PurposeThis study aims to provide an example of curriculum development for vocational higher education in aviation, specifically in the aircraft maintenance engineering program, while considering the anticipated technological changes in the industry.Design/methodology/approachQualitative methods, including document analysis, in-depth interviews, and focus group discussions, were utilized to collect, and analyse data.FindingsThe findings demonstrate that redesigning the curriculum through course reconstruction, integrating independent learning methods, and adopting blended learning approaches holds significant potential for enhancing the education of future aircraft maintenance engineers.Originality/valueThese endeavours contribute to the cultivation of highly skilled graduates who are adept at navigating technological advancements and making valuable contributions to the competitiveness and safety of the aviation industry.
{"title":"Updating aircraft maintenance education for the modern era: a new approach to vocational higher education","authors":"Wira Gauthama, Oke Hendra, Pangsa Rizkina Aswia, Direstu Amalia","doi":"10.1108/heswbl-11-2023-0314","DOIUrl":"https://doi.org/10.1108/heswbl-11-2023-0314","url":null,"abstract":"PurposeThis study aims to provide an example of curriculum development for vocational higher education in aviation, specifically in the aircraft maintenance engineering program, while considering the anticipated technological changes in the industry.Design/methodology/approachQualitative methods, including document analysis, in-depth interviews, and focus group discussions, were utilized to collect, and analyse data.FindingsThe findings demonstrate that redesigning the curriculum through course reconstruction, integrating independent learning methods, and adopting blended learning approaches holds significant potential for enhancing the education of future aircraft maintenance engineers.Originality/valueThese endeavours contribute to the cultivation of highly skilled graduates who are adept at navigating technological advancements and making valuable contributions to the competitiveness and safety of the aviation industry.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"20 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141356587","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 : 2024-06-11DOI: 10.1108/heswbl-10-2023-0292
Niels van der Baan, Simon Beausaert, Wim Gijselaers, I. Gast
PurposeEmployers increasingly require students to possess competences that go beyond theoretical knowledge and academic expertise, such as lifelong learning skills. To equip students with these competences, higher education institutes have introduced coaching as part of their teaching programs. The present study qualitatively evaluates a career coaching practice in higher education.Design/methodology/approachWe conducted semi-structured interviews with graduates who had participated in career coaching activities at a Dutch university (N = 12). The interviews were conducted between February and May 2022. Atlas.ti version 9 was used to analyse the interviews.FindingsResults revealed that graduates believed that career coaching helped them to adjust to the workplace. They indicated that the coaching practice helped them to acquire reflection skills, which was considered the main mechanism for adjustment to the workplace.Research limitations/implicationsThese results add to the transition-related literature by identifying one way that graduates successfully adjust to the workplace. Practical implicationsThe results also provide insight into how higher education can best prepare students for their transition to the workplace.Originality/valueAs the education-to-work transition does not end upon graduation, this research focusses on graduate employees’ work adjustment as an important phase in the transition process.
{"title":"How does career coaching in higher education help graduate employees adjust to the workplace?","authors":"Niels van der Baan, Simon Beausaert, Wim Gijselaers, I. Gast","doi":"10.1108/heswbl-10-2023-0292","DOIUrl":"https://doi.org/10.1108/heswbl-10-2023-0292","url":null,"abstract":"PurposeEmployers increasingly require students to possess competences that go beyond theoretical knowledge and academic expertise, such as lifelong learning skills. To equip students with these competences, higher education institutes have introduced coaching as part of their teaching programs. The present study qualitatively evaluates a career coaching practice in higher education.Design/methodology/approachWe conducted semi-structured interviews with graduates who had participated in career coaching activities at a Dutch university (N = 12). The interviews were conducted between February and May 2022. Atlas.ti version 9 was used to analyse the interviews.FindingsResults revealed that graduates believed that career coaching helped them to adjust to the workplace. They indicated that the coaching practice helped them to acquire reflection skills, which was considered the main mechanism for adjustment to the workplace.Research limitations/implicationsThese results add to the transition-related literature by identifying one way that graduates successfully adjust to the workplace. Practical implicationsThe results also provide insight into how higher education can best prepare students for their transition to the workplace.Originality/valueAs the education-to-work transition does not end upon graduation, this research focusses on graduate employees’ work adjustment as an important phase in the transition process.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"9 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141355827","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 : 2024-05-22DOI: 10.1108/heswbl-11-2023-0305
Lucas Thadeu Vulcão da Rocha, Lucas Ryu Morotomi Pereira, Reimison Moreira Fernandes, André Cristiano Silva Melo, Dirceu da Silva, I. Rampasso, R. Anholon, Vitor William Batista Martins
PurposeManufacturing systems have undergone radical changes because of the implementation of physical and digital innovating technologies with high levels of connectivity, interoperability and autonomy. In this regard, the objective of this study was to investigate whether industrial engineers graduated in recent years in Brazil are prepared or not to work in companies and industries within the scope of Industry 4.0 technologies in a way that they positively contribute to the implementation and management of such technologies.Design/methodology/approachTo achieve these objectives, a literature review and a survey on managers of the industrial sector acting in Brazil were carried out as the research strategies. The data collected were analyzed through a quantitative approach by means of the structural equations modeling method.FindingsThe hypothesis that the competencies of industrial engineers currently graduating in Brazil have a positive impact on the implementation and management of Industry 4.0 technologies has been confirmed. Predicting the evolution of production scenarios, understanding the interaction between organizations and their impacts on competitiveness and keeping abreast of technological advancements, organizing them and putting them to the service of business and societal demands were the competencies that obtained the highest factor loadings in the construct of industrial engineer competencies. In addition, cloud manufacturing, automation and robotization were the competencies that obtained the highest factor loadings in the industry 4.0 construct.Originality/valueThe analysis of skills development stands out as a source of competitive advantage for companies that intend to transition to a production system aligned with the principles of Industry 4.0, considering the training of professionals in an emerging economy context.
{"title":"Industrial engineer and Industry 4.0? Empirical evidence from the Brazilian context considering the relation between competences and technologies","authors":"Lucas Thadeu Vulcão da Rocha, Lucas Ryu Morotomi Pereira, Reimison Moreira Fernandes, André Cristiano Silva Melo, Dirceu da Silva, I. Rampasso, R. Anholon, Vitor William Batista Martins","doi":"10.1108/heswbl-11-2023-0305","DOIUrl":"https://doi.org/10.1108/heswbl-11-2023-0305","url":null,"abstract":"PurposeManufacturing systems have undergone radical changes because of the implementation of physical and digital innovating technologies with high levels of connectivity, interoperability and autonomy. In this regard, the objective of this study was to investigate whether industrial engineers graduated in recent years in Brazil are prepared or not to work in companies and industries within the scope of Industry 4.0 technologies in a way that they positively contribute to the implementation and management of such technologies.Design/methodology/approachTo achieve these objectives, a literature review and a survey on managers of the industrial sector acting in Brazil were carried out as the research strategies. The data collected were analyzed through a quantitative approach by means of the structural equations modeling method.FindingsThe hypothesis that the competencies of industrial engineers currently graduating in Brazil have a positive impact on the implementation and management of Industry 4.0 technologies has been confirmed. Predicting the evolution of production scenarios, understanding the interaction between organizations and their impacts on competitiveness and keeping abreast of technological advancements, organizing them and putting them to the service of business and societal demands were the competencies that obtained the highest factor loadings in the construct of industrial engineer competencies. In addition, cloud manufacturing, automation and robotization were the competencies that obtained the highest factor loadings in the industry 4.0 construct.Originality/valueThe analysis of skills development stands out as a source of competitive advantage for companies that intend to transition to a production system aligned with the principles of Industry 4.0, considering the training of professionals in an emerging economy context.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"63 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141110419","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 : 2024-05-17DOI: 10.1108/heswbl-12-2023-0330
O. Murire, L. Cilliers, W. Chinyamurindi
PurposeThis study examined the influence of social media use on graduateness and the employability of exit students in South Africa.Design/methodology/approachThe study used quantitative and descriptive research designs to test the proposed hypotheses. An online survey was used to collect the data from a study sample. A sample of 411 respondents was received, with structural equation modelling (SEM) being used to assess the model fit.FindingsThe study found that the direct effect of social media use on graduateness skills is significant. Secondly, the direct effect of graduateness skills on perceived employability is also significant. The results also showed existence of support for the mediation of graduateness skills on the relationship between social media use and perceived employability.Research limitations/implicationsThe study provides empirical evidence to the proposed model and infers the potential role of social media in addressing issues related to graduateness and the employability of exit students.Practical implicationsIn addressing the challenge of unemployment, the use of social media can potentially aid in matters of skills acquisition.Originality/valueThe results demonstrate how technology through the use of social media potentially fits within enhancing graduateness and employability skills.
{"title":"Testing a graduateness and employability skills model through the use of social media: findings from South Africa","authors":"O. Murire, L. Cilliers, W. Chinyamurindi","doi":"10.1108/heswbl-12-2023-0330","DOIUrl":"https://doi.org/10.1108/heswbl-12-2023-0330","url":null,"abstract":"PurposeThis study examined the influence of social media use on graduateness and the employability of exit students in South Africa.Design/methodology/approachThe study used quantitative and descriptive research designs to test the proposed hypotheses. An online survey was used to collect the data from a study sample. A sample of 411 respondents was received, with structural equation modelling (SEM) being used to assess the model fit.FindingsThe study found that the direct effect of social media use on graduateness skills is significant. Secondly, the direct effect of graduateness skills on perceived employability is also significant. The results also showed existence of support for the mediation of graduateness skills on the relationship between social media use and perceived employability.Research limitations/implicationsThe study provides empirical evidence to the proposed model and infers the potential role of social media in addressing issues related to graduateness and the employability of exit students.Practical implicationsIn addressing the challenge of unemployment, the use of social media can potentially aid in matters of skills acquisition.Originality/valueThe results demonstrate how technology through the use of social media potentially fits within enhancing graduateness and employability skills.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"47 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140966032","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 : 2024-05-14DOI: 10.1108/heswbl-07-2023-0203
Laura Guerrero Puerta, Rocío Lorente García
PurposeThis article explores the perceptions of professionals on the implementation and impact of Dual Vocational Training (Dual VET) in the Spanish education system.Design/methodology/approachThe study involves interviews with various professionals in the education and employment sectors and two discussion groups.FindingsResults reveal positive views on Dual VET’s ability to enhance employability and reduce the education-to-employment gap. However, challenges like the involvement of small and medium enterprises and the need for continuous curriculum evaluation and adaptation are recognized. Additionally, the study highlights a lack of acknowledgment of antecedent programs to Dual VET, despite their recognition by experts as highly influential in facilitating the school-to-work transition for young individuals.Originality/valueThe study emphasizes the importance of promoting awareness among stakeholders and emphasizes the role of collaboration between educational institutions and the business sector to ensure Dual VET’s success in Spain.
{"title":"Exploring the professional´s perceptions on dual vocational education and training (dual VET) process of implementation in Spain","authors":"Laura Guerrero Puerta, Rocío Lorente García","doi":"10.1108/heswbl-07-2023-0203","DOIUrl":"https://doi.org/10.1108/heswbl-07-2023-0203","url":null,"abstract":"PurposeThis article explores the perceptions of professionals on the implementation and impact of Dual Vocational Training (Dual VET) in the Spanish education system.Design/methodology/approachThe study involves interviews with various professionals in the education and employment sectors and two discussion groups.FindingsResults reveal positive views on Dual VET’s ability to enhance employability and reduce the education-to-employment gap. However, challenges like the involvement of small and medium enterprises and the need for continuous curriculum evaluation and adaptation are recognized. Additionally, the study highlights a lack of acknowledgment of antecedent programs to Dual VET, despite their recognition by experts as highly influential in facilitating the school-to-work transition for young individuals.Originality/valueThe study emphasizes the importance of promoting awareness among stakeholders and emphasizes the role of collaboration between educational institutions and the business sector to ensure Dual VET’s success in Spain.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140980799","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 : 2024-05-10DOI: 10.1108/heswbl-01-2024-0015
Gerardo Petruzziello, P. Nimmi, M. Mariani
Purpose This study aims to understand how employability capitals’ dynamics foster self-perceived employability (SPE) among students and graduates, which is still being empirically explored. Building upon the Employability Capital Growth Model and the Social Cognitive Career Theory’s career self-management model, we aimed to understand how different capitals associate by testing a serial mediation model connecting career identity (reflecting career identity capital) and SPE through the serial mediation of cultural capital and job interview self-efficacy (ISE) (an element of psychological capital).Design/methodology/approach We adopted a two-wave design involving 227 Italian University students and graduates. We recruited participants through multi-channel communication. The hypothesised relationships were analysed employing the structural equation modelling approach with the SPSS AMOS statistical package.Findings The results indicated that career identity, cultural capital, ISE and SPE are meaningfully related. In particular, in line with our expectations, we observed that career identity predicts cultural capital, which is positively associated with ISE which, ultimately, impacts SPE.Originality/value Our work adds to existing research by advancing the understanding of employability capitals, explaining how they interact and influence SPE, which is crucial for a sustainable transition into the workforce. At a practical level, our findings call upon, and guide, efforts from various stakeholders in the graduate career ecosystem (i.e. universities and their partners) to offer students and graduates meaningful experiences to form and use their employability capitals.
目的 本研究旨在了解就业能力资本的动态如何促进学生和毕业生的自我就业能力（SPE）。在就业能力资本增长模型和社会认知职业理论的职业自我管理模式的基础上，我们旨在通过文化资本和求职面试自我效能感（ISE）（心理资本的一个要素）的序列中介，测试一个连接职业认同（反映职业认同资本）和自我就业能力的序列中介模型，从而了解不同资本之间是如何关联的。我们通过多渠道沟通招募参与者。结果表明，职业认同、文化资本、ISE 和 SPE 之间存在有意义的关联。特别是，与我们的预期一致，我们观察到职业认同预测文化资本，而文化资本与 ISE 正相关，而 ISE 最终影响 SPE。在实践层面上，我们的研究结果呼吁并指导毕业生职业生态系统中的各利益相关方（即大学及其合作伙伴）为学生和毕业生提供有意义的体验，以形成并使用他们的就业能力资本。
{"title":"The dynamics of employability capitals for the transition to work: career identity, cultural capital, job interview self-efficacy and self-perceived employability","authors":"Gerardo Petruzziello, P. Nimmi, M. Mariani","doi":"10.1108/heswbl-01-2024-0015","DOIUrl":"https://doi.org/10.1108/heswbl-01-2024-0015","url":null,"abstract":"Purpose This study aims to understand how employability capitals’ dynamics foster self-perceived employability (SPE) among students and graduates, which is still being empirically explored. Building upon the Employability Capital Growth Model and the Social Cognitive Career Theory’s career self-management model, we aimed to understand how different capitals associate by testing a serial mediation model connecting career identity (reflecting career identity capital) and SPE through the serial mediation of cultural capital and job interview self-efficacy (ISE) (an element of psychological capital).Design/methodology/approach We adopted a two-wave design involving 227 Italian University students and graduates. We recruited participants through multi-channel communication. The hypothesised relationships were analysed employing the structural equation modelling approach with the SPSS AMOS statistical package.Findings The results indicated that career identity, cultural capital, ISE and SPE are meaningfully related. In particular, in line with our expectations, we observed that career identity predicts cultural capital, which is positively associated with ISE which, ultimately, impacts SPE.Originality/value Our work adds to existing research by advancing the understanding of employability capitals, explaining how they interact and influence SPE, which is crucial for a sustainable transition into the workforce. At a practical level, our findings call upon, and guide, efforts from various stakeholders in the graduate career ecosystem (i.e. universities and their partners) to offer students and graduates meaningful experiences to form and use their employability capitals.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140993251","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 : 2024-05-07DOI: 10.1108/heswbl-09-2023-0255
D. Bravenboer, Mandy Crawford-Lee, Clare Dunn
PurposeApprenticeships in England, while defined by level and typical duration, are not quantified regarding the number of learning hours required to achieve the outcomes specified, as with other regulated qualifications and accredited programmes. This paper proposes an approach to ascribe credit to apprenticeships recognising both on-and-off-the-job learning to remove some of the existing barriers to accessing higher education (HE) and the professions.Design/methodology/approachA mixed methodological approach resulting in a total learning hours/credit value was proposed.FindingsThere is significant HE-wide confusion regarding the amount of learning/training that is required to complete apprenticeships in England. Whilst sector guidance made it clear that there was no prescribed method to ascribe credit to qualifications, programmes, modules, units or apprenticeships by drawing out the core principles within current practice, a key outcome of this project was the development of a method to ascribe a credit value to apprenticeships.Research limitations/implicationsThere is potential to support further research into the recognition of prior learning as a specialised pedagogy and for reflecting on apprenticeship practice in other roles and sectors.Practical implicationsWhilst the project underpinning this paper focused on the healthcare sector, the method used to ascribe credit to the level-3 healthcare support worker apprenticeship was not sector specific and can therefore be applied to apprenticeships within other contexts providing more widespread benefits to workforce development.Social implicationsPolicy makers must ensure that employers and providers are clear that the minimum statutory off-the-job hours constitute an apprentice employment entitlement, which must not be conflated with total apprenticeship learning hours requirements. This recommended policy clarification could assist in simplifying the process required for ascribing credit to apprenticeships and at the same time support a move towards better and more consistent recognition of the value of apprenticeship learning.Originality/valueIt is a first attempt to ascribe a credit value to an apprenticeship in England for the specific purpose of facilitating progression to HE.
{"title":"Can you credit it? Towards a process for ascribing credit to apprenticeships in England","authors":"D. Bravenboer, Mandy Crawford-Lee, Clare Dunn","doi":"10.1108/heswbl-09-2023-0255","DOIUrl":"https://doi.org/10.1108/heswbl-09-2023-0255","url":null,"abstract":"PurposeApprenticeships in England, while defined by level and typical duration, are not quantified regarding the number of learning hours required to achieve the outcomes specified, as with other regulated qualifications and accredited programmes. This paper proposes an approach to ascribe credit to apprenticeships recognising both on-and-off-the-job learning to remove some of the existing barriers to accessing higher education (HE) and the professions.Design/methodology/approachA mixed methodological approach resulting in a total learning hours/credit value was proposed.FindingsThere is significant HE-wide confusion regarding the amount of learning/training that is required to complete apprenticeships in England. Whilst sector guidance made it clear that there was no prescribed method to ascribe credit to qualifications, programmes, modules, units or apprenticeships by drawing out the core principles within current practice, a key outcome of this project was the development of a method to ascribe a credit value to apprenticeships.Research limitations/implicationsThere is potential to support further research into the recognition of prior learning as a specialised pedagogy and for reflecting on apprenticeship practice in other roles and sectors.Practical implicationsWhilst the project underpinning this paper focused on the healthcare sector, the method used to ascribe credit to the level-3 healthcare support worker apprenticeship was not sector specific and can therefore be applied to apprenticeships within other contexts providing more widespread benefits to workforce development.Social implicationsPolicy makers must ensure that employers and providers are clear that the minimum statutory off-the-job hours constitute an apprentice employment entitlement, which must not be conflated with total apprenticeship learning hours requirements. This recommended policy clarification could assist in simplifying the process required for ascribing credit to apprenticeships and at the same time support a move towards better and more consistent recognition of the value of apprenticeship learning.Originality/valueIt is a first attempt to ascribe a credit value to an apprenticeship in England for the specific purpose of facilitating progression to HE.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"40 S187","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141003452","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 : 2024-05-06DOI: 10.1108/heswbl-07-2023-0197
Sebastian G. Smith, Karine Dupre, J. Crough
PurposeThis study explores practitioners’ perspectives on the perceived gap between university and practice beyond the hard and soft skill paradigm. Utilising Tomlinson’s graduate capital model of employability (2017), we explored human, social, cultural, and psychological capitals to enrich the understanding of this issue and employability. It provided a new perspective, useful for implementing curriculum renewal.Design/methodology/approachThis study utilised a two-stage mixed methods design. Using Tomlinson’s (2017) Graduate capital model as a framework, the first stage involved distributing an online survey to qualified architects in hiring positions practising in Australia. This served as the foundation for generating qualitative and quantitative data. The second stage involved a two-hour practitioner workshop where the survey results were discussed and expanded upon.FindingsOur results found that the practitioner’s perspective on the perceived skills gap is more complex than the hard/soft skill paradigm commonly discussed. Practitioners expressed a need for students/graduates to possess identity and cultural capital to contextualise industry norms and expectations. This knowledge lets students know where and how hard/soft skills are used. Our results also suggest practitioners are concerned with the prevailing individualistic approach to the higher education system and traditional architectural teaching methods, instead suggesting a more industry-aligned collaborative disposition.Originality/valueBy expanding the employability discourse beyond hard/soft skills, the results of this research provide an opportunity for architectural curriculum renewal in line with industry expectations.
{"title":"Beyond the hard and soft skills paradigm: an Australian architecture industry perspective on employability and the university/practice divide","authors":"Sebastian G. Smith, Karine Dupre, J. Crough","doi":"10.1108/heswbl-07-2023-0197","DOIUrl":"https://doi.org/10.1108/heswbl-07-2023-0197","url":null,"abstract":"PurposeThis study explores practitioners’ perspectives on the perceived gap between university and practice beyond the hard and soft skill paradigm. Utilising Tomlinson’s graduate capital model of employability (2017), we explored human, social, cultural, and psychological capitals to enrich the understanding of this issue and employability. It provided a new perspective, useful for implementing curriculum renewal.Design/methodology/approachThis study utilised a two-stage mixed methods design. Using Tomlinson’s (2017) Graduate capital model as a framework, the first stage involved distributing an online survey to qualified architects in hiring positions practising in Australia. This served as the foundation for generating qualitative and quantitative data. The second stage involved a two-hour practitioner workshop where the survey results were discussed and expanded upon.FindingsOur results found that the practitioner’s perspective on the perceived skills gap is more complex than the hard/soft skill paradigm commonly discussed. Practitioners expressed a need for students/graduates to possess identity and cultural capital to contextualise industry norms and expectations. This knowledge lets students know where and how hard/soft skills are used. Our results also suggest practitioners are concerned with the prevailing individualistic approach to the higher education system and traditional architectural teaching methods, instead suggesting a more industry-aligned collaborative disposition.Originality/valueBy expanding the employability discourse beyond hard/soft skills, the results of this research provide an opportunity for architectural curriculum renewal in line with industry expectations.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"48 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141008970","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 : 2024-04-22DOI: 10.1108/heswbl-02-2024-0053
M. Mouratidou, W. Donald, Nimmi P. Mohandas, Yin Ma
PurposeDrawing on a framework of conservation of resources theory, the purpose of this paper is to explore the relationship between self-perceived academic performance and individual entrepreneurial intention and consider the potential moderating role of (1) participation in serious leisure, (2) perceived stress and/or (3) gender.Design/methodology/approachA total of 405 UK-based undergraduates completed the questionnaire, with a representative gender split of 57% women and 43% men.FindingsThe positive relationship between self-perceived academic performance and individual entrepreneurial intention was moderated by serious leisure (stronger when participation in serious leisure increased) and by perceived stress (stronger when levels of perceived stress were lower). However, contrary to our expectations, gender had no statistically significant moderating role.Practical implicationsThe practical contribution comes from informing policy for universities and national governments to increase individual entrepreneurial intention in undergraduates.Originality/valueThe theoretical contribution comes from advancing conservation of resources theory, specifically the interaction of personal resources, resource caravans and resource passageways.
{"title":"Exploring the relationship between self-perceived academic performance and entrepreneurial intention: the moderating roles of serious leisure, perceived stress and gender","authors":"M. Mouratidou, W. Donald, Nimmi P. Mohandas, Yin Ma","doi":"10.1108/heswbl-02-2024-0053","DOIUrl":"https://doi.org/10.1108/heswbl-02-2024-0053","url":null,"abstract":"PurposeDrawing on a framework of conservation of resources theory, the purpose of this paper is to explore the relationship between self-perceived academic performance and individual entrepreneurial intention and consider the potential moderating role of (1) participation in serious leisure, (2) perceived stress and/or (3) gender.Design/methodology/approachA total of 405 UK-based undergraduates completed the questionnaire, with a representative gender split of 57% women and 43% men.FindingsThe positive relationship between self-perceived academic performance and individual entrepreneurial intention was moderated by serious leisure (stronger when participation in serious leisure increased) and by perceived stress (stronger when levels of perceived stress were lower). However, contrary to our expectations, gender had no statistically significant moderating role.Practical implicationsThe practical contribution comes from informing policy for universities and national governments to increase individual entrepreneurial intention in undergraduates.Originality/valueThe theoretical contribution comes from advancing conservation of resources theory, specifically the interaction of personal resources, resource caravans and resource passageways.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140674249","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 : 2024-04-19DOI: 10.1108/heswbl-06-2023-0141
S. O. Chukwuedo, Anthony Osinachi Okorafor, Ikechukwu Chidiebere Odogwu, F. N. Nnajiofor
Purpose Within the umbrella of technology and vocational education (TVET), technology or technical education in higher institutions of learning is obligated to produce the required manpower needed in the industry. Thus, it is pertinent to explore the interaction between the industry and higher education students. Drawing on the tenets of theory of planned behavior (TPB), this study offers valuable insights into the nomological networks of work-integrated learning (WIL), perceived behavioral control (PBC), subjective norm (SBN), personal attitude (PAT) and job search intention (JSI).Design/methodology/approach The study applied a structurally hypothesized model that was drawn from the TPB to collect data for the constructs. Using a cross-sectional survey after the WIL experiences of the students, we collected data from technology education undergraduates (N = 214) in their final academic year from universities in Nigeria.Findings With structural equation modeling, the study found that WIL is directly associated with JSI, PBC, SBN and PAT. In line with the tenets of the TPB, simple mediation models were supported about the influence of WIL on JSI via PBC and PAT discretely but not via SBN. Further, the results support two paths of serial mediation models, indicating sequential indirect links between WIL and JSI via SBN and PBC, as well as via SBN and PAT.Research limitations/implications Our findings have implications for higher education practitioners, industry experts and employers of labor.Originality/value Although extant literature has relatively shown that WIL impacts employability skills, this study has remarkably shown the WIL-JSI nexuses within the variables of TPB.
{"title":"Higher technology education and industry interface: how the theory of planned behavior applies in student work-integrated learning and job search intention link","authors":"S. O. Chukwuedo, Anthony Osinachi Okorafor, Ikechukwu Chidiebere Odogwu, F. N. Nnajiofor","doi":"10.1108/heswbl-06-2023-0141","DOIUrl":"https://doi.org/10.1108/heswbl-06-2023-0141","url":null,"abstract":"Purpose Within the umbrella of technology and vocational education (TVET), technology or technical education in higher institutions of learning is obligated to produce the required manpower needed in the industry. Thus, it is pertinent to explore the interaction between the industry and higher education students. Drawing on the tenets of theory of planned behavior (TPB), this study offers valuable insights into the nomological networks of work-integrated learning (WIL), perceived behavioral control (PBC), subjective norm (SBN), personal attitude (PAT) and job search intention (JSI).Design/methodology/approach The study applied a structurally hypothesized model that was drawn from the TPB to collect data for the constructs. Using a cross-sectional survey after the WIL experiences of the students, we collected data from technology education undergraduates (N = 214) in their final academic year from universities in Nigeria.Findings With structural equation modeling, the study found that WIL is directly associated with JSI, PBC, SBN and PAT. In line with the tenets of the TPB, simple mediation models were supported about the influence of WIL on JSI via PBC and PAT discretely but not via SBN. Further, the results support two paths of serial mediation models, indicating sequential indirect links between WIL and JSI via SBN and PBC, as well as via SBN and PAT.Research limitations/implications Our findings have implications for higher education practitioners, industry experts and employers of labor.Originality/value Although extant literature has relatively shown that WIL impacts employability skills, this study has remarkably shown the WIL-JSI nexuses within the variables of TPB.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":" 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140684692","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：