Pub Date : 2024-08-09DOI: 10.1108/heswbl-11-2023-0327
Anders Nelson, Andreas Ivarsson, Marie Lydell
PurposeThis study aims to explore a specific case of the alleged mismatch between higher education and employability by investigating long-term work life outcomes for graduates from a small university college in Sweden, and the associations between these outcomes and the graduates’ social background, academic achievements and study approach in terms of labour market orientation and agency in studying.Design/methodology/approachThe study is based on longitudinal data from initially 2,072 students from bachelor’s degree programmes in 2007–2012. They were surveyed continuously throughout the programmes and then in 2020. Classification and regression tree (CRT) analyses were conducted to identify which subgroups within the population based on the independent variables (e.g. students’ background and study orientation) that were associated with the dependent variables (work life outcomes).FindingsNeither graduates’ social background nor their academic achievement and study approach was associated with employment rate or income. Some dimensions of high labour market orientation and agency in studying were positively associated with holding a senior position at work. Several aspects of high levels of agency and labour market orientation were positively associated with subjective work life outcomes, such as for example perceived mastery of work.Originality/valueThis study contributes to further understanding of alleged mismatches between higher education and employability by using longitudinal data from a university college in a country with low graduate unemployment rates and low earnings dispersions.
{"title":"Employability and long-term work life outcomes from studying at a Swedish university college: problematizing the notion of mismatch","authors":"Anders Nelson, Andreas Ivarsson, Marie Lydell","doi":"10.1108/heswbl-11-2023-0327","DOIUrl":"https://doi.org/10.1108/heswbl-11-2023-0327","url":null,"abstract":"PurposeThis study aims to explore a specific case of the alleged mismatch between higher education and employability by investigating long-term work life outcomes for graduates from a small university college in Sweden, and the associations between these outcomes and the graduates’ social background, academic achievements and study approach in terms of labour market orientation and agency in studying.Design/methodology/approachThe study is based on longitudinal data from initially 2,072 students from bachelor’s degree programmes in 2007–2012. They were surveyed continuously throughout the programmes and then in 2020. Classification and regression tree (CRT) analyses were conducted to identify which subgroups within the population based on the independent variables (e.g. students’ background and study orientation) that were associated with the dependent variables (work life outcomes).FindingsNeither graduates’ social background nor their academic achievement and study approach was associated with employment rate or income. Some dimensions of high labour market orientation and agency in studying were positively associated with holding a senior position at work. Several aspects of high levels of agency and labour market orientation were positively associated with subjective work life outcomes, such as for example perceived mastery of work.Originality/valueThis study contributes to further understanding of alleged mismatches between higher education and employability by using longitudinal data from a university college in a country with low graduate unemployment rates and low earnings dispersions.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141921318","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 : 2024-07-29DOI: 10.1108/heswbl-02-2024-0032
Hui Zhan, Kin Meng Cheng, Lianna Wijaya, Songcun Zhang
PurposeUtilizing the Social Cognitive Theory framework, this research aims to illuminate how self-efficacy acts as a mediating factor, enhancing employability among working university students by fostering essential capabilities in digital leadership and intercultural competence.Design/methodology/approachQuantitative study with 206 working undergraduates from an Indonesian university. Questionnaires and structural equation modeling (SEM) with SPSS and SmartPLS were used.FindingsFindings showed that working undergraduate students possess a high level of digital leadership capability and intercultural competence and tend to display increased confidence in their ability to perform challenging tasks and attain anticipated outcomes, thereby enhancing their employability. The integration of these skills, coupled with a solid self-efficacy belief, emerges as a powerful combination in the modern employment landscape in the digital transformation and Artificial Intelligence age.Research limitations/implicationsThis research is conducted in one university in Indonesia, potentially limiting its generalizability. Future studies could expand its regions to multiple universities across different countries for a more comprehensive implication.Practical implicationsThis research answered the call for strategies from the university level on enhancing the development of essential competencies for working undergraduate students’ employability. It further highlights the necessity for shaping the curriculum to prioritize digital leadership capability, intercultural competence, and the cultivation of self-efficacy among working students.Social implicationsThis insight of the research has profound social implications, indicating that educational institutions must adapt their curricula to prioritize these competencies. By doing so, universities can better prepare students to navigate the complexities of the modern workplace, thereby contributing to a workforce that is not only technologically proficient but also culturally adept and resilient in the face of challenges. This adaptation is essential for fostering a generation of graduates who are well-equipped to contribute positively to a diverse and rapidly evolving labor market, ultimately benefiting both the individuals and the wider society by promoting economic development and cultural understanding.Originality/valueAdopting a quantitative approach, this research offers a data-driven lens of employability determinants, deepening the understanding of how intertwined competencies shape employment outcomes in the AI age.
{"title":"Investigating the mediating role of self-efficacy between digital leadership capability, intercultural competence, and employability among working undergraduates","authors":"Hui Zhan, Kin Meng Cheng, Lianna Wijaya, Songcun Zhang","doi":"10.1108/heswbl-02-2024-0032","DOIUrl":"https://doi.org/10.1108/heswbl-02-2024-0032","url":null,"abstract":"PurposeUtilizing the Social Cognitive Theory framework, this research aims to illuminate how self-efficacy acts as a mediating factor, enhancing employability among working university students by fostering essential capabilities in digital leadership and intercultural competence.Design/methodology/approachQuantitative study with 206 working undergraduates from an Indonesian university. Questionnaires and structural equation modeling (SEM) with SPSS and SmartPLS were used.FindingsFindings showed that working undergraduate students possess a high level of digital leadership capability and intercultural competence and tend to display increased confidence in their ability to perform challenging tasks and attain anticipated outcomes, thereby enhancing their employability. The integration of these skills, coupled with a solid self-efficacy belief, emerges as a powerful combination in the modern employment landscape in the digital transformation and Artificial Intelligence age.Research limitations/implicationsThis research is conducted in one university in Indonesia, potentially limiting its generalizability. Future studies could expand its regions to multiple universities across different countries for a more comprehensive implication.Practical implicationsThis research answered the call for strategies from the university level on enhancing the development of essential competencies for working undergraduate students’ employability. It further highlights the necessity for shaping the curriculum to prioritize digital leadership capability, intercultural competence, and the cultivation of self-efficacy among working students.Social implicationsThis insight of the research has profound social implications, indicating that educational institutions must adapt their curricula to prioritize these competencies. By doing so, universities can better prepare students to navigate the complexities of the modern workplace, thereby contributing to a workforce that is not only technologically proficient but also culturally adept and resilient in the face of challenges. This adaptation is essential for fostering a generation of graduates who are well-equipped to contribute positively to a diverse and rapidly evolving labor market, ultimately benefiting both the individuals and the wider society by promoting economic development and cultural understanding.Originality/valueAdopting a quantitative approach, this research offers a data-driven lens of employability determinants, deepening the understanding of how intertwined competencies shape employment outcomes in the AI age.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"15 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796431","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 : 2024-07-26DOI: 10.1108/heswbl-01-2024-0020
Beth Crosbie, T. Gerhardt, J. Montgomery
PurposeUsing a Problem Based Learning (PBL) approach, this paper examines whether internships can stand as a viable alternative to Higher Degree Apprenticeships (HDAs) within the UK Higher Education (HE) context. It was a process that was undertaken to identify work-integrated schemes as a part of a curriculum portfolio transformation project. This presented itself as a strategic avenue capable of fostering a competitive advantage (strategic differentiation), particularly in enhancing graduate employability through a differentiation in pedagogy employing Work-Integrated Learning (WIL).Design/methodology/approachThis paper applied a PBL approach comprising of five distinct stages based on the McMaster Five-Point Strategy. This included the Problem Identification, Generating Solutions through a review of relevant literature and a case study, using an evaluation matrix to identify the best solution to Decide a Course of Action, Implementing the Solution and Evaluating the Solution. It presents an institutional and curriculum change project.FindingsWIL can offer both strategic differentiation, an organisational distinctiveness within HE and Pedagogical differentiation, such as embedding internships in curriculum. This can be achieved by creating clear guidelines and expected outcome frameworks, bespoke feedback templates and enhanced collaboration, Experiential Learning pedagogy in the curriculum and the inclusion of other forms of WIL to further diversify and create a WIL organisational culture.Practical implicationsPractitioner use of applying problem-solving models for work-integrated curriculum planning.Originality/valueWe present a confluence of the concepts strategic differentiation and pedagogical differentiation using WIL as a conduit. We present this using a PBL evaluative review approach. The paper’s distinct contribution manifests in the formulation of three pivotal recommendations.
{"title":"The use of problem-solving methodology to develop institutional and curricular change: work-integrated learning as a strategy of differentiation","authors":"Beth Crosbie, T. Gerhardt, J. Montgomery","doi":"10.1108/heswbl-01-2024-0020","DOIUrl":"https://doi.org/10.1108/heswbl-01-2024-0020","url":null,"abstract":"PurposeUsing a Problem Based Learning (PBL) approach, this paper examines whether internships can stand as a viable alternative to Higher Degree Apprenticeships (HDAs) within the UK Higher Education (HE) context. It was a process that was undertaken to identify work-integrated schemes as a part of a curriculum portfolio transformation project. This presented itself as a strategic avenue capable of fostering a competitive advantage (strategic differentiation), particularly in enhancing graduate employability through a differentiation in pedagogy employing Work-Integrated Learning (WIL).Design/methodology/approachThis paper applied a PBL approach comprising of five distinct stages based on the McMaster Five-Point Strategy. This included the Problem Identification, Generating Solutions through a review of relevant literature and a case study, using an evaluation matrix to identify the best solution to Decide a Course of Action, Implementing the Solution and Evaluating the Solution. It presents an institutional and curriculum change project.FindingsWIL can offer both strategic differentiation, an organisational distinctiveness within HE and Pedagogical differentiation, such as embedding internships in curriculum. This can be achieved by creating clear guidelines and expected outcome frameworks, bespoke feedback templates and enhanced collaboration, Experiential Learning pedagogy in the curriculum and the inclusion of other forms of WIL to further diversify and create a WIL organisational culture.Practical implicationsPractitioner use of applying problem-solving models for work-integrated curriculum planning.Originality/valueWe present a confluence of the concepts strategic differentiation and pedagogical differentiation using WIL as a conduit. We present this using a PBL evaluative review approach. The paper’s distinct contribution manifests in the formulation of three pivotal recommendations.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"62 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798956","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 : 2024-07-23DOI: 10.1108/heswbl-03-2024-0078
M. Eady, David W. Drewery, Monica Burney, Wincy Li, Kimberley Livingstone
PurposeIn light of the expanding prominence of work-integrated learning (WIL), the pedagogical model that integrates work experiences into an academic curriculum, this paper presents a systematic review that uncovers little-explored students’ reflections of quality (RoQ).Design/methodology/approachDrawing on the concept of wayfinding rocks and Bronfenbrenner’s (1979) ecological systems theory, the “students’ RoQ (pronounced [ROK]) WIL model” offers guidance for future research, policy development and educational interventions aimed at optimizing students' experiences of WIL.FindingsThis paper highlights RoQ WIL through student voice. The outcomes offer a model, contributing insights for institutions, employers and students involved in WIL experiences.Research limitations/implicationsWhile the study addresses specific limitations such as the use of specific search terms and potential biases, future research is needed to explore cultural capital’s influence on WIL quality. A focus on broadening the scope of data collection to include a more comprehensive range of student perspectives is needed.Practical implicationsThe paper suggests practical implications for institutions, employers and educators in designing WIL programs that prioritize student perspectives, ultimately enhancing the quality of WIL experiences.Originality/valueBy focusing on students' RoQ in WIL, this paper fills a significant gap in the literature and provides a foundation for future research and practice in optimizing WIL engagement and outcomes.
{"title":"Students' reflections of quality (RoQ) in work-integrated learning (WIL): a systematic review and framework","authors":"M. Eady, David W. Drewery, Monica Burney, Wincy Li, Kimberley Livingstone","doi":"10.1108/heswbl-03-2024-0078","DOIUrl":"https://doi.org/10.1108/heswbl-03-2024-0078","url":null,"abstract":"PurposeIn light of the expanding prominence of work-integrated learning (WIL), the pedagogical model that integrates work experiences into an academic curriculum, this paper presents a systematic review that uncovers little-explored students’ reflections of quality (RoQ).Design/methodology/approachDrawing on the concept of wayfinding rocks and Bronfenbrenner’s (1979) ecological systems theory, the “students’ RoQ (pronounced [ROK]) WIL model” offers guidance for future research, policy development and educational interventions aimed at optimizing students' experiences of WIL.FindingsThis paper highlights RoQ WIL through student voice. The outcomes offer a model, contributing insights for institutions, employers and students involved in WIL experiences.Research limitations/implicationsWhile the study addresses specific limitations such as the use of specific search terms and potential biases, future research is needed to explore cultural capital’s influence on WIL quality. A focus on broadening the scope of data collection to include a more comprehensive range of student perspectives is needed.Practical implicationsThe paper suggests practical implications for institutions, employers and educators in designing WIL programs that prioritize student perspectives, ultimately enhancing the quality of WIL experiences.Originality/valueBy focusing on students' RoQ in WIL, this paper fills a significant gap in the literature and provides a foundation for future research and practice in optimizing WIL engagement and outcomes.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"23 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141813173","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 : 2024-07-18DOI: 10.1108/heswbl-12-2023-0329
H. Karimi, Guita Farivarsadri
PurposeThis paper aims to examine the barriers to adopting collaboration in architectural design studios from the instructors' perspectives and explore strategies to overcome barriers.Design/methodology/approachSemi-structured interviews were conducted with 14 coordinators in architecture and interior architecture design studios to gather insights into their experiences and perspectives on collaboration. Thematic analysis was employed to identify key themes and patterns in the data.FindingsThe study reveals that collaboration is highly valued by instructors for its potential to enhance creativity, problem-solving abilities, and preparation skills among students. However, the study identified several barriers, such as student conflicts, coordination challenges, cultural differences, and technological constraints.Practical implicationsThe instructors recommended specific strategies to promote collaboration in architectural design studios. These strategies include involving students in collaborative projects, providing training in collaboration skills, striking a balance between online and in-person activities, and developing supportive policies and skills. Implementing these strategies can help design programmemes that prepare students for professional success and future careers.Originality/valueThis study sheds light on the importance of integrating collaboration skills in architectural education. By exploring barriers and suggesting strategies, it provides valuable insights for educators and encourages further research into the implementation of these strategies. Design programmes can benefit from adopting a multifaceted approach to foster collaboration among students, thereby enhancing their learning experience and future prospects.
{"title":"Investigating collaborative learning in architectural design studios from the instructors’ perspective","authors":"H. Karimi, Guita Farivarsadri","doi":"10.1108/heswbl-12-2023-0329","DOIUrl":"https://doi.org/10.1108/heswbl-12-2023-0329","url":null,"abstract":"PurposeThis paper aims to examine the barriers to adopting collaboration in architectural design studios from the instructors' perspectives and explore strategies to overcome barriers.Design/methodology/approachSemi-structured interviews were conducted with 14 coordinators in architecture and interior architecture design studios to gather insights into their experiences and perspectives on collaboration. Thematic analysis was employed to identify key themes and patterns in the data.FindingsThe study reveals that collaboration is highly valued by instructors for its potential to enhance creativity, problem-solving abilities, and preparation skills among students. However, the study identified several barriers, such as student conflicts, coordination challenges, cultural differences, and technological constraints.Practical implicationsThe instructors recommended specific strategies to promote collaboration in architectural design studios. These strategies include involving students in collaborative projects, providing training in collaboration skills, striking a balance between online and in-person activities, and developing supportive policies and skills. Implementing these strategies can help design programmemes that prepare students for professional success and future careers.Originality/valueThis study sheds light on the importance of integrating collaboration skills in architectural education. By exploring barriers and suggesting strategies, it provides valuable insights for educators and encourages further research into the implementation of these strategies. Design programmes can benefit from adopting a multifaceted approach to foster collaboration among students, thereby enhancing their learning experience and future prospects.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":" 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827846","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 : 2024-07-18DOI: 10.1108/heswbl-03-2024-0067
Richard Remedios, Peter Sewell
PurposeA range of models of employability implicitly or directly identify potential drivers of motivated behaviour related to engaging in employment-related outcomes whilst acknowledging that employability is also about developing life skills. Motivational theorists suggest that tasks engaged for external purposes, e.g. working towards an employment-related goal, are experienced differently than (those same) tasks engaged in for less external reasons, e.g. the desire for knowledge. Whilst there are excellent examples of the use of motivational theory in some models of employability, sometimes the evidence is either outdated, incorrectly interpreted or fails to use the most appropriate motivational theory. The aim of this paper is to bring to attention several prominent motivational theories and some key evidence that seems most pertinent across models of employability.Design/methodology/approachAs this was a non-empirical design, the approach did not fit any research design methodology or structured, systematic or meta-analysis review. The paper outlines a series of arguments by reviewing in detail several theories of motivation and mapping them against current models of employability.FindingsFrom a theoretical point of perspective, it is suggested that Expectancy Value Theory needs to be considered when creating models of employability. It is also suggested that motivation for employment-related tasks is probably extrinsic, though evidence suggests that forms of extrinsic motivation can also be motivationally adaptive. Several models posit self-efficacy as a driver of motivated behaviour, but the evidence suggests a clear and consistent interactive relationship between subjective task value and self-efficacy, suggesting that self-efficacy is only a useful predictor when value is high.Practical implicationsWhilst the aim of models of employability is to improve our understanding of the predictors of employability behaviours, the practical consequence is the development of appropriate curriculum. Understanding which features of employability create adaptive and maladaptive motivation should help educators create curriculum that produces optimal engagement and performance.Originality/valueModels of employability are mostly created using bodies of extant evidence. In this paper, we have tried to identify where some of the interpretation of the evidence has been more or less appropriate. We hope that ideas and evidence in this paper will allow theorists, where appropriate, to re-develop their models.
{"title":"Employability and motivation: which motivational theories are most appropriate?","authors":"Richard Remedios, Peter Sewell","doi":"10.1108/heswbl-03-2024-0067","DOIUrl":"https://doi.org/10.1108/heswbl-03-2024-0067","url":null,"abstract":"PurposeA range of models of employability implicitly or directly identify potential drivers of motivated behaviour related to engaging in employment-related outcomes whilst acknowledging that employability is also about developing life skills. Motivational theorists suggest that tasks engaged for external purposes, e.g. working towards an employment-related goal, are experienced differently than (those same) tasks engaged in for less external reasons, e.g. the desire for knowledge. Whilst there are excellent examples of the use of motivational theory in some models of employability, sometimes the evidence is either outdated, incorrectly interpreted or fails to use the most appropriate motivational theory. The aim of this paper is to bring to attention several prominent motivational theories and some key evidence that seems most pertinent across models of employability.Design/methodology/approachAs this was a non-empirical design, the approach did not fit any research design methodology or structured, systematic or meta-analysis review. The paper outlines a series of arguments by reviewing in detail several theories of motivation and mapping them against current models of employability.FindingsFrom a theoretical point of perspective, it is suggested that Expectancy Value Theory needs to be considered when creating models of employability. It is also suggested that motivation for employment-related tasks is probably extrinsic, though evidence suggests that forms of extrinsic motivation can also be motivationally adaptive. Several models posit self-efficacy as a driver of motivated behaviour, but the evidence suggests a clear and consistent interactive relationship between subjective task value and self-efficacy, suggesting that self-efficacy is only a useful predictor when value is high.Practical implicationsWhilst the aim of models of employability is to improve our understanding of the predictors of employability behaviours, the practical consequence is the development of appropriate curriculum. Understanding which features of employability create adaptive and maladaptive motivation should help educators create curriculum that produces optimal engagement and performance.Originality/valueModels of employability are mostly created using bodies of extant evidence. In this paper, we have tried to identify where some of the interpretation of the evidence has been more or less appropriate. We hope that ideas and evidence in this paper will allow theorists, where appropriate, to re-develop their models.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826603","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 : 2024-07-15DOI: 10.1108/heswbl-11-2023-0324
L. Obi
PurposeWith increasing demand to enhance collaborative practices in Degree Apprenticeship (DA) programmes like Quantity Surveying Degree Apprenticeships (QSDA), there is a notable lack of models supporting employer engagement, particularly in curriculum design and delivery. This study aims to fill this gap.Design/methodology/approachA qualitative research approach was employed, utilising semi-structured interviews, focus groups and questionnaires to gather stakeholder perspectives involved in QSDA programmes in England. This process aimed to identify key practice areas, collaboration process and enablers needed to conceptualise a collaborative model for employer engagement in QSDA curriculum design and delivery.FindingsThe model highlights four collaborative stages, four practice areas, fourteen focus actions, and twelve enablers essential for provider-employer collaborations in QSDA curriculum design and delivery.Originality/valueThis study introduces a novel curriculum design model emphasising the collaboration process and enablers for provider-employer engagement. It offers new insights for QSDA programme curriculum development and is the first to address this area, contributing to the literature on Degree Apprenticeships in built environment education.
{"title":"Conceptualising a model for provider-employer collaborations in quantity surveying degree apprenticeship programmes","authors":"L. Obi","doi":"10.1108/heswbl-11-2023-0324","DOIUrl":"https://doi.org/10.1108/heswbl-11-2023-0324","url":null,"abstract":"PurposeWith increasing demand to enhance collaborative practices in Degree Apprenticeship (DA) programmes like Quantity Surveying Degree Apprenticeships (QSDA), there is a notable lack of models supporting employer engagement, particularly in curriculum design and delivery. This study aims to fill this gap.Design/methodology/approachA qualitative research approach was employed, utilising semi-structured interviews, focus groups and questionnaires to gather stakeholder perspectives involved in QSDA programmes in England. This process aimed to identify key practice areas, collaboration process and enablers needed to conceptualise a collaborative model for employer engagement in QSDA curriculum design and delivery.FindingsThe model highlights four collaborative stages, four practice areas, fourteen focus actions, and twelve enablers essential for provider-employer collaborations in QSDA curriculum design and delivery.Originality/valueThis study introduces a novel curriculum design model emphasising the collaboration process and enablers for provider-employer engagement. It offers new insights for QSDA programme curriculum development and is the first to address this area, contributing to the literature on Degree Apprenticeships in built environment education.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"38 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649279","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 : 2024-07-15DOI: 10.1108/heswbl-12-2023-0332
T. Wong, Kevin Tee Liang Tan, Sheila Rose Darmaraj, Joshua Teck Khun Loo, Alex Hou Hong Ng
PurposeThe first objective is to investigate and determine the social capital development of students in online education. The second objective is to analyze the influence of social capital on students’ academic success and educational satisfaction. The third objective is to generate recommendations to foster social capital development.Design/methodology/approachA quantitative research approach is employed, with 264 respondents comprising students from colleges and universities in Malaysia. The data gathering instrument is an online questionnaire administered with the informed consent of participants. Data analysis is performed using structural equation modeling (SEM).FindingsThe results show that the faculty capital and peer capital components of social capital have not been compromised in online education, but the family capital component has declined. As such, it is concluded that there is a general decline in overall social capital in online education. These findings form the basis for recommendations on promoting social capital development among students in colleges and universities internationally.Research limitations/implicationsThis study focused on study periods during the COVID-19 pandemic where online learning and communication were strictly enforced, providing a unique opportunity to explore how students adapted their social capital development. However, this is not meant to be a representation of scenarios where students are given the option of either physical or online education or a combination of both.Practical implicationsAcademic and institutional management implications are evident, and recommendations are made based on the findings.Social implicationsThe findings and subsequent recommendations have considerable social implications in terms of social sustainability of education practices and policies.Originality/valueThe COVID-19 pandemic that started in March 2020 and subsequent prolonged periods of physical lockdowns in many countries have forced colleges and universities that customarily practice classroom education to shift to online education temporarily. This situation created a novel “natural experiment” when classes or programs from the same college or university that are customarily conducted in classrooms (in person) were conducted online during the pandemic, thus contributing to the originality of the findings.
{"title":"Social capital development in online education and its impact on academic performance and satisfaction","authors":"T. Wong, Kevin Tee Liang Tan, Sheila Rose Darmaraj, Joshua Teck Khun Loo, Alex Hou Hong Ng","doi":"10.1108/heswbl-12-2023-0332","DOIUrl":"https://doi.org/10.1108/heswbl-12-2023-0332","url":null,"abstract":"PurposeThe first objective is to investigate and determine the social capital development of students in online education. The second objective is to analyze the influence of social capital on students’ academic success and educational satisfaction. The third objective is to generate recommendations to foster social capital development.Design/methodology/approachA quantitative research approach is employed, with 264 respondents comprising students from colleges and universities in Malaysia. The data gathering instrument is an online questionnaire administered with the informed consent of participants. Data analysis is performed using structural equation modeling (SEM).FindingsThe results show that the faculty capital and peer capital components of social capital have not been compromised in online education, but the family capital component has declined. As such, it is concluded that there is a general decline in overall social capital in online education. These findings form the basis for recommendations on promoting social capital development among students in colleges and universities internationally.Research limitations/implicationsThis study focused on study periods during the COVID-19 pandemic where online learning and communication were strictly enforced, providing a unique opportunity to explore how students adapted their social capital development. However, this is not meant to be a representation of scenarios where students are given the option of either physical or online education or a combination of both.Practical implicationsAcademic and institutional management implications are evident, and recommendations are made based on the findings.Social implicationsThe findings and subsequent recommendations have considerable social implications in terms of social sustainability of education practices and policies.Originality/valueThe COVID-19 pandemic that started in March 2020 and subsequent prolonged periods of physical lockdowns in many countries have forced colleges and universities that customarily practice classroom education to shift to online education temporarily. This situation created a novel “natural experiment” when classes or programs from the same college or university that are customarily conducted in classrooms (in person) were conducted online during the pandemic, thus contributing to the originality of the findings.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"57 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141643989","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 : 2024-07-11DOI: 10.1108/heswbl-02-2024-0051
Susan Grantham, Manolo Iachizzi
PurposeThis study aimed to realign the Work-Integrated Learning (WIL) curriculum at an Australian university with communication industry standards and student career goals. It proposes practical suggestions for a third-year communications studies WIL course that will effectively prepare students for professional success by integrating insights from industry and students.Design/methodology/approachIt analyses free-text feedback from student experience of course surveys (n = 20), semi-structured interviews with industry partners (n = 8), and conducts a detailed review of existing WIL course materials. Drawing from the Employability Capital Growth Model (ECGM) as a theoretical framework, the study explores the findings for links to capital.FindingsThe findings emphasise the need for WIL programs to better align with the industry’s evolving demands, incorporating practical, real-world experiences to enhance skill development and workforce readiness. Feedback from students and industry partners aligns with the ECGM framework and underscores the importance of integrating coaching and mentoring into the curriculum to support employability. Based on these insights, an integrated set of practical suggestions is presented.Originality/valueThis project fills a gap in WIL scholarship by focussing on a communication studies environment, ensuring it aligns with industry demands while prioritising student engagement. By ethically involving industry partners and integrating student feedback, the suggestions set out a curriculum that is both current and resonates with learner experience and career readiness. It bridges the academic-professional divide, preparing students as confident, skilled professionals ready to enter the workforce.
{"title":"From classroom to career: a new approach to work-integrated learning in communication studies","authors":"Susan Grantham, Manolo Iachizzi","doi":"10.1108/heswbl-02-2024-0051","DOIUrl":"https://doi.org/10.1108/heswbl-02-2024-0051","url":null,"abstract":"PurposeThis study aimed to realign the Work-Integrated Learning (WIL) curriculum at an Australian university with communication industry standards and student career goals. It proposes practical suggestions for a third-year communications studies WIL course that will effectively prepare students for professional success by integrating insights from industry and students.Design/methodology/approachIt analyses free-text feedback from student experience of course surveys (n = 20), semi-structured interviews with industry partners (n = 8), and conducts a detailed review of existing WIL course materials. Drawing from the Employability Capital Growth Model (ECGM) as a theoretical framework, the study explores the findings for links to capital.FindingsThe findings emphasise the need for WIL programs to better align with the industry’s evolving demands, incorporating practical, real-world experiences to enhance skill development and workforce readiness. Feedback from students and industry partners aligns with the ECGM framework and underscores the importance of integrating coaching and mentoring into the curriculum to support employability. Based on these insights, an integrated set of practical suggestions is presented.Originality/valueThis project fills a gap in WIL scholarship by focussing on a communication studies environment, ensuring it aligns with industry demands while prioritising student engagement. By ethically involving industry partners and integrating student feedback, the suggestions set out a curriculum that is both current and resonates with learner experience and career readiness. It bridges the academic-professional divide, preparing students as confident, skilled professionals ready to enter the workforce.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"83 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141657698","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 : 2024-06-14DOI: 10.1108/heswbl-11-2023-0309
Jamie L. Daigle, Gary Stading, Ashley Hall
PurposeThe study aims to refine the local university’s supply chain management curriculum to meet regional industry demands, thus boosting the local economy.Design/methodology/approachMixed-methods action research combined with neural network modeling was employed to align educational offerings with the needs of the local supply chain management industry.FindingsThe research indicates that curriculum revisions, informed by industry leaders and modeled through neural networks, can significantly improve the relevance of graduates' skills to the SCM sector.Research limitations/implicationsThe study is specific to one region and industry, suggesting a need for broader application to verify the findings.Practical implicationsAdopting the recommended curricular changes can yield a workforce better prepared for the SCM industry, enhancing local business performance and economic health.Social implicationsThe study supports a role for higher education in promoting economic vitality and social welfare through targeted, responsive curriculum development.Originality/valueThis study introduces an innovative approach, integrating neural network analysis with action research, to guide curriculum development in higher education based on industry requirements.
{"title":"Curricular innovation for economic symbiosis: a neural network approach to aligning university supply chain programs with regional industry demands","authors":"Jamie L. Daigle, Gary Stading, Ashley Hall","doi":"10.1108/heswbl-11-2023-0309","DOIUrl":"https://doi.org/10.1108/heswbl-11-2023-0309","url":null,"abstract":"PurposeThe study aims to refine the local university’s supply chain management curriculum to meet regional industry demands, thus boosting the local economy.Design/methodology/approachMixed-methods action research combined with neural network modeling was employed to align educational offerings with the needs of the local supply chain management industry.FindingsThe research indicates that curriculum revisions, informed by industry leaders and modeled through neural networks, can significantly improve the relevance of graduates' skills to the SCM sector.Research limitations/implicationsThe study is specific to one region and industry, suggesting a need for broader application to verify the findings.Practical implicationsAdopting the recommended curricular changes can yield a workforce better prepared for the SCM industry, enhancing local business performance and economic health.Social implicationsThe study supports a role for higher education in promoting economic vitality and social welfare through targeted, responsive curriculum development.Originality/valueThis study introduces an innovative approach, integrating neural network analysis with action research, to guide curriculum development in higher education based on industry requirements.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"29 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343356","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}
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