Pub Date : 2023-07-11DOI: 10.1108/heswbl-10-2020-0231
Tom Fletcher
PurposeThe purpose of this paper is to develop a greater understanding of how a virtual learning environment (VLE) discussion forum can be used as a learning community to enhance reflective practice in work-based learning (WBL).Design/methodology/approachThis study adopted a qualitative interpretive approach through the use of VLE [Blackboard (BB)] discussion forums followed by a focus group. Thematic and content analysis was conducted to identify patterns and themes.FindingsThe findings suggest that whilst a VLE can help create a community of practice through discussion forums, individual reflective practice, as opposed to group reflection, was found to be the most common in the communication discourse, with reflection on experience as the main category.Practical implicationsOriginal views of students have been gathered and can be used to inform future practice.Originality/valueThe findings can be used to better understand and enhance reflective practice of students on WBL placements.
{"title":"Using a virtual learning environment to enhance reflective practice in work-based learning","authors":"Tom Fletcher","doi":"10.1108/heswbl-10-2020-0231","DOIUrl":"https://doi.org/10.1108/heswbl-10-2020-0231","url":null,"abstract":"PurposeThe purpose of this paper is to develop a greater understanding of how a virtual learning environment (VLE) discussion forum can be used as a learning community to enhance reflective practice in work-based learning (WBL).Design/methodology/approachThis study adopted a qualitative interpretive approach through the use of VLE [Blackboard (BB)] discussion forums followed by a focus group. Thematic and content analysis was conducted to identify patterns and themes.FindingsThe findings suggest that whilst a VLE can help create a community of practice through discussion forums, individual reflective practice, as opposed to group reflection, was found to be the most common in the communication discourse, with reflection on experience as the main category.Practical implicationsOriginal views of students have been gathered and can be used to inform future practice.Originality/valueThe findings can be used to better understand and enhance reflective practice of students on WBL placements.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44064154","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 : 2023-07-10DOI: 10.1108/heswbl-03-2023-0059
Ana María Zorrilla Noriega, Marco Sánchez Arias
PurposeThe paper enriches the understanding of the principal challenges faced in future lawyers' education in Mexico considering global trends, particularly from the perspective of skills creation in diverse areas of legal practice.Design/methodology/approachThe framework used draws on trends identified within an international collaborative research study in which both authors participated, titled “Developing a Blueprint for Global Legal Education”. This current paper stems from the premise that these recommendations can be further developed and better utilised if explored within a specific context. The methodology designed for this research consisted of two main components: a thorough analysis of the norms that regulate the education system and the professional practice in Mexico, and an extensive literature review that provided insights into the state of global trends in legal education.FindingsThis paper reveals that in Mexico having a well-designed and comprehensive legal framework is the first step to promote the creation of high-quality educational models.Practical implicationsThe study analyses the current situation in Mexico within four global trends: (1) regulation of legal education and access to the profession; (2) building professional practice skills; (3) internationalisation of education and (4) incorporation of technology and responsible innovation.Originality/valueThe reflections are intended to promote better training of law students in the skills required to face the various challenges that the legal profession currently involves. This is under an approach that analyses global challenges and identifies the best practices to connect learning processes with in-demand professional skills.
{"title":"Challenges for skills creation in legal education: an analysis of the Mexican context in line with global trends","authors":"Ana María Zorrilla Noriega, Marco Sánchez Arias","doi":"10.1108/heswbl-03-2023-0059","DOIUrl":"https://doi.org/10.1108/heswbl-03-2023-0059","url":null,"abstract":"PurposeThe paper enriches the understanding of the principal challenges faced in future lawyers' education in Mexico considering global trends, particularly from the perspective of skills creation in diverse areas of legal practice.Design/methodology/approachThe framework used draws on trends identified within an international collaborative research study in which both authors participated, titled “Developing a Blueprint for Global Legal Education”. This current paper stems from the premise that these recommendations can be further developed and better utilised if explored within a specific context. The methodology designed for this research consisted of two main components: a thorough analysis of the norms that regulate the education system and the professional practice in Mexico, and an extensive literature review that provided insights into the state of global trends in legal education.FindingsThis paper reveals that in Mexico having a well-designed and comprehensive legal framework is the first step to promote the creation of high-quality educational models.Practical implicationsThe study analyses the current situation in Mexico within four global trends: (1) regulation of legal education and access to the profession; (2) building professional practice skills; (3) internationalisation of education and (4) incorporation of technology and responsible innovation.Originality/valueThe reflections are intended to promote better training of law students in the skills required to face the various challenges that the legal profession currently involves. This is under an approach that analyses global challenges and identifies the best practices to connect learning processes with in-demand professional skills.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42289175","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 : 2023-07-05DOI: 10.1108/heswbl-02-2023-0040
T. Ngonda, R. Nkhoma, T. Falayi
PurposeThe study compares how work-integrated learning (WIL) placement positioning, duration, assessment strategies and environment at three Southern African universities influence engineering students' academic and employability outcomes.Design/methodology/approachThe study used a qualitative case study approach that drew on the principles of collaborative autoethnography (CAE). The researchers reflected on WIL placement practices, structure, assessment, environment and outcomes at their universities and then analysed the reflections using comparative descriptive techniques.FindingsThe study reports no uniformity among the universities in positioning WIL placement in the curriculum. It is done during end-of-year vacations, between the penultimate and final year or in the last year. The study found WIL placement positioning does not influence academic outcomes; however, the influence on employability outcomes needs further investigation. Components of WIL placement assessment are similar, presentations, logbooks and reports. However, there are differences in the weightings of the various assessment components and the contribution of the industry supervisor. There is a growing trend towards placing students within universities to mitigate the challenges of limited opportunities of placements available in the industry. The impact of this also needs to be further investigated. Lastly, there are policy-related challenges in placing international students. Work restrictions on student visas limit international students’ access to WIL placement. Southern African universities need to lobby the waivers to student visa restrictions that limit their participation in WIL programs if there are to succeed in their internationalisation efforts.Originality/valueThe study highlights the gaps in understanding Southern African universities' WIL placement practices, particularly relating to the positioning of WIL placement in the curriculum, the assessment methods used and the theory to work integration and employability outcomes.
{"title":"Work-integrated learning placement in engineering education: a comparative contextual analysis of public universities in Malawi, Namibia and South Africa","authors":"T. Ngonda, R. Nkhoma, T. Falayi","doi":"10.1108/heswbl-02-2023-0040","DOIUrl":"https://doi.org/10.1108/heswbl-02-2023-0040","url":null,"abstract":"PurposeThe study compares how work-integrated learning (WIL) placement positioning, duration, assessment strategies and environment at three Southern African universities influence engineering students' academic and employability outcomes.Design/methodology/approachThe study used a qualitative case study approach that drew on the principles of collaborative autoethnography (CAE). The researchers reflected on WIL placement practices, structure, assessment, environment and outcomes at their universities and then analysed the reflections using comparative descriptive techniques.FindingsThe study reports no uniformity among the universities in positioning WIL placement in the curriculum. It is done during end-of-year vacations, between the penultimate and final year or in the last year. The study found WIL placement positioning does not influence academic outcomes; however, the influence on employability outcomes needs further investigation. Components of WIL placement assessment are similar, presentations, logbooks and reports. However, there are differences in the weightings of the various assessment components and the contribution of the industry supervisor. There is a growing trend towards placing students within universities to mitigate the challenges of limited opportunities of placements available in the industry. The impact of this also needs to be further investigated. Lastly, there are policy-related challenges in placing international students. Work restrictions on student visas limit international students’ access to WIL placement. Southern African universities need to lobby the waivers to student visa restrictions that limit their participation in WIL programs if there are to succeed in their internationalisation efforts.Originality/valueThe study highlights the gaps in understanding Southern African universities' WIL placement practices, particularly relating to the positioning of WIL placement in the curriculum, the assessment methods used and the theory to work integration and employability outcomes.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44479077","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 : 2023-06-28DOI: 10.1108/heswbl-01-2023-0004
I. Indrayani, Nurhatisyah Nurhatisyah, Damsar Damsar, Chablullah Wibisono
PurposeThis study aims to test and analyze the effect of continuous commitment, task complexity, competence and personal value on employee performance millennial intervening job satisfaction.Design/methodology/approachThis research method is quantitative with a sequential explanatory design, then data collection through a questionnaire, with a sample of 205 respondents—data analysis using Structural Equation Model (SEM) with the software Linear Structural Relationship (LISREL).FindingsThe results of research on the performance of millennial employees with intervening work satisfaction showed that continuous commitment (2.49), task complexity (2.74) and professional competence (2.0) had a significant effect. This means that the performance of millennial employees will increase if they get job satisfaction. With satisfaction, the commitment and competence of millennial employees are high. While the research results for the performance of millennial employees have a direct influence, only professional competence (2.27) and task complexity (4.06) are significant. This means that as high as professional competence is characterized by intellectual, emotional mood and attitude, owned by millennial employees, the resulting performance is increased even with complex tasks.Research limitations/implicationsThe findings of this study have significance for enhancing organizational performance so that businesses can maximize the performance of millennial employees by paying attention to job satisfaction, professional competence and personal values.Originality/valueThis research's contribution to millennial workers is to help them improve and develop their performance, allowing them to compete more effectively. The findings of this study have significance for enhancing organizational performance so that businesses can maximize the performance of millennial employees by paying attention to job satisfaction, professional competence and personal values.
{"title":"How does millennial employee job satisfaction affect performance?","authors":"I. Indrayani, Nurhatisyah Nurhatisyah, Damsar Damsar, Chablullah Wibisono","doi":"10.1108/heswbl-01-2023-0004","DOIUrl":"https://doi.org/10.1108/heswbl-01-2023-0004","url":null,"abstract":"PurposeThis study aims to test and analyze the effect of continuous commitment, task complexity, competence and personal value on employee performance millennial intervening job satisfaction.Design/methodology/approachThis research method is quantitative with a sequential explanatory design, then data collection through a questionnaire, with a sample of 205 respondents—data analysis using Structural Equation Model (SEM) with the software Linear Structural Relationship (LISREL).FindingsThe results of research on the performance of millennial employees with intervening work satisfaction showed that continuous commitment (2.49), task complexity (2.74) and professional competence (2.0) had a significant effect. This means that the performance of millennial employees will increase if they get job satisfaction. With satisfaction, the commitment and competence of millennial employees are high. While the research results for the performance of millennial employees have a direct influence, only professional competence (2.27) and task complexity (4.06) are significant. This means that as high as professional competence is characterized by intellectual, emotional mood and attitude, owned by millennial employees, the resulting performance is increased even with complex tasks.Research limitations/implicationsThe findings of this study have significance for enhancing organizational performance so that businesses can maximize the performance of millennial employees by paying attention to job satisfaction, professional competence and personal values.Originality/valueThis research's contribution to millennial workers is to help them improve and develop their performance, allowing them to compete more effectively. The findings of this study have significance for enhancing organizational performance so that businesses can maximize the performance of millennial employees by paying attention to job satisfaction, professional competence and personal values.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47534259","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 : 2023-06-27DOI: 10.1108/heswbl-12-2022-0281
E. Negm
Purpose This study investigates the main factors that lead to students’ satisfaction toward executive education blended learning.Design/methodology/approach Merging five theories (consumer satisfaction theory, self-determination theory, investment model, happy-productive student theory and service quality model), the author used quantitative research to develop a model, explaining executive education satisfaction taught in a blended learning approach. Administrated questionnaires were physically distributed in various business universities that offer education to mid-career executives in Egypt. Two hundred and seventy questionnaires were examined through structural equation modeling path coefficient analysis.Findings Results show that satisfaction with executive education in traditional classroom boundaries are due to three internal factors (personal/psychological): self-regulated learning, perceived future financial rewards and perceived ease of course; and two external factors: quality of instructor and course design. When courses are given online, satisfaction is developed due to two internal factors (personal/psychological): self-regulated learning and perceived future financial reward; and one external factor, course design.Practical implications Marketization signifies students as consumers of universities; student’s satisfaction is increasingly important for educational entities to attract and retain students. Thus, this study develops a coherent student’s satisfaction model to better manage and market executive education, leading to students’ contentment in theory and practice.Originality/value Student’s satisfaction has multiple facets that are stochastic as education evolves and develops. The contribution stems from the incorporation of various theories to explain student’s satisfaction of executive education taught in a blended approach: traditional classroom boundaries and digital platforms that offer access to online education. The research extracts significant set of reasons, showing executive education satisfaction is not entirely similar to other education programs; and satisfaction toward blended learning in executive education is not entirely similar to education offered solely online or physically.
{"title":"A student’s satisfaction model for an executive education blended learning approach, considering aspects for marketing applications","authors":"E. Negm","doi":"10.1108/heswbl-12-2022-0281","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0281","url":null,"abstract":"Purpose This study investigates the main factors that lead to students’ satisfaction toward executive education blended learning.Design/methodology/approach Merging five theories (consumer satisfaction theory, self-determination theory, investment model, happy-productive student theory and service quality model), the author used quantitative research to develop a model, explaining executive education satisfaction taught in a blended learning approach. Administrated questionnaires were physically distributed in various business universities that offer education to mid-career executives in Egypt. Two hundred and seventy questionnaires were examined through structural equation modeling path coefficient analysis.Findings Results show that satisfaction with executive education in traditional classroom boundaries are due to three internal factors (personal/psychological): self-regulated learning, perceived future financial rewards and perceived ease of course; and two external factors: quality of instructor and course design. When courses are given online, satisfaction is developed due to two internal factors (personal/psychological): self-regulated learning and perceived future financial reward; and one external factor, course design.Practical implications Marketization signifies students as consumers of universities; student’s satisfaction is increasingly important for educational entities to attract and retain students. Thus, this study develops a coherent student’s satisfaction model to better manage and market executive education, leading to students’ contentment in theory and practice.Originality/value Student’s satisfaction has multiple facets that are stochastic as education evolves and develops. The contribution stems from the incorporation of various theories to explain student’s satisfaction of executive education taught in a blended approach: traditional classroom boundaries and digital platforms that offer access to online education. The research extracts significant set of reasons, showing executive education satisfaction is not entirely similar to other education programs; and satisfaction toward blended learning in executive education is not entirely similar to education offered solely online or physically.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45230266","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 : 2023-06-21DOI: 10.1108/heswbl-03-2022-0069
M. Huda
PurposeThe massive expansion of digital platform has been responsible for the widespread progressive engagement created amongst learners and educators. The practice of requiring student feedback on online learning services ensures that teacher education continues to advance its strategic approach to online learning. This paper aims to examine the level of accessibility and adaptability of digital technology with particular focus on Malaysia, by elaborating the value of superior learning service and practical adaptability of online learning during the pandemic era.Design/methodology/approachThis study was conducted using qualitative approach of data collection, namely via structured interview. The listed respondents included 30 higher learners who participated in the study by providing feedback on the issues encountered during the research process.FindingsThe findings revealed that the strategic enhancement of digital accessibility continued with digital adaptability to sources of learning services would contribute to advancing achievement of digital learning pathway.Practical implicationsIncreasing accessibility to digital platforms in digital learning system can help to shape the digital environment. Digital expansion can create unlimited boundaries for online knowledge acquisition.Social implicationsThe social implication refers to acquiring the abilities developed through online engagement with peers by actualising and exploring information together with continuous inter-connectedness of sharing pathway in online platform. The instructor would need to give a proportional gateway to make learners experience the digital environment for future education.Originality/valueThis study aims to assess the value of developing accessibility of digital technology for students' online learning services during the pandemic and beyond. A well-structured plan would enable digital learning capabilities and mutual accessibility amongst learners. This can allow digital abilities to be transformed into collaborative teamwork amongst learners.
{"title":"Between accessibility and adaptability of digital platform: investigating learners' perspectives on digital learning infrastructure","authors":"M. Huda","doi":"10.1108/heswbl-03-2022-0069","DOIUrl":"https://doi.org/10.1108/heswbl-03-2022-0069","url":null,"abstract":"PurposeThe massive expansion of digital platform has been responsible for the widespread progressive engagement created amongst learners and educators. The practice of requiring student feedback on online learning services ensures that teacher education continues to advance its strategic approach to online learning. This paper aims to examine the level of accessibility and adaptability of digital technology with particular focus on Malaysia, by elaborating the value of superior learning service and practical adaptability of online learning during the pandemic era.Design/methodology/approachThis study was conducted using qualitative approach of data collection, namely via structured interview. The listed respondents included 30 higher learners who participated in the study by providing feedback on the issues encountered during the research process.FindingsThe findings revealed that the strategic enhancement of digital accessibility continued with digital adaptability to sources of learning services would contribute to advancing achievement of digital learning pathway.Practical implicationsIncreasing accessibility to digital platforms in digital learning system can help to shape the digital environment. Digital expansion can create unlimited boundaries for online knowledge acquisition.Social implicationsThe social implication refers to acquiring the abilities developed through online engagement with peers by actualising and exploring information together with continuous inter-connectedness of sharing pathway in online platform. The instructor would need to give a proportional gateway to make learners experience the digital environment for future education.Originality/valueThis study aims to assess the value of developing accessibility of digital technology for students' online learning services during the pandemic and beyond. A well-structured plan would enable digital learning capabilities and mutual accessibility amongst learners. This can allow digital abilities to be transformed into collaborative teamwork amongst learners.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41531024","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 : 2023-06-13DOI: 10.1108/heswbl-11-2022-0240
Nasser Al Harrasi, Mohamed Salah El Din, Masengu Reason, Badriya Al Balushi, Jouhara Al Habsi
PurposeThe study provides an evaluation of the knowledge and skills importance covered in the degree of Logistics and Supply Chain Management (LSCM) as well as the knowledge and skills gap of graduates entry-level.Design/methodology/approachThe study used both descriptive and exploratory research designs. The study adopted a self-administered questionnaire. The sample size is 41 logistics industry mid-managers of six organizations selected from the main operators of Sohar Port in Oman.FindingsThe findings reveal that logistics professionals agree on the importance of all the learner attributes, knowledge and cognitive skills, and general competencies identified in a university degree with a major in LSCM. Furthermore, the results identified moderate levels of gaps in five knowledge areas and six soft and hard skills of graduates at the entry level.Research limitations/implicationsFurther research can be built on this study findings by evaluating the perception of logistics and supply chain industry professionals in different global contexts and investigate the effectiveness of different training and educational programs in enhancing the knowledge and skills of logistics professionals in various regions.Practical implicationsThis study may extend beyond Oman and have important implications for LSCM practices in other developing countries. Universities' management in developing countries can use this study findings to identify the key skills required by entry-level logistics professionals and incorporate them into their curricula to better prepare graduates for the workforce. In addition, the skills identified in our study, such as decision-making skills, managing stress, negotiation skills and critical thinking, are relevant to logistics professionals in other developing countries with similar socio-economic and industry characteristics.Originality/valueUnlike the prior studies that focused on the mismatch between educational degrees and job requirements without considering study specializations and industry, this paper lays a nuanced understanding of the knowledge and skills gap associated with entry-level graduates of the logistics and supply chain industry. As such, the paper offers inputs for the LSCM academic degree related to knowledge and skills needed by logistics and supply chain industry.
{"title":"Knowledge and skills gap of graduates entry-level: perception of logistics and supply chain managers in Oman","authors":"Nasser Al Harrasi, Mohamed Salah El Din, Masengu Reason, Badriya Al Balushi, Jouhara Al Habsi","doi":"10.1108/heswbl-11-2022-0240","DOIUrl":"https://doi.org/10.1108/heswbl-11-2022-0240","url":null,"abstract":"PurposeThe study provides an evaluation of the knowledge and skills importance covered in the degree of Logistics and Supply Chain Management (LSCM) as well as the knowledge and skills gap of graduates entry-level.Design/methodology/approachThe study used both descriptive and exploratory research designs. The study adopted a self-administered questionnaire. The sample size is 41 logistics industry mid-managers of six organizations selected from the main operators of Sohar Port in Oman.FindingsThe findings reveal that logistics professionals agree on the importance of all the learner attributes, knowledge and cognitive skills, and general competencies identified in a university degree with a major in LSCM. Furthermore, the results identified moderate levels of gaps in five knowledge areas and six soft and hard skills of graduates at the entry level.Research limitations/implicationsFurther research can be built on this study findings by evaluating the perception of logistics and supply chain industry professionals in different global contexts and investigate the effectiveness of different training and educational programs in enhancing the knowledge and skills of logistics professionals in various regions.Practical implicationsThis study may extend beyond Oman and have important implications for LSCM practices in other developing countries. Universities' management in developing countries can use this study findings to identify the key skills required by entry-level logistics professionals and incorporate them into their curricula to better prepare graduates for the workforce. In addition, the skills identified in our study, such as decision-making skills, managing stress, negotiation skills and critical thinking, are relevant to logistics professionals in other developing countries with similar socio-economic and industry characteristics.Originality/valueUnlike the prior studies that focused on the mismatch between educational degrees and job requirements without considering study specializations and industry, this paper lays a nuanced understanding of the knowledge and skills gap associated with entry-level graduates of the logistics and supply chain industry. As such, the paper offers inputs for the LSCM academic degree related to knowledge and skills needed by logistics and supply chain industry.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41392081","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 : 2023-06-13DOI: 10.1108/heswbl-02-2023-0026
R. Quew-Jones
PurposeApprenticeships for higher education institutes (HEIs) at degree and postgraduate levels in the UK have been challenging to provide, requiring increasingly complex collaboration and investment. This questions longer-term viability, creating a new perspective investigating evidence of value and impact for UK HEIs. This integrative literature review examines existing apprenticeship literature and showcases new knowledge for HEIs to update and inform future decision-making. Knowledge created offers a new framework, an “apprenticeship knowledge-based checklist model” and a perspective to explore further.Design/methodology/approachThis integrative literature review examines apprenticeship provision viability for UK HEIs across several disciplines since commencement.FindingsAnalysis of selected studies across three research themes critiques potential apprenticeship practice for HEIs: stakeholder collaboration, widening participation and work-integrated learning. Results provided a new integrated perspective via governance levels: strategic, academic department, and teaching team.Research limitations/implicationsThe research draws from multiple disciplines representing current literature in the HEI Apprenticeships field. However, the context in which programmes are delivered by HEIs and employers differs significantly, so factors continue to emerge.Practical implicationsPractical implications drawn from these findings aim to cultivate dialogue before embarking/withdrawing from HEI Apprenticeship programmes. It offers employers guidance expectations when partnering with university providers. For global apprenticeship provisions, it offers a checklist for re-valuating practice.Originality/valueThe research identified new knowledge implications from existing literature in a field experiencing rapid growth. It offers valuable contributions: a knowledge-based checklist model constructed for HEIs to evaluate existing and future viability provisions at each governance level. It is a catalyst for new practice approaches and an agenda for further research.
{"title":"Degree apprenticeships in the UK higher education institutions – are they viable?: Integrative literature review","authors":"R. Quew-Jones","doi":"10.1108/heswbl-02-2023-0026","DOIUrl":"https://doi.org/10.1108/heswbl-02-2023-0026","url":null,"abstract":"PurposeApprenticeships for higher education institutes (HEIs) at degree and postgraduate levels in the UK have been challenging to provide, requiring increasingly complex collaboration and investment. This questions longer-term viability, creating a new perspective investigating evidence of value and impact for UK HEIs. This integrative literature review examines existing apprenticeship literature and showcases new knowledge for HEIs to update and inform future decision-making. Knowledge created offers a new framework, an “apprenticeship knowledge-based checklist model” and a perspective to explore further.Design/methodology/approachThis integrative literature review examines apprenticeship provision viability for UK HEIs across several disciplines since commencement.FindingsAnalysis of selected studies across three research themes critiques potential apprenticeship practice for HEIs: stakeholder collaboration, widening participation and work-integrated learning. Results provided a new integrated perspective via governance levels: strategic, academic department, and teaching team.Research limitations/implicationsThe research draws from multiple disciplines representing current literature in the HEI Apprenticeships field. However, the context in which programmes are delivered by HEIs and employers differs significantly, so factors continue to emerge.Practical implicationsPractical implications drawn from these findings aim to cultivate dialogue before embarking/withdrawing from HEI Apprenticeship programmes. It offers employers guidance expectations when partnering with university providers. For global apprenticeship provisions, it offers a checklist for re-valuating practice.Originality/valueThe research identified new knowledge implications from existing literature in a field experiencing rapid growth. It offers valuable contributions: a knowledge-based checklist model constructed for HEIs to evaluate existing and future viability provisions at each governance level. It is a catalyst for new practice approaches and an agenda for further research.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46045828","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 : 2023-06-12DOI: 10.1108/heswbl-06-2023-289
Q. Sun, Haijun Kang, Kristi Archuleta, Steve Lambert
{"title":"Guest editorial: Adult and higher education in changing global contexts: innovative theory and practices from Asian countries and beyond","authors":"Q. Sun, Haijun Kang, Kristi Archuleta, Steve Lambert","doi":"10.1108/heswbl-06-2023-289","DOIUrl":"https://doi.org/10.1108/heswbl-06-2023-289","url":null,"abstract":"","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48286904","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 : 2023-06-02DOI: 10.1108/heswbl-03-2023-0056
R. Isusi-Fagoaga, Adela García-Aracil, I. Navarro-Milla
PurposeThis paper analyses teachers' perceptions of how teaching-learning approaches affect the development of higher education (HE) graduates' learning outcomes based on competencies development. The authors focus the analysis on Belarus, a post-Soviet country which transitioned from a centrally planned to a market economy and needs reforms to the HE sector there. In particular, Belarus requires HE graduates equipped with competencies that match the needs of a market economy.Design/methodology/approachThe authors use Fostering Competencies Development in Belarusian Higher Education (FOSTERC) data to study how teachers contribute to the development of HE graduates' competencies, employing factor analysis to categorize 24 competencies and group the graduates into two groups: entrepreneurial or transversal. The authors also consider variables such as teachers' educational background and experience, predominant teaching field of study and university location – using regional dummies.FindingsThe results point to a lack of attention to entrepreneurial and transversal competencies and suggest a disconnect between HE and society needs in Belarus.Originality/valueAlthough Belarus has introduced some changes to the HE system following the adoption of the Bologna process, Belarus, especially Belarus' national HE system are still influenced by the country's Soviet past, where universities prepare the students for participation on one job and one career, instead of offering more attractive and constructive curricula that would allow future graduates to operate in a changing world.
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