Pub Date : 2023-08-22DOI: 10.1108/heswbl-12-2022-0268
Ainhoa Ullibarriarana-Garate, Izaskun Agirre-Aramburu, Mikel Mesonero-De Miguel
PurposeThis study seeks to show whether workplace experience (WE) in an apprenticeship programme affects the duration of joblessness amongst recent university graduates and to determine the antecedents that support a workplace well-being experience during an apprenticeship programme. Additionally, the research introduces the moderating effect of gender in order better to understand under what circumstances apprenticeship reduces the time taken to find employment.Design/methodology/approachThe research proposes PLS equation modelling constructed with a sample of 129 students from the Business Administration and Management degree at Mondragon University.FindingsThe research finds that social support and job demand are key features of work that should be addressed to ensure a workplace well-being experience in an apprenticeship programme. In addition, a workplace well-being experience during apprenticeship reduced the time taken by students to access their first job. This means that job training in a company helps students get their first job, but it is not the primary factor. The study also shows that men who had workplace well-being experience in an apprenticeship programme take less time to find their first job.Originality/valueThe study proposes an exclusive analysis of apprenticeship programmes in higher education systems from the perspective of workplace well-being experience, based on the DCS model. This research also adds to the literature on apprenticeship by providing evidence that a positive experience of work during an apprenticeship programme facilitates undergraduate students in securing employment. Furthermore, this paper confirms that workplace well-being experiences in apprenticeship programmes constitute a valid tool for tackling youth unemployment, and finds that it is more efficient amongst males than females.
{"title":"Understanding the characteristics of work that foster workplace well-being in an apprenticeship programme and their effects on apprentices' employability. Exploring the gender moderation effect","authors":"Ainhoa Ullibarriarana-Garate, Izaskun Agirre-Aramburu, Mikel Mesonero-De Miguel","doi":"10.1108/heswbl-12-2022-0268","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0268","url":null,"abstract":"PurposeThis study seeks to show whether workplace experience (WE) in an apprenticeship programme affects the duration of joblessness amongst recent university graduates and to determine the antecedents that support a workplace well-being experience during an apprenticeship programme. Additionally, the research introduces the moderating effect of gender in order better to understand under what circumstances apprenticeship reduces the time taken to find employment.Design/methodology/approachThe research proposes PLS equation modelling constructed with a sample of 129 students from the Business Administration and Management degree at Mondragon University.FindingsThe research finds that social support and job demand are key features of work that should be addressed to ensure a workplace well-being experience in an apprenticeship programme. In addition, a workplace well-being experience during apprenticeship reduced the time taken by students to access their first job. This means that job training in a company helps students get their first job, but it is not the primary factor. The study also shows that men who had workplace well-being experience in an apprenticeship programme take less time to find their first job.Originality/valueThe study proposes an exclusive analysis of apprenticeship programmes in higher education systems from the perspective of workplace well-being experience, based on the DCS model. This research also adds to the literature on apprenticeship by providing evidence that a positive experience of work during an apprenticeship programme facilitates undergraduate students in securing employment. Furthermore, this paper confirms that workplace well-being experiences in apprenticeship programmes constitute a valid tool for tackling youth unemployment, and finds that it is more efficient amongst males than females.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45645186","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 : 2023-08-22DOI: 10.1108/heswbl-12-2022-0257
L. Addison, D. Williams
PurposeThis paper aims to provide a parsimonious but rigorous model to assist decision-makers to determine critical factors which can lead to higher graduation rates amongst higher education institution (HEI) participants. It predicts the odds of dropout amongst university students, using HEI data from a developing country. This is used as a basis for a Student Retention Predictive (SRP) Model to inform HEI administrators about predicted risks of attrition amongst cohorts.Design/methodology/approachA classification tool, the Logistic Regression Model, is fitted to the data set for a particular HEI in a developing country. The model is used to predict significant factors for student dropout and to create a base model for predicted risks by various student demographic variables.FindingsTo reduce dropout and to ensure higher graduation rates, the model suggests that variables such as age group, faculty, academic standing and cumulative GPA are significant. These indicative results can drive intervention strategies to improve student retention in HEIs and lessen the gap between graduates and non-graduates, with the goal of reducing socio-economic inequalities in society.Originality/valueThis research employs risk bands (low, medium and high) to classify students at risk of attrition or drop out. This provides invaluable insights to HEI administrators in the development of intervention strategies to reduce dropout and increase graduation rates to impact the wider public policy issue of socio-economic inequities.
{"title":"Predicting student retention in higher education institutions (HEIs)","authors":"L. Addison, D. Williams","doi":"10.1108/heswbl-12-2022-0257","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0257","url":null,"abstract":"PurposeThis paper aims to provide a parsimonious but rigorous model to assist decision-makers to determine critical factors which can lead to higher graduation rates amongst higher education institution (HEI) participants. It predicts the odds of dropout amongst university students, using HEI data from a developing country. This is used as a basis for a Student Retention Predictive (SRP) Model to inform HEI administrators about predicted risks of attrition amongst cohorts.Design/methodology/approachA classification tool, the Logistic Regression Model, is fitted to the data set for a particular HEI in a developing country. The model is used to predict significant factors for student dropout and to create a base model for predicted risks by various student demographic variables.FindingsTo reduce dropout and to ensure higher graduation rates, the model suggests that variables such as age group, faculty, academic standing and cumulative GPA are significant. These indicative results can drive intervention strategies to improve student retention in HEIs and lessen the gap between graduates and non-graduates, with the goal of reducing socio-economic inequalities in society.Originality/valueThis research employs risk bands (low, medium and high) to classify students at risk of attrition or drop out. This provides invaluable insights to HEI administrators in the development of intervention strategies to reduce dropout and increase graduation rates to impact the wider public policy issue of socio-economic inequities.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44501666","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 : 2023-08-21DOI: 10.1108/heswbl-06-2022-0126
S. Bhargava, Renu Sharma
PurposeThe study aims to examine the mediating effect of psychological well-being (PWB) on the relationship between teamwork skills and student engagement (SE) in higher education institutional setups.Design/methodology/approachThe study used a triangulation mixed-methods approach. Data were collected from final-year students pursuing post-graduation and graduation in private colleges in India. In the main study, quantitative data was gathered from 276 students through a survey. The relationship among the variables-teamwork skills, SE and PWB was empirically validated through path analysis; mediation was also conducted. In the auxiliary study, qualitative data was gathered through focus group sessions and was analyzed using thematic analysis.FindingsResults depicted that teamwork skills positively predict students' engagement with their academic program. Additionally, PWB partially mediates the relationship between teamwork skills and SE.Originality/valueThe study was conducted to expand understanding of aspects related to promoting students' engagement in HEIs in Delhi and Haryana through being attentive toward teamwork skills development and through taking care of students' PWB.
{"title":"Student engagement through teamwork skills: the mediating role of psychological well-being","authors":"S. Bhargava, Renu Sharma","doi":"10.1108/heswbl-06-2022-0126","DOIUrl":"https://doi.org/10.1108/heswbl-06-2022-0126","url":null,"abstract":"PurposeThe study aims to examine the mediating effect of psychological well-being (PWB) on the relationship between teamwork skills and student engagement (SE) in higher education institutional setups.Design/methodology/approachThe study used a triangulation mixed-methods approach. Data were collected from final-year students pursuing post-graduation and graduation in private colleges in India. In the main study, quantitative data was gathered from 276 students through a survey. The relationship among the variables-teamwork skills, SE and PWB was empirically validated through path analysis; mediation was also conducted. In the auxiliary study, qualitative data was gathered through focus group sessions and was analyzed using thematic analysis.FindingsResults depicted that teamwork skills positively predict students' engagement with their academic program. Additionally, PWB partially mediates the relationship between teamwork skills and SE.Originality/valueThe study was conducted to expand understanding of aspects related to promoting students' engagement in HEIs in Delhi and Haryana through being attentive toward teamwork skills development and through taking care of students' PWB.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44107230","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 : 2023-08-21DOI: 10.1108/heswbl-10-2019-0151
Md Aktar Kamal, Souman Guha, N. Begum, Md. Abu Taher
PurposeThe purpose of the study was to examine the factors that are important for strengthening university–industry collaboration (UIC). This study also investigates the outcome of UIC in the light of creativity, skill, knowledge, and research work.Design/methodology/approachA survey method has been used to collect data for the study. This study applied a purposive judgmental sampling technique where particular types of respondents like university faculty members and the top officials of the organizations were selected who are knowledgeable and can provide the desired information. The current study used the structural equation modeling method to analyze the data. In the first stage, this research assessed the demographic factors of the respondent. Then this study conducts confirmatory factors analysis and convergent and discriminant validity and reliability test. Finally, the hypotheses are tested by using nonparametric.FindingsThis study finds that knowledge transfer mechanism, governmental factors, organizational design factors, technology transfer and the collaborative network has a significant impact on strengthening UIC, which ultimately facilitates creativity, knowledge creation, skills development and supply of graduate according to the requirement of the industry, good research work.Originality/valueThe current study identified some important determinant that has a substantial influence on strengthening UIC. According to the study organizational design, government, technology, collaborative network and mechanism for knowledge transfer play very crucial roles in strengthening collaboration that ultimately increases the creativity, skills, knowledge and research capability of graduates.
{"title":"Drivers of strengthening university–industry collaboration: implications for favorable outcomes","authors":"Md Aktar Kamal, Souman Guha, N. Begum, Md. Abu Taher","doi":"10.1108/heswbl-10-2019-0151","DOIUrl":"https://doi.org/10.1108/heswbl-10-2019-0151","url":null,"abstract":"PurposeThe purpose of the study was to examine the factors that are important for strengthening university–industry collaboration (UIC). This study also investigates the outcome of UIC in the light of creativity, skill, knowledge, and research work.Design/methodology/approachA survey method has been used to collect data for the study. This study applied a purposive judgmental sampling technique where particular types of respondents like university faculty members and the top officials of the organizations were selected who are knowledgeable and can provide the desired information. The current study used the structural equation modeling method to analyze the data. In the first stage, this research assessed the demographic factors of the respondent. Then this study conducts confirmatory factors analysis and convergent and discriminant validity and reliability test. Finally, the hypotheses are tested by using nonparametric.FindingsThis study finds that knowledge transfer mechanism, governmental factors, organizational design factors, technology transfer and the collaborative network has a significant impact on strengthening UIC, which ultimately facilitates creativity, knowledge creation, skills development and supply of graduate according to the requirement of the industry, good research work.Originality/valueThe current study identified some important determinant that has a substantial influence on strengthening UIC. According to the study organizational design, government, technology, collaborative network and mechanism for knowledge transfer play very crucial roles in strengthening collaboration that ultimately increases the creativity, skills, knowledge and research capability of graduates.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44209738","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 : 2023-08-16DOI: 10.1108/heswbl-01-2023-0019
C. Ribeiro, P. Ramos, Raimundo Nonato Bechara, Juliano Machado de Oliveira, Erika Bicalho de Almeida, Soraida Sozzi Miguel, D. Ricardo, Rodrigo Guerra DE OLIVEIRA
PurposeThe COVID-19 pandemic has created a significant disruption in the educational systems worldwide. Some institutions opted for emergency remote education due to the need to cancel in-person activities. The aims of this paper were to evaluate the use of asynchronous methodology in health sciences education, determine whether asynchronous methodology was sacrificing overall student satisfaction, and investigate whether satisfaction improved as the program develops.Design/methodology/approachInitially, there was phase 1 that corresponded to four weeks of activities. Each professor produced a video lesson, and after each video lesson, a weekly educational activity was made available. Next, phase 2 was implemented using the same methodology, however lasting six weeks. Three questionnaires were developed, and a Likert scale was administered to verify the students’ level of satisfaction. Data were analyzed using frequency distributions, mean values, standard deviation and confidence interval. The normality of the sum data (total of the questionnaires) was tested using the Kolmogorov–Smirnov test.FindingsAlthough the students pointed out that the asynchronous methodology facilitated access to the content and considered this methodology satisfactory, they expressed a reduced level of satisfaction regarding emergency remote education in general when data from the first weeks were compared to those of the previous weeks. It is clear that students became increasingly discouraged and tired over time, which motivated the institution to shift into a combination of synchronous and asynchronous methodology to improve student learning.Originality/valueTeaching in the field of health care encompasses difficult competencies that sometimes are impossible to be learned remotely, so there is a need to examine and evaluate properly the remote education in this area. With careful planning, educational institutions can evaluate their experiences during the pandemic, allowing those involved to highlight strengths and identify weaknesses to better prepare for future needs to improve remote education.
{"title":"Health professions’ perspective on emergency remote education","authors":"C. Ribeiro, P. Ramos, Raimundo Nonato Bechara, Juliano Machado de Oliveira, Erika Bicalho de Almeida, Soraida Sozzi Miguel, D. Ricardo, Rodrigo Guerra DE OLIVEIRA","doi":"10.1108/heswbl-01-2023-0019","DOIUrl":"https://doi.org/10.1108/heswbl-01-2023-0019","url":null,"abstract":"PurposeThe COVID-19 pandemic has created a significant disruption in the educational systems worldwide. Some institutions opted for emergency remote education due to the need to cancel in-person activities. The aims of this paper were to evaluate the use of asynchronous methodology in health sciences education, determine whether asynchronous methodology was sacrificing overall student satisfaction, and investigate whether satisfaction improved as the program develops.Design/methodology/approachInitially, there was phase 1 that corresponded to four weeks of activities. Each professor produced a video lesson, and after each video lesson, a weekly educational activity was made available. Next, phase 2 was implemented using the same methodology, however lasting six weeks. Three questionnaires were developed, and a Likert scale was administered to verify the students’ level of satisfaction. Data were analyzed using frequency distributions, mean values, standard deviation and confidence interval. The normality of the sum data (total of the questionnaires) was tested using the Kolmogorov–Smirnov test.FindingsAlthough the students pointed out that the asynchronous methodology facilitated access to the content and considered this methodology satisfactory, they expressed a reduced level of satisfaction regarding emergency remote education in general when data from the first weeks were compared to those of the previous weeks. It is clear that students became increasingly discouraged and tired over time, which motivated the institution to shift into a combination of synchronous and asynchronous methodology to improve student learning.Originality/valueTeaching in the field of health care encompasses difficult competencies that sometimes are impossible to be learned remotely, so there is a need to examine and evaluate properly the remote education in this area. With careful planning, educational institutions can evaluate their experiences during the pandemic, allowing those involved to highlight strengths and identify weaknesses to better prepare for future needs to improve remote education.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46838834","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 : 2023-08-11DOI: 10.1108/heswbl-05-2023-0120
Saskia Grooters, Emma Zaal
PurposeWork-Based Learning (WBL) is a form of practical learning that is still rare, yet upcoming in academic education. It differs mainly from classical approaches because work experience forms a key curriculum element. To enable WBL, a cultural change in academic landscape seems required, which depends on views and support of academic staff.Design/methodology/approachThe authors carried out a case study, in which the authors interviewed 20 Dutch science professors to examine their vision on the master track Science, Business and Policy (SBP), a WBL program offered for over 15 years.FindingsGenerally professors are positive about its added value and recommend the track, especially for students with career ambitions outside academia. WBL is perceived to have a positive contribution to academic level. Professors indicated that for academic skills development, compared with a traditional master's program, SBP is evaluated neutral to positive.Originality/valueAltogether the current climate at the university of Groningen towards WBL seems predominantly positive. The educational change towards a solid inclusion of WBL in the regular curriculum seems supported by one of the key players, the professors. This track could thereby be an example for other WBL programs worldwide.
{"title":"Start of the work-based learning revolution? The impact on academic quality of Dutch science masters, perceived by university professors","authors":"Saskia Grooters, Emma Zaal","doi":"10.1108/heswbl-05-2023-0120","DOIUrl":"https://doi.org/10.1108/heswbl-05-2023-0120","url":null,"abstract":"PurposeWork-Based Learning (WBL) is a form of practical learning that is still rare, yet upcoming in academic education. It differs mainly from classical approaches because work experience forms a key curriculum element. To enable WBL, a cultural change in academic landscape seems required, which depends on views and support of academic staff.Design/methodology/approachThe authors carried out a case study, in which the authors interviewed 20 Dutch science professors to examine their vision on the master track Science, Business and Policy (SBP), a WBL program offered for over 15 years.FindingsGenerally professors are positive about its added value and recommend the track, especially for students with career ambitions outside academia. WBL is perceived to have a positive contribution to academic level. Professors indicated that for academic skills development, compared with a traditional master's program, SBP is evaluated neutral to positive.Originality/valueAltogether the current climate at the university of Groningen towards WBL seems predominantly positive. The educational change towards a solid inclusion of WBL in the regular curriculum seems supported by one of the key players, the professors. This track could thereby be an example for other WBL programs worldwide.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49044572","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 : 2023-08-09DOI: 10.1108/heswbl-12-2022-0289
Trevor Gerhardt, Roman Puchkov
Purpose This paper explored collective grief through the case of a Business Management College which suddenly and unexpectedly went into administration. The aim was to gain and apply insight to future crises in collective grief such as what occurred during Covid 19. Design/methodology/approach 120 EVRE submissions with weekly reflective journal entries and 121 Capstone submissions including reflections were analysed as secondary textual data using content-thematic analysis and inferential statistics. Findings This study confirms the theory that grief is not linear. However, even though no positive correlation was found between two different cohorts (EVRE and CAPP submissions), who did experience the same crisis in different ways, those people did all seem to share the stage of avoidance. Research limitations/implications The textual data was limited in scope as not all students chose to express their grief through the written submission or the Kubler-Ross lens. Practical implications This research does suggest that initially, institutional responses to collective grief should address initial stages of “avoidance”. Social implications In responding to collecting grief, such as Covid 19, institutions need to recognise the non-linear process of grief and not expect a “one-size-fits-all” approach to be a viable solution. Originality/value There is not much research available looking at student experience and emotional pressures (if at all) collectively during a crisis.
{"title":"Preparing for the future: understanding collective grief through the lens of the Kubler-Ross crisis cycle","authors":"Trevor Gerhardt, Roman Puchkov","doi":"10.1108/heswbl-12-2022-0289","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0289","url":null,"abstract":"Purpose This paper explored collective grief through the case of a Business Management College which suddenly and unexpectedly went into administration. The aim was to gain and apply insight to future crises in collective grief such as what occurred during Covid 19. Design/methodology/approach 120 EVRE submissions with weekly reflective journal entries and 121 Capstone submissions including reflections were analysed as secondary textual data using content-thematic analysis and inferential statistics. Findings This study confirms the theory that grief is not linear. However, even though no positive correlation was found between two different cohorts (EVRE and CAPP submissions), who did experience the same crisis in different ways, those people did all seem to share the stage of avoidance. Research limitations/implications The textual data was limited in scope as not all students chose to express their grief through the written submission or the Kubler-Ross lens. Practical implications This research does suggest that initially, institutional responses to collective grief should address initial stages of “avoidance”. Social implications In responding to collecting grief, such as Covid 19, institutions need to recognise the non-linear process of grief and not expect a “one-size-fits-all” approach to be a viable solution. Originality/value There is not much research available looking at student experience and emotional pressures (if at all) collectively during a crisis.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135696894","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 : 2023-08-04DOI: 10.1108/heswbl-12-2022-0285
Heather Carle, Cara-Lynn Scheuer, S. Swartz
PurposeThis study offers insight on the impact of virtual team projects (VTPs) of varying types (global vs domestic teams, technology vs non-tech projects) on competency and anxiety outcomes during the COVID-19 pandemic.Design/methodology/approachPaired-sample t-tests and ANOVA tests were performed on student survey responses pre- and post-engagement of different VTPs.FindingsThe results demonstrated positive effects of VTPs on intercultural sensitivity (ISS), computer self-efficacy, perceived ease of use of online learning and COVID-19 anxiety. ISS (“interaction confidence”) improved more for students in the global vs. domestic teams and technology-related outcomes (CSE, PEU and computer anxiety) and ISS (“respect for cultural differences”) improved more for students that participated in tech projects, whereas COVID-19 anxiety lessened more for those that participated in non-tech projects.Originality/valueThe study expands understanding of the Technology Acceptance Model and provides insight into the ISS literature showing that VTPs could be a worthwhile pedagogical approach for improving student competencies and anxiety during times of academic disruption, but that project type can influence these changes.
{"title":"Was transitioning to the virtual environment worth it: effects of different virtual team projects during the COVID-19 pandemic","authors":"Heather Carle, Cara-Lynn Scheuer, S. Swartz","doi":"10.1108/heswbl-12-2022-0285","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0285","url":null,"abstract":"PurposeThis study offers insight on the impact of virtual team projects (VTPs) of varying types (global vs domestic teams, technology vs non-tech projects) on competency and anxiety outcomes during the COVID-19 pandemic.Design/methodology/approachPaired-sample t-tests and ANOVA tests were performed on student survey responses pre- and post-engagement of different VTPs.FindingsThe results demonstrated positive effects of VTPs on intercultural sensitivity (ISS), computer self-efficacy, perceived ease of use of online learning and COVID-19 anxiety. ISS (“interaction confidence”) improved more for students in the global vs. domestic teams and technology-related outcomes (CSE, PEU and computer anxiety) and ISS (“respect for cultural differences”) improved more for students that participated in tech projects, whereas COVID-19 anxiety lessened more for those that participated in non-tech projects.Originality/valueThe study expands understanding of the Technology Acceptance Model and provides insight into the ISS literature showing that VTPs could be a worthwhile pedagogical approach for improving student competencies and anxiety during times of academic disruption, but that project type can influence these changes.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46604664","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 : 2023-08-03DOI: 10.1108/heswbl-10-2022-0216
Celestin Mayombe
PurposeThere is a global concern about the effectiveness of vocational education and training (VET) programmes in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. Experiential learning (EL) is a major component of VET programmes. This article aims to examine the effects of facilitating VET through EL theory to promote youths' skills acquisition. The study looks at the effects of material resources on the use of experiential learning theory (ELT), the types of EL and the contribution of ELT to VET programmes.Design/methodology/approachThe research design mainly entails a qualitative research design and research method to allow the researcher to view the reality as is experienced from the inside out by the trainees and training centre managers on important data for a thorough understanding. The study participants were 512 young trainees who completed different training courses from the VET programmes and 24 centre managers in the KwaZulu-Natal province of South Africa.FindingsThe findings reveal that the use of ELT in VET programmes helped the trainees to gain real-world skills, hence contributing to their empowerment in terms of work experience and competence for their future employment. Based on the findings, the study concludes that ELT is an effective instrument to promote VET programmes for disadvantaged and unemployed youths.Practical implicationsThe practical and social implications of the findings are that, while disadvantaged youths cannot access and afford higher education, public and private sectors can remedy their situation by providing non-school-based technical and vocational training to help such youths enter the labour market. The findings will motivate the providers of skills development for unemployed youths to use ELT in designing course curricula, planning resources and directing teaching-learning approaches to help trainees to acquire skills and competencies to perform tasks close to real-work situations.Social implicationsThe socio-economic implication of the article is that skills development plays an important role in poverty reduction. Investing in the skills development of citizens is vital to raise the incomes of poor groups and to reduce poverty (ILO, 2018). Although the causes of unemployment have also to do with economic factors in a country, skills development is an essential ingredient in developing capacities for labour market entry and increased income generation of a vulnerable group of people.Originality/valueThe article is significant because the study provides new insights into the use of ELT in VET programmes to improve their effectiveness in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. The study contributes to the body of knowledge by establishing a solid base for the evidence-informed practice of the effects of facilitating the VET programme through ELT to promote skills
{"title":"Promoting youths' skills acquisition through experiential learning theory in vocational education and training in South Africa","authors":"Celestin Mayombe","doi":"10.1108/heswbl-10-2022-0216","DOIUrl":"https://doi.org/10.1108/heswbl-10-2022-0216","url":null,"abstract":"PurposeThere is a global concern about the effectiveness of vocational education and training (VET) programmes in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. Experiential learning (EL) is a major component of VET programmes. This article aims to examine the effects of facilitating VET through EL theory to promote youths' skills acquisition. The study looks at the effects of material resources on the use of experiential learning theory (ELT), the types of EL and the contribution of ELT to VET programmes.Design/methodology/approachThe research design mainly entails a qualitative research design and research method to allow the researcher to view the reality as is experienced from the inside out by the trainees and training centre managers on important data for a thorough understanding. The study participants were 512 young trainees who completed different training courses from the VET programmes and 24 centre managers in the KwaZulu-Natal province of South Africa.FindingsThe findings reveal that the use of ELT in VET programmes helped the trainees to gain real-world skills, hence contributing to their empowerment in terms of work experience and competence for their future employment. Based on the findings, the study concludes that ELT is an effective instrument to promote VET programmes for disadvantaged and unemployed youths.Practical implicationsThe practical and social implications of the findings are that, while disadvantaged youths cannot access and afford higher education, public and private sectors can remedy their situation by providing non-school-based technical and vocational training to help such youths enter the labour market. The findings will motivate the providers of skills development for unemployed youths to use ELT in designing course curricula, planning resources and directing teaching-learning approaches to help trainees to acquire skills and competencies to perform tasks close to real-work situations.Social implicationsThe socio-economic implication of the article is that skills development plays an important role in poverty reduction. Investing in the skills development of citizens is vital to raise the incomes of poor groups and to reduce poverty (ILO, 2018). Although the causes of unemployment have also to do with economic factors in a country, skills development is an essential ingredient in developing capacities for labour market entry and increased income generation of a vulnerable group of people.Originality/valueThe article is significant because the study provides new insights into the use of ELT in VET programmes to improve their effectiveness in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. The study contributes to the body of knowledge by establishing a solid base for the evidence-informed practice of the effects of facilitating the VET programme through ELT to promote skills ","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41506110","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 : 2023-08-02DOI: 10.1108/heswbl-09-2022-0189
P. Thomas, D. John, Lijo Thomas
PurposeThe objective of the study was to explore the factors influencing the career decisions of students doing the students' undergraduate (UG) and postgraduate (PG) programmes from urban private universities/colleges in the Indian context.Design/methodology/approachCareer decision-making is determined by different factors and is contextual. The present study explores and identifies the prominent factors influencing career decision-making. A pool of 33 questions was developed, and these questions were initially administered to a sample of 233 students. Principal component analysis with Varimax Rotation identified salient factors. In the second study, confirmatory analysis was performed based on the opinion of 304 students.FindingsThe study shows that the student's career deciding factors include (1) career clarity, (2) career exploration, (3) career reward and recognition and (4) career initiative for professional and personal growth.Originality/valueThe study focussed on career-deciding factors for UG and PG students from urban universities/colleges in the Indian context and the findings can be used for planning career counselling interventions.
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