Pub Date : 2022-10-21DOI: 10.1177/09504222221131695
Silas U Nsanzumuhire, W. Groot, S. Cabus, Marie-Pierre Ngoma, Joseph Masengesho
To reach the desired level of university–industry collaboration (UIC) in Sub-Saharan African (SSA) countries, specific strategies and operational mechanisms are needed. For this, an in-depth understanding of the specificities of the context concerning the UIC influencing factors is necessary. Such an understanding is still limited in SSA. This study evaluates industry’s perception regarding UIC and its stimulating mechanisms using unique primary data collected from 125 agro-processing companies operating in Rwanda. Data on companies’ preferences for stimulating mechanisms were collected using a discrete choice experiment (DCE). The findings indicate a low level of perceived value from current UIC activities. The most hampering challenges are related to the fact that students are not well prepared to take part in collaboration activities and to irrelevant research outputs. Companies’ preferences regarding stimulating mechanisms are mainly the provision of financial incentives for instilling commitment, the use of an external independent company as a form of UIC governance and building trust using the provision of high-quality graduates and research. The study draws on industry preferences to make recommendations on the best way to stimulate UIC in developing countries.
{"title":"Assessment of industry’s perception of effective mechanisms to stimulate academia–industry collaboration in Sub-Saharan Africa","authors":"Silas U Nsanzumuhire, W. Groot, S. Cabus, Marie-Pierre Ngoma, Joseph Masengesho","doi":"10.1177/09504222221131695","DOIUrl":"https://doi.org/10.1177/09504222221131695","url":null,"abstract":"To reach the desired level of university–industry collaboration (UIC) in Sub-Saharan African (SSA) countries, specific strategies and operational mechanisms are needed. For this, an in-depth understanding of the specificities of the context concerning the UIC influencing factors is necessary. Such an understanding is still limited in SSA. This study evaluates industry’s perception regarding UIC and its stimulating mechanisms using unique primary data collected from 125 agro-processing companies operating in Rwanda. Data on companies’ preferences for stimulating mechanisms were collected using a discrete choice experiment (DCE). The findings indicate a low level of perceived value from current UIC activities. The most hampering challenges are related to the fact that students are not well prepared to take part in collaboration activities and to irrelevant research outputs. Companies’ preferences regarding stimulating mechanisms are mainly the provision of financial incentives for instilling commitment, the use of an external independent company as a form of UIC governance and building trust using the provision of high-quality graduates and research. The study draws on industry preferences to make recommendations on the best way to stimulate UIC in developing countries.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"98 1","pages":"409 - 432"},"PeriodicalIF":1.7,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78956460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.1177/09504222221128748
Rahmatika Dewi
This study investigated students’ perceptions of an adapted work placement (WP) delivery method due to COVID-19, their intention of finding paid jobs or becoming self-employed and how the intention influenced their job preparatory behaviours (JPB). Ajzen’s Theory of Planned Behaviour (TPB) was utilised as a theoretical framework to model the research design. The TPB framework has three constructs – attitude towards behaviour, subjective norm and perceived behavioural control – that lead to students’ intentions with regard to future jobs and, ultimately, behaviours. The study analysed three sets of data from: (i) semi-structured interviews with accounting students, (ii) a semi-structured interview with the head of an accounting department, (iii) document analysis of a WP guidebook. All data were collected from a polytechnic in Indonesia. There were three key findings. In terms of students’ perceptions, the adapted WP programme created disappointment among the students. Beyond this disappointment, the adapted delivery method unexpectedly increased the students’ self-employment intentions. Nonetheless, the intentions did not entirely prompt the students to pursue JPB towards self-employment. This paper provides insights into how higher education institutions might restructure their WP programmes, especially in times of crisis, and provides suggestions for students’ job preparations.
{"title":"Adapted work placement delivery method under COVID-19 towards students’ job preparatory behaviours","authors":"Rahmatika Dewi","doi":"10.1177/09504222221128748","DOIUrl":"https://doi.org/10.1177/09504222221128748","url":null,"abstract":"This study investigated students’ perceptions of an adapted work placement (WP) delivery method due to COVID-19, their intention of finding paid jobs or becoming self-employed and how the intention influenced their job preparatory behaviours (JPB). Ajzen’s Theory of Planned Behaviour (TPB) was utilised as a theoretical framework to model the research design. The TPB framework has three constructs – attitude towards behaviour, subjective norm and perceived behavioural control – that lead to students’ intentions with regard to future jobs and, ultimately, behaviours. The study analysed three sets of data from: (i) semi-structured interviews with accounting students, (ii) a semi-structured interview with the head of an accounting department, (iii) document analysis of a WP guidebook. All data were collected from a polytechnic in Indonesia. There were three key findings. In terms of students’ perceptions, the adapted WP programme created disappointment among the students. Beyond this disappointment, the adapted delivery method unexpectedly increased the students’ self-employment intentions. Nonetheless, the intentions did not entirely prompt the students to pursue JPB towards self-employment. This paper provides insights into how higher education institutions might restructure their WP programmes, especially in times of crisis, and provides suggestions for students’ job preparations.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"17 1","pages":"716 - 729"},"PeriodicalIF":1.7,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88578623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.1177/09504222221127213
Mónica Franco-Ángel, Jaime Carabali, M. Velasco
Higher education provides students with the knowledge and skills necessary for professional development. These are applied when students make the transition from the academic world to the world of work and allow them to generate value for organizations. This study analyzes the impact that hard and soft skills have on the performance of undergraduate students in their internships. The methodology uses multiple regression techniques on data from 2010 to 2021 from a sample of 6632 students in 25 undergraduate programs at Icesi University in Colombia. The results confirm the importance of both soft and hard skills and show that soft skills explain students’ performance to a greater extent. These findings can assist universities, faculty and organizations in developing the skills necessary for students to improve their performance, build successful careers and generate value for organizations.
{"title":"The internship performance of undergraduate students: Are hard or soft skills more important?","authors":"Mónica Franco-Ángel, Jaime Carabali, M. Velasco","doi":"10.1177/09504222221127213","DOIUrl":"https://doi.org/10.1177/09504222221127213","url":null,"abstract":"Higher education provides students with the knowledge and skills necessary for professional development. These are applied when students make the transition from the academic world to the world of work and allow them to generate value for organizations. This study analyzes the impact that hard and soft skills have on the performance of undergraduate students in their internships. The methodology uses multiple regression techniques on data from 2010 to 2021 from a sample of 6632 students in 25 undergraduate programs at Icesi University in Colombia. The results confirm the importance of both soft and hard skills and show that soft skills explain students’ performance to a greater extent. These findings can assist universities, faculty and organizations in developing the skills necessary for students to improve their performance, build successful careers and generate value for organizations.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"10 1","pages":"384 - 396"},"PeriodicalIF":1.7,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81733654","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}
Autistic adults are underemployed. This means that workplaces are not meeting expectations of support for autistic employees and are not benefitting from a diverse workforce. This brief study investigated the current understanding in UK workplaces of adjustments and confidence with regard to supporting autistic employees. An online questionnaire was completed by 98 employees, mostly within the education sector. 15% of the respondents had a diagnosis of autism themselves. Understanding and confidence across all employees were moderate. Attending autism training in the workplace was associated with a better understanding of adjustments that could be made, but having autistic family or friends and having autistic colleagues were both associated with higher confidence in supporting autistic employees and understanding of positive workplace contributions. The findings corroborate the benefits of autism training in increasing understanding of adjustments that can be made in the workplace; however, a minority of employees had completed such training. The research provides a positive focus on personal understandings of autism which aid understanding and confidence when supporting autistic colleagues. The recommendations are to update and increase the accessibility of autism training, and notably to include the perspective of autistic employees and acknowledge workplace strengths in order to improve employment prospects within the autistic community.
{"title":"Supporting autistic employees: Understanding and confidence in UK workplaces","authors":"Stephanie Petty, Hannah Richardson, Niamh Eccles, Lydia Tunstall","doi":"10.1177/09504222221124505","DOIUrl":"https://doi.org/10.1177/09504222221124505","url":null,"abstract":"Autistic adults are underemployed. This means that workplaces are not meeting expectations of support for autistic employees and are not benefitting from a diverse workforce. This brief study investigated the current understanding in UK workplaces of adjustments and confidence with regard to supporting autistic employees. An online questionnaire was completed by 98 employees, mostly within the education sector. 15% of the respondents had a diagnosis of autism themselves. Understanding and confidence across all employees were moderate. Attending autism training in the workplace was associated with a better understanding of adjustments that could be made, but having autistic family or friends and having autistic colleagues were both associated with higher confidence in supporting autistic employees and understanding of positive workplace contributions. The findings corroborate the benefits of autism training in increasing understanding of adjustments that can be made in the workplace; however, a minority of employees had completed such training. The research provides a positive focus on personal understandings of autism which aid understanding and confidence when supporting autistic colleagues. The recommendations are to update and increase the accessibility of autism training, and notably to include the perspective of autistic employees and acknowledge workplace strengths in order to improve employment prospects within the autistic community.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"48 1","pages":"448 - 454"},"PeriodicalIF":1.7,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84036809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.1177/09504222221128164
Marvin Bontrager, John J. Marinan, Steven Brown
The authors examine the perceptions of undergraduate students with business majors to determine the leadership competencies they most value. Prior research examined business major rankings in a smaller private school. This research examined the generalizability of those findings by surveying 667 students from a regional public college in the Southeast of the USA. The study also examined student empathy and age, as a representation of life experience, as indicators of preferred leadership trait rankings. Students ranked 10 leadership competencies and both student empathy and age were examined in relation to those 10 competencies through ordinal regression. The results indicate that both empathy and age influence leadership competency preference. The specifics of those findings as well as the theoretical and practical implications are discussed, as are potential directions for future research.
{"title":"Views on empathy and leadership in business schools: An empirical study of undergraduate students","authors":"Marvin Bontrager, John J. Marinan, Steven Brown","doi":"10.1177/09504222221128164","DOIUrl":"https://doi.org/10.1177/09504222221128164","url":null,"abstract":"The authors examine the perceptions of undergraduate students with business majors to determine the leadership competencies they most value. Prior research examined business major rankings in a smaller private school. This research examined the generalizability of those findings by surveying 667 students from a regional public college in the Southeast of the USA. The study also examined student empathy and age, as a representation of life experience, as indicators of preferred leadership trait rankings. Students ranked 10 leadership competencies and both student empathy and age were examined in relation to those 10 competencies through ordinal regression. The results indicate that both empathy and age influence leadership competency preference. The specifics of those findings as well as the theoretical and practical implications are discussed, as are potential directions for future research.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"1 1","pages":"397 - 408"},"PeriodicalIF":1.7,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89531653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.1177/09504222221133676
M. R. Muhtaseb
This article proposes the expansion of the definition and scope of a “profession” to explicitly incorporate issues of ethics, equity, environment and philanthropy to meet the demands of the 21st century. Governing bodies (professional designations, certificates and licensures) that develop and advance fields of study are tasked with updating the profession’s institutional knowledge, professional standards and best practices. The proposed two-tier framework elevates the significance of learning about the best practices for effectively applying ethical standards, achieving equity, protecting the environment and embracing philanthropy (tier 2) to the level of required technical knowledge (tier 1) in the field. Institutions of higher education have a critical role in nurturing and disseminating this broader two-tier framework early in the education of professionals of the future. Government agencies can directly and indirectly contribute to these efforts by providing resources and incentives. More importantly going forward, expanding the definition of a profession can only produce better-rounded leaders who will be more comprehensively prepared to take on global complex challenges. Adopting the framework will benefit professionals, the professions, employers, the community and the environment.
{"title":"The professions in a comprehensive context: A two-tier framework","authors":"M. R. Muhtaseb","doi":"10.1177/09504222221133676","DOIUrl":"https://doi.org/10.1177/09504222221133676","url":null,"abstract":"This article proposes the expansion of the definition and scope of a “profession” to explicitly incorporate issues of ethics, equity, environment and philanthropy to meet the demands of the 21st century. Governing bodies (professional designations, certificates and licensures) that develop and advance fields of study are tasked with updating the profession’s institutional knowledge, professional standards and best practices. The proposed two-tier framework elevates the significance of learning about the best practices for effectively applying ethical standards, achieving equity, protecting the environment and embracing philanthropy (tier 2) to the level of required technical knowledge (tier 1) in the field. Institutions of higher education have a critical role in nurturing and disseminating this broader two-tier framework early in the education of professionals of the future. Government agencies can directly and indirectly contribute to these efforts by providing resources and incentives. More importantly going forward, expanding the definition of a profession can only produce better-rounded leaders who will be more comprehensively prepared to take on global complex challenges. Adopting the framework will benefit professionals, the professions, employers, the community and the environment.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"79 1","pages":"321 - 327"},"PeriodicalIF":1.7,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73061699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-19DOI: 10.1177/09504222221132129
M. Casadesús, Esther Huertas, Carme Edo
In higher education, micro-credentials – that is, proof of the learning results a student has acquired after a short learning programme (SLP) – are gaining in importance. In general, SLPs are formative programs addressed to professionals in a specific area of knowledge. Despite the various characteristics of this type of training, delivered in a wide range of teaching centres and modalities, and therefore the difficulties in defining it, this article presents the first experience of a recognised external quality assurance agency of higher education in accrediting these programs under the European Qualifications Framework (EQF) and European Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESGs). This is a pioneering experience in Europe, which also has the active and direct participation of universities, the professional sector and government departments (specifically those responsible for university, continuous education and employment policies). From an initial assessment of 33 SLPs, organised by universities and aligned with the demands of the productive sector, different conclusions are drawn. The validity of the proposed evaluation methodology, focused on eight specific dimensions, is emphasised, but there are also difficulties inherent in this type of assessment, such as the qualifications of students who access the programs and the balance between the academic and professional characteristics of the teachers concerned.
{"title":"A European perspective on accrediting short learning programs: First experiences are out","authors":"M. Casadesús, Esther Huertas, Carme Edo","doi":"10.1177/09504222221132129","DOIUrl":"https://doi.org/10.1177/09504222221132129","url":null,"abstract":"In higher education, micro-credentials – that is, proof of the learning results a student has acquired after a short learning programme (SLP) – are gaining in importance. In general, SLPs are formative programs addressed to professionals in a specific area of knowledge. Despite the various characteristics of this type of training, delivered in a wide range of teaching centres and modalities, and therefore the difficulties in defining it, this article presents the first experience of a recognised external quality assurance agency of higher education in accrediting these programs under the European Qualifications Framework (EQF) and European Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESGs). This is a pioneering experience in Europe, which also has the active and direct participation of universities, the professional sector and government departments (specifically those responsible for university, continuous education and employment policies). From an initial assessment of 33 SLPs, organised by universities and aligned with the demands of the productive sector, different conclusions are drawn. The validity of the proposed evaluation methodology, focused on eight specific dimensions, is emphasised, but there are also difficulties inherent in this type of assessment, such as the qualifications of students who access the programs and the balance between the academic and professional characteristics of the teachers concerned.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"26 1","pages":"433 - 442"},"PeriodicalIF":1.7,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81654983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-19DOI: 10.1177/09504222221124498
Ainhoa Urtasun
This report describes a teaching experience with undergraduates to approach, in a simple and practical way, artificial intelligence (AI) and machine learning (ML) – general-purpose technologies that are highly demanded in any industry today. The article shows how business undergraduates with no prior experience in coding can use AI and ML to solve business-related problems, particularly human resource management (HRM) problems. AI and ML are powerful technologies that can improve the analytical skills and employability of those who understand them.
{"title":"Empowering undergraduates through machine learning","authors":"Ainhoa Urtasun","doi":"10.1177/09504222221124498","DOIUrl":"https://doi.org/10.1177/09504222221124498","url":null,"abstract":"This report describes a teaching experience with undergraduates to approach, in a simple and practical way, artificial intelligence (AI) and machine learning (ML) – general-purpose technologies that are highly demanded in any industry today. The article shows how business undergraduates with no prior experience in coding can use AI and ML to solve business-related problems, particularly human resource management (HRM) problems. AI and ML are powerful technologies that can improve the analytical skills and employability of those who understand them.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"45 1","pages":"443 - 447"},"PeriodicalIF":1.7,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77427673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-14DOI: 10.1177/09504222221129805
U. C. Okolie, P. Igwe, N. Madichie
Why and how is work placement learning evolving today? This multifaceted question addresses the rationale for investments in work placement learning by higher education institutions (HEIs) around the world. Since a majority of the stakeholders (i.e. students, academics, higher education administrators, national policymakers and employers) have vested interests in this employability skills development component of higher education, our inquiry is best located within an exploration of the nature of work placement learning and how it might influence students’ selfemployment and paid employment preparatory behaviours. As Poulter and Smith (2006, 43) have explained, “a university work placement scheme is seen as a way of making graduates more employable after graduation by developing workplace skills sets, complementing academic learning and providing valuable exposure to the working environment”. However, recent researchers (Nwosu et al., 2022; Okolie et al., 2021) have argued that, in addition to workand employability-related skills for paid employment, students undertaking work placement learning in firms and other organizations may well develop skills relevant to starting up their own business ventures after graduation and thus to becoming self-employed. This special issue makes a fresh contribution to the literature through its specific focus on exploring the work placement learning, self-employment and paid employment nexus. We are privileged to present eight peer-reviewed papers. These contributions cut across themes such as selfemployment preparatory behaviours, work placement learning instructional methods, adapted work placement delivery methods during the COVID-19 pandemic, work placement learning and student employability, the students’ work placement learning and employability nexus, embedding real-life industry practice into the virtual learning environment, the experience of students with disabilities and, a fitting case study with which to conclude, the “eportfolio” as a curated digital narrative. These papers address theoretical, pedagogical and empirical perspectives of employability-related behaviours during work placement learning (Blau, 1994; Inceoglu et al., 2019; Madichie and Agu, 2022; Sawitri and Creed, 2021; Tennant et al., 2018). In doing so, they enhance our understanding of the factors that may influence students’ employment preparatory behaviours during a work placement (Okorie et al., 2022; Poulter and Smith, 2006) and the methods of placement tasks delivery that industry-based instructors may adopt to improve the quality of learning outcomes. In the first of these contributions, “Exploring the link between student placement learning in business organizations and self-employment preparatory behaviours” by Okolie et al., the authors draw on “social cognitive career theory to test a moderated mediation model of selfemployment preparatory behaviours in university students undertaking placement learning in a business organiz
今天的实习学习为何以及如何发展?这个多方面的问题解决了世界各地高等教育机构(HEIs)投资工作实习学习的理由。由于大多数利益相关者(即学生，学者，高等教育管理者，国家政策制定者和雇主)在高等教育的就业技能发展组成部分中具有既得利益，因此我们的调查最好位于探索工作实习学习的性质以及它如何影响学生的自营职业和有偿就业准备行为。正如Poulter和Smith(2006,43)所解释的那样，“大学工作实习计划被视为通过培养工作技能、补充学术学习和提供有价值的工作环境，使毕业生在毕业后更容易就业的一种方式”。然而，最近的研究人员(Nwosu et al.， 2022;Okolie等人(2021)认为，除了有偿就业的工作和就业能力相关技能外，在公司和其他组织进行工作实习学习的学生很可能会发展与毕业后创业相关的技能，从而成为自雇人士。这期特刊通过其对探索工作实习学习、自营职业和有偿就业关系的具体关注，为文献做出了新的贡献。我们很荣幸为大家呈现八篇同行评议的论文。这些贡献涵盖了自就业准备行为、工作实习学习教学方法、2019冠状病毒病大流行期间适应的工作实习交付方法、工作实习学习和学生就业能力、学生工作实习学习和就业能力的联系、将现实行业实践融入虚拟学习环境、残疾学生的经历，以及一个合适的案例研究。“电子作品集”是一种精心策划的数字叙事。这些论文论述了在工作实习学习期间与就业能力有关的行为的理论、教学和经验观点(Blau, 1994;Inceoglu et al.， 2019;Madichie and Agu, 2022;Sawitri and Creed, 2021;Tennant等人，2018)。在这样做的过程中，他们加强了我们对工作实习期间可能影响学生就业准备行为的因素的理解(Okorie等人，2022;Poulter和Smith, 2006)，以及基于行业的教师可能采用的安置任务交付方法，以提高学习成果的质量。在Okolie等人的第一篇论文“探索学生在商业组织中的安置学习与创业准备行为之间的联系”中，作者利用“社会认知职业理论来检验大学生在商业组织中进行安置学习(PLBO)的创业准备行为的有调节的中介模型”。研究人员使用了来自337名在123个组织实习的大学生的数据
{"title":"Special issue: Work placement learning – exploring self-employment and paid employment behaviour in higher education","authors":"U. C. Okolie, P. Igwe, N. Madichie","doi":"10.1177/09504222221129805","DOIUrl":"https://doi.org/10.1177/09504222221129805","url":null,"abstract":"Why and how is work placement learning evolving today? This multifaceted question addresses the rationale for investments in work placement learning by higher education institutions (HEIs) around the world. Since a majority of the stakeholders (i.e. students, academics, higher education administrators, national policymakers and employers) have vested interests in this employability skills development component of higher education, our inquiry is best located within an exploration of the nature of work placement learning and how it might influence students’ selfemployment and paid employment preparatory behaviours. As Poulter and Smith (2006, 43) have explained, “a university work placement scheme is seen as a way of making graduates more employable after graduation by developing workplace skills sets, complementing academic learning and providing valuable exposure to the working environment”. However, recent researchers (Nwosu et al., 2022; Okolie et al., 2021) have argued that, in addition to workand employability-related skills for paid employment, students undertaking work placement learning in firms and other organizations may well develop skills relevant to starting up their own business ventures after graduation and thus to becoming self-employed. This special issue makes a fresh contribution to the literature through its specific focus on exploring the work placement learning, self-employment and paid employment nexus. We are privileged to present eight peer-reviewed papers. These contributions cut across themes such as selfemployment preparatory behaviours, work placement learning instructional methods, adapted work placement delivery methods during the COVID-19 pandemic, work placement learning and student employability, the students’ work placement learning and employability nexus, embedding real-life industry practice into the virtual learning environment, the experience of students with disabilities and, a fitting case study with which to conclude, the “eportfolio” as a curated digital narrative. These papers address theoretical, pedagogical and empirical perspectives of employability-related behaviours during work placement learning (Blau, 1994; Inceoglu et al., 2019; Madichie and Agu, 2022; Sawitri and Creed, 2021; Tennant et al., 2018). In doing so, they enhance our understanding of the factors that may influence students’ employment preparatory behaviours during a work placement (Okorie et al., 2022; Poulter and Smith, 2006) and the methods of placement tasks delivery that industry-based instructors may adopt to improve the quality of learning outcomes. In the first of these contributions, “Exploring the link between student placement learning in business organizations and self-employment preparatory behaviours” by Okolie et al., the authors draw on “social cognitive career theory to test a moderated mediation model of selfemployment preparatory behaviours in university students undertaking placement learning in a business organiz","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"23 1","pages":"689 - 692"},"PeriodicalIF":1.7,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79987547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-14DOI: 10.1177/09504222221122958
E. Mogaji, N. P. Nguyen
Work placement learning enhances self-efficacy and work readiness for students. However, students with disabilities often have a different experience with regard to work placements. With a growing number of people with disabilities in universities, it is essential to provide students who have disabilities with an inclusive learning and working environment. Expanding on previous studies that have explored industrial work placement in higher education across different levels of disabilities, this study is contextualised in Nigeria and adopts an integrative literature review approach to critically review and synthesise the literature on student experience, disability, work placement and higher education in the country. This process enables the development of a new theoretical framework and perspective for enhancing the work placement experience of students with disabilities. The study contributes to the existing knowledge regarding work experience, students with disabilities and student experiences in developing countries. It also has practical implications for stakeholders involved in work placements for students with disabilities.
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