Pub Date : 2023-10-10DOI: 10.1108/heswbl-02-2023-0027
Wei Li, Tianran Ni, Yi Zhang, Daan Wang, Salvador Parrado
Purpose This study aims to examine the effects of vocational training programs for people with disabilities on their income. Design/methodology/approach It conducted a multinomial regression analysis of 10,469 survey responses from 31 provincial administrative areas in mainland China. Findings It finds the following antecedents all influence the trainees’ self-reported income, including their perception of the quality of the program, the training subject, the degree of consistency between their current job and this subject, their employment sector, their motivation and access to training resources and the geographical location of the program. Research limitations/implications The findings are not representative of people with disabilities across mainland China because the respondents were not randomly sampled. Practical implications The findings suggest that to increase the income of people with disabilities, the training can be designed according to the needs of employers by teaching subjects relevant to the needs of the labor market, reaching out to motivated trainees and enhancing the quality of training. Training institutions, employers and governments are recommended to work together to integrate class-based learning with workplace-based learning and practices. More training resources can be devoted to the self-employed people with disabilities or those who operate in the informal sector and are in less-developed areas. Social implications The improvement of employment opportunities and income of people with disabilities supports the safeguarding of their social economic rights and the building of an inclusive society. Originality/value Few studies have empirically explored and explained the effects of vocational training programs on people with disabilities’ income. This article fills this gap by assessing the performance of China's vocational training programs funded by the Federation of Disabled Persons at all levels.
{"title":"Can people with disabilities obtain income by using skills learned from vocational trainings? Evidence from mainland China","authors":"Wei Li, Tianran Ni, Yi Zhang, Daan Wang, Salvador Parrado","doi":"10.1108/heswbl-02-2023-0027","DOIUrl":"https://doi.org/10.1108/heswbl-02-2023-0027","url":null,"abstract":"Purpose This study aims to examine the effects of vocational training programs for people with disabilities on their income. Design/methodology/approach It conducted a multinomial regression analysis of 10,469 survey responses from 31 provincial administrative areas in mainland China. Findings It finds the following antecedents all influence the trainees’ self-reported income, including their perception of the quality of the program, the training subject, the degree of consistency between their current job and this subject, their employment sector, their motivation and access to training resources and the geographical location of the program. Research limitations/implications The findings are not representative of people with disabilities across mainland China because the respondents were not randomly sampled. Practical implications The findings suggest that to increase the income of people with disabilities, the training can be designed according to the needs of employers by teaching subjects relevant to the needs of the labor market, reaching out to motivated trainees and enhancing the quality of training. Training institutions, employers and governments are recommended to work together to integrate class-based learning with workplace-based learning and practices. More training resources can be devoted to the self-employed people with disabilities or those who operate in the informal sector and are in less-developed areas. Social implications The improvement of employment opportunities and income of people with disabilities supports the safeguarding of their social economic rights and the building of an inclusive society. Originality/value Few studies have empirically explored and explained the effects of vocational training programs on people with disabilities’ income. This article fills this gap by assessing the performance of China's vocational training programs funded by the Federation of Disabled Persons at all levels.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136293020","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 : 2023-10-09DOI: 10.1108/heswbl-03-2023-0058
Noor Ul Hadi, Assim Ibrhaim Abdel-Razzaq
Purpose Several studies have attempted to explain the integration of sustainable development in business school curricula. However, little is known about who (male students vs female students), at which age (under 21, 21–25 and 26–30) and at which stage of their undergraduate education (freshman, junior or senior) can attain and retain an adequate understanding of sustainability in accounting education. For this reason, the present study aims to investigate the students' interest in sustainability in accounting with respect to their demographic factors. Design/methodology/approach The study used a quantitative research design where data were collected at a single point in time. Further, an independent sample t -test, one-way ANOVA and factorial design were performed on 132 responses conveniently collected from accounting students in the College of Business Administration (COBA) at Prince Mohammad Bin Fahd University (PMU) in Al Khobar, Saudi Arabia. Findings The study found no differences between the attitudes of male and female students toward sustainability in accounting education. Similarly, no statistical differences were found in the three age categories identified in this study. However, significant results were found throughout the different academic classifications (seniority): freshman students, junior students and senior students. Further, differences in the mean scores for freshman and junior accounting students were different between the male and female students, indicating that both male and female senior students' attitudes toward sustainability in accounting education were higher than those of male and female freshman and junior accounting students. The study concluded that students achieve an adequate understanding of sustainability in accounting education related to the relativism category of the Perry model of intellectual development. Originality/value Literature on attitude of students toward sustainability in education, specifically accounting education, is questionable and needs further exploration. This is due to the fact that only a small number of accounting students have been exposed to sustainable accounting education. Similarly, a recent study found a significant deficiency in sustainable accounting education in four Saudi Arabian universities, with only 4.5% of respondents knowing the comprehensive definition of sustainable development and 88% respondents having very low to low familiarity with the term sustainability.
{"title":"Promoting sustainable learning among accounting students: evidence from field experimental design","authors":"Noor Ul Hadi, Assim Ibrhaim Abdel-Razzaq","doi":"10.1108/heswbl-03-2023-0058","DOIUrl":"https://doi.org/10.1108/heswbl-03-2023-0058","url":null,"abstract":"Purpose Several studies have attempted to explain the integration of sustainable development in business school curricula. However, little is known about who (male students vs female students), at which age (under 21, 21–25 and 26–30) and at which stage of their undergraduate education (freshman, junior or senior) can attain and retain an adequate understanding of sustainability in accounting education. For this reason, the present study aims to investigate the students' interest in sustainability in accounting with respect to their demographic factors. Design/methodology/approach The study used a quantitative research design where data were collected at a single point in time. Further, an independent sample t -test, one-way ANOVA and factorial design were performed on 132 responses conveniently collected from accounting students in the College of Business Administration (COBA) at Prince Mohammad Bin Fahd University (PMU) in Al Khobar, Saudi Arabia. Findings The study found no differences between the attitudes of male and female students toward sustainability in accounting education. Similarly, no statistical differences were found in the three age categories identified in this study. However, significant results were found throughout the different academic classifications (seniority): freshman students, junior students and senior students. Further, differences in the mean scores for freshman and junior accounting students were different between the male and female students, indicating that both male and female senior students' attitudes toward sustainability in accounting education were higher than those of male and female freshman and junior accounting students. The study concluded that students achieve an adequate understanding of sustainability in accounting education related to the relativism category of the Perry model of intellectual development. Originality/value Literature on attitude of students toward sustainability in education, specifically accounting education, is questionable and needs further exploration. This is due to the fact that only a small number of accounting students have been exposed to sustainable accounting education. Similarly, a recent study found a significant deficiency in sustainable accounting education in four Saudi Arabian universities, with only 4.5% of respondents knowing the comprehensive definition of sustainable development and 88% respondents having very low to low familiarity with the term sustainability.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135043697","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 : 2023-10-05DOI: 10.1108/heswbl-06-2023-0164
Oke Hendra, Benny Kurnianto, Ika Endrawijaya
PurposeThis study aimed to develop an adapted collaborative governance model for aviation human resource development in Indonesia's approved training organisations (ATO), considering the expected changes in the industry due to advanced technologies. The model, based on Ansell and Gash's approach, emphasizes multi-stakeholder collaboration to ensure workforce development aligns with industry and regulatory standards and accommodates technological advancements.Design/methodology/approachQualitative methods, such as in-depth interviews and focus group discussions, were employed to collect and analyse data.FindingsThe results indicated that collaborative governance is a valuable tool for cultivating competent human resources and facilitating industry improvement in the face of rapid technological change.Originality/valueThe proposed model contributes significantly to the field by promoting inclusive and effective human resource development through the Centre for Aviation Human Resource Development (CAHRD), thereby preparing the Indonesian aviation industry for the impact of advanced technologies. Furthermore, this study contributes to the enhancement of Ansell and Gash's collaborative governance theoretical framework by effectively addressing its empirical gaps concerning vocational education and training challenges within Indonesia's air transportation sector.
{"title":"Collaborative governance for aviation approved training organisation: an adapted model for multi-stakeholder collaboration","authors":"Oke Hendra, Benny Kurnianto, Ika Endrawijaya","doi":"10.1108/heswbl-06-2023-0164","DOIUrl":"https://doi.org/10.1108/heswbl-06-2023-0164","url":null,"abstract":"PurposeThis study aimed to develop an adapted collaborative governance model for aviation human resource development in Indonesia's approved training organisations (ATO), considering the expected changes in the industry due to advanced technologies. The model, based on Ansell and Gash's approach, emphasizes multi-stakeholder collaboration to ensure workforce development aligns with industry and regulatory standards and accommodates technological advancements.Design/methodology/approachQualitative methods, such as in-depth interviews and focus group discussions, were employed to collect and analyse data.FindingsThe results indicated that collaborative governance is a valuable tool for cultivating competent human resources and facilitating industry improvement in the face of rapid technological change.Originality/valueThe proposed model contributes significantly to the field by promoting inclusive and effective human resource development through the Centre for Aviation Human Resource Development (CAHRD), thereby preparing the Indonesian aviation industry for the impact of advanced technologies. Furthermore, this study contributes to the enhancement of Ansell and Gash's collaborative governance theoretical framework by effectively addressing its empirical gaps concerning vocational education and training challenges within Indonesia's air transportation sector.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134946944","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 : 2023-10-02DOI: 10.1108/heswbl-02-2023-0041
Paula McIver Nottingham, Yan Mao
Purpose Building on the concepts of learning communities of practice, the paper aims to evaluate their application within degree apprenticeships (DAs) to support pedagogic engagement and inclusive education within a university setting. Design/methodology/approach A case study of an existing B2B sales degree apprenticeship reviewed relevant programme documents and evaluated apprentice learner experience through an anonymised online survey. Findings The study found that sales apprentices had a reflexive awareness of how learning communities operated within this context and raised some valuable insights about their perceptions of inclusive education. These communities have differing dynamics that value engaging with workplace professionals, peers and university. Apprentices prefer tuition that accommodates their shared interests as employee learners within an occupational role. Issues surrounding inclusive education are seen as integral to the experience of being an apprentice. Practical implications Post-Covid engagement could be used to frame more effective social learning for work-integrated practice and programme teams could advocate for a greater integration of DAs within institutional settings. Originality/value This research indicates that B2B sales degree apprentices see themselves as operating within distinctive learning communities of practice that support their work-integrated (WIL) studies in higher education. The paper recommends programme teams provide more collaborative engagement within learning communities to support inclusive education goals.
{"title":"Understanding the role of learning communities of practice within a degree apprenticeship to enhance inclusive engagement","authors":"Paula McIver Nottingham, Yan Mao","doi":"10.1108/heswbl-02-2023-0041","DOIUrl":"https://doi.org/10.1108/heswbl-02-2023-0041","url":null,"abstract":"Purpose Building on the concepts of learning communities of practice, the paper aims to evaluate their application within degree apprenticeships (DAs) to support pedagogic engagement and inclusive education within a university setting. Design/methodology/approach A case study of an existing B2B sales degree apprenticeship reviewed relevant programme documents and evaluated apprentice learner experience through an anonymised online survey. Findings The study found that sales apprentices had a reflexive awareness of how learning communities operated within this context and raised some valuable insights about their perceptions of inclusive education. These communities have differing dynamics that value engaging with workplace professionals, peers and university. Apprentices prefer tuition that accommodates their shared interests as employee learners within an occupational role. Issues surrounding inclusive education are seen as integral to the experience of being an apprentice. Practical implications Post-Covid engagement could be used to frame more effective social learning for work-integrated practice and programme teams could advocate for a greater integration of DAs within institutional settings. Originality/value This research indicates that B2B sales degree apprentices see themselves as operating within distinctive learning communities of practice that support their work-integrated (WIL) studies in higher education. The paper recommends programme teams provide more collaborative engagement within learning communities to support inclusive education goals.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135790243","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 : 2023-09-26DOI: 10.1108/heswbl-04-2023-0099
Scott Foster, Trang Ly Thien, Anna Jayne Foster, Thi Hanh Tien Ho, Sarah Knight
Purpose The aim of this paper is to contribute to the discussion of wellbeing within the university education system by outlining the key issues and benefits and recognising future research on digital well-being for students. The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern. Design/methodology/approach This is a technical review article which summarises key guidance for organisational digital wellbeing and then reflects on the application in the UK (a developed economy) and in Vietnam (one of the fastest growing economies). This is the first time a review has been conducted from the perspective of different countries. There are two aspects to digital wellbeing, individual and the social or organisational perspectives. Findings The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern. The context of digital wellbeing within higher education is then discussed drawing similarities between the UK and Vietnamese student experiences whilst acknowledging the limitations of current research within the field. Originality/value Many institutions have seen a rise in the number of wellbeing challenges, and there are few examples of specific initiatives aimed at addressing digital wellbeing challenges for their stakeholders. Existing research on students' wellbeing is predominately focused on undergraduate students and does not differentiate between undergraduate and postgraduate students, nor between masters, doctoral and professional level students and does not explore the impact of digital wellbeing discretely; this is an area which would benefit from future research.
{"title":"Digital wellbeing – a review of the JISC guidance from the UK and Vietnam","authors":"Scott Foster, Trang Ly Thien, Anna Jayne Foster, Thi Hanh Tien Ho, Sarah Knight","doi":"10.1108/heswbl-04-2023-0099","DOIUrl":"https://doi.org/10.1108/heswbl-04-2023-0099","url":null,"abstract":"Purpose The aim of this paper is to contribute to the discussion of wellbeing within the university education system by outlining the key issues and benefits and recognising future research on digital well-being for students. The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern. Design/methodology/approach This is a technical review article which summarises key guidance for organisational digital wellbeing and then reflects on the application in the UK (a developed economy) and in Vietnam (one of the fastest growing economies). This is the first time a review has been conducted from the perspective of different countries. There are two aspects to digital wellbeing, individual and the social or organisational perspectives. Findings The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern. The context of digital wellbeing within higher education is then discussed drawing similarities between the UK and Vietnamese student experiences whilst acknowledging the limitations of current research within the field. Originality/value Many institutions have seen a rise in the number of wellbeing challenges, and there are few examples of specific initiatives aimed at addressing digital wellbeing challenges for their stakeholders. Existing research on students' wellbeing is predominately focused on undergraduate students and does not differentiate between undergraduate and postgraduate students, nor between masters, doctoral and professional level students and does not explore the impact of digital wellbeing discretely; this is an area which would benefit from future research.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134961054","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 : 2023-09-25DOI: 10.1108/heswbl-05-2023-0121
Clay Gransden, Matthew Hindmarsh, Ngoc Chi Lê, Thi-Huyen Nguyen
Purpose There is an increase globally of students using technology to support their learning. The purpose of this paper is to outline the technical aspects of adaptive learning and contribute to the development of pedagogy that incorporates this method in teaching and learning. Design/methodology/approach This is a technical review article that summarises key guidance on the application of adaptive learning and then reflects on its application in a UK and Vietnamese context. Findings Initial analysis demonstrates that learning can occur asynchronously because of students engaging with adaptive learning. Issues and recommendations were derived from the reflections and practice of both UK and Vietnamese practitioners. Recommendations focussed on the more practical elements of constructing and maintaining adaptive learning. Questions were then constructed to make the decision of whether to implement adaptive learning into teaching and learning practices. Originality/value This academic commentary reflects on the implementation of asynchronous learning adaptive technologies in both the UK and Vietnam, specifically exploring the use of a “mastery path” and “computerised adaptive testing” to enhance student understanding.
{"title":"Adaptive learning through technology: a technical review and implementation","authors":"Clay Gransden, Matthew Hindmarsh, Ngoc Chi Lê, Thi-Huyen Nguyen","doi":"10.1108/heswbl-05-2023-0121","DOIUrl":"https://doi.org/10.1108/heswbl-05-2023-0121","url":null,"abstract":"Purpose There is an increase globally of students using technology to support their learning. The purpose of this paper is to outline the technical aspects of adaptive learning and contribute to the development of pedagogy that incorporates this method in teaching and learning. Design/methodology/approach This is a technical review article that summarises key guidance on the application of adaptive learning and then reflects on its application in a UK and Vietnamese context. Findings Initial analysis demonstrates that learning can occur asynchronously because of students engaging with adaptive learning. Issues and recommendations were derived from the reflections and practice of both UK and Vietnamese practitioners. Recommendations focussed on the more practical elements of constructing and maintaining adaptive learning. Questions were then constructed to make the decision of whether to implement adaptive learning into teaching and learning practices. Originality/value This academic commentary reflects on the implementation of asynchronous learning adaptive technologies in both the UK and Vietnam, specifically exploring the use of a “mastery path” and “computerised adaptive testing” to enhance student understanding.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135771044","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 : 2023-09-14DOI: 10.1108/heswbl-02-2023-0034
Kateřina Berková, Dagmar Frendlovská, Martina Kuncová, Robert Füreder, Margarethe Überwimmer
Purpose Currently, owing to the influence of rapid globalisation, the issue of international and cross-cultural implementation of cross-cultural relationships is being widely discussed. This is also related to the readiness of graduates for international cooperation. The objective of this qualitative study is to identify and compare the requirements of company representatives from the Czech Republic – the Vysocina Region and Austria (Region Upper Austria) regarding the readiness of graduates to entering the workforce and the intercultural differences between the relevant regions. Design/methodology/approach A total of 20 Czech and Austrian companies from the relevant regions participated in the research. The results were obtained through in-depth guided interviews and a comparative method. Findings The qualitative study has theoretical implications in the context of new findings in the field of research. It contributes to the knowledge relating to the preparation of graduates for entering the workforce, and in the context of intercultural development, it extends this knowledge with the identified weaknesses of the mentioned preparation at the level of Czech or Austrian education. Originality/value The most effective and probable approach to enhance the development of cross-cultural competences in particular appears to be the integration of new techniques and content of education in the form of new subjects in cooperation with academics and practitioners from the particular country. Collaboration with these experts can build students' knowledge and skills from an intercultural environment to the highest degree possible.
{"title":"Comparison of requirements of graduates entering employment in Vysočina Region and region Upper Austria","authors":"Kateřina Berková, Dagmar Frendlovská, Martina Kuncová, Robert Füreder, Margarethe Überwimmer","doi":"10.1108/heswbl-02-2023-0034","DOIUrl":"https://doi.org/10.1108/heswbl-02-2023-0034","url":null,"abstract":"Purpose Currently, owing to the influence of rapid globalisation, the issue of international and cross-cultural implementation of cross-cultural relationships is being widely discussed. This is also related to the readiness of graduates for international cooperation. The objective of this qualitative study is to identify and compare the requirements of company representatives from the Czech Republic – the Vysocina Region and Austria (Region Upper Austria) regarding the readiness of graduates to entering the workforce and the intercultural differences between the relevant regions. Design/methodology/approach A total of 20 Czech and Austrian companies from the relevant regions participated in the research. The results were obtained through in-depth guided interviews and a comparative method. Findings The qualitative study has theoretical implications in the context of new findings in the field of research. It contributes to the knowledge relating to the preparation of graduates for entering the workforce, and in the context of intercultural development, it extends this knowledge with the identified weaknesses of the mentioned preparation at the level of Czech or Austrian education. Originality/value The most effective and probable approach to enhance the development of cross-cultural competences in particular appears to be the integration of new techniques and content of education in the form of new subjects in cooperation with academics and practitioners from the particular country. Collaboration with these experts can build students' knowledge and skills from an intercultural environment to the highest degree possible.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135490640","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 : 2023-09-07DOI: 10.1108/heswbl-09-2022-0188
Benjamin Ajibade, Catherine Hayes
PurposeThe aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative assessment feedback may impact significantly on student achievement but if it is undertaken sub optimally or does not provide students with the opportunity to engage with the process and reflexively respond, it can also be exceptionally damaging to the learning experience.Design/methodology/approachA scoping exercise of overall student feedback experience was initially collated via the adoption of an Interpretive Phenomenological Approach (IPA). Participants were recruited via purposive sampling and the LEGO® Serious Play® method was used to collect data. Analysis with Quirkos software was used to examine the salience as well as commonality of findings as an integral part of a recognised five-step thematic analytical approach.FindingsFeedback was perceived, by students, as significantly impacting factor in relation to their overall progression, attainment and retention rates. Themes generated from the findings evidenced student perceptions that summative feedback is a positive driver and source of motivation for academic success and progression. It was perceived that levels of attainment were related to the clarity, quality and individualised nature of feedback that students received and that this was perceived to be evident in their final grades. These were accompanied by perceptions that feedback clarity also determined the potential of breaking down perceived student barriers to learning, their perceived capacity for effective assignment planning and preparation and the likelihood of them having any positive collective or individual interpersonal relationships with their tutors. Summarised, students perceived that feedback ought to lead to student empowerment in managing their studies and as such it ought to be clear, straightforward and non-ambiguous.Research limitations/implicationsThe methodological design of the study means that generalisability from its findings was never intended or possible. However, there may be the potential transferability of findings to similar institutions and contexts of nurse education with students who have similar demographic profiling. The study was also a means of providing an insight into the lived experience of students which could be used in the prospective adaptation of feedback mechanisms for staff at a local level within Higher Education.Practical implicationsThe study reveals the perceived impact of gamification as a mechanism of summative assessment as conveyed by a designated group of students. Whilst specific recommendations for change can only be made within the context specificity of the research, there may be aspects of the findings which are potentially transferable to other similar contexts of Higher Education delivery whose pedagogical approaches mirror those in operation at the institution where the research was u
{"title":"An interpretive phenomenological analysis of nursing student perceptions of summative assessment feedback using LEGO® Serious Play®","authors":"Benjamin Ajibade, Catherine Hayes","doi":"10.1108/heswbl-09-2022-0188","DOIUrl":"https://doi.org/10.1108/heswbl-09-2022-0188","url":null,"abstract":"PurposeThe aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative assessment feedback may impact significantly on student achievement but if it is undertaken sub optimally or does not provide students with the opportunity to engage with the process and reflexively respond, it can also be exceptionally damaging to the learning experience.Design/methodology/approachA scoping exercise of overall student feedback experience was initially collated via the adoption of an Interpretive Phenomenological Approach (IPA). Participants were recruited via purposive sampling and the LEGO® Serious Play® method was used to collect data. Analysis with Quirkos software was used to examine the salience as well as commonality of findings as an integral part of a recognised five-step thematic analytical approach.FindingsFeedback was perceived, by students, as significantly impacting factor in relation to their overall progression, attainment and retention rates. Themes generated from the findings evidenced student perceptions that summative feedback is a positive driver and source of motivation for academic success and progression. It was perceived that levels of attainment were related to the clarity, quality and individualised nature of feedback that students received and that this was perceived to be evident in their final grades. These were accompanied by perceptions that feedback clarity also determined the potential of breaking down perceived student barriers to learning, their perceived capacity for effective assignment planning and preparation and the likelihood of them having any positive collective or individual interpersonal relationships with their tutors. Summarised, students perceived that feedback ought to lead to student empowerment in managing their studies and as such it ought to be clear, straightforward and non-ambiguous.Research limitations/implicationsThe methodological design of the study means that generalisability from its findings was never intended or possible. However, there may be the potential transferability of findings to similar institutions and contexts of nurse education with students who have similar demographic profiling. The study was also a means of providing an insight into the lived experience of students which could be used in the prospective adaptation of feedback mechanisms for staff at a local level within Higher Education.Practical implicationsThe study reveals the perceived impact of gamification as a mechanism of summative assessment as conveyed by a designated group of students. Whilst specific recommendations for change can only be made within the context specificity of the research, there may be aspects of the findings which are potentially transferable to other similar contexts of Higher Education delivery whose pedagogical approaches mirror those in operation at the institution where the research was u","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44752565","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 : 2023-09-05DOI: 10.1108/heswbl-05-2023-0115
Tracey Bowen, M. Drysdale, Sarah Callaghan, Sally Smith, Kristina Johansson, Colin Smith, Barbara Walsh, Tessa Berg
PurposeThis study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity.Design/methodology/approachA series of semi-structured focus groups were run with 59 participants at six higher education institutions in four countries (Australia, Canada, Sweden, United Kingdom). All focus groups were designed with the same questions and formatting.FindingsThematic analysis of the transcripts revealed two overarching themes, namely perceptions of self and interactions with others in work placements. Theme categories included awareness of self-presentation, sense of autonomy, perceived Allies, emotional labour, barriers to opportunity, sense of belonging, intersections of identity, and validation value.Originality/valueThis study fills an important gap in the international literature about gendered experiences in WIL and highlights inequalities that women experience while on work placements.
{"title":"Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges","authors":"Tracey Bowen, M. Drysdale, Sarah Callaghan, Sally Smith, Kristina Johansson, Colin Smith, Barbara Walsh, Tessa Berg","doi":"10.1108/heswbl-05-2023-0115","DOIUrl":"https://doi.org/10.1108/heswbl-05-2023-0115","url":null,"abstract":"PurposeThis study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity.Design/methodology/approachA series of semi-structured focus groups were run with 59 participants at six higher education institutions in four countries (Australia, Canada, Sweden, United Kingdom). All focus groups were designed with the same questions and formatting.FindingsThematic analysis of the transcripts revealed two overarching themes, namely perceptions of self and interactions with others in work placements. Theme categories included awareness of self-presentation, sense of autonomy, perceived Allies, emotional labour, barriers to opportunity, sense of belonging, intersections of identity, and validation value.Originality/valueThis study fills an important gap in the international literature about gendered experiences in WIL and highlights inequalities that women experience while on work placements.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49662683","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 : 2023-08-25DOI: 10.1108/heswbl-12-2022-0290
Hod Anyigba, Alexander Preko, W. Senayah
PurposeThis study is to examine and develop sector skills strategies and action plans for the textile and apparel (T&A) sector.Design/methodology/approachThe paper used a participatory action qualitative method anchored on the Skills for Trade and Economic Diversification (STED) framework, utilising the workshop-based approach with 24 key stakeholders of the sector. Content analysis was used with the help of Nvivo software.FindingsThe findings revealed that there are skills shortages, skills gaps, skills mismatches and skills diversification programmes available through higher education and work-based learning. Further, there are labour supply challenges such as national skills policy and strategy, government and stakeholder coordination, funding, relevance of curriculum and qualifications, access to practicals and the absence of a clear national vision for the sector.Research limitations/implicationsThis study possesses an inherent limitation in terms of generalising the findings derived from qualitative research.Originality/valueThis research is among the first of its kind to assess skills needs and gaps through the lens of STED framework, which has been overlooked in previous literature. Importantly, this study provides vocational insights into skill needs in the sector.
{"title":"Ghana's textile and apparel sector: a strategic assessment of skills needs and development through the STED framework","authors":"Hod Anyigba, Alexander Preko, W. Senayah","doi":"10.1108/heswbl-12-2022-0290","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0290","url":null,"abstract":"PurposeThis study is to examine and develop sector skills strategies and action plans for the textile and apparel (T&A) sector.Design/methodology/approachThe paper used a participatory action qualitative method anchored on the Skills for Trade and Economic Diversification (STED) framework, utilising the workshop-based approach with 24 key stakeholders of the sector. Content analysis was used with the help of Nvivo software.FindingsThe findings revealed that there are skills shortages, skills gaps, skills mismatches and skills diversification programmes available through higher education and work-based learning. Further, there are labour supply challenges such as national skills policy and strategy, government and stakeholder coordination, funding, relevance of curriculum and qualifications, access to practicals and the absence of a clear national vision for the sector.Research limitations/implicationsThis study possesses an inherent limitation in terms of generalising the findings derived from qualitative research.Originality/valueThis research is among the first of its kind to assess skills needs and gaps through the lens of STED framework, which has been overlooked in previous literature. Importantly, this study provides vocational insights into skill needs in the sector.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47827819","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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