Pub Date : 2024-01-22DOI: 10.21153/jtlge2024vol15no1art1788
Nadia Ferreira, M. Coetzee, I. Potgieter
In the current fast-paced digital work environment, it has become crucial for individuals to cultivate a deep understanding of the constantly changing nature of the job market. With jobs and career paths becoming increasingly indistinct and unpredictable, developing awareness of the digital work world is more important than ever. This research empirically investigated the degree to which the world of work readiness and competency of distance learning students could serve as predictors for their digital work world awareness. Data were collected from (N = 486) full-time employed undergraduate students at a comprehensive South African distance learning institution. Regression analysis and structural equation modelling were used in the cross-sectional, quantitative study. The study emphasised the significance of developing job certitude, business ingenuity and socio-digital agility as part of students’ career development learning to improve their awareness of the digital work environment. The study enhanced comprehension of the implicit function of students’ work readiness and competency in relation to significant digital-era awareness.
{"title":"Predicting students’ work world awareness through their readiness and competency for the digital world","authors":"Nadia Ferreira, M. Coetzee, I. Potgieter","doi":"10.21153/jtlge2024vol15no1art1788","DOIUrl":"https://doi.org/10.21153/jtlge2024vol15no1art1788","url":null,"abstract":"In the current fast-paced digital work environment, it has become crucial for individuals to cultivate a deep understanding of the constantly changing nature of the job market. With jobs and career paths becoming increasingly indistinct and unpredictable, developing awareness of the digital work world is more important than ever. This research empirically investigated the degree to which the world of work readiness and competency of distance learning students could serve as predictors for their digital work world awareness. Data were collected from (N = 486) full-time employed undergraduate students at a comprehensive South African distance learning institution. Regression analysis and structural equation modelling were used in the cross-sectional, quantitative study. The study emphasised the significance of developing job certitude, business ingenuity and socio-digital agility as part of students’ career development learning to improve their awareness of the digital work environment. The study enhanced comprehension of the implicit function of students’ work readiness and competency in relation to significant digital-era awareness.","PeriodicalId":502949,"journal":{"name":"Journal of Teaching and Learning for Graduate Employability","volume":"34 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139608793","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 : 2024-01-22DOI: 10.21153/jtlge2024vol15no1art1717
Lauren Carpenter, Sophie Hubbard, Nicole Scout Basinski, Susan Rowland
Concerns have been raised about the employability of Science graduates, however undergraduate Science curricula rarely focus on building employability. Our goal is to harness existing Science-focused curricula to improve Science graduate employability. In this study we asked whether students could identify learning of employability literacies from their experiences in undergraduate Science courses that do not explicitly teach employability literacies. To address these questions, we employed a short reflective activity in three large first year courses; these courses focused on scientific content and processes, and did not include employability modules. We asked students to choose an employability literacy from a menu and describe how components of the course prompted them to develop this literacy. Students chose a wide variety of literacies and linked their development to multiple aspects of their course experience. They also consistently indicated they had achieved multiple literacies from their course. Course coordinators highlighted the strength-based quality of the reflections, which differed from the usual course evaluation comments given by students. Coordinators who used the reflection activity in the first year were eager to continue in subsequent semesters and years. This mechanism gives students and staff the opportunity to understand the wide and varied opportunities for employability skill development that already exist in undergraduate Science courses. The approach does not require course teaching amendments or student skill-building instruction. This study shows that students can achieve multiple employability literacies from early-year courses, and raises new possibilities around how we can boost students’ understanding and development of their employability.
{"title":"Science students develop multiple employability literacies from large, early-year courses without employability modules","authors":"Lauren Carpenter, Sophie Hubbard, Nicole Scout Basinski, Susan Rowland","doi":"10.21153/jtlge2024vol15no1art1717","DOIUrl":"https://doi.org/10.21153/jtlge2024vol15no1art1717","url":null,"abstract":"Concerns have been raised about the employability of Science graduates, however undergraduate Science curricula rarely focus on building employability. Our goal is to harness existing Science-focused curricula to improve Science graduate employability. In this study we asked whether students could identify learning of employability literacies from their experiences in undergraduate Science courses that do not explicitly teach employability literacies. To address these questions, we employed a short reflective activity in three large first year courses; these courses focused on scientific content and processes, and did not include employability modules. We asked students to choose an employability literacy from a menu and describe how components of the course prompted them to develop this literacy. Students chose a wide variety of literacies and linked their development to multiple aspects of their course experience. They also consistently indicated they had achieved multiple literacies from their course. Course coordinators highlighted the strength-based quality of the reflections, which differed from the usual course evaluation comments given by students. Coordinators who used the reflection activity in the first year were eager to continue in subsequent semesters and years. This mechanism gives students and staff the opportunity to understand the wide and varied opportunities for employability skill development that already exist in undergraduate Science courses. The approach does not require course teaching amendments or student skill-building instruction. This study shows that students can achieve multiple employability literacies from early-year courses, and raises new possibilities around how we can boost students’ understanding and development of their employability.","PeriodicalId":502949,"journal":{"name":"Journal of Teaching and Learning for Graduate Employability","volume":"16 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139607772","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 : 2024-01-16DOI: 10.21153/jtlge2024vol15no1art1750
B. Geressu, Zewdu Teshome Woldesemayat
The need for competent and qualified trainers is of paramount importance for an effective technical training system that, in turn, helps to produce competent and employable graduates for the country’s economy. The purpose of this study is to investigate the effects of trainers' competence on the employability of polytechnic college graduates in Dire Dawa. The study employed a descriptive-correlational-explanatory research design with a quantitative research method. The sample for quantitative data consisted of 351 randomly selected graduates, trainees, trainers, and administrators. Both descriptive and inferential statistics were used to analyse the data. The findings revealed that trainers’ competence was positively correlated with graduates' employability. Specifically, predictors such as knowledge-related competence, assessment-related competence, skill-related competence, and managerial competence were found to have significant and positive effects on the employability of polytechnic college graduates in Dire Dawa. Therefore, the study recommends that the Dire Dawa city Labour Skill and Technology Development Bureau and Polytechnic colleges should give greater emphasis on improving trainers’ competence, which in turn enhances the employability of graduates.
{"title":"The effects of trainers’ competence on employability of government polytechnic college graduates in Dire Dawa City, east-central Ethiopia","authors":"B. Geressu, Zewdu Teshome Woldesemayat","doi":"10.21153/jtlge2024vol15no1art1750","DOIUrl":"https://doi.org/10.21153/jtlge2024vol15no1art1750","url":null,"abstract":"The need for competent and qualified trainers is of paramount importance for an effective technical training system that, in turn, helps to produce competent and employable graduates for the country’s economy. The purpose of this study is to investigate the effects of trainers' competence on the employability of polytechnic college graduates in Dire Dawa. The study employed a descriptive-correlational-explanatory research design with a quantitative research method. The sample for quantitative data consisted of 351 randomly selected graduates, trainees, trainers, and administrators. Both descriptive and inferential statistics were used to analyse the data. The findings revealed that trainers’ competence was positively correlated with graduates' employability. Specifically, predictors such as knowledge-related competence, assessment-related competence, skill-related competence, and managerial competence were found to have significant and positive effects on the employability of polytechnic college graduates in Dire Dawa. Therefore, the study recommends that the Dire Dawa city Labour Skill and Technology Development Bureau and Polytechnic colleges should give greater emphasis on improving trainers’ competence, which in turn enhances the employability of graduates.","PeriodicalId":502949,"journal":{"name":"Journal of Teaching and Learning for Graduate Employability","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139618568","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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