Purpose The aim of this paper is to examine the usefulness of the stimulus-organism-response (S-O-R) model for systematizing and further exploring the knowledge of the role of entrepreneurship education (EE) in fostering students' entrepreneurial mindset (EM). Current research studying the EM in an educational setting often fails to conceptualize this mindset and its attributes rigorously and to include epistemological considerations regarding how the authors can know whether a person has developed an EM or not. Design/methodology/approach The authors test the S-O-R model by combining it with a critical realist approach to develop a conceptual model for understanding the EM and its development in an educational setting. Findings The authors identify eight psychological constructs that represent markers of the EM. The authors further surface the multi-causal characteristic of learning in EE. The authors' model cannot be applied to detect causal relationships, but it is useful in exploring potential causal tendencies and plausible explanations of the mechanisms and circumstances of EE, which may, in concert, potentially foster the psychological attributes associated with an EM. Originality/value The paper addresses the often-overlooked epistemological considerations related to how the authors can know anything about psychological and theoretical constructs, such as the EM. A conscious discussion about how the authors can develop knowledge and insight about the EM and how individuals develop it is critical to justify a continued focus on the EM in EE.
{"title":"The entrepreneurial mindset in entrepreneurship education: what can we learn from S-O-R models?","authors":"Inge Birkbak Larsen, Per Blenker, Helle Neergaard","doi":"10.1108/et-09-2022-0364","DOIUrl":"https://doi.org/10.1108/et-09-2022-0364","url":null,"abstract":"Purpose The aim of this paper is to examine the usefulness of the stimulus-organism-response (S-O-R) model for systematizing and further exploring the knowledge of the role of entrepreneurship education (EE) in fostering students' entrepreneurial mindset (EM). Current research studying the EM in an educational setting often fails to conceptualize this mindset and its attributes rigorously and to include epistemological considerations regarding how the authors can know whether a person has developed an EM or not. Design/methodology/approach The authors test the S-O-R model by combining it with a critical realist approach to develop a conceptual model for understanding the EM and its development in an educational setting. Findings The authors identify eight psychological constructs that represent markers of the EM. The authors further surface the multi-causal characteristic of learning in EE. The authors' model cannot be applied to detect causal relationships, but it is useful in exploring potential causal tendencies and plausible explanations of the mechanisms and circumstances of EE, which may, in concert, potentially foster the psychological attributes associated with an EM. Originality/value The paper addresses the often-overlooked epistemological considerations related to how the authors can know anything about psychological and theoretical constructs, such as the EM. A conscious discussion about how the authors can develop knowledge and insight about the EM and how individuals develop it is critical to justify a continued focus on the EM in EE.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135011430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
David J. Finch, Nadège Levallet, Chad Saunders, Evelyn Field, Jason Ribeiro, Simon Raby, Michael Roberts, Faith-Michael Uzoka, Alexandria Campbell
PurposeDisruptive forces, such as the global pandemic and technological innovation, are leading to growing labor uncertainty. For organizations, being able to adapt is a key skill for employees, while adapting to different employment contexts is increasingly essential for career success. This study leverages career adaptability theory and integrated dynamic capabilities to isolate skills enabling career adaptation.Design/methodology/approachA qualitative study was conducted to develop a skills codebook using a Delphi technique to converge on career adaptation skills, which was validated against leading meta-skills frameworks and a purposeful sample of 15 occupational competency models.FindingsThe codebook phase identified 24 distinct meta-skills in 6 clusters: problem-solving, self-reliance, collaboration, communication, core literacies and core workplace skills. Findings confirmed that most of the skills identified by the experts were also present across the meta-skills frameworks.Research limitations/implicationsThis study highlights research opportunities, including a recommendation to extend the codebook by conducting a large sample empirical study of occupational competency models.Practical implicationsAdaptive individuals remain attractive in the job market. With the proposed framework, individuals can systematically reflect on ways to develop career adaptation skills. Other stakeholders should support the development of skills that facilitate an individual's capacity to adapt to diverse employment contexts.Originality/valueThis study contributes to resolving the debate on skills contributing to career adaptation by combining the career adaptability theory and integrated dynamic capabilities, to produce a harmonized meta-skills codebook including labels, definitions and synonyms. This study validates the codebook against leading skills frameworks and occupational competency models.
{"title":"A dynamic capability view of career adaptation: an exploratory study","authors":"David J. Finch, Nadège Levallet, Chad Saunders, Evelyn Field, Jason Ribeiro, Simon Raby, Michael Roberts, Faith-Michael Uzoka, Alexandria Campbell","doi":"10.1108/et-06-2021-0235","DOIUrl":"https://doi.org/10.1108/et-06-2021-0235","url":null,"abstract":"PurposeDisruptive forces, such as the global pandemic and technological innovation, are leading to growing labor uncertainty. For organizations, being able to adapt is a key skill for employees, while adapting to different employment contexts is increasingly essential for career success. This study leverages career adaptability theory and integrated dynamic capabilities to isolate skills enabling career adaptation.Design/methodology/approachA qualitative study was conducted to develop a skills codebook using a Delphi technique to converge on career adaptation skills, which was validated against leading meta-skills frameworks and a purposeful sample of 15 occupational competency models.FindingsThe codebook phase identified 24 distinct meta-skills in 6 clusters: problem-solving, self-reliance, collaboration, communication, core literacies and core workplace skills. Findings confirmed that most of the skills identified by the experts were also present across the meta-skills frameworks.Research limitations/implicationsThis study highlights research opportunities, including a recommendation to extend the codebook by conducting a large sample empirical study of occupational competency models.Practical implicationsAdaptive individuals remain attractive in the job market. With the proposed framework, individuals can systematically reflect on ways to develop career adaptation skills. Other stakeholders should support the development of skills that facilitate an individual's capacity to adapt to diverse employment contexts.Originality/valueThis study contributes to resolving the debate on skills contributing to career adaptation by combining the career adaptability theory and integrated dynamic capabilities, to produce a harmonized meta-skills codebook including labels, definitions and synonyms. This study validates the codebook against leading skills frameworks and occupational competency models.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135490858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose Every year several thousand female cadets participate in the Combined Cadet Force (CCF) in the UK, but little is known about the impact that this experience has on the subsequent employability of the female cadets. This study aimed to understand the perceptions of academic teenage girls from one all-female unit of their participation in CCF and the personal benefit or otherwise in relation to their ultimate employability. Design/methodology/approach This qualitative study used semi-structured interviews to explore the experiences of 10 young women who had participated in CCF for at least three years. Data were analysed using a thematic analysis. Findings Participants were effusive about the transformative effects of CCF in relation to personal confidence, recognising transferable skills and raising personal aspiration, all key elements to employability, particularly for women. They also considered they had gained future workplace advantage having had opportunity to trial leadership strategies in mixed gender teams, an experience unavailable elsewhere to them. Loyalty to the contingent pervaded every discussion and the importance of team goals, although this level of selfless commitment may be detrimental to employability, subsuming their personal interests to the greater good. Originality/value Research into the benefit or otherwise of teenage girls' extra-curricular activities is scarce, and this is the first study, to the authors' knowledge, that explores the perceptions of the impact their time in CCF had on their graduate employability skills.
{"title":"Girls in the combined cadet force: a qualitative exploration of the impact of their experiences on their graduate employability skills","authors":"Lisa Grant, Julia Yates","doi":"10.1108/et-03-2022-0101","DOIUrl":"https://doi.org/10.1108/et-03-2022-0101","url":null,"abstract":"Purpose Every year several thousand female cadets participate in the Combined Cadet Force (CCF) in the UK, but little is known about the impact that this experience has on the subsequent employability of the female cadets. This study aimed to understand the perceptions of academic teenage girls from one all-female unit of their participation in CCF and the personal benefit or otherwise in relation to their ultimate employability. Design/methodology/approach This qualitative study used semi-structured interviews to explore the experiences of 10 young women who had participated in CCF for at least three years. Data were analysed using a thematic analysis. Findings Participants were effusive about the transformative effects of CCF in relation to personal confidence, recognising transferable skills and raising personal aspiration, all key elements to employability, particularly for women. They also considered they had gained future workplace advantage having had opportunity to trial leadership strategies in mixed gender teams, an experience unavailable elsewhere to them. Loyalty to the contingent pervaded every discussion and the importance of team goals, although this level of selfless commitment may be detrimental to employability, subsuming their personal interests to the greater good. Originality/value Research into the benefit or otherwise of teenage girls' extra-curricular activities is scarce, and this is the first study, to the authors' knowledge, that explores the perceptions of the impact their time in CCF had on their graduate employability skills.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Annelieke Michelle van Engelenhoven, Josefine L. Geiger, A. Berfu Ünal, Rowan-Niels Spinder, Indira S.E. van der Zande
Purpose To effectively generate solutions to today's complex challenges, cooperation between governments, industry, civil society and academia is essential. To adequately prepare students for collaboration across academic and non-academic disciplines and stakeholders, Living Labs (LLs), unique research internships have emerged in the educational systems, which are focused on generating insights for society while embedding student learning in both practice and academia. To legitimise the LLs as a method of education in the academic curriculum, it is necessary to evaluate the experience of and potential benefits for students with regard to the development of their academic, professional and personal skills. Hence, this paper aims to investigate the outcomes of participating in LLs from the student's perspective via a case study at the University of Groningen in the Netherlands. A secondary aim is to evaluate the influence of the COVID-19 pandemic on the learning experience of the students. Design/methodology/approach The authors employed self-reported pre-and post-questionnaires into students' confidence levels with regard to their academic, professional and personal skills. A total of 35 questionnaires were conducted during the period February 2020–July 2021. The authors subsequently applied evaluation research, using a benchmarking approach, to analyse the data. Findings This study firstly indicates that students are most confident in their personal skills, both before and after conducting the LL, and that they further developed these due to being pushed outside of their growth zone by the various challenges posed during the LL, including the COVID-19 pandemic. Secondly, while students seem to have become more aware of their professional skills in the LL, this was the aspect on which no improvement was reported after conducting the LL, potentially due to an increased awareness of one's own room for improving professional skills outside of academia. Thirdly, students' reported academic skills improved the most during the LL, which highlights the importance of embedding academic learning both in theory and practice. Lastly, the impact of COVID-19 changed the setting of the LL which led to challenges but also opportunities with respect to research design, time investment and communication. Practical implications As LLs seem to contribute to transversal and academic skill development of students, we can legitimise their increasingly common place in higher education curricula. LLs are not only beneficial for stakeholders and society as they generate new insights into societal questions, they are also of added value to students who actively collaborate with the external organisations and researchers. The LLs can thus be seen as a method of education which contributes to students' preparation for future careers, which is one of the main tasks of higher education institutions. Due to the COVID-19 pandemic the LLs were conducted online, which resulted in
{"title":"Student perceptions of Living Lab research internships in the COVID-19 pandemic – a Dutch case study","authors":"Annelieke Michelle van Engelenhoven, Josefine L. Geiger, A. Berfu Ünal, Rowan-Niels Spinder, Indira S.E. van der Zande","doi":"10.1108/et-06-2022-0236","DOIUrl":"https://doi.org/10.1108/et-06-2022-0236","url":null,"abstract":"Purpose To effectively generate solutions to today's complex challenges, cooperation between governments, industry, civil society and academia is essential. To adequately prepare students for collaboration across academic and non-academic disciplines and stakeholders, Living Labs (LLs), unique research internships have emerged in the educational systems, which are focused on generating insights for society while embedding student learning in both practice and academia. To legitimise the LLs as a method of education in the academic curriculum, it is necessary to evaluate the experience of and potential benefits for students with regard to the development of their academic, professional and personal skills. Hence, this paper aims to investigate the outcomes of participating in LLs from the student's perspective via a case study at the University of Groningen in the Netherlands. A secondary aim is to evaluate the influence of the COVID-19 pandemic on the learning experience of the students. Design/methodology/approach The authors employed self-reported pre-and post-questionnaires into students' confidence levels with regard to their academic, professional and personal skills. A total of 35 questionnaires were conducted during the period February 2020–July 2021. The authors subsequently applied evaluation research, using a benchmarking approach, to analyse the data. Findings This study firstly indicates that students are most confident in their personal skills, both before and after conducting the LL, and that they further developed these due to being pushed outside of their growth zone by the various challenges posed during the LL, including the COVID-19 pandemic. Secondly, while students seem to have become more aware of their professional skills in the LL, this was the aspect on which no improvement was reported after conducting the LL, potentially due to an increased awareness of one's own room for improving professional skills outside of academia. Thirdly, students' reported academic skills improved the most during the LL, which highlights the importance of embedding academic learning both in theory and practice. Lastly, the impact of COVID-19 changed the setting of the LL which led to challenges but also opportunities with respect to research design, time investment and communication. Practical implications As LLs seem to contribute to transversal and academic skill development of students, we can legitimise their increasingly common place in higher education curricula. LLs are not only beneficial for stakeholders and society as they generate new insights into societal questions, they are also of added value to students who actively collaborate with the external organisations and researchers. The LLs can thus be seen as a method of education which contributes to students' preparation for future careers, which is one of the main tasks of higher education institutions. Due to the COVID-19 pandemic the LLs were conducted online, which resulted in ","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136361783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThe aim of the paper is to examine whether there really is a shortage of VET teachers, and if so, whether there are links to the salary offered and to the qualifications required.Design/methodology/approachThe paper uses three main approaches to examine the narrative of a shortage of VET teachers in Australia.FindingsThere was no documented evidence of a VET teacher shortage, beyond a general perception of shortage in line with other occupations due to the post-COVID economic recovery. Salaries for VET teachers were found to compare well with other education occupations and other jobs in the economy. There was no evidence of the required qualifications deterring entry. The main concern appears to be whether VET can adequately train workers for other sectors in shortage.Research limitations/implicationsThe research did not include empirical survey work and suggests that this needs to be carried out urgently.Practical implicationsThe research provides evidence that will challenge current assumptions and help in the recruitment of VET teachers.Social implicationsIt argues for a recognition of the importance of the VET sector beyond its function of serving industry.Originality/valueIt highlights ways to make VET teaching a more attractive proposition and to better promote its advantages.
{"title":"The narrative of a VET workforce shortage in Australia: reality, myth or opportunity?","authors":"Erica Smith","doi":"10.1108/et-03-2023-0078","DOIUrl":"https://doi.org/10.1108/et-03-2023-0078","url":null,"abstract":"PurposeThe aim of the paper is to examine whether there really is a shortage of VET teachers, and if so, whether there are links to the salary offered and to the qualifications required.Design/methodology/approachThe paper uses three main approaches to examine the narrative of a shortage of VET teachers in Australia.FindingsThere was no documented evidence of a VET teacher shortage, beyond a general perception of shortage in line with other occupations due to the post-COVID economic recovery. Salaries for VET teachers were found to compare well with other education occupations and other jobs in the economy. There was no evidence of the required qualifications deterring entry. The main concern appears to be whether VET can adequately train workers for other sectors in shortage.Research limitations/implicationsThe research did not include empirical survey work and suggests that this needs to be carried out urgently.Practical implicationsThe research provides evidence that will challenge current assumptions and help in the recruitment of VET teachers.Social implicationsIt argues for a recognition of the importance of the VET sector beyond its function of serving industry.Originality/valueIt highlights ways to make VET teaching a more attractive proposition and to better promote its advantages.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44909967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Alhusban, S. Alhusban, Mohammad-Ward A. Alhusban
PurposeThis research aimed to define the factors that may impact the effectiveness of online architectural education during COVID-19 and to examine the degree of students' and instructors' satisfaction with these factors among Jordanian governmental universities. Further, the research examines the relationships/interrelationships between the degree of their satisfaction with these factors and the students' and instructors' age, gender, education level, home size, and family size.Design/methodology/approachDifferent research methods were used to achieve the research purposes, including semi-structured interviews, online questionnaires and reviewing recent literature. This research used descriptive statistics and Pearson product-moment correlation coefficient (Pearson r) to analyze the data.FindingsThis research found that online architectural education during COVID-19 was stressful. It was ineffective in teaching practical architectural courses like design and negatively affected the architectural learning process and outcomes. In contrast, the online teaching of architectural theoretical courses was reliable and convenient if the students and instructors had intentional, sufficient technological and appropriate resources. Online architectural education negatively affected the students' design ability and skills, peer review, intended learning outcomes (ILOs) achievements, the quality of feedback, workload, interaction mode, participation, collaboration, productivity and increased cheating on online exams. The home environment was unsuitable for online architectural education. Family interventions, privacy, home size and family size significantly influence online architectural education's effectiveness.Originality/valueStudents' and instructors' satisfaction determines the continuity of using online teaching mode, which depends on information quality, system quality, service quality, perceived ease of use, perceived usefulness, achieved intended learning outcomes, cognitive absorption, skills, motivation, engagement, implementing resources and strategies and positive emotions as hope and enjoyment. Students' and instructors' satisfaction reflects how they view their learning experience, which is crucial in assessing the effectiveness of online education quality that focuses on the context, input, process and product, which is still not clearly understood, particularly for developing countries.
{"title":"Assessing the impact of COVID-19 on architectural education: a case study of Jordanian Universities","authors":"A. Alhusban, S. Alhusban, Mohammad-Ward A. Alhusban","doi":"10.1108/et-12-2022-0467","DOIUrl":"https://doi.org/10.1108/et-12-2022-0467","url":null,"abstract":"PurposeThis research aimed to define the factors that may impact the effectiveness of online architectural education during COVID-19 and to examine the degree of students' and instructors' satisfaction with these factors among Jordanian governmental universities. Further, the research examines the relationships/interrelationships between the degree of their satisfaction with these factors and the students' and instructors' age, gender, education level, home size, and family size.Design/methodology/approachDifferent research methods were used to achieve the research purposes, including semi-structured interviews, online questionnaires and reviewing recent literature. This research used descriptive statistics and Pearson product-moment correlation coefficient (Pearson r) to analyze the data.FindingsThis research found that online architectural education during COVID-19 was stressful. It was ineffective in teaching practical architectural courses like design and negatively affected the architectural learning process and outcomes. In contrast, the online teaching of architectural theoretical courses was reliable and convenient if the students and instructors had intentional, sufficient technological and appropriate resources. Online architectural education negatively affected the students' design ability and skills, peer review, intended learning outcomes (ILOs) achievements, the quality of feedback, workload, interaction mode, participation, collaboration, productivity and increased cheating on online exams. The home environment was unsuitable for online architectural education. Family interventions, privacy, home size and family size significantly influence online architectural education's effectiveness.Originality/valueStudents' and instructors' satisfaction determines the continuity of using online teaching mode, which depends on information quality, system quality, service quality, perceived ease of use, perceived usefulness, achieved intended learning outcomes, cognitive absorption, skills, motivation, engagement, implementing resources and strategies and positive emotions as hope and enjoyment. Students' and instructors' satisfaction reflects how they view their learning experience, which is crucial in assessing the effectiveness of online education quality that focuses on the context, input, process and product, which is still not clearly understood, particularly for developing countries.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46278756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Melinda Laundon, Paula McDonald, Jacqueline Greentree
PurposeThis paper explores how education and training systems can support a digitally-enabled workforce for the Australian manufacturing sector.Design/methodology/approachThe study is based on interviews with 17 sector-level manufacturing stakeholders from industry, government and education/training organisations. Semi-structured interviews were conducted to gain an in-depth understanding of how education and training systems currently support a digitally-enabled manufacturing workforce as well as opportunities for alternative configurations or developments.FindingsAnalysis revealed three themes reflecting core dimensions of a supportive education and training system: partnerships, pedagogy and prospects. Cooperative, integrated and sustained partnerships are needed between vocational education and training (VET) institutions, universities, government, industry, high schools and private training providers. Pedagogy emphasises the vital importance of infusing curriculum with digital and technology skills and capabilities, alongside innovative and experiential delivery modes including simulated environments, online learning, on-the-job training, flexible delivery and micro-credentials. Prospects reflects the need for forward-looking assessment and planning to respond to industry trends and develop associated qualifications, skills and investments required to meet future industry needs.Originality/valueWith growing demand for digitally-enabled skills to support manufacturing, an industry which is acknowledged as critical for economic prosperity and national sovereignty, the findings contribute novel insights into current limitations and future opportunities to bridge the gap between skills shortages in the manufacturing industry, and education and training systems that deliver graduate readiness and a digitally-enabled workforce.
{"title":"How education and training systems can support a digitally-enabled workforce for the manufacturing industry of the future: an exploratory study","authors":"Melinda Laundon, Paula McDonald, Jacqueline Greentree","doi":"10.1108/et-04-2023-0158","DOIUrl":"https://doi.org/10.1108/et-04-2023-0158","url":null,"abstract":"PurposeThis paper explores how education and training systems can support a digitally-enabled workforce for the Australian manufacturing sector.Design/methodology/approachThe study is based on interviews with 17 sector-level manufacturing stakeholders from industry, government and education/training organisations. Semi-structured interviews were conducted to gain an in-depth understanding of how education and training systems currently support a digitally-enabled manufacturing workforce as well as opportunities for alternative configurations or developments.FindingsAnalysis revealed three themes reflecting core dimensions of a supportive education and training system: partnerships, pedagogy and prospects. Cooperative, integrated and sustained partnerships are needed between vocational education and training (VET) institutions, universities, government, industry, high schools and private training providers. Pedagogy emphasises the vital importance of infusing curriculum with digital and technology skills and capabilities, alongside innovative and experiential delivery modes including simulated environments, online learning, on-the-job training, flexible delivery and micro-credentials. Prospects reflects the need for forward-looking assessment and planning to respond to industry trends and develop associated qualifications, skills and investments required to meet future industry needs.Originality/valueWith growing demand for digitally-enabled skills to support manufacturing, an industry which is acknowledged as critical for economic prosperity and national sovereignty, the findings contribute novel insights into current limitations and future opportunities to bridge the gap between skills shortages in the manufacturing industry, and education and training systems that deliver graduate readiness and a digitally-enabled workforce.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42372604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chia-Yen Ma, Kuo-Ching Wang, De-Yen Liu, Ting-Ching Lai
PurposeThe research aims to discuss technical and vocational students' long-term and complete evaluation of learning effectiveness under school-wide thematic teaching design.Design/methodology/approachThis study adopted a mixed qualitative and quantitative approach to measure the learning effectiveness of thematic teaching in technical vocational schools using the Kirkpatrick model. Qualitative research conducted in-depth interviews with 32 interviewees, including students, parents, teachers, graduate alumni and the supervisors of off-campus internship units. Quantitative research conducted a questionnaire survey on vocational students. A total of 221 valid questionnaires were collected. In addition, this research conducts another quantitative survey on cooperative enterprises to compare the actual effect of the implementation of the school-wide thematic teaching students with the others, and a total of 35 valid questionnaires were collected.FindingsThe results of the research found that the effectiveness of thematic teaching method can achieve the expected goals of each level of Kirkpatrick model. The students taking thematic teaching are significantly better and fitting in the industry expects. Therefore, this research suggests the comprehensive introduction of school-wide thematic teaching to other school operators.Originality/valueThis research is the first study used the Kirkpatrick model to evaluate the effectiveness of school-wide thematic teaching design in hospitality education and providing a practical case for schools. This research combined qualitative and quantitative research methods to investigate the effectiveness of the teaching method through multiple perspectives. Through the feedback from supervisors of the hospitality industry, the school-wide thematic teaching design provides a good foundation for technical and vocational graduates.
{"title":"Evaluation of the comprehensive thematic teaching effectiveness and technique/technology in culinary vocational education","authors":"Chia-Yen Ma, Kuo-Ching Wang, De-Yen Liu, Ting-Ching Lai","doi":"10.1108/et-09-2022-0370","DOIUrl":"https://doi.org/10.1108/et-09-2022-0370","url":null,"abstract":"PurposeThe research aims to discuss technical and vocational students' long-term and complete evaluation of learning effectiveness under school-wide thematic teaching design.Design/methodology/approachThis study adopted a mixed qualitative and quantitative approach to measure the learning effectiveness of thematic teaching in technical vocational schools using the Kirkpatrick model. Qualitative research conducted in-depth interviews with 32 interviewees, including students, parents, teachers, graduate alumni and the supervisors of off-campus internship units. Quantitative research conducted a questionnaire survey on vocational students. A total of 221 valid questionnaires were collected. In addition, this research conducts another quantitative survey on cooperative enterprises to compare the actual effect of the implementation of the school-wide thematic teaching students with the others, and a total of 35 valid questionnaires were collected.FindingsThe results of the research found that the effectiveness of thematic teaching method can achieve the expected goals of each level of Kirkpatrick model. The students taking thematic teaching are significantly better and fitting in the industry expects. Therefore, this research suggests the comprehensive introduction of school-wide thematic teaching to other school operators.Originality/valueThis research is the first study used the Kirkpatrick model to evaluate the effectiveness of school-wide thematic teaching design in hospitality education and providing a practical case for schools. This research combined qualitative and quantitative research methods to investigate the effectiveness of the teaching method through multiple perspectives. Through the feedback from supervisors of the hospitality industry, the school-wide thematic teaching design provides a good foundation for technical and vocational graduates.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45021476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeFrequently the universities' Placement Service is based on the student's hard profile at the expense of soft traits. On the other side, the “person–organization fit” axiom suggests firms are looking for profiles with specific soft skills to face the increasing level of environmental turbulence. This research aims to understand if high-resilience students also have high academic achievements and how the three components of resilience (emotional intelligence, positive thinking, planfulness) can have different impact on individual performances.Design/methodology/approachThe research was conducted on students enrolled on different courses of studies and years in an Economics and Law faculty. A questionnaire was administered during the first exam session (ante-Covid) and the second and third exam sessions (post-Covid). This questionnaire consists of 84 questions related to planfulness, emotional intelligence and positive thinking, whose combination can be considered a measure of resilience. In fact, the Principal Component Analysis (PCA) was carried to identify these three new variables (the components) based on the 84 initial ones. Finally, an ordered logit model was implemented to verify whether, and in what direction, planfulness, emotional intelligence, positive thinking and Covid 19 (the independent variables) affected the students' performance (the dependent one).FindingsWhile planfulness positively affected academic performance, emotional intelligence affected it negatively. The impact of positive thinking and Covid was not significant, and thus what emerged from the preliminary analysis of the grades is not confirmed.Research limitations/implicationsThis is a case study of a university experience that is paying great care in preparing students to satisfy the firms' work demands. To confirm and refine results the sample will be expanded to other faculties and other life/soft skills will be investigated.Practical implicationsThis soft trait approach—that studies how various measures of soft skills are related to course grades—has a two-fold significance by crafting universities' placement activities and facilitating firms' onboarding.Social implicationsThis is a case study of a university experience; a university that is paying great attention to preparing students ready to satisfy the firms' work demands but also citizens capable of supporting the growth of their nation and society in general.Originality/valueThe research can be considered a first step towards the inclusion of the formal evaluation of the students' life skills in their academic path, creating a link with their achievements.
{"title":"Individual resilience and academic achievements: a soft traits approach to craft universities' placement and facilitate firms' onboarding","authors":"F. Cantoni, Silvia Platoni, R. Virtuani","doi":"10.1108/et-01-2023-0009","DOIUrl":"https://doi.org/10.1108/et-01-2023-0009","url":null,"abstract":"PurposeFrequently the universities' Placement Service is based on the student's hard profile at the expense of soft traits. On the other side, the “person–organization fit” axiom suggests firms are looking for profiles with specific soft skills to face the increasing level of environmental turbulence. This research aims to understand if high-resilience students also have high academic achievements and how the three components of resilience (emotional intelligence, positive thinking, planfulness) can have different impact on individual performances.Design/methodology/approachThe research was conducted on students enrolled on different courses of studies and years in an Economics and Law faculty. A questionnaire was administered during the first exam session (ante-Covid) and the second and third exam sessions (post-Covid). This questionnaire consists of 84 questions related to planfulness, emotional intelligence and positive thinking, whose combination can be considered a measure of resilience. In fact, the Principal Component Analysis (PCA) was carried to identify these three new variables (the components) based on the 84 initial ones. Finally, an ordered logit model was implemented to verify whether, and in what direction, planfulness, emotional intelligence, positive thinking and Covid 19 (the independent variables) affected the students' performance (the dependent one).FindingsWhile planfulness positively affected academic performance, emotional intelligence affected it negatively. The impact of positive thinking and Covid was not significant, and thus what emerged from the preliminary analysis of the grades is not confirmed.Research limitations/implicationsThis is a case study of a university experience that is paying great care in preparing students to satisfy the firms' work demands. To confirm and refine results the sample will be expanded to other faculties and other life/soft skills will be investigated.Practical implicationsThis soft trait approach—that studies how various measures of soft skills are related to course grades—has a two-fold significance by crafting universities' placement activities and facilitating firms' onboarding.Social implicationsThis is a case study of a university experience; a university that is paying great attention to preparing students ready to satisfy the firms' work demands but also citizens capable of supporting the growth of their nation and society in general.Originality/valueThe research can be considered a first step towards the inclusion of the formal evaluation of the students' life skills in their academic path, creating a link with their achievements.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41808914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeSituated in the Chilean context, this study investigates how Vocational Education and Training (VET) teacher profiles, based on their perceptions of prior work experience in industry, relate to their current motivation and perception of teaching in VET. By doing so, the authors seek to provide valuable evidence to inform the development of policies to attract and maintain well-qualified teachers from industry in Chile and other countries facing similar changes.Design/methodology/approachThe authors used a descriptive cross-sectional design to collect data from 660 VET teachers using a two-scale instrument: Perception of Prior Occupation (PPO) and adapted FIT-Choice scales. By adopting a typological approach, the authors constructed profiles of VET teachers based on their perception of past industry experience. The authors then analyzed how these profiles vary regarding individual teacher characteristics, motivation and perception of teaching in VET.FindingsThe authors found a significant degree of heterogeneity among VET teachers' prior industry experiences, leading them to identify three distinct VET teacher profiles: “High Perception of Prior Occupation,” “Learning and Teaching-Oriented” and “Low Perception of Prior Occupation.” Notably, the most distinguishing characteristics across these profiles were age, VET teaching area, holding a job outside of teaching and years of prior industry experience. Furthermore, the authors found that motivation and perceptions of teaching varied significantly across these VET teacher profiles.Originality/valueThere needs to be more research on the factors that attract and retain industry workers as VET teachers in high schools. This study is among the first to address this topic in a non-European context.
{"title":"Transitioning from industry to teaching in VET: profiles of VET teachers in Chile","authors":"María-Paola Sevilla, Daniela Luengo-Aravena, Cristóbal Madero","doi":"10.1108/et-04-2023-0115","DOIUrl":"https://doi.org/10.1108/et-04-2023-0115","url":null,"abstract":"PurposeSituated in the Chilean context, this study investigates how Vocational Education and Training (VET) teacher profiles, based on their perceptions of prior work experience in industry, relate to their current motivation and perception of teaching in VET. By doing so, the authors seek to provide valuable evidence to inform the development of policies to attract and maintain well-qualified teachers from industry in Chile and other countries facing similar changes.Design/methodology/approachThe authors used a descriptive cross-sectional design to collect data from 660 VET teachers using a two-scale instrument: Perception of Prior Occupation (PPO) and adapted FIT-Choice scales. By adopting a typological approach, the authors constructed profiles of VET teachers based on their perception of past industry experience. The authors then analyzed how these profiles vary regarding individual teacher characteristics, motivation and perception of teaching in VET.FindingsThe authors found a significant degree of heterogeneity among VET teachers' prior industry experiences, leading them to identify three distinct VET teacher profiles: “High Perception of Prior Occupation,” “Learning and Teaching-Oriented” and “Low Perception of Prior Occupation.” Notably, the most distinguishing characteristics across these profiles were age, VET teaching area, holding a job outside of teaching and years of prior industry experience. Furthermore, the authors found that motivation and perceptions of teaching varied significantly across these VET teacher profiles.Originality/valueThere needs to be more research on the factors that attract and retain industry workers as VET teachers in high schools. This study is among the first to address this topic in a non-European context.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46638652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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