Pub Date : 2023-05-08DOI: 10.1108/heswbl-08-2022-0181
Nimmi P.M., S. Mukundan, Geetha Jose, A. Tesi, Reena Alias
PurposeThe study explores the perceptions of graduates on their employability and future of work, in light of the challenges thrown upon by new vicissitudes in the work environment. The study intends to assess the preparedness of management graduates in facing the challenges and uncertainties of the actual job market.Design/methodology/approachSemi-structured and informal interviews with 65 management graduates from UK, Canada, Italy and India. The thematic analysis uncovered the concerns and areas to develop for management graduates regarding their future employability perceptions.FindingsThe authors benefited from a unique opportunity to capture the views and experience of graduates who are undergoing management education during this ambiguous period. Three major themes were developed on how to develop oneself for an ambiguous future of work which includes Psychological strengths, Skill enhancement and Future mindset. The study also unearthed the major focus areas for better employability from a graduate perspective.Practical implicationsPractical contribution comes from strategies to prepare university graduates for sustainable careers. Study hints at the importance of work experience, adaptability and skill enhancement in meeting the challenges of the future.Originality/valueFrom a global approach this is one among the first studies to look into the graduate perspective of their preparedness for future work.
{"title":"Future of work – apprehensions and excitement of management graduates","authors":"Nimmi P.M., S. Mukundan, Geetha Jose, A. Tesi, Reena Alias","doi":"10.1108/heswbl-08-2022-0181","DOIUrl":"https://doi.org/10.1108/heswbl-08-2022-0181","url":null,"abstract":"PurposeThe study explores the perceptions of graduates on their employability and future of work, in light of the challenges thrown upon by new vicissitudes in the work environment. The study intends to assess the preparedness of management graduates in facing the challenges and uncertainties of the actual job market.Design/methodology/approachSemi-structured and informal interviews with 65 management graduates from UK, Canada, Italy and India. The thematic analysis uncovered the concerns and areas to develop for management graduates regarding their future employability perceptions.FindingsThe authors benefited from a unique opportunity to capture the views and experience of graduates who are undergoing management education during this ambiguous period. Three major themes were developed on how to develop oneself for an ambiguous future of work which includes Psychological strengths, Skill enhancement and Future mindset. The study also unearthed the major focus areas for better employability from a graduate perspective.Practical implicationsPractical contribution comes from strategies to prepare university graduates for sustainable careers. Study hints at the importance of work experience, adaptability and skill enhancement in meeting the challenges of the future.Originality/valueFrom a global approach this is one among the first studies to look into the graduate perspective of their preparedness for future work.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49220771","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 : 2023-05-08DOI: 10.1108/heswbl-11-2022-0230
Mercedez Hinchcliff, Michael Mehmet
PurposeThe purpose of this paper is to introduce a conceptual framework as a six-stage guided implementation for educators to embed Canva (an online design tool) into their marketing subjects to encourage super-skills of the 21st century including stronger collaboration, creativity, critical thinking and communication which in turn increases a student's work readiness.Design/methodology/approachThe framework is designed from sociocultural and experiential approaches of learning and teaching. It is based on dialogic and social learning theories and guided by the 21st century skills, experience, student interactions and reflections.FindingsBased on the initial staff and student reflections and the author's extensive teaching experience, the implementation of Canva into marketing subjects suggests students are increasing their creativity, design, collaborative and critical thinking skills due to the unique features of the tool. This is suggestive that the implementation process developed through the conceptual framework of embedding Canva supported not only the students’ learning experience but allowed for a more immersive experience for teaching staff as well.Originality/valueThis paper provides a pedagogical and theoretically supported rationalisation for a staged approach to embed Canva into a classroom to assist educators in fostering students’ critical thinking skills, communication, collaboration whilst encouraging higher quality and creativity of assessments. This paper may have a continued flow on effect to student's work readiness by equipping them with a needed marketing tool in their career pursuits.
{"title":"Embedding Canva into the marketing classroom: a dialogic and social learning approach to classroom innovation","authors":"Mercedez Hinchcliff, Michael Mehmet","doi":"10.1108/heswbl-11-2022-0230","DOIUrl":"https://doi.org/10.1108/heswbl-11-2022-0230","url":null,"abstract":"PurposeThe purpose of this paper is to introduce a conceptual framework as a six-stage guided implementation for educators to embed Canva (an online design tool) into their marketing subjects to encourage super-skills of the 21st century including stronger collaboration, creativity, critical thinking and communication which in turn increases a student's work readiness.Design/methodology/approachThe framework is designed from sociocultural and experiential approaches of learning and teaching. It is based on dialogic and social learning theories and guided by the 21st century skills, experience, student interactions and reflections.FindingsBased on the initial staff and student reflections and the author's extensive teaching experience, the implementation of Canva into marketing subjects suggests students are increasing their creativity, design, collaborative and critical thinking skills due to the unique features of the tool. This is suggestive that the implementation process developed through the conceptual framework of embedding Canva supported not only the students’ learning experience but allowed for a more immersive experience for teaching staff as well.Originality/valueThis paper provides a pedagogical and theoretically supported rationalisation for a staged approach to embed Canva into a classroom to assist educators in fostering students’ critical thinking skills, communication, collaboration whilst encouraging higher quality and creativity of assessments. This paper may have a continued flow on effect to student's work readiness by equipping them with a needed marketing tool in their career pursuits.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49117992","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 : 2023-05-05DOI: 10.1108/heswbl-02-2023-0043
Annie Msosa, Masauko Msiska, Patrick Mapulanga, Jim Mtambo, G. Mwalabu
PurposeThe purpose of this systematic review was to explore the benefits and challenges in the implementation of simulation-based education (SBE) in the classroom and clinical settings in sub-Saharan Africa. The objectives of this systematic review were to identify the benefits of utilising SBE in the classroom and clinical practice in sub-Saharan Africa and to assess the challenges in the implementation of SBE in the classroom and clinical practice in sub-Saharan Africa.Design/methodology/approachFive databases were searched for existing English literature (Medline, CINAHL and Science Direct), including grey literature on the subject. Out of 26 eligible studies conducted in sub-Saharan Africa between 2014 and 2021, six studies that used mixed-methods design were included. Hawker et al.’s framework was used to assess the quality of the studies. Quantitative data were presented using descriptive and inferential statistics in the form of means and standard deviations while qualitative data were analysed and presented thematically.FindingsQuantitative findings showed that participants rated SBE highly in terms of teaching (93.2%), learning (91.4%) and skill acquisition (88.6%). SBE improved the clinical skill competency from 30% at baseline to 75% at the end. On the other hand, qualitative findings yielded themes namely: improved confidence and competence; knowledge acquisition and critical thinking; motivation and supervision; independent, self-paced learning; simulation equipment and work schedules; and planning and delivery of simulation activity. Pedagogical skills, competence and confidence are some of the elements that determine the feasibility of implementing SBE in the classroom and clinical settings.Practical implicationsSBE could help to bridge the gap between theory and practice and improve the quality of care provided by nurses. Simulation-based training is effective in improving the clinical skills of midwives and increasing their confidence in providing care. However, SBE trainees require motivation and close supervision in classroom settings if simulation is to be successfully implemented in sub-Saharan Africa. Furthermore, careful planning of scenarios, students briefing and reading of content prior to implementation facilitate effective simulation.Originality/valueWhile there may be a lack of literature on the use of SBE for training nurses and midwives in the developing world, there is growing evidence that it can be an effective way to improve clinical skills and quality of care. However, there are also significant challenges to implementing simulation-based training in resource-limited settings, and more research is needed to understand how best to address these challenges. This study fills this gap in the literature.
{"title":"Simulation-based education in classroom and clinical settings in sub-Saharan Africa: a systematic review","authors":"Annie Msosa, Masauko Msiska, Patrick Mapulanga, Jim Mtambo, G. Mwalabu","doi":"10.1108/heswbl-02-2023-0043","DOIUrl":"https://doi.org/10.1108/heswbl-02-2023-0043","url":null,"abstract":"PurposeThe purpose of this systematic review was to explore the benefits and challenges in the implementation of simulation-based education (SBE) in the classroom and clinical settings in sub-Saharan Africa. The objectives of this systematic review were to identify the benefits of utilising SBE in the classroom and clinical practice in sub-Saharan Africa and to assess the challenges in the implementation of SBE in the classroom and clinical practice in sub-Saharan Africa.Design/methodology/approachFive databases were searched for existing English literature (Medline, CINAHL and Science Direct), including grey literature on the subject. Out of 26 eligible studies conducted in sub-Saharan Africa between 2014 and 2021, six studies that used mixed-methods design were included. Hawker et al.’s framework was used to assess the quality of the studies. Quantitative data were presented using descriptive and inferential statistics in the form of means and standard deviations while qualitative data were analysed and presented thematically.FindingsQuantitative findings showed that participants rated SBE highly in terms of teaching (93.2%), learning (91.4%) and skill acquisition (88.6%). SBE improved the clinical skill competency from 30% at baseline to 75% at the end. On the other hand, qualitative findings yielded themes namely: improved confidence and competence; knowledge acquisition and critical thinking; motivation and supervision; independent, self-paced learning; simulation equipment and work schedules; and planning and delivery of simulation activity. Pedagogical skills, competence and confidence are some of the elements that determine the feasibility of implementing SBE in the classroom and clinical settings.Practical implicationsSBE could help to bridge the gap between theory and practice and improve the quality of care provided by nurses. Simulation-based training is effective in improving the clinical skills of midwives and increasing their confidence in providing care. However, SBE trainees require motivation and close supervision in classroom settings if simulation is to be successfully implemented in sub-Saharan Africa. Furthermore, careful planning of scenarios, students briefing and reading of content prior to implementation facilitate effective simulation.Originality/valueWhile there may be a lack of literature on the use of SBE for training nurses and midwives in the developing world, there is growing evidence that it can be an effective way to improve clinical skills and quality of care. However, there are also significant challenges to implementing simulation-based training in resource-limited settings, and more research is needed to understand how best to address these challenges. This study fills this gap in the literature.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44513161","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 : 2023-05-05DOI: 10.1108/heswbl-12-2022-0278
Yon Rosli Daud, Mohd Rushidi Mohd Amin
PurposeThe aim of this study is to examine the relationship between the determinants of student loyalty, i.e. service quality, e-service quality and university image in open and distance learning (ODL) based on the theory of reasoned action, in more systematic approach. This study also examines university's image role as a mediator on the relationship between service quality and e-service quality towards student loyalty.Design/methodology/approachThis paper develops an integrative conceptual framework along with propositions by integrating comprehensive literature, in the field of service quality, e-service quality, university image and student loyalty. Through the review of detail literature and based theory of reasoned action (TRA), it is proposed that service quality, e-service quality and university image would be meaningful attributes towards student loyalty. In addition, it is also contended that university image would mediate the relationship between service quality and e-service quality towards students’ loyalty.FindingsThis paper provides an integrative conceptual framework on service quality, e-service quality, university image and students loyalty in open and distance learning (ODL) context.Originality/valueNone of the models presented in the literature explore the mediation of university image on the relationship between service quality and e-service quality towards student loyalty as the most recent research on the subject envisages.
{"title":"Integrative conceptual framework of student loyalty, service quality, e-service quality and university image in open and distance learning","authors":"Yon Rosli Daud, Mohd Rushidi Mohd Amin","doi":"10.1108/heswbl-12-2022-0278","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0278","url":null,"abstract":"PurposeThe aim of this study is to examine the relationship between the determinants of student loyalty, i.e. service quality, e-service quality and university image in open and distance learning (ODL) based on the theory of reasoned action, in more systematic approach. This study also examines university's image role as a mediator on the relationship between service quality and e-service quality towards student loyalty.Design/methodology/approachThis paper develops an integrative conceptual framework along with propositions by integrating comprehensive literature, in the field of service quality, e-service quality, university image and student loyalty. Through the review of detail literature and based theory of reasoned action (TRA), it is proposed that service quality, e-service quality and university image would be meaningful attributes towards student loyalty. In addition, it is also contended that university image would mediate the relationship between service quality and e-service quality towards students’ loyalty.FindingsThis paper provides an integrative conceptual framework on service quality, e-service quality, university image and students loyalty in open and distance learning (ODL) context.Originality/valueNone of the models presented in the literature explore the mediation of university image on the relationship between service quality and e-service quality towards student loyalty as the most recent research on the subject envisages.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47807211","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 : 2023-05-04DOI: 10.1108/heswbl-02-2023-0053
T. Wong, Wei Chieh Cheah, Brian John Dorai
PurposeThe purpose of this research is to investigate the lived experiences, challenges and coping mechanisms of lecturers during the emergency remote teaching (ERT) situation induced by the Covid-19 pandemic.Design/methodology/approachA case study on lecturers in colleges and universities in Penang, Malaysia is selected. A qualitative research approach is adopted with semi-structured interviews as the data-gathering tool. Purposive sampling is used for diversity in terms of gender, ethnicity, age, subject or discipline taught and teaching experience.FindingsThe findings are composed into four (4) themes – Theme 1: Lecturers down-shift to lower levels of satisfaction and well-being, Theme 2: Wide diversity of experience with various intervening variables, Theme 3: Lecturers accept and adapt toward the situation and Theme 4: Socialization is compromised.Research limitations/implicationsDespite this being a case study on Malaysia, it is postulated that the findings and recommendations have global relevancy as ERT is a worldwide phenomenon.Practical implicationsPractical education management and public-policy implications are evident and recommendations are made based on the emergent themes.Social implicationsThe findings in the form of emergent themes have considerable social implications in terms of social sustainability of education practices and policies.Originality/valueThis research is novel as lecturers' experience of ERT in Malaysia has not been specifically addressed to date. Even though the fieldwork is conducted in Malaysia, the findings and recommendations have global relevancy.
{"title":"Emergency remote teaching (ERT) during the Covid-19 pandemic: a case study of experiences and challenges of lecturers","authors":"T. Wong, Wei Chieh Cheah, Brian John Dorai","doi":"10.1108/heswbl-02-2023-0053","DOIUrl":"https://doi.org/10.1108/heswbl-02-2023-0053","url":null,"abstract":"PurposeThe purpose of this research is to investigate the lived experiences, challenges and coping mechanisms of lecturers during the emergency remote teaching (ERT) situation induced by the Covid-19 pandemic.Design/methodology/approachA case study on lecturers in colleges and universities in Penang, Malaysia is selected. A qualitative research approach is adopted with semi-structured interviews as the data-gathering tool. Purposive sampling is used for diversity in terms of gender, ethnicity, age, subject or discipline taught and teaching experience.FindingsThe findings are composed into four (4) themes – Theme 1: Lecturers down-shift to lower levels of satisfaction and well-being, Theme 2: Wide diversity of experience with various intervening variables, Theme 3: Lecturers accept and adapt toward the situation and Theme 4: Socialization is compromised.Research limitations/implicationsDespite this being a case study on Malaysia, it is postulated that the findings and recommendations have global relevancy as ERT is a worldwide phenomenon.Practical implicationsPractical education management and public-policy implications are evident and recommendations are made based on the emergent themes.Social implicationsThe findings in the form of emergent themes have considerable social implications in terms of social sustainability of education practices and policies.Originality/valueThis research is novel as lecturers' experience of ERT in Malaysia has not been specifically addressed to date. Even though the fieldwork is conducted in Malaysia, the findings and recommendations have global relevancy.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43445137","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 : 2023-05-02DOI: 10.1108/heswbl-08-2022-0174
Muneera Muftah
PurposeCommunication apprehension (CA) is the fear or anxiety about communicating. In addition, self-perceived communication competence (SPCC) refers to the learners' perception of their competence. CA hampers individuals' ability to communicate effectively in various communication contexts, which has an impact on their employability. Confident communicators with effective communication skills are important issues for graduation as well as desirable attributes for recruiting agencies. Given that employers value graduates who can communicate effectively in the workplace without any apprehension, this study was designed to determine the levels of CA and SPCC among final-year non-English major undergraduate students in Saudi Arabia and the extent to which SPCC could affect their CA when speaking in English with implications for their employability as the next generation of workers.Design/methodology/approachTwo survey questionnaires were administered to 70 non-English major undergraduate students in their final year employing probability random sampling to measure their CA level and to assess their SPCC in different English as foreign language (EFL) contexts. Pearson's correlation and linear regression analysis were used to investigate the relationship between CA and SPCC. Data analysis was performed using descriptive statistics in SPSS 21.FindingsThe findings indicated a medium level of SPCC and CA. Moreover, the correlation formula revealed that there was a moderately significant association between learners' SPCC and their CA (r (70) = −0.524, p < 0.01). Through regression analysis, it was found that their SPCC could predict 27% of the variance in their CA. The moderate effect of SPCC on CA implied that students could be prepared to cope and perform in the workplace.Originality/valueWithout communication, the establishment and evolution of the human community are unattainable. This aspect is more evident and crucial in the list of graduate objectives and needed outcomes for future career endeavors. The findings encourage instructors and course designers to provide many learning opportunities in pleasurable learning environments to raise students' perceptions of their competence, in turn enhancing their confidence to speak in English and ensuring a smooth transition from academia to the workplace. Based on the findings, several suggestions for future studies in the EFL context are presented.
{"title":"Communication apprehension and self-perceived communication competence: a study of undergraduate students in their final year","authors":"Muneera Muftah","doi":"10.1108/heswbl-08-2022-0174","DOIUrl":"https://doi.org/10.1108/heswbl-08-2022-0174","url":null,"abstract":"PurposeCommunication apprehension (CA) is the fear or anxiety about communicating. In addition, self-perceived communication competence (SPCC) refers to the learners' perception of their competence. CA hampers individuals' ability to communicate effectively in various communication contexts, which has an impact on their employability. Confident communicators with effective communication skills are important issues for graduation as well as desirable attributes for recruiting agencies. Given that employers value graduates who can communicate effectively in the workplace without any apprehension, this study was designed to determine the levels of CA and SPCC among final-year non-English major undergraduate students in Saudi Arabia and the extent to which SPCC could affect their CA when speaking in English with implications for their employability as the next generation of workers.Design/methodology/approachTwo survey questionnaires were administered to 70 non-English major undergraduate students in their final year employing probability random sampling to measure their CA level and to assess their SPCC in different English as foreign language (EFL) contexts. Pearson's correlation and linear regression analysis were used to investigate the relationship between CA and SPCC. Data analysis was performed using descriptive statistics in SPSS 21.FindingsThe findings indicated a medium level of SPCC and CA. Moreover, the correlation formula revealed that there was a moderately significant association between learners' SPCC and their CA (r (70) = −0.524, p < 0.01). Through regression analysis, it was found that their SPCC could predict 27% of the variance in their CA. The moderate effect of SPCC on CA implied that students could be prepared to cope and perform in the workplace.Originality/valueWithout communication, the establishment and evolution of the human community are unattainable. This aspect is more evident and crucial in the list of graduate objectives and needed outcomes for future career endeavors. The findings encourage instructors and course designers to provide many learning opportunities in pleasurable learning environments to raise students' perceptions of their competence, in turn enhancing their confidence to speak in English and ensuring a smooth transition from academia to the workplace. Based on the findings, several suggestions for future studies in the EFL context are presented.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41679579","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 : 2023-04-28DOI: 10.1108/heswbl-03-2022-0063
Zsolt Ábrahám, Dániel Szőgyényi, Bálint Eckert, Németh Szilárd
PurposeThe paper aims to clarify the relationship between problem-solving skills and socialization of first-year university students and propose talent management strategies for university management, course instructors and administrators. Thus, this paper identifies three student clusters among the first-year bachelor students. This paper aims to propose a talent management framework and makes recommendations for course instructors and administrators.Design/methodology/approachIn this paper, a Simulated Work Experience is applied to collect data on problem-solving skills and demographics of first-year business students. Based on the anonymous competency and demographic data of 546 students, 3 clusters were identified with a hierarchical K-means clustering method and linked with talent management and curriculum design strategies.FindingsThe paper provides empirical insights about how the demographic background of the first-year students affects the students' problem-solving skills. This paper identifies three clusters – laggers, unpolished diamonds and drivers – and proposes a talent management framework to support the students' personal and professional development. The proposed talent management framework is based on the direction of upskilling and type of talent management incentives and outlines four distinct categories: extracurricular reward, tutoring and catching up, perform-or-punish and up-or-out systems. This paper makes suggestions to course administrators and instructors how to incorporate talent management and competency mapping aspects into the curriculum and syllabus design activities.Research limitations/implicationsThe research is limited to problem-solving skills and focused only on first-year business students.Practical implicationsThe paper includes practical implications for business school management, course administrators and instructors about competency mapping, talent management strategies, curriculum and syllabus design.Originality/valueThe research is based on the competency mapping of 546 first-year students at Budapest Business School. The data were collected via a Simulated Work Experience, where the students were participating in a virtual business project.
{"title":"Mapping problem-solving competencies and talent management strategies for universities","authors":"Zsolt Ábrahám, Dániel Szőgyényi, Bálint Eckert, Németh Szilárd","doi":"10.1108/heswbl-03-2022-0063","DOIUrl":"https://doi.org/10.1108/heswbl-03-2022-0063","url":null,"abstract":"PurposeThe paper aims to clarify the relationship between problem-solving skills and socialization of first-year university students and propose talent management strategies for university management, course instructors and administrators. Thus, this paper identifies three student clusters among the first-year bachelor students. This paper aims to propose a talent management framework and makes recommendations for course instructors and administrators.Design/methodology/approachIn this paper, a Simulated Work Experience is applied to collect data on problem-solving skills and demographics of first-year business students. Based on the anonymous competency and demographic data of 546 students, 3 clusters were identified with a hierarchical K-means clustering method and linked with talent management and curriculum design strategies.FindingsThe paper provides empirical insights about how the demographic background of the first-year students affects the students' problem-solving skills. This paper identifies three clusters – laggers, unpolished diamonds and drivers – and proposes a talent management framework to support the students' personal and professional development. The proposed talent management framework is based on the direction of upskilling and type of talent management incentives and outlines four distinct categories: extracurricular reward, tutoring and catching up, perform-or-punish and up-or-out systems. This paper makes suggestions to course administrators and instructors how to incorporate talent management and competency mapping aspects into the curriculum and syllabus design activities.Research limitations/implicationsThe research is limited to problem-solving skills and focused only on first-year business students.Practical implicationsThe paper includes practical implications for business school management, course administrators and instructors about competency mapping, talent management strategies, curriculum and syllabus design.Originality/valueThe research is based on the competency mapping of 546 first-year students at Budapest Business School. The data were collected via a Simulated Work Experience, where the students were participating in a virtual business project.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47288320","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 : 2023-04-27DOI: 10.1108/heswbl-12-2022-0284
Yahya Marei, Adel Almasarwah, Mohammad Al Bahloul, Malik Abu Afifa
PurposeThis study aims to investigate the extent to which newly certified public accountants (CPAs) and accounting graduate students possess a comprehensive understanding of cryptocurrencies and the skills they have acquired throughout their education.Design/methodology/approachA qualitative analysis was used through semi-structured interviews to obtain an in-depth insight into cryptocurrencies, which could not be investigated easily through quantitative methods, and to provide an understanding of the context for cryptocurrencies from CPA and non-CPA students' points of view. This was in addition to focusing on understanding the differences between the students' thoughts.FindingsThis study found that recent accounting graduates and CPA members have the least awareness of cryptocurrencies, likely due to a lack of professors' comprehension or exposure to the concept. However, students involved in forensic courses provided more information about cryptocurrencies compared with other students.Research limitations/implicationsThe data are limited to only a single country. Given that cryptocurrencies are a relatively new notion in accounting, there is an alarming lack of legislation. Further, the authors found that recent accounting graduates and CPAs had the same level of knowledge of cryptocurrencies, most probably due to a lack of exposure during their education and academics' limited understanding of the concept.Practical implicationsThe students' differing answers about cryptocurrencies show differences in their current level of understanding of cryptocurrencies.Originality/valueThis study has identified that the vast majority of accounting graduates lack adequate knowledge about cryptocurrencies or access to adequate resources, despite understanding the fundamental concepts of cryptocurrency.
{"title":"Cryptocurrencies in accounting schools?","authors":"Yahya Marei, Adel Almasarwah, Mohammad Al Bahloul, Malik Abu Afifa","doi":"10.1108/heswbl-12-2022-0284","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0284","url":null,"abstract":"PurposeThis study aims to investigate the extent to which newly certified public accountants (CPAs) and accounting graduate students possess a comprehensive understanding of cryptocurrencies and the skills they have acquired throughout their education.Design/methodology/approachA qualitative analysis was used through semi-structured interviews to obtain an in-depth insight into cryptocurrencies, which could not be investigated easily through quantitative methods, and to provide an understanding of the context for cryptocurrencies from CPA and non-CPA students' points of view. This was in addition to focusing on understanding the differences between the students' thoughts.FindingsThis study found that recent accounting graduates and CPA members have the least awareness of cryptocurrencies, likely due to a lack of professors' comprehension or exposure to the concept. However, students involved in forensic courses provided more information about cryptocurrencies compared with other students.Research limitations/implicationsThe data are limited to only a single country. Given that cryptocurrencies are a relatively new notion in accounting, there is an alarming lack of legislation. Further, the authors found that recent accounting graduates and CPAs had the same level of knowledge of cryptocurrencies, most probably due to a lack of exposure during their education and academics' limited understanding of the concept.Practical implicationsThe students' differing answers about cryptocurrencies show differences in their current level of understanding of cryptocurrencies.Originality/valueThis study has identified that the vast majority of accounting graduates lack adequate knowledge about cryptocurrencies or access to adequate resources, despite understanding the fundamental concepts of cryptocurrency.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42269025","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 : 2023-04-27DOI: 10.1108/heswbl-02-2023-0023
M. Forhad, G. M. Alam, Afruza Haque, Md. Sawgat Khan, Mamunur Rashid
PurposeThis study examines whether students graduating from SSC-VOC perform better in diploma engineering programs.Design/methodology/approachThis study uses quantitative and qualitative methods to examine how secondary school certificate-vocational (SSC-VOC) graduates perform in their subsequent vocational programs.FindingsDespite having vocational training orientation, this study finds that graduates from SSC-VOC receive lower grades than their public counterparts by 0.109 cumulative grade points average (CGPA).Social implicationsFindings imply that policymakers should increase teachers' numbers, salaries and laboratory facilities. In addition, collaboration between SSC-VOC institutions and polytechnics would allow them to offer a quality engineering education. In such a way, technical and vocational education and training (TVET) programs prepare human resources to promote economic development and employment, expand production opportunities and improve employment quality.Originality/valueThis is the first piece of work conducted in Bangladesh that has examined the quality of VET graduates for furthering their studies. This study added value by providing some pragmatic suggestions for practical implications.
{"title":"Does a vocational education program prepare competent graduates for further academic programs?","authors":"M. Forhad, G. M. Alam, Afruza Haque, Md. Sawgat Khan, Mamunur Rashid","doi":"10.1108/heswbl-02-2023-0023","DOIUrl":"https://doi.org/10.1108/heswbl-02-2023-0023","url":null,"abstract":"PurposeThis study examines whether students graduating from SSC-VOC perform better in diploma engineering programs.Design/methodology/approachThis study uses quantitative and qualitative methods to examine how secondary school certificate-vocational (SSC-VOC) graduates perform in their subsequent vocational programs.FindingsDespite having vocational training orientation, this study finds that graduates from SSC-VOC receive lower grades than their public counterparts by 0.109 cumulative grade points average (CGPA).Social implicationsFindings imply that policymakers should increase teachers' numbers, salaries and laboratory facilities. In addition, collaboration between SSC-VOC institutions and polytechnics would allow them to offer a quality engineering education. In such a way, technical and vocational education and training (TVET) programs prepare human resources to promote economic development and employment, expand production opportunities and improve employment quality.Originality/valueThis is the first piece of work conducted in Bangladesh that has examined the quality of VET graduates for furthering their studies. This study added value by providing some pragmatic suggestions for practical implications.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49019083","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 : 2023-04-25DOI: 10.1108/heswbl-11-2022-0232
I. Savka, Inna Prokopchuk, Stanislav Navrotnyy, V. Prusak, Yuriy Prusak
PurposeThe purpose of the research is to substantiate the possibilities of the development of ecological design in the process of future designers professional training and the implementation of student projects in practice.Design/methodology/approachThis article offers one of the possible ways to solve the problem of rational use of wastes of natural resources in the projects of design students. In Ukraine, the ecological direction acquires national features and many Ukrainian manufacturers associate this mainly with ecologically clean materials: this is most typical for furniture products and traditional construction made of wood. The proposed technique is an effective tool for analyzing the interaction of environmental and design disciplines at different levels, as well as an effective criterion for evaluating methods of structuring educational material. The introduction of the correlation index makes assessing the effectiveness of the application of environmental knowledge in design possible.FindingsThe analysis of the world ecological design experience makes presenting the Ukrainian experience of environmental design possible, the origins of which date back to the 1920s of the 20th century. In terms of the purpose and methods of education, the authors consider art and industrial schools to be the primary basis of design education in Ukraine. In the 1990s of the 20th century, on the material and technical bases, educational-methodical and staffing with experienced teachers that design departments are formed, which train and graduate certified designers in various specializations. The need for readiness to solve the tasks of environmental education of future designers in the context of end-to-end environmental training is an urgent problem. Relying on ecological concepts makes optimally structuring the educational material possible, taking into account the requirements for both environmental and professional training.Research limitations/implicationsStudies have established that the application of the authors' method of continuous environmental education has a positive effect on the assimilation of environmental knowledge and method's use in professional theory. Increasing the rates of assimilation and application of environmental knowledge by students has a positive effect on the interaction of environmental and professional knowledge.Practical implicationsThe practical significance of the project consists in the implementation of the development of design projects on specific topics, including competitive, diploma and master's theses. The presented examples of designer shaping from wastes are expressive examples to follow in educational design, important for the development of students' creative and ecological thinking. The methodology is tested in several institutions of higher education in Ukraine, and the authors hope that this can spread in other countries, in particular in the training of designers specializing in “Furniture Design.”Soc
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