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The digital competence of Chinese higher education students and the linkage with their career adaptability 中国高等教育学生的数字能力及其与职业适应能力的关联
IF 3.6 3区 管理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-01 DOI: 10.1108/et-08-2022-0315
N. Zhou, Jiping Wang, Xin Liu, Liu Yang, Xing Jin
PurposeRecently, digital competence has become one of the most important work competencies of employees. This study investigated students' digital competence in the context of Chinese higher education and examined digital competence's relationship with students' career adaptability.Design/methodology/approachThe participants were 298 Chinese higher education students from both universities and colleges. MANOVA (Multivariate Analysis of Variance) was carried out through SPSS (Statistical Package for the Social Sciences) 26.0 to examine whether digital competence varied with the students' personal characteristics, i.e. gender, grade level and school type. In addition, the structural equation model was employed with Mplus 8.3 to analyse the relationship between digital competence and career adaptability as well as the mediation role of digital informal learning and academic performance.FindingsThe descriptive statistics revealed that students performed best in the safety construct, whilst worst in the digital content creation construct. The result of MANOVA showed that the digital competence of the participants significantly varied with participants' gender, school type and grade level. Furthermore, the structural equation model results demonstrated that higher education students' digital competence was positively associated with the students' career adaptability. And the mediation role of digital informal learning and academic performance was also confirmed.Originality/valueTo the authors' knowledge, this is the first study focussing on the relationship between digital competence and career adaptability. In particular, both working and learning perspectives were considered to explore this relationship. Besides, the authors also displayed Chinese higher education students' digital competence with consideration of different districts and school types.
目的近年来,数字化能力已成为员工最重要的工作能力之一。本研究调查了中国高等教育背景下学生的数字能力,并考察了数字能力与学生职业适应性的关系。设计/方法论/方法参与者是来自两所大学和学院的298名中国高等教育学生。MANOVA(多元方差分析)通过SPSS(社会科学统计软件包)26.0进行,以检验数字能力是否随学生的个人特征(即性别、年级水平和学校类型)而变化。此外,结构方程模型与Mplus 8.3一起分析了数字能力与职业适应性之间的关系,以及数字非正式学习对学业成绩的中介作用。结果描述性统计数据显示,学生在安全结构方面表现最好,而在数字内容创作结构方面表现最差。MANOVA的结果显示,参与者的数字能力随着参与者的性别、学校类型和年级水平而显著变化。此外,结构方程模型结果表明,高等教育学生的数字能力与学生的职业适应性呈正相关。数字非正式学习对学习成绩的中介作用也得到了证实。原创性/价值据作者所知,这是第一项关注数字能力与职业适应性之间关系的研究。特别是从工作和学习的角度来探讨这种关系。此外,作者还考虑了不同地区和学校类型,展示了中国高等教育学生的数字能力。
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引用次数: 1
NEET in Turkey: a typology including jobless youths, parental education and employment status as determinants 土耳其的NEET:包括失业青年、父母教育和就业状况作为决定因素的类型
IF 3.6 3区 管理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-10 DOI: 10.1108/et-01-2023-0005
Büşra Yi̇ği̇t, B. Çakmak, E. Çakmak
PurposeThe purpose of this study is to improve understanding of the role of the family as NEET determinants in a country with free education in a Mediterranean or Southern European welfare state, so that the authors can contribute to policy recommendations and offer suggestions for future studies.Design/methodology/approachThe authors used TurkStat (2021) household workforce statistics microdata (TurkStat permit number 10484) for multinomial logistic regression. These microdata are the most detailed data representation of all households in Turkey in 2021, representing all household members (n = 635.159) and young people aged 15–24 years (n = 88.974) in Turkey. Of the data on youth, those not in education or employment constituted the NEET sample (n = 21,729). The authors also used the 2014–2020 household workforce statistics microdata (TurkStat permit number 3188) to explain the proportional changes between the status of NEETs in past years and today.FindingsThe age factor (20–24) and long-term unemployment in men and marital status (for married and divorced) in women are of critical importance for the risk of being NEET. Compulsory education is the most influential factor in reducing the risk of NEET for both genders. The estimations of logistic regression models showed significantly that the increase in the education level of parents decreased the probability of NEET in the household. In particular, the gains of mothers after compulsory education (university, postgraduate education) increased the probability of young people in the household being NEET compared to the education levels of fathers.Originality/valueThe authors make two contributions with this study. First, the authors discuss current microdata and NEET determinants in Turkey, which is the subject of limited research and has one of the highest rates of NEET in the 15–29-years age category (28.7%) in the OECD (2021). Second, the authors are the first to examine parental education or employment for NEETs in Turkey. Findings from the study allow comparison of Turkey and southern European welfare regime countries and fill the gap in the literature on NEET and parent relationship in Turkey with a strong and up-to-date dataset.
目的本研究的目的是提高对地中海或南欧福利国家免费教育国家中家庭作为NEET决定因素的作用的理解,以便作者能够为政策建议做出贡献,并为未来的研究提供建议。设计/方法/方法作者使用土耳其统计局(2021)的家庭劳动力统计微观数据(土耳其统计局许可证编号10484)进行多项逻辑回归。这些微观数据是2021年土耳其所有家庭的最详细数据,代表了土耳其所有家庭成员(n=635.159)和15-24岁的年轻人(n=88.974)。在关于青年的数据中,那些没有受过教育或就业的人构成了NEET样本(n=21729)。作者还使用2014-2010年家庭劳动力统计微观数据(土耳其国家统计局许可证编号3188)来解释过去几年和今天NEET状况之间的比例变化。调查结果男性的年龄因素(20-24)和长期失业以及女性的婚姻状况(已婚和离婚)对成为NEET的风险至关重要。义务教育是降低男女NEET风险的最具影响力的因素。逻辑回归模型的估计显著表明,父母教育水平的提高降低了家庭中发生NEET的概率。特别是,与父亲的教育水平相比,母亲在义务教育(大学、研究生教育)后取得的成就增加了家庭中年轻人成为NEET的概率。原创性/价值作者对这项研究做出了两个贡献。首先,作者讨论了土耳其目前的微观数据和NEET决定因素,土耳其是有限研究的主题,也是经合组织(2021)中15-29岁年龄组中NEET发病率最高的国家之一(28.7%)。其次,作者是第一个研究土耳其NEET的父母教育或就业情况的人。该研究的结果可以对土耳其和南欧福利制度国家进行比较,并通过强大的最新数据集填补土耳其NEET和父母关系文献中的空白。
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引用次数: 0
Determinants of adoption and usage of the online examination portal (OEP) in Indian universities 印度大学采用和使用在线考试门户网站(OEP)的决定因素
IF 3.6 3区 管理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-03 DOI: 10.1108/et-09-2022-0360
S. Shirolkar, Rajashri Kadam
PurposeThe purpose of this study is to examine the factors influencing the adoption and utilization of the online examination portal (OEP) in Indian universities. This study combines the Unified Theory of Acceptance and Usage of Technology (UTAUT) and Task Technology Fit (TTF) to explain the user's intention to use an OEP at an Indian University.Design/methodology/approachThis study's methodology combines UTAUT as a theoretical framework with TTF. It is conceptualized that TTF has a moderating effect on UTAUT's primary construct. The authors collected the data from 182 graduate students from an Indian university. PLS-SEM is used to identify the causal relationship between the constructs using the structural equation modeling (SEM) technique.FindingsThe findings will demonstrate the applicability of the constructs of performance expectancy, effort expectancy and facilitating conditions in influencing the usage intention and behavior of students towards OEP. The outcome will also demonstrate the moderating effect of TTF on the predictors of intention to use OEP at an Indian University.Research limitations/implicationsThe sample respondents who participated in the study are students at the Indian University in Pune. The selection of samples was based on convenience sampling. Future research should be conducted at a variety of geographic locations, educational levels, undergraduate and graduate schools, as well as multiple universities. To increase the objectivity of sample selection, the probabilistic sampling method can be used to select samples. For future studies, larger sample sizes (more than 182) can be collected in order to increase the generalizability and applicability of the findings to other developing markets.Practical implicationsThe study will aid Indian universities in enhancing the effectiveness of OEP. The study will also demonstrate the users' perception of the portal and their willingness to use it. It will also assist the university administration in finalizing the examination portal's implementation strategy.Originality/valueVery few studies have been published on the factors influencing the acceptance and utilization of specific online examination systems. To address this underrepresentation, the current article investigates the factors and criteria that influence students' intent to use the OEP. The authors conceptualize the model using UTAUT as a theoretical foundation, which is absent from the published literature on the OEP. The study incorporated UTAUT and TTF to determine the impact on OEP usage and intent. In addition, the study contributes by testing the moderating effect of TTF on the UTAUT variables that influence the intention to use OEP.
目的本研究旨在考察影响印度大学采用和使用在线考试门户网站(OEP)的因素。本研究结合了技术接受和使用统一理论(UTAUT)和任务技术匹配(TTF)来解释用户在印度大学使用OEP的意图。设计/方法/方法本研究的方法将UTAUT作为理论框架与TTF相结合。TTF对UTAUT的主要结构具有调节作用。作者收集了来自印度一所大学的182名研究生的数据。PLS-SEM用于使用结构方程建模(SEM)技术来确定结构之间的因果关系。研究结果将证明成绩预期、努力预期和促进条件在影响学生对OEP的使用意图和行为方面的适用性。研究结果还将证明TTF对印度大学使用OEP意向的预测因素的调节作用。研究局限性/含义参与研究的样本受访者是浦那印度大学的学生。样品的选择是基于方便取样。未来的研究应该在各种地理位置、教育水平、本科生和研究生院以及多所大学进行。为了提高样本选择的客观性,可以使用概率抽样方法来选择样本。对于未来的研究,可以收集更大的样本量(超过182),以提高研究结果对其他发展中市场的可推广性和适用性。实际意义这项研究将有助于印度大学提高OEP的有效性。这项研究还将展示用户对门户网站的看法及其使用意愿。它还将帮助大学行政部门最终确定考试门户网站的实施策略。原创性/价值关于影响特定在线考试系统接受和使用的因素,很少有研究发表。为了解决这种代表性不足的问题,本文调查了影响学生使用OEP意向的因素和标准。作者使用UTAUT作为理论基础来概念化该模型,这在已发表的关于OEP的文献中是缺失的。该研究结合了UTAUT和TTF来确定对OEP使用和意图的影响。此外,该研究通过测试TTF对影响使用OEP意向的UTAUT变量的调节作用做出了贡献。
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引用次数: 0
Professional skills development: foundational curriculum skills and competencies of UK construction management programmes 专业技能发展:英国建筑管理课程的基础课程技能和能力
IF 3.6 3区 管理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-02 DOI: 10.1108/et-10-2022-0402
J. Posillico, David Edwards, C. Roberts, M. Shelbourn
PurposeThis research presents a profile of the current skills and competencies that underpin construction management programmes' (CMP) curricula within United Kingdom (UK) higher education institutes (HEIs). In doing so, the work: synthesises disparate taught provisions across a range of HEIs; conducts a cross-comparative analysis between these provisions and engenders wider discourse and new insight into the consistency of current higher education practice.Design/methodology/approachBoth interpretivism and pragmatism are adopted to analyse secondary data sourced from construction management undergraduate programmes in the UK inductive reasoning and inferential analysis (i.e. quantitative rank correlation, text/data mining and qualitative inquiry) are utilised to help underscore the current technical and interpersonal skills and competencies noted within the programmes and develop new theories on curriculum shortfalls and inadequacies.FindingsResearch findings demonstrate that the specific content of CMP are bespoke and tailored by the programme teaching team at each individual HEI; albeit, all programmes reviewed are in congruence regards the importance of broad technical and interpersonal themes. However, the degree to which these themes are publicly presented differ from the curricular and institutional documentation; specifically, a more “technical-based skill” image is being portrayed publicly whilst “interpersonal skills” are doing the heavy curriculum lifting. Hence, the foundational curriculum skills and competencies are firmly rooted in a sense of employability and career preparedness; a balance of technical and interpersonal skills. Identification of these skills and competencies provides a springboard for supplementary research to augment curriculum development.Originality/valueThis research constitutes the first attempt to conduct a cross-comparative analysis of descriptive metadata contained with curriculum development documents sourced from various UK HEIs. Emergent findings unearth the key skills and competencies that serve as the curriculum's foundation but also question whether a more consistent approach to construction management education should be sought.
目的本研究介绍了英国高等教育机构(HEI)建筑管理课程的当前技能和能力。在这样做的过程中,工作是:综合一系列高等教育机构中不同的教学规定;对这些条款进行了交叉比较分析,并对当前高等教育实践的一致性进行了更广泛的讨论和新的见解。设计/方法论/方法采用解释主义和实用主义来分析来自英国建筑管理本科课程的二次数据。归纳推理和推理分析(即定量排名相关性、文本/数据挖掘和定性调查)被用来帮助强调当前的技术和人际交往技能和能力在课程中,开发关于课程不足和不足的新理论。研究结果表明,CMP的具体内容是由每个高等教育机构的课程教学团队定制和量身定制的;尽管如此,在广泛的技术和人际关系主题的重要性方面,审查的所有方案都是一致的。然而,这些主题的公开程度不同于课程和机构文件;具体地说,一个更加“基于技术的技能”的形象正在被公开描绘,而“人际交往技能”正在完成繁重的课程任务。因此,基础课程技能和能力牢固地植根于就业能力和职业准备感;技术和人际交往能力的平衡。识别这些技能和能力为补充研究提供了跳板,以加强课程开发。原创性/价值本研究首次尝试对来自英国各高等教育机构的课程开发文件中包含的描述性元数据进行交叉比较分析。新发现揭示了作为课程基础的关键技能和能力,但也质疑是否应该寻求一种更一致的施工管理教育方法。
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引用次数: 0
Discuss to learn: a student-focused learning strategy 讨论学习:以学生为中心的学习策略
IF 3.6 3区 管理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-26 DOI: 10.1108/et-02-2022-0049
Carmina Fandos-Herrera, C. Herrando, Julio Jiménez Martínez, J. Pina
PurposeTraditional teaching strategies are making way for a more collaborative learning style, where students play active roles in their learning process. This work focuses on the discussant role activity in the market research subject in a business administration bachelor's degree as a way of empowering students' role. The discussant activity fosters critical thinking and debate between classmates while also encouraging communication and relational skills.Design/methodology/approachDrawing on expectation-disconfirmation theory, this study analysed students' expectations and perceptions before and after the discussant activity. Data were collected through two surveys carried out in class at the beginning and at the end of the course.FindingsThe empirical findings show that interactions in the classroom during the activity contribute to students' final evaluation of the activity and positively affect cross-curricular and subjective learning performance.Originality/valueActivities that recreate real-life experiences help students in the acquisition of certain key competencies related to their future inclusion in the labour market.
目的传统的教学策略正在为更具协作性的学习方式让路,学生在学习过程中发挥积极作用。这项工作的重点是在工商管理学士学位的市场研究科目中进行讨论者角色活动,以增强学生的角色。讨论者活动促进了同学之间的批判性思维和辩论,同时也鼓励了沟通和关系技巧。设计/方法论/方法本研究借鉴期望-不确认理论,分析了学生在讨论活动前后的期望和看法。数据是通过在课程开始和结束时在课堂上进行的两次调查收集的。研究结果实证结果表明,活动期间课堂上的互动有助于学生对活动的最终评价,并对跨课程和主观学习表现产生积极影响。独创性/价值创造现实生活经验的活动有助于学生获得与未来融入劳动力市场相关的某些关键能力。
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引用次数: 0
Cybergogy paradigms for technology-infused learning in higher education 4.0: a critical analysis from global perspective 高等教育4.0中融入技术学习的网络教育范式:全球视野下的批判性分析
IF 3.6 3区 管理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-11 DOI: 10.1108/et-08-2022-0324
M. M. Asad, Aisha Malik
PurposeUnprecedented progressions in the sector of Information and Communication Technologies (ICTs) have led to the trendsetting of Education 4.0 paradigms. A byproduct of breakthroughs in Education 4.0 is the “Cybergogy” paradigm that particularly stimulates learning and builds competencies in a virtual environment for the new era. Toward that, the objective of this review paper is to explore how cyber-physical learning is being adopted within cybergogy paradigms with its current state-of-the-art, traits, design models, applications and difficulties in Higher Education Institutions (HEIs) around the globe.Design/methodology/approachA narrative review of literature has been conducted in which major electronic bibliographic databases are targeted for study selection. Seven themes have emerged from the literature search that descript the resourcefulness, inventiveness and challenges of cyber-technology in transferring learning and interaction in and outside HEI boundary walls.FindingsGrounded on the findings, it is valuable to mention that cybergogy media facilitates an array of options for collaboration, information gathering, intellectual discussions, the convenience of access, etc. among higher education learners. Consisting of interconnected technology, distinctive intricate digital systems and physical elements working together, the trend has implementation efforts of a smart learning institution for providing engaged learning and advanced skills training. However, there are certain implementation risks and consequences that must be considered thoughtfully.Practical implicationsThis review can be used as an effective guide in designing cyber-technology-mediated teaching instruction and strategies for supporting collaborations and inventive learning in higher academia. Future researchers interested in exploring cyber-physical blends and media usage in education will also be facilitated with this review.Originality/valueThis literature review is unique because it details significant practices of collaborative learning for the twenty-first century through cybergogy in Higher Education 4.0 that was not examined previously.
目的信息和通信技术(ICT)领域前所未有的进步引领了教育4.0范式的潮流。教育4.0突破的一个副产品是“网络教育”范式,它特别刺激学习,并在新时代的虚拟环境中培养能力。为此,本文的目的是探讨网络物理学习是如何在网络教育范式中被采用的,以及其当前的最新技术、特点、设计模式、应用和在全球高等教育机构中的困难。设计/方法论/方法对文献进行了叙述性综述,其中主要的电子书目数据库是研究选择的目标。文献检索中出现了七个主题,描述了网络技术在高等教育边界墙内外转移学习和互动方面的足智多谋、创造性和挑战。发现基于这些发现,值得一提的是,网络教育媒体为高等教育学习者提供了一系列合作、信息收集、智力讨论、访问便利等选择。这一趋势由相互连接的技术、独特而复杂的数字系统和协同工作的物理元素组成,旨在实施智能学习机构,提供参与式学习和高级技能培训。然而,存在某些实施风险和后果,必须慎重考虑。实践意义本综述可作为设计以网络技术为中介的教学指导和策略的有效指南,以支持高等学术界的合作和创造性学习。这篇综述也将为未来有兴趣探索网络物理融合和教育中媒体使用的研究人员提供便利。独创性/价值这篇文献综述是独一无二的,因为它详细介绍了21世纪通过高等教育4.0中的网络教育进行协作学习的重要实践,这是以前没有研究过的。
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引用次数: 1
The built environment craftmanship in higher education institutions: issues and prospects from stakeholders' perception 高校建筑环境工艺:利益相关者认知中的问题与展望
IF 3.6 3区 管理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-04 DOI: 10.1108/et-03-2022-0086
Andrew Ebekozien, C. Aigbavboa, M. Ikuabe, W. Thwala
PurposeNigeria has one of the highest graduate unemployment rates in Africa, and there is no comprehensive policy framework to address it. Evidence shows that integrating craftsmanship into higher education academic programmes can enhance graduate employability. Therefore, there is a need to integrate it into the built environment programmes at institutions in Nigeria. The built environment craftmanship (BEC) in Nigeria's HEIs may have had some challenges, although studies about these challenges are scarce. In this regard, the study investigated BEC's perceived encumbrances and proffered measures to integrate craftsmanship skills in Nigerian HEIs built environment programmes.Design/methodology/approachThe research adopted a qualitative research design using a virtual interview approach to solicit data from 34 experts across Nigeria. An exploratory approach was used to engage selected HEIs in Nigeria and thematic analysis was adopted to analyse the collected data, and saturation was achieved.FindingsThe study findings indicate that integrating BEC in built environment programmes will enhance graduate employment. However, possible encumbrances like institutional frameworks, funding, infrastructural development and pedagogical and social-cultural issues were found to be affecting BEC's integration into built environment programmes at higher education in Nigeria.Research limitations/implicationsFuture studies should explore more detailed large-scale investigations about integrating craftsmanship into higher education institution (HEI) programmes.Originality/valueGiven the dearth of pragmatic studies on the built environment graduates' unemployment in Nigeria, this research contributes to the academic community debates on reducing graduates' unemployment via BEC in HEIs.
目的:尼日利亚是非洲大学毕业生失业率最高的国家之一,而且没有一个全面的政策框架来解决这个问题。有证据表明,将工艺融入高等教育学术课程可以提高毕业生的就业能力。因此,有必要将其纳入尼日利亚各机构的建筑环境方案。尼日利亚高等学校的建筑环境工艺(BEC)可能遇到了一些挑战,尽管关于这些挑战的研究很少。在这方面,该研究调查了BEC的感知障碍,并提出了将工艺技能融入尼日利亚高等学校建筑环境项目的措施。设计/方法/方法本研究采用定性研究设计,采用虚拟访谈方法向尼日利亚34名专家征求数据。采用探索性方法与尼日利亚选定的高等教育机构进行接触,并采用专题分析来分析收集到的数据,最终达到饱和。研究结果显示,将商务英语纳入建筑环境课程,可促进毕业生就业。然而,机构框架、资金、基础设施发展、教学和社会文化问题等可能的阻碍被发现正在影响BEC融入尼日利亚高等教育建筑环境方案。研究局限/启示未来的研究应探索更详细的大规模调查,将工艺融入高等教育机构(HEI)课程。原创性/价值鉴于缺乏对尼日利亚建筑环境毕业生失业的务实研究,本研究有助于学术界讨论通过高等学校的BEC减少毕业生失业。
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引用次数: 0
Do different types of vocational education and training programmes influence earnings? Recent evidence from India 不同类型的职业教育和培训计划会影响收入吗?来自印度的最新证据
IF 3.6 3区 管理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-27 DOI: 10.1108/et-09-2021-0338
A. Vincent, Durgam Rajasekhar
PurposeIndian government initiated several skill development policies and different types of vocational education and training (VET). Yet the participation in skill education is low because of poor labour market outcomes. This paper aims to calculate returns to skill education to understand the type of training that will have better labour market outcomes.Design/methodology/approachIn this paper nationally representative data from the periodic labour force survey (PLFS), collected by the national sample survey office for 2017–2018, are used to estimate the returns to formal and non-formal VET obtained (after different levels of general education) with the help of Heckman's two-stage method.FindingsNearly 8% of the working-age population has received some form of VET (mostly non-formal), generating poor returns. For the overall population, formal on-job training (OJT) and full-time VET influence wage positively and significantly. Full-time VET obtained after secondary and below levels of education generates positive returns, whereas part-time VET is profitable only to those without formal education. At the graduate level, technical education obtained along with VET is associated with better wages.Originality/valueIn India where a considerable proportion of the workforce is employed in the informal sector, different types of skill training like full-time, part-time and OJT influence labour market outcomes. This finding has policy implication for countries with large informal sector and calls for further research in such countries.
目的印度政府启动了多项技能发展政策和不同类型的职业教育和培训(VET)。然而,由于劳动力市场结果不佳,技能教育的参与率很低。本文旨在计算技能教育的回报,以了解哪种类型的培训会对劳动力市场产生更好的结果。设计/方法/方法在本文中,由国家抽样调查办公室收集的2017-2018年定期劳动力调查(PLFS)的全国代表性数据,在Heckman的两阶段方法的帮助下,用于估计获得正式和非正式VET的回报(在不同水平的普通教育后)。调查结果近8%的劳动年龄人口接受了某种形式的职业教育(大多是非正规的),回报率很低。就总体而言,正式在职培训(OJT)和全职职业教育培训对工资产生了积极而显著的影响。中等及以下教育水平后获得的全日制职业教育与培训产生了正回报,而非全日制职业教育和培训只对那些没有受过正规教育的人有利。在研究生阶段,随VET一起获得的技术教育与更高的工资有关。创意/价值在印度,相当一部分劳动力受雇于非正规部门,全职、兼职和在职培训等不同类型的技能培训会影响劳动力市场的结果。这一发现对拥有大量非正规部门的国家具有政策意义,需要在这些国家进行进一步研究。
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引用次数: 0
Utilizing the push–pull–mooring framework to explore university teachers' intention to switch from traditional classrooms to smart classrooms in China 利用推拉系泊框架探讨中国高校教师从传统课堂转向智能课堂的意向
IF 3.6 3区 管理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-25 DOI: 10.1108/et-12-2021-0461
Zhangxiang Zhu, Zihui Peng, Kening Yang
PurposeThis study explores the factors that promote university teachers' switching intention from a traditional classroom to a smart classroom based on the push–pull–mooring (PPM) framework to enrich the theoretical research on the smart classroom and provide a reference for smart classroom promotion.Design/methodology/approachThe proposed conceptual framework was developed from a comprehensive review of the related literature. This study tested and validated the proposed framework using a partial least square structural equation model based on 269 valid questionnaires.Findings(1) Perceived inefficiency, inquiry-based learning, future expectation and technical self-efficacy had significant effects on switching intention, while low participation, perceived usefulness and habit had no significant effects on university teachers’ switching intention in the smart classroom. (2) In the process of decision-making, the course category significantly moderates the impact of perceived inefficiency and technical self-efficacy on switching intention, while the user experience of smart classrooms significantly moderates the impact of perceived inefficiency on switching intention.Originality/valueThis study explains university teachers' switching intention from a traditional classroom to the smart classroom, which enriches the application area of the PPM framework.
目的本研究基于推拉系泊(PPM)框架,探讨促进高校教师从传统课堂向智能课堂切换意愿的因素,丰富智慧课堂的理论研究,为智慧课堂推广提供参考。设计/方法/方法提出的概念框架是通过对相关文献的全面回顾而发展起来的。本研究基于269份有效问卷,采用偏最小二乘结构方程模型对所提出的框架进行了检验和验证。研究发现(1)感知效率低下、探究式学习、未来期望和技术自我效能感对智能课堂教师的转换意愿有显著影响,而低参与度、感知有用性和习惯对智能课堂教师的转换意愿没有显著影响。(2)在决策过程中,课程类别显著调节了感知效率低下和技术自我效能感对切换意愿的影响,而智能教室的用户体验显著调节了感知效率低下对切换意愿的影响。原创性/价值本研究解释了高校教师从传统课堂转向智能课堂的意向,丰富了PPM框架的应用领域。
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引用次数: 1
Gamification to enhance engagement and higher order learning in entrepreneurial education 游戏化提高创业教育的参与度和高阶学习
IF 3.6 3区 管理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-25 DOI: 10.1108/et-05-2022-0204
Roisin M. Lyons, Grace Fox, S. Stephens
PurposeIn an effort to enhance the student experience and achieve complex learning outcomes the use of gamification in higher education is increasing. Using two case studies, this paper explores the efficacy of two discrete inclusions of gamification in entrepreneurial education.Design/methodology/approachIn the first case study, students leveraged their taught knowledge about gamification to develop a gamified business concept. In the second case study, students played a humanitarian game and provided feedback about its design and efficacy.FindingsThe students' overall engagement with entrepreneurial education was significantly influenced by two factors: their perceived learning about gamification; and their perceived engagement with the gamification. It was observed that highly engaged students considered the gamification component of the course challenging.Originality/valueThis study demonstrates the potential of gamification to enhance engagement and to foster higher-order learning in the context of entrepreneurial education.
目的为了增强学生体验并实现复杂的学习结果,游戏化在高等教育中的应用正在增加。通过两个案例研究,本文探讨了创业教育中两个离散的游戏化内含物的有效性。设计/方法论/方法在第一个案例研究中,学生们利用他们所教授的游戏化知识来发展游戏化的商业概念。在第二个案例研究中,学生们玩了一个人道主义游戏,并就其设计和效果提供了反馈。研究发现,学生对创业教育的整体参与受到两个因素的显著影响:他们对游戏化的感知学习;以及他们对游戏化的感知。据观察,高度投入的学生认为该课程的游戏化部分具有挑战性。创意/价值本研究展示了游戏化在创业教育背景下提高参与度和促进高阶学习的潜力。
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引用次数: 2
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Education and Training
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