Pub Date : 2024-04-25DOI: 10.1177/09504222241249894
K. Strang, N. Vajjhala
This study explores integrating industry-crowdsourced projects within capstone courses of a 4-year Bachelor of Science program at an accredited American university. A unique business consulting model was developed for the final year course, aligning students with 16-weeks industry projects that reflected their academic goals and the program’s learning objectives. The study aimed to evaluate the efficacy of this pedagogical approach compared to traditional capstone courses. This evaluation involved collecting data from grading systems and anonymous course surveys. A novel aspect of the research design was the synergetic combination of nonparametric and parametric statistical techniques with modern machine learning (ML) algorithms to analyse the students’ grades, survey comments and third-party course opinion comments. Additionally, independent third-party course ratings were examined to triangulate the results. Findings revealed that while the academic performance in the industry-crowdsourced capstone course mirrored that of the traditional course, the industry-crowdsourced variant elicited significantly more positive responses in course surveys. Furthermore, ML sentiment analysis of comments from third-party forums indicated a stronger positive reception for the industry-crowdsourced course over the traditional approach.
本研究探讨了将行业众包项目整合到一所美国大学四年制理科学士课程的毕业设计课程中的问题。为最后一年的课程开发了一种独特的商业咨询模式，将学生与为期 16 周的行业项目结合起来，这些项目反映了他们的学术目标和课程的学习目标。研究旨在评估这种教学方法与传统顶点课程相比的效果。评估包括从评分系统和匿名课程调查中收集数据。研究设计的新颖之处在于将非参数和参数统计技术与现代机器学习（ML）算法协同结合，分析学生的成绩、调查评论和第三方课程意见评论。此外，还考察了独立的第三方课程评价，以对结果进行三角测量。研究结果表明，虽然行业众包顶点课程的学习成绩与传统课程相同，但行业众包变体在课程调查中得到的积极回应明显更多。此外，对第三方论坛评论的 ML 情感分析表明，与传统方法相比，行业众包课程获得了更多的积极评价。
{"title":"Integrating industry-crowdsourced projects in university capstone courses: A comparative study using parametric statistics and sentiment analysis","authors":"K. Strang, N. Vajjhala","doi":"10.1177/09504222241249894","DOIUrl":"https://doi.org/10.1177/09504222241249894","url":null,"abstract":"This study explores integrating industry-crowdsourced projects within capstone courses of a 4-year Bachelor of Science program at an accredited American university. A unique business consulting model was developed for the final year course, aligning students with 16-weeks industry projects that reflected their academic goals and the program’s learning objectives. The study aimed to evaluate the efficacy of this pedagogical approach compared to traditional capstone courses. This evaluation involved collecting data from grading systems and anonymous course surveys. A novel aspect of the research design was the synergetic combination of nonparametric and parametric statistical techniques with modern machine learning (ML) algorithms to analyse the students’ grades, survey comments and third-party course opinion comments. Additionally, independent third-party course ratings were examined to triangulate the results. Findings revealed that while the academic performance in the industry-crowdsourced capstone course mirrored that of the traditional course, the industry-crowdsourced variant elicited significantly more positive responses in course surveys. Furthermore, ML sentiment analysis of comments from third-party forums indicated a stronger positive reception for the industry-crowdsourced course over the traditional approach.","PeriodicalId":502699,"journal":{"name":"Industry and Higher Education","volume":"16 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140657996","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 : 2024-04-24DOI: 10.1177/09504222241249898
Navid Ghannad, Anna Sörensson
Purpose: This study examines the transformative effects of the COVID-19 pandemic on entrepreneurial education during and after the pandemic. Methodology: Using action research-based case study with a mixed data collection method, that spans pre-, during, and post-COVID-19. Data collection involved class discussions in a final mandatory class, surveys sent after the end of the class, and official course evaluations. Findings: The pandemic-induced changes highlighted that extended instructional timeframes do not necessarily yield better entrepreneurial outcomes. A condensed, immersive approach fostered innovation and improved entrepreneurial mindsets. The hybrid teaching model introduced by the pandemic enriched class demographics, offering a broader spectrum of perspectives and enhancing discussions. Implications: The shift to digital and hybrid teaching models brought diverse student profiles, which, when appropriately harnessed, can enrich classroom discussions and peer learning. Future research should delve deeper into the motivations of distinct student groups and the long-term effects of current teaching strategies on entrepreneurial endeavors.
{"title":"Entrepreneurial education in a pandemic era: Timeframes, demographics, and the nexus between teaching and experiential learning","authors":"Navid Ghannad, Anna Sörensson","doi":"10.1177/09504222241249898","DOIUrl":"https://doi.org/10.1177/09504222241249898","url":null,"abstract":"Purpose: This study examines the transformative effects of the COVID-19 pandemic on entrepreneurial education during and after the pandemic. Methodology: Using action research-based case study with a mixed data collection method, that spans pre-, during, and post-COVID-19. Data collection involved class discussions in a final mandatory class, surveys sent after the end of the class, and official course evaluations. Findings: The pandemic-induced changes highlighted that extended instructional timeframes do not necessarily yield better entrepreneurial outcomes. A condensed, immersive approach fostered innovation and improved entrepreneurial mindsets. The hybrid teaching model introduced by the pandemic enriched class demographics, offering a broader spectrum of perspectives and enhancing discussions. Implications: The shift to digital and hybrid teaching models brought diverse student profiles, which, when appropriately harnessed, can enrich classroom discussions and peer learning. Future research should delve deeper into the motivations of distinct student groups and the long-term effects of current teaching strategies on entrepreneurial endeavors.","PeriodicalId":502699,"journal":{"name":"Industry and Higher Education","volume":"29 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140661321","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 : 2024-04-24DOI: 10.1177/09504222241249900
Md Mahfuzur Rahman, G. M. Alam, Nor Azni Binti Abdul Aziz, Karima Bashir, Romana Kader
Reasons for the emerging mismatch between education and the labor market, its impact and the resolving mechanisms have been well studied. However, mismatch continues to be very problematic. Moreover, the new era of digitalization and artificial intelligence is accelerating this crisis. Acknowledging this tenet, we investigate further—whether a mismatch finds a match in the digitalized era. An individualist approach to answer each research question was considered so descriptive statistics, multinomial logistic regression and interviews are adopted under were implemented using the framework of both quantitative and qualitative methods. Findings suggest that the overall performance of the fully mismatched group (Science graduates) is comprehensively better compared to their counterpart (Business graduates). Digitalization has further generated a mismatch since business graduates are now increasingly irrelevant. This paper supplements the discourse on education and job market mismatch by using a distinct measurement strategy. We argue that digitalized skills are now the required competence to do jobs in any sector. Hence, all types of schools (business, science, social sciences) should equip their graduates with digitized skills in order to prevent them being replaced by science graduates.
{"title":"Whether mismatch finds match in the digitalized era: A comparison of five types of graduates to align business education and banking jobs","authors":"Md Mahfuzur Rahman, G. M. Alam, Nor Azni Binti Abdul Aziz, Karima Bashir, Romana Kader","doi":"10.1177/09504222241249900","DOIUrl":"https://doi.org/10.1177/09504222241249900","url":null,"abstract":"Reasons for the emerging mismatch between education and the labor market, its impact and the resolving mechanisms have been well studied. However, mismatch continues to be very problematic. Moreover, the new era of digitalization and artificial intelligence is accelerating this crisis. Acknowledging this tenet, we investigate further—whether a mismatch finds a match in the digitalized era. An individualist approach to answer each research question was considered so descriptive statistics, multinomial logistic regression and interviews are adopted under were implemented using the framework of both quantitative and qualitative methods. Findings suggest that the overall performance of the fully mismatched group (Science graduates) is comprehensively better compared to their counterpart (Business graduates). Digitalization has further generated a mismatch since business graduates are now increasingly irrelevant. This paper supplements the discourse on education and job market mismatch by using a distinct measurement strategy. We argue that digitalized skills are now the required competence to do jobs in any sector. Hence, all types of schools (business, science, social sciences) should equip their graduates with digitized skills in order to prevent them being replaced by science graduates.","PeriodicalId":502699,"journal":{"name":"Industry and Higher Education","volume":"52 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140661983","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 : 2024-04-23DOI: 10.1177/09504222241249687
{"title":"Corrigendum to “Connecting university research across culture, creativity, and business: The case of Aiku centre”","authors":"","doi":"10.1177/09504222241249687","DOIUrl":"https://doi.org/10.1177/09504222241249687","url":null,"abstract":"","PeriodicalId":502699,"journal":{"name":"Industry and Higher Education","volume":"106 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140670080","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 : 2024-03-21DOI: 10.1177/09504222241241974
Sonja Nidogon Višnjić, Katarina Pažur Aničić, B. Divjak
Student work is becoming more prevalent throughout the world. More students are not only working but doing more hours per week, which very likely affects their academic performance. This paper provides a systematic literature review (SLR) of 347 papers, focusing on the: indicators of academic performance, relation between student part-time work and academic performance, and drivers of students’ decision to work. Researchers note both positive and negative relations between student work and academic performance, with the positive connection less reported. The positive relation primarily involves students’ improved ability to link theory with practice, while the negative impact of work on academic success is associated with more time devoted to work. The common tangible key driver of students’ decision to work is meeting financial needs, and the intangible drivers include gaining work experience and developing practical skills. This paper’s contributions lie in systematising positive and negative impacts of student work on academic performance and providing a better understanding of the drivers of students’ work engagement. The results can ultimately serve as bases for further research on student work’s impact on academic performance, as well as incentives for higher education institutions to rethink the possibilities of better integration of student work into curricula.
{"title":"A systematic review of the literature on student work and academic performance","authors":"Sonja Nidogon Višnjić, Katarina Pažur Aničić, B. Divjak","doi":"10.1177/09504222241241974","DOIUrl":"https://doi.org/10.1177/09504222241241974","url":null,"abstract":"Student work is becoming more prevalent throughout the world. More students are not only working but doing more hours per week, which very likely affects their academic performance. This paper provides a systematic literature review (SLR) of 347 papers, focusing on the: indicators of academic performance, relation between student part-time work and academic performance, and drivers of students’ decision to work. Researchers note both positive and negative relations between student work and academic performance, with the positive connection less reported. The positive relation primarily involves students’ improved ability to link theory with practice, while the negative impact of work on academic success is associated with more time devoted to work. The common tangible key driver of students’ decision to work is meeting financial needs, and the intangible drivers include gaining work experience and developing practical skills. This paper’s contributions lie in systematising positive and negative impacts of student work on academic performance and providing a better understanding of the drivers of students’ work engagement. The results can ultimately serve as bases for further research on student work’s impact on academic performance, as well as incentives for higher education institutions to rethink the possibilities of better integration of student work into curricula.","PeriodicalId":502699,"journal":{"name":"Industry and Higher Education","volume":" 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140221159","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 : 2024-02-01DOI: 10.1177/09504222231224090
J. Posillico, D. Edwards
Purpose: Higher education curriculum development in the construction industry has historically received scant academic attention and often, courses/programmes are largely developed using the tacit knowledge of individual tutors. This research investigates the core interpersonal and technical skills and competencies required of a contemporary construction management graduate. Specifically, the work culminates in the development of a proof-of-concept model that could be incorporated into higher education curriculum development. Methodology: A mixed philosophical stance is implemented using both postpositivism and interpretivism together with inductive and abductive reasoning to examine built environment academics’ perceptions of the phenomena under investigation. Descriptive and inferential statistics (i.e., weighted average, relative importance index, one sample t test, Chi-square test and Kruskal-Wallis test) are utilised to formulate a foundational set of core interpersonal skills for construction management curricula. Such knowledge provides a strong foundation for building an optimised course curriculum. Findings: Research findings demonstrate that, whilst technical skills are relatively important for the construction manager’s role, they significantly pale in comparison to interpersonal skills. Furthermore, an aggregate ranking of skills and competencies suggests that a substantial number of interpersonal skills and competencies out-rank numerous technical skills and competencies. Surprisingly, digital-esque themes rank towards the bottom of the table, with ‘traditional’ skills competencies (i.e., workflow, budgeting and costing) ranking higher. Originality: This research constitutes the first attempt to: understand the core interpersonal and technical skills and competencies required of a contemporary construction manager; and premised upon this, generate a construction management education curriculum foundation model. Nascent findings pinpoint the core interpersonal skills and competencies that serve as the curriculum’s foundation and expose the inadequacies of digital technical skills in core construction management teaching.
目的：建筑行业的高等教育课程开发历来很少受到学术界的关注，通常情况下，课程/计划的开发主要是利用个别导师的隐性知识。本研究调查了当代建筑管理专业毕业生所需的核心人际关系和技术技能与能力。具体来说，这项工作的最终成果是开发出一个概念验证模型，可将其纳入高等教育课程开发中。方法论：采用混合哲学立场，同时使用后实证主义和解释主义以及归纳和归纳推理来研究建筑环境学术界对所调查现象的看法。利用描述性和推论性统计（即加权平均数、相对重要性指数、单样本 t 检验、Chi-square 检验和 Kruskal-Wallis 检验），为建筑管理课程制定了一套基础性的核心人际交往技能。这些知识为优化课程设置奠定了坚实的基础。研究结果研究结果表明，虽然技术技能对建筑经理的角色相对重要，但与人际交往技能相比，技术技能明显逊色。此外，技能和能力的综合排名表明，大量人际交往技能和能力超过了众多技术技能和能力。令人惊讶的是，数字化主题排名垫底，而 "传统 "技能能力（即工作流程、预算和成本计算）排名靠前。原创性：本研究首次尝试：了解当代建筑经理所需的核心人际和技术技能与能力；并以此为前提，生成建筑管理教育课程基础模型。初步研究结果指出了作为课程基础的核心人际技能和能力，并揭示了核心建筑管理教学中数字技术技能的不足。
{"title":"Developing a proof-of-concept curriculum foundation model for industry 5.0: A primary data survey of built environment academics","authors":"J. Posillico, D. Edwards","doi":"10.1177/09504222231224090","DOIUrl":"https://doi.org/10.1177/09504222231224090","url":null,"abstract":"Purpose: Higher education curriculum development in the construction industry has historically received scant academic attention and often, courses/programmes are largely developed using the tacit knowledge of individual tutors. This research investigates the core interpersonal and technical skills and competencies required of a contemporary construction management graduate. Specifically, the work culminates in the development of a proof-of-concept model that could be incorporated into higher education curriculum development. Methodology: A mixed philosophical stance is implemented using both postpositivism and interpretivism together with inductive and abductive reasoning to examine built environment academics’ perceptions of the phenomena under investigation. Descriptive and inferential statistics (i.e., weighted average, relative importance index, one sample t test, Chi-square test and Kruskal-Wallis test) are utilised to formulate a foundational set of core interpersonal skills for construction management curricula. Such knowledge provides a strong foundation for building an optimised course curriculum. Findings: Research findings demonstrate that, whilst technical skills are relatively important for the construction manager’s role, they significantly pale in comparison to interpersonal skills. Furthermore, an aggregate ranking of skills and competencies suggests that a substantial number of interpersonal skills and competencies out-rank numerous technical skills and competencies. Surprisingly, digital-esque themes rank towards the bottom of the table, with ‘traditional’ skills competencies (i.e., workflow, budgeting and costing) ranking higher. Originality: This research constitutes the first attempt to: understand the core interpersonal and technical skills and competencies required of a contemporary construction manager; and premised upon this, generate a construction management education curriculum foundation model. Nascent findings pinpoint the core interpersonal skills and competencies that serve as the curriculum’s foundation and expose the inadequacies of digital technical skills in core construction management teaching.","PeriodicalId":502699,"journal":{"name":"Industry and Higher Education","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139829230","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 : 2024-02-01DOI: 10.1177/09504222231224090
J. Posillico, D. Edwards
Purpose: Higher education curriculum development in the construction industry has historically received scant academic attention and often, courses/programmes are largely developed using the tacit knowledge of individual tutors. This research investigates the core interpersonal and technical skills and competencies required of a contemporary construction management graduate. Specifically, the work culminates in the development of a proof-of-concept model that could be incorporated into higher education curriculum development. Methodology: A mixed philosophical stance is implemented using both postpositivism and interpretivism together with inductive and abductive reasoning to examine built environment academics’ perceptions of the phenomena under investigation. Descriptive and inferential statistics (i.e., weighted average, relative importance index, one sample t test, Chi-square test and Kruskal-Wallis test) are utilised to formulate a foundational set of core interpersonal skills for construction management curricula. Such knowledge provides a strong foundation for building an optimised course curriculum. Findings: Research findings demonstrate that, whilst technical skills are relatively important for the construction manager’s role, they significantly pale in comparison to interpersonal skills. Furthermore, an aggregate ranking of skills and competencies suggests that a substantial number of interpersonal skills and competencies out-rank numerous technical skills and competencies. Surprisingly, digital-esque themes rank towards the bottom of the table, with ‘traditional’ skills competencies (i.e., workflow, budgeting and costing) ranking higher. Originality: This research constitutes the first attempt to: understand the core interpersonal and technical skills and competencies required of a contemporary construction manager; and premised upon this, generate a construction management education curriculum foundation model. Nascent findings pinpoint the core interpersonal skills and competencies that serve as the curriculum’s foundation and expose the inadequacies of digital technical skills in core construction management teaching.
目的：建筑行业的高等教育课程开发历来很少受到学术界的关注，通常情况下，课程/计划的开发主要是利用个别导师的隐性知识。本研究调查了当代建筑管理专业毕业生所需的核心人际关系和技术技能与能力。具体来说，这项工作的最终成果是开发出一个概念验证模型，可将其纳入高等教育课程开发中。方法论：采用混合哲学立场，同时使用后实证主义和解释主义以及归纳和归纳推理来研究建筑环境学术界对所调查现象的看法。利用描述性和推论性统计（即加权平均数、相对重要性指数、单样本 t 检验、Chi-square 检验和 Kruskal-Wallis 检验），为建筑管理课程制定了一套基础性的核心人际交往技能。这些知识为优化课程设置奠定了坚实的基础。研究结果研究结果表明，虽然技术技能对建筑经理的角色相对重要，但与人际交往技能相比，技术技能明显逊色。此外，技能和能力的综合排名表明，大量人际交往技能和能力超过了众多技术技能和能力。令人惊讶的是，数字化主题排名垫底，而 "传统 "技能能力（即工作流程、预算和成本计算）排名靠前。原创性：本研究首次尝试：了解当代建筑经理所需的核心人际和技术技能与能力；并以此为前提，生成建筑管理教育课程基础模型。初步研究结果指出了作为课程基础的核心人际技能和能力，并揭示了核心建筑管理教学中数字技术技能的不足。
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Pub Date : 2024-01-27DOI: 10.1177/09504222231224086
Atif Mohammed Ghani, Tessa Read
In this case study, we focus on a particular University of the Arts London positive action intervention, the Women+ of Colour in Leadership Programme (W+CinL) developed by Creative Shift. The case study explores how taking a more equitable, asset-based approach supports the retention, attainment, and employability of Black, Asian and Minority Ethnic (BAME) and self-defined female + students. The programme can be seen as an example of an asset-based model which recognises the inherent value and life wide experience that students bring to their learning. By shifting from equality towards equity, this approach recognises histories of injustice and intersectional disadvantage to disrupt and transform systems of oppression. From the case study, we acknowledge the potential Higher Education Institutions (HEIs) have to reshape support for marginalised students through a broader range of initiatives that facilitate the move to a more equitable and diverse creative economy.
{"title":"From equality to equity: A case study of Creative Shift’s ‘the leader within Women+ of Colour Leadership Programme’","authors":"Atif Mohammed Ghani, Tessa Read","doi":"10.1177/09504222231224086","DOIUrl":"https://doi.org/10.1177/09504222231224086","url":null,"abstract":"In this case study, we focus on a particular University of the Arts London positive action intervention, the Women+ of Colour in Leadership Programme (W+CinL) developed by Creative Shift. The case study explores how taking a more equitable, asset-based approach supports the retention, attainment, and employability of Black, Asian and Minority Ethnic (BAME) and self-defined female + students. The programme can be seen as an example of an asset-based model which recognises the inherent value and life wide experience that students bring to their learning. By shifting from equality towards equity, this approach recognises histories of injustice and intersectional disadvantage to disrupt and transform systems of oppression. From the case study, we acknowledge the potential Higher Education Institutions (HEIs) have to reshape support for marginalised students through a broader range of initiatives that facilitate the move to a more equitable and diverse creative economy.","PeriodicalId":502699,"journal":{"name":"Industry and Higher Education","volume":"3 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139592990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.1177/09504222231223145
Sophie Whitehouse, C. Galalae
The Creative and Cultural Industries (CCI) workforce is reportedly highly skilled yet lacking diversity, with higher education institutions playing a key role in developing graduates and their capacity to contribute to positive societal change. Consequently, this contribution explores how inclusivity is embedded and promoted via collaboration with businesses and communities in undergraduate and postgraduate CCI courses offered by UK business schools, where many of these courses are based. This is addressed via a qualitative content analysis of public-facing course materials commonly used by students when deciding on their course of study. Findings showcase how inclusive practices feature in curriculum design and delivery, assessment and feedback, engagement with businesses and the community, and employability support for graduates. These inform recommendations for higher education institutions on how to contribute to broadening inclusivity in the CCI labour market and beyond.
据报道，创意和文化产业（CCI）的劳动力技能很高，但缺乏多样性，而高等教育机构在培养毕业生及其为积极的社会变革做出贡献的能力方面发挥着关键作用。因此，本文探讨了如何通过与企业和社区合作，在英国商学院提供的本科和研究生 CCI 课程中嵌入和促进包容性。本文通过对学生在决定学习课程时常用的面向公众的课程材料进行定性内容分析来探讨这一问题。研究结果展示了包容性实践如何在课程设计与实施、评估与反馈、与企业和社区的合作以及为毕业生提供就业支持等方面发挥作用。这些研究成果为高等教育机构提供了如何为扩大 CCI 劳动力市场及其他市场的包容性做出贡献的建议。
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Pub Date : 2023-12-21DOI: 10.1177/09504222231224087
D. Edmonds, Olga Zayts-Spence, Zoë Fortune, Jaime Sau Ying Fung
This paper explores the skills that Hong Kong employers and graduates see as important to have in the workplace as the result of the COVID-19 pandemic. Our data are interviews with 40 employers and 69 graduates in the territory. Using reflexive thematic analysis, our qualitative findings center around four themes. First, we highlight the necessity for graduates to have hard and soft skills when entering Hong Kong workplaces. Second, we reveal the disjuncture that exists regarding the skills that graduates acquire at university and those expected in prospective workplaces. Third, we outline the perceived strength in hard skills possessed by graduates. Fourth, we elucidate the perceived deficit in graduates’ soft skills upon entering the workplace. We discuss the implications of our findings not just for understanding the workplace during the pandemic, but also in post-COVID-19 workplaces.
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