导者如何利用这段时间和空间作为重新评估整个教学交付和课程计划设计的机会，有效地过渡到混合学习策略。在线资源的快速采用、对课程和学校安排的调整，以及让学生参与在线学习的高峰和低谷，都得到了评估。作者在反思笔记中总结道，由于优秀的领导和管理，大多数ADD项目得到了学者和学生的积极评价。一个持续的审查周期意味着，通过根据经验形成的学习社区，继续采取适应方案执行的措施。评估疫情和学校关闭对2020年和2021年毕业生的影响。根据团队的经验和专业知识，一个真正全面，一致和平衡的课程将塑造AY 2022-20/23。
{"title":"Review, rapid recall and reposition: how one HEI adapted delivery and design in the digital world in response to COVID-19","authors":"Meg Stephenson, A. Torn","doi":"10.1108/heswbl-06-2022-0130","DOIUrl":"https://doi.org/10.1108/heswbl-06-2022-0130","url":null,"abstract":"PurposeThe study explores the original positioning of the higher education institution in the teacher education market in March 2020. The case study identifies how the university operated prior to the COVID-19 pandemic, the adaptations made to teaching and learning pedagogy throughout academic year (AY) 2019–2020, the impact and the experience it had on staff and students and the subsequent lessons learnt.Design/methodology/approachThrough a comprehensive narrative the authors explore how, during the onset of the COVID-19 pandemic, the academic staff had to upskill themselves in the world of digital technology, drawing on the theoretical framework of community of inquiry (Garrison, 2009; Garrison et al., 2000, 2010). The article describes and analyses the impact of change through the timeline of the pandemic across the AYs 2019–2020 and 2020–2021. Training delivered and adapted from “Active Digital Design” (ADD), was adopted to plan, teach and deliver all centre-based training from September 2021.FindingsThe article describes how the leaders across the university and within the teacher education department used this time and space as an opportunity to revaluate whole pedagogical delivery and curricular programme design, effectively transitioning to a blended learning strategy. The rapid adoption of online resources, adjustments made to programmes and school placements and the peaks and troughs of engaging students with online learning are all evaluated. The authors conclude on a reflective note, thanks to excellent leadership and management the majority of the ADD programme that was received positively by academics and students. A continuous cycle of review means adaptations to programme delivery continue to be adopted via the learning communities formed as a result of the experience.Originality/valueThe impact of the pandemic and school closures on the graduating cohorts of 2020 and 2021 are evaluated. Reflecting on the experience and expertise of the team a truly comprehensive, consistent and balanced curricular is set to shape AY 2022–20/23.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43645962","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 : 2023-01-06DOI: 10.1108/heswbl-04-2022-0089
G. Scur, D. Alliprandini, E. F. Chinaglia, Roberto Baginski Batista Santos
PurposeThe paper investigates the learning practices carried out by Higher Education Institutions (HEIs) in the transition from strictly face-to-face to remote teaching in response to the coronavirus disease 2019 (COVID-19) pandemic. It also analyses how these practices could be used as a baseline to support new perspectives on learning in the technological education field.Design/methodology/approachThe authors conducted a single-case study of a Brazilian technological university.FindingsThis study’s findings indicate that institutional planning and providing support to faculty and students were essential measures for a successful transition from face-to-face teaching to emergency remote teaching. Planning includes careful selection by the HEI of the tools that make a virtual learning environment and the strategies used to replace face-to-face teaching with emergency remote teaching. Our study points out the lessons learned during the pandemic. It presents guidelines for HEIs on how to prepare for a return to face-to-face teaching, embodying some learning dimensions such as synchronous or asynchronous, active or passive, individual or collective, and mediated or not mediated by information and communication technologies (ICTs).Originality/valueThe paper provides reflections on the four dimensions to support decisions to leverage learning in each educational institution. This paper's main contribution is that the concept of teaching and learning must be comprehensive and inclusive according to the particular HEI context.
{"title":"Exploring the readiness of a Brazilian technological university during the COVID-19 pandemic","authors":"G. Scur, D. Alliprandini, E. F. Chinaglia, Roberto Baginski Batista Santos","doi":"10.1108/heswbl-04-2022-0089","DOIUrl":"https://doi.org/10.1108/heswbl-04-2022-0089","url":null,"abstract":"PurposeThe paper investigates the learning practices carried out by Higher Education Institutions (HEIs) in the transition from strictly face-to-face to remote teaching in response to the coronavirus disease 2019 (COVID-19) pandemic. It also analyses how these practices could be used as a baseline to support new perspectives on learning in the technological education field.Design/methodology/approachThe authors conducted a single-case study of a Brazilian technological university.FindingsThis study’s findings indicate that institutional planning and providing support to faculty and students were essential measures for a successful transition from face-to-face teaching to emergency remote teaching. Planning includes careful selection by the HEI of the tools that make a virtual learning environment and the strategies used to replace face-to-face teaching with emergency remote teaching. Our study points out the lessons learned during the pandemic. It presents guidelines for HEIs on how to prepare for a return to face-to-face teaching, embodying some learning dimensions such as synchronous or asynchronous, active or passive, individual or collective, and mediated or not mediated by information and communication technologies (ICTs).Originality/valueThe paper provides reflections on the four dimensions to support decisions to leverage learning in each educational institution. This paper's main contribution is that the concept of teaching and learning must be comprehensive and inclusive according to the particular HEI context.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46257313","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 : 2023-01-05DOI: 10.1108/heswbl-05-2022-0099
Basma N. El-Mowafy, Asmaa M. Hassan
PurposeOnline learning has many limitations in studio-based courses, such as architectural design courses, considering the challenges during post-pandemic. Therefore, this study aims to propose a post-pandemic adopted learning approach, which integrates flipped classrooms (FC) with project-based learning (PBL). In addition, this study evaluates the perceptions of students based on and the effects of the proposed learning approach in architectural design.Design/methodology/approachThis study provides a mixed methodology based on a literature review on the topic to bridge the gaps in previous studies regarding the FC and PBL. In addition, a case study survey including semi-structured interviews, observations questionnaire recruited undergraduate students to generate both qualitative and quantitative data to investigate the perceptions of students based on post-pandemic adopted learning approach.FindingsThis study has highlighted the significance of post-pandemic adopted hybrid learning method, especially in architectural education, whereas the research finds that FC is an appropriate solution to improve design courses with online technologies.Practical implicationsThe proposed approach provides specialists to develop and integrate proposals and strategies to enable a better online practice for students and instructors. The proposed approach can enhance the students' interpersonal skills, hence active online learning related architectural design projects.Originality/valueRecognizing the significance of e-learning in response to the post-pandemic scenario, this study developed and assessed new learning technique that combines online learning with traditional design studios via hybrid learning method.
{"title":"Post-pandemic adopted learning approach to promote architectural education: statistical approach","authors":"Basma N. El-Mowafy, Asmaa M. Hassan","doi":"10.1108/heswbl-05-2022-0099","DOIUrl":"https://doi.org/10.1108/heswbl-05-2022-0099","url":null,"abstract":"PurposeOnline learning has many limitations in studio-based courses, such as architectural design courses, considering the challenges during post-pandemic. Therefore, this study aims to propose a post-pandemic adopted learning approach, which integrates flipped classrooms (FC) with project-based learning (PBL). In addition, this study evaluates the perceptions of students based on and the effects of the proposed learning approach in architectural design.Design/methodology/approachThis study provides a mixed methodology based on a literature review on the topic to bridge the gaps in previous studies regarding the FC and PBL. In addition, a case study survey including semi-structured interviews, observations questionnaire recruited undergraduate students to generate both qualitative and quantitative data to investigate the perceptions of students based on post-pandemic adopted learning approach.FindingsThis study has highlighted the significance of post-pandemic adopted hybrid learning method, especially in architectural education, whereas the research finds that FC is an appropriate solution to improve design courses with online technologies.Practical implicationsThe proposed approach provides specialists to develop and integrate proposals and strategies to enable a better online practice for students and instructors. The proposed approach can enhance the students' interpersonal skills, hence active online learning related architectural design projects.Originality/valueRecognizing the significance of e-learning in response to the post-pandemic scenario, this study developed and assessed new learning technique that combines online learning with traditional design studios via hybrid learning method.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44799167","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 : 2023-01-03DOI: 10.1108/heswbl-05-2022-0115
A. Leow, Shuyi Chua, S. Billett, A. H. Le
PurposeEmployers often claim that the lack of employee competence is a limitation in their enterprises’ success and viability. Consequently, employers are important stakeholders in considerations for workforce continuing education and training (CET) policies and practices. Hence, the authors undertook an exploratory investigation to understand how employers perceive provisions of CET offered through tertiary education institutions and how they might be improved.Design/methodology/approachOverall, 40 employers from a range of industry sectors in Singapore were surveyed and interviewed about effective CET for their employees.FindingsThese employers reported preferring one-on-one training in the workplace and being willing to invest in their employees’ training so long employees remained committed to their companies. They value online education, but prefer that it is combined with workplace or face-to-face learning experiences. They proposed effective CET trainers as those with relevant industry knowledge and teaching skills and effective CET learners as those who were self-motivated, goal oriented and open-minded.Originality/valueA study of such nature that focusses on the perspectives of employers, as opposed to employees and educators, has not been undertaken before in Singapore. Given Singapore’s increasing emphasis on lifelong learning and the workplace as a vital site for that learning, the lessons learnt here transcend national boundaries and may serve as a useful reference for other countries that seek to provide inclusive and equitable quality education and lifelong learning for all.
{"title":"Employers’ perspectives of effective continuing education and training in Singapore","authors":"A. Leow, Shuyi Chua, S. Billett, A. H. Le","doi":"10.1108/heswbl-05-2022-0115","DOIUrl":"https://doi.org/10.1108/heswbl-05-2022-0115","url":null,"abstract":"PurposeEmployers often claim that the lack of employee competence is a limitation in their enterprises’ success and viability. Consequently, employers are important stakeholders in considerations for workforce continuing education and training (CET) policies and practices. Hence, the authors undertook an exploratory investigation to understand how employers perceive provisions of CET offered through tertiary education institutions and how they might be improved.Design/methodology/approachOverall, 40 employers from a range of industry sectors in Singapore were surveyed and interviewed about effective CET for their employees.FindingsThese employers reported preferring one-on-one training in the workplace and being willing to invest in their employees’ training so long employees remained committed to their companies. They value online education, but prefer that it is combined with workplace or face-to-face learning experiences. They proposed effective CET trainers as those with relevant industry knowledge and teaching skills and effective CET learners as those who were self-motivated, goal oriented and open-minded.Originality/valueA study of such nature that focusses on the perspectives of employers, as opposed to employees and educators, has not been undertaken before in Singapore. Given Singapore’s increasing emphasis on lifelong learning and the workplace as a vital site for that learning, the lessons learnt here transcend national boundaries and may serve as a useful reference for other countries that seek to provide inclusive and equitable quality education and lifelong learning for all.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44816359","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 : 2023-01-03DOI: 10.1108/heswbl-06-2022-0125
S. O. Chukwuedo, F. N. Nnajiofor, M. Auta, Ikechukwu Chidiebere Odogwu
PurposeFollowing the tenets of experiential learning theory (ELT) and social cognitive theory (SCT), this study aims to investigate the influence of higher technology education students' placement experiences (work-related learning by teaching practice [WLTP] and by industry attachment [WLIA]) on learning self-efficacy (LSE) and perceived employability skills (PES) (namely, perceived future network [PFN], perceived expected experiences [PEE]), perceived future personal characteristics (PFPC), perceived future labour market knowledge (PFLMK) and perceived future skills (PFS).Design/methodology/approachUsing two-wave surveys (T1 & T2), data were collected from technical education students (N = 257) in Nigerian universities. At T1, LSE and PES were measured, while WLTP, WLIA, LSE and PES were measured at T2. The repeated measure t-test, and structural equation modelling were applied for statistical analyses.FindingsThe authors found a significant increase in the students' LSE and PES from T1 to T2. Direct associations between WLTP, WLIA, LSE and PES were partly supported. Similarly, WLTP and WLIA have indirect relationships with PES via LSE. However, the result of the indirect effect is partly supported for WLTP and PES relations; but fully supported for WLIA and PES relations.Research limitations/implicationsAlthough this study is not an experimental design to absolutely justify causality, it has provided valuable empirical evidence that added to the extant literature on higher education students' work-related learning, learning ability and employability skills.Originality/valueTo the authors' knowledge, this is the first study to explore the simultaneous influence of two aspects of students' work placement (WLTP and WLAI) on LSE and employability as well as the changes that occur after the placement.
{"title":"Training prospective technical education graduates for school-to-work transition: insights from university–industry links","authors":"S. O. Chukwuedo, F. N. Nnajiofor, M. Auta, Ikechukwu Chidiebere Odogwu","doi":"10.1108/heswbl-06-2022-0125","DOIUrl":"https://doi.org/10.1108/heswbl-06-2022-0125","url":null,"abstract":"PurposeFollowing the tenets of experiential learning theory (ELT) and social cognitive theory (SCT), this study aims to investigate the influence of higher technology education students' placement experiences (work-related learning by teaching practice [WLTP] and by industry attachment [WLIA]) on learning self-efficacy (LSE) and perceived employability skills (PES) (namely, perceived future network [PFN], perceived expected experiences [PEE]), perceived future personal characteristics (PFPC), perceived future labour market knowledge (PFLMK) and perceived future skills (PFS).Design/methodology/approachUsing two-wave surveys (T1 & T2), data were collected from technical education students (N = 257) in Nigerian universities. At T1, LSE and PES were measured, while WLTP, WLIA, LSE and PES were measured at T2. The repeated measure t-test, and structural equation modelling were applied for statistical analyses.FindingsThe authors found a significant increase in the students' LSE and PES from T1 to T2. Direct associations between WLTP, WLIA, LSE and PES were partly supported. Similarly, WLTP and WLIA have indirect relationships with PES via LSE. However, the result of the indirect effect is partly supported for WLTP and PES relations; but fully supported for WLIA and PES relations.Research limitations/implicationsAlthough this study is not an experimental design to absolutely justify causality, it has provided valuable empirical evidence that added to the extant literature on higher education students' work-related learning, learning ability and employability skills.Originality/valueTo the authors' knowledge, this is the first study to explore the simultaneous influence of two aspects of students' work placement (WLTP and WLAI) on LSE and employability as well as the changes that occur after the placement.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41351021","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 : 2022-12-20DOI: 10.1108/heswbl-02-2022-0041
Holly Hampe, Diane Frndak, Claire Kydonaki
PurposeThe purpose of this paper is to describe an example of how universities can develop unique synchronous educational opportunities to engage students in an online environment, especially since study abroad opportunities have slowed or halted due to the COVID-19 pandemic crisis.Design/methodology/approachTwo affiliated universities, in the United States and Scotland, selected a simulated root cause analysis (RCA) of a medical error for a collaborative activity.FindingsTogether the students analyzed the event within assumed roles of healthcare professions in a systematic way using the “Swiss Cheese Model,” identified opportunities for improvement, debriefed using the Promoting Excellence and Reflective Learning in Simulation (PEARLS) method and submitted a reflective assignment. The RCA resulted in several process improvement suggestions and positive feedback from the participants.Research limitations/implicationsThe approach was for graduate students from two affiliated universities, in the United States and Scotland, to simulate a RCA of a medical error as a collaborative activity.Practical implicationsThis example using simulation of healthcare roles demonstrates the application of international collaboration, problem-solving models and methodologies and recognition of the similarities and differences between the United Kingdom and the United States approaches to patient safety. Especially with the ongoing COVID-19 pandemic, the students' ability to internationally collaborate can be limited without such unique opportunities.Social implicationsThe students were provided with a side-by-side comparison of the patient safety efforts in each country and written and didactic material about an RCA and the Swiss cheese model.Originality/valueStudents come from different perspectives of health services administration, nursing and nursing leadership from Scotland and the United States to solve patient safety problems.
{"title":"Global collaboration in teaching root cause analysis with healthcare professional students","authors":"Holly Hampe, Diane Frndak, Claire Kydonaki","doi":"10.1108/heswbl-02-2022-0041","DOIUrl":"https://doi.org/10.1108/heswbl-02-2022-0041","url":null,"abstract":"PurposeThe purpose of this paper is to describe an example of how universities can develop unique synchronous educational opportunities to engage students in an online environment, especially since study abroad opportunities have slowed or halted due to the COVID-19 pandemic crisis.Design/methodology/approachTwo affiliated universities, in the United States and Scotland, selected a simulated root cause analysis (RCA) of a medical error for a collaborative activity.FindingsTogether the students analyzed the event within assumed roles of healthcare professions in a systematic way using the “Swiss Cheese Model,” identified opportunities for improvement, debriefed using the Promoting Excellence and Reflective Learning in Simulation (PEARLS) method and submitted a reflective assignment. The RCA resulted in several process improvement suggestions and positive feedback from the participants.Research limitations/implicationsThe approach was for graduate students from two affiliated universities, in the United States and Scotland, to simulate a RCA of a medical error as a collaborative activity.Practical implicationsThis example using simulation of healthcare roles demonstrates the application of international collaboration, problem-solving models and methodologies and recognition of the similarities and differences between the United Kingdom and the United States approaches to patient safety. Especially with the ongoing COVID-19 pandemic, the students' ability to internationally collaborate can be limited without such unique opportunities.Social implicationsThe students were provided with a side-by-side comparison of the patient safety efforts in each country and written and didactic material about an RCA and the Swiss cheese model.Originality/valueStudents come from different perspectives of health services administration, nursing and nursing leadership from Scotland and the United States to solve patient safety problems.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45564482","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 : 2022-12-20DOI: 10.1108/heswbl-07-2022-0146
Shikhar Agnihotri, Atul Shiva, Farhatullah Khan
PurposeThe study aims to assess the relationship between cultural capital, human capital, psychological capital, social capital and perceived employability of management graduates.Design/methodology/approachThe data was analysed through variance based partial least square (PLS) structural equation modelling on 505 management students by an online questionnaire. The predictive relevance of perceived employability was investigated with PLS predict approach. Further, importance-performance map analysis (IPMA) was applied to assess important and performing dimensions of perceived employability.FindingsThe results indicate that social capital was found to be the strongest predictor of graduates' perceived employability. The proposed conceptual model was found to have a moderate to high predictive relevance. IPMA results suggested that investment in psychological capital leads to higher return in perceived employability of management graduates.Research limitations/implicationsData was collected using purposive sampling and confined to university students only.Practical implicationsFindings of the study provide empirical inferences in support of human capital, social capital and social cognitive theory. Practical implications offer important inputs to policy makers, higher educational institutes, career counsellors and universities.Originality/valueThis study provides novel inputs by a comprehensive model of graduate capital to determine and predict perceived employability of graduates in emerging economy like India.
{"title":"Investigating forms of graduate capital and their relationship to perceived employability: an application of PLS predict and IPMA","authors":"Shikhar Agnihotri, Atul Shiva, Farhatullah Khan","doi":"10.1108/heswbl-07-2022-0146","DOIUrl":"https://doi.org/10.1108/heswbl-07-2022-0146","url":null,"abstract":"PurposeThe study aims to assess the relationship between cultural capital, human capital, psychological capital, social capital and perceived employability of management graduates.Design/methodology/approachThe data was analysed through variance based partial least square (PLS) structural equation modelling on 505 management students by an online questionnaire. The predictive relevance of perceived employability was investigated with PLS predict approach. Further, importance-performance map analysis (IPMA) was applied to assess important and performing dimensions of perceived employability.FindingsThe results indicate that social capital was found to be the strongest predictor of graduates' perceived employability. The proposed conceptual model was found to have a moderate to high predictive relevance. IPMA results suggested that investment in psychological capital leads to higher return in perceived employability of management graduates.Research limitations/implicationsData was collected using purposive sampling and confined to university students only.Practical implicationsFindings of the study provide empirical inferences in support of human capital, social capital and social cognitive theory. Practical implications offer important inputs to policy makers, higher educational institutes, career counsellors and universities.Originality/valueThis study provides novel inputs by a comprehensive model of graduate capital to determine and predict perceived employability of graduates in emerging economy like India.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43032649","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 : 2022-12-14DOI: 10.1108/heswbl-03-2022-0078
Brian Waterwall, Cody Logan Chullen, Dennis Barber, T. Adeyemi‐Bello
PurposeThis paper aims to examine work values among job seekers and how these values differ across experience and gender.Design/methodology/approachThis study asked participants to rate the importance of various intrinsic and extrinsic work values on a five-point Likert scale. Responses were compared for 865 participants.FindingsThis study found that individuals differed in their ratings of work values based on experience. Individuals with more experience assigned greater importance to intrinsic job characteristics, while those with less experience assigned greater importance to extrinsic job characteristics. Findings further reveal differences in gender ratings of work values, with females assigning greater importance ratings to both intrinsic and extrinsic job characteristics as compared to males.Research limitations/implicationsLimitations of this study include that it drew its data exclusively from a sample of US respondents. Research investigating populations from other geographic regions within the same study may uncover important cross-national similarities/differences. Moreover, although this study examined experience and gender, it excluded other potentially important factors such as ethnicity. Future research should explore international samples and broaden its focus to include additional factors.Practical implicationsOrganizations should be aware of how experience and gender shape work values to impact job choice and retention. They may wish to target their recruitment efforts toward certain groups to ensure alignment between candidates' work values and those of available positions.Originality/valueThis study improves on prior research by examining the dual impact of experience and gender in shaping work values.
{"title":"The roles of experience and gender in shaping work values","authors":"Brian Waterwall, Cody Logan Chullen, Dennis Barber, T. Adeyemi‐Bello","doi":"10.1108/heswbl-03-2022-0078","DOIUrl":"https://doi.org/10.1108/heswbl-03-2022-0078","url":null,"abstract":"PurposeThis paper aims to examine work values among job seekers and how these values differ across experience and gender.Design/methodology/approachThis study asked participants to rate the importance of various intrinsic and extrinsic work values on a five-point Likert scale. Responses were compared for 865 participants.FindingsThis study found that individuals differed in their ratings of work values based on experience. Individuals with more experience assigned greater importance to intrinsic job characteristics, while those with less experience assigned greater importance to extrinsic job characteristics. Findings further reveal differences in gender ratings of work values, with females assigning greater importance ratings to both intrinsic and extrinsic job characteristics as compared to males.Research limitations/implicationsLimitations of this study include that it drew its data exclusively from a sample of US respondents. Research investigating populations from other geographic regions within the same study may uncover important cross-national similarities/differences. Moreover, although this study examined experience and gender, it excluded other potentially important factors such as ethnicity. Future research should explore international samples and broaden its focus to include additional factors.Practical implicationsOrganizations should be aware of how experience and gender shape work values to impact job choice and retention. They may wish to target their recruitment efforts toward certain groups to ensure alignment between candidates' work values and those of available positions.Originality/valueThis study improves on prior research by examining the dual impact of experience and gender in shaping work values.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48579761","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 : 2022-12-13DOI: 10.1108/heswbl-05-2022-0111
S. Howell, Wayne Hall, David R. Geelan
PurposeThis study was conducted to gain a better understanding of engineering students' perceptions of the meaning of employability and the activities that contribute to employability development.Design/methodology/approachA survey was used to take a cross-section of student perspectives at key stages in the degree, and was followed by a series of focus groups to further explore student opinions on employability. Responses to selected open-ended questions and relevant sections of focus group transcripts were analysed using a thematic analysis approach.FindingsIt was found that students have different perspectives on the meaning of employability, with the majority describing employability as having the right skills, attributes or competencies. Employability development activities were integrated into three broad categories: developing engineering knowledge, skills and industry experience; career building and industry awareness; and degree progression and completion. Participants also identified barriers to employability development and suggested areas for improvement.Practical implicationsThe study recommends university staff ensure there is a shared understanding of employability within the student cohort by explicitly reframing employability as being about becoming a professional and that students are repeatedly exposed to the relevant set of industry competencies or standards. The study also outlines a range of activities that students connect to their employability development.Originality/valueThe findings of this study will assist university staff across the sector to make decisions about how they can best support employability development in their undergraduate students.
{"title":"Exploring the perspectives of engineering undergraduates on employability and employability building activities","authors":"S. Howell, Wayne Hall, David R. Geelan","doi":"10.1108/heswbl-05-2022-0111","DOIUrl":"https://doi.org/10.1108/heswbl-05-2022-0111","url":null,"abstract":"PurposeThis study was conducted to gain a better understanding of engineering students' perceptions of the meaning of employability and the activities that contribute to employability development.Design/methodology/approachA survey was used to take a cross-section of student perspectives at key stages in the degree, and was followed by a series of focus groups to further explore student opinions on employability. Responses to selected open-ended questions and relevant sections of focus group transcripts were analysed using a thematic analysis approach.FindingsIt was found that students have different perspectives on the meaning of employability, with the majority describing employability as having the right skills, attributes or competencies. Employability development activities were integrated into three broad categories: developing engineering knowledge, skills and industry experience; career building and industry awareness; and degree progression and completion. Participants also identified barriers to employability development and suggested areas for improvement.Practical implicationsThe study recommends university staff ensure there is a shared understanding of employability within the student cohort by explicitly reframing employability as being about becoming a professional and that students are repeatedly exposed to the relevant set of industry competencies or standards. The study also outlines a range of activities that students connect to their employability development.Originality/valueThe findings of this study will assist university staff across the sector to make decisions about how they can best support employability development in their undergraduate students.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41284789","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 : 2022-12-09DOI: 10.1108/heswbl-05-2022-0110
Fred Awaah, P. Okebukola, J. Shabani, Helen Arkorful, Dorcas Adomaa Addo
PurposeStudents' career choices and programmes of study are perceived to influence student understanding of many courses. Yet, research attention is limited on entrepreneurship education that is a panacea for unemployment. Thus, this paper aims to assess the influence of students' career interests on students' comprehension of the entrepreneurship curriculum from a developing economy perspective.Design/methodology/approachThe study adopts a mixed-method approach and explanatory sequential design is used to collect the data from 575 student studying entrepreneurship course in Ghana.FindingsThe results show that there is no statistically significant relationship between students' career interests and students' comprehension levels in concepts taught in the entrepreneurship curriculum but a statistically significant relationship between students' programme of study and students' comprehension levels in concepts taught in the entrepreneurship curriculum in Ghanaian universities.Practical implicationsThe findings imply that the entrepreneurship course should be taught practically. This can be accomplished by creating a virtual enterprise modelled after a successful enterprise. This will help students understand the concepts being taught. Second, students who study different programmes should be taught using different methods. Lastly, students who study non-business-related programmes should be taught using methods that emphasise the basic ideas to aid students' understanding.Originality/valueThis study has made significant contribution by successful adopting the Piaget's cognitive constructivism to the learning of entrepreneurship from a developing country perspective and establish that no statistical relationship exist between students' career interests and students' comprehension levels in entrepreneurship education.
{"title":"Students' career interests and entrepreneurship education in a developing country","authors":"Fred Awaah, P. Okebukola, J. Shabani, Helen Arkorful, Dorcas Adomaa Addo","doi":"10.1108/heswbl-05-2022-0110","DOIUrl":"https://doi.org/10.1108/heswbl-05-2022-0110","url":null,"abstract":"PurposeStudents' career choices and programmes of study are perceived to influence student understanding of many courses. Yet, research attention is limited on entrepreneurship education that is a panacea for unemployment. Thus, this paper aims to assess the influence of students' career interests on students' comprehension of the entrepreneurship curriculum from a developing economy perspective.Design/methodology/approachThe study adopts a mixed-method approach and explanatory sequential design is used to collect the data from 575 student studying entrepreneurship course in Ghana.FindingsThe results show that there is no statistically significant relationship between students' career interests and students' comprehension levels in concepts taught in the entrepreneurship curriculum but a statistically significant relationship between students' programme of study and students' comprehension levels in concepts taught in the entrepreneurship curriculum in Ghanaian universities.Practical implicationsThe findings imply that the entrepreneurship course should be taught practically. This can be accomplished by creating a virtual enterprise modelled after a successful enterprise. This will help students understand the concepts being taught. Second, students who study different programmes should be taught using different methods. Lastly, students who study non-business-related programmes should be taught using methods that emphasise the basic ideas to aid students' understanding.Originality/valueThis study has made significant contribution by successful adopting the Piaget's cognitive constructivism to the learning of entrepreneurship from a developing country perspective and establish that no statistical relationship exist between students' career interests and students' comprehension levels in entrepreneurship education.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47517317","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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