Pub Date : 2022-01-04DOI: 10.1080/14480220.2021.2018018
R. Fisher, Harry Leder
ABSTRACT In 2018, the New Zealand Qualifications Authority amended its regulatory framework in order to formally recognise micro-credentials. The rules provide a definition, credit value limits, and permission to publish on the NZQA website. The rules apply to Tertiary Education Organisations, leaving universities to establish their own micro-credential recognition schemes. There is provision in the rules for international providers, and non-TEO providers working within New Zealand, to seek equivalency for other micro-credentials. A non-doctrinal policy law framework was adopted to assess the adoption of micro-credentials by the NZQA. It included establishing a timeline of vocational education reform, reviewing currently registered micro-credentials, and identifying unresolved issues that may impact upon their future uptake in New Zealand. They include concerns about disaggregation of qualifications, avoidance of unnecessary replication of learning, and managing expectations about the future recognition and valuation of micro-credentials.
{"title":"An assessment of micro-credentials in New Zealand vocational education","authors":"R. Fisher, Harry Leder","doi":"10.1080/14480220.2021.2018018","DOIUrl":"https://doi.org/10.1080/14480220.2021.2018018","url":null,"abstract":"ABSTRACT In 2018, the New Zealand Qualifications Authority amended its regulatory framework in order to formally recognise micro-credentials. The rules provide a definition, credit value limits, and permission to publish on the NZQA website. The rules apply to Tertiary Education Organisations, leaving universities to establish their own micro-credential recognition schemes. There is provision in the rules for international providers, and non-TEO providers working within New Zealand, to seek equivalency for other micro-credentials. A non-doctrinal policy law framework was adopted to assess the adoption of micro-credentials by the NZQA. It included establishing a timeline of vocational education reform, reviewing currently registered micro-credentials, and identifying unresolved issues that may impact upon their future uptake in New Zealand. They include concerns about disaggregation of qualifications, avoidance of unnecessary replication of learning, and managing expectations about the future recognition and valuation of micro-credentials.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48141785","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 : 2021-12-21DOI: 10.1080/14480220.2021.2011372
A. Rahman, Abu Bockarie
ABSTRACT Most organizations view training and development as a fundamental part of human resource development. While training and development aim at changing the knowledge, skills, and attitudes of a trainee resulting in a positive change in behaviour, transfer of training is deemed as a major problem in the transfer of knowledge, skills, and attitudes from a training to a job. Researchers, practitioners, and academics have believed for more than three decades that the transfer of training is only 20 to 30%. Numerous studies are conducted to find the reasons for such a low rate of transfer of training. To better understand the low rate of transfer of training and its relationship with context, this study features survey questionnaires and semi-structured interviews with the employees of eight media organizations of Pakistan. The primary research question is: What contextual factors influenced transfer of training by trainees back to their jobs before, during and after training?
{"title":"Exploring contextual factors affecting transfer of training in vocational training of media employees in Pakistan","authors":"A. Rahman, Abu Bockarie","doi":"10.1080/14480220.2021.2011372","DOIUrl":"https://doi.org/10.1080/14480220.2021.2011372","url":null,"abstract":"ABSTRACT Most organizations view training and development as a fundamental part of human resource development. While training and development aim at changing the knowledge, skills, and attitudes of a trainee resulting in a positive change in behaviour, transfer of training is deemed as a major problem in the transfer of knowledge, skills, and attitudes from a training to a job. Researchers, practitioners, and academics have believed for more than three decades that the transfer of training is only 20 to 30%. Numerous studies are conducted to find the reasons for such a low rate of transfer of training. To better understand the low rate of transfer of training and its relationship with context, this study features survey questionnaires and semi-structured interviews with the employees of eight media organizations of Pakistan. The primary research question is: What contextual factors influenced transfer of training by trainees back to their jobs before, during and after training?","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47322528","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 : 2021-11-02DOI: 10.1080/14480220.2021.1991834
Muhammad Qamar Zia, M. Naveed, Asif Iqbal, Shagufta Ghauri
ABSTRACT Confronted with the rapid technological changes and increased global competition, training of employees now focused on self-directed development (SDD). Despite the recognition of self-directed development, only few empirical studies have investigated the combined relationship of both predictors and outcomes simultaneously. This research attempted to develop and test a conceptual model of SDD, which includes both individual and contextual factors as predictors and outcomes, following an input–process–output perspective. The model was validated through SEM analysis from a sample of 383 working business students. In general, results indicate that SDD is a mix of both individual and contextual factors that lead to positive outcomes. The findings offer new insights into the way organizations can improve employee development through SDD. However, unexpected findings were also noted. Job autonomy has an insignificant relationship, whereas empowerment and proactive personality were weakly associated with SDD.
{"title":"Predictors and outcomes of self-directed development: an investigation of individual and contextual factors","authors":"Muhammad Qamar Zia, M. Naveed, Asif Iqbal, Shagufta Ghauri","doi":"10.1080/14480220.2021.1991834","DOIUrl":"https://doi.org/10.1080/14480220.2021.1991834","url":null,"abstract":"ABSTRACT Confronted with the rapid technological changes and increased global competition, training of employees now focused on self-directed development (SDD). Despite the recognition of self-directed development, only few empirical studies have investigated the combined relationship of both predictors and outcomes simultaneously. This research attempted to develop and test a conceptual model of SDD, which includes both individual and contextual factors as predictors and outcomes, following an input–process–output perspective. The model was validated through SEM analysis from a sample of 383 working business students. In general, results indicate that SDD is a mix of both individual and contextual factors that lead to positive outcomes. The findings offer new insights into the way organizations can improve employee development through SDD. However, unexpected findings were also noted. Job autonomy has an insignificant relationship, whereas empowerment and proactive personality were weakly associated with SDD.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41953016","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 : 2021-10-29DOI: 10.1080/14480220.2021.1990105
Olivia Fachrunnisa, Aldizard Gani, N. Nurhidayati, Ardian Adhiatma
ABSTRACT Training is one of the most important activities in human resource management. Training aims at improving employees’ levels of skills and knowledge. Hence, certain types of training can be implemented for specific purposes. In this research, we introduce the concept of talent-based training. This form of training is expected to improve employees’ cognitive thinking and in turn, assist with cognitive engagement. Cognitive engagement is how employees and employers interrelate through participating in exchanging ideas and knowledge to solve organizational problems. This research seeks to analyse the concept of cognitive engagement as an outcome of talent-based training to improve individual performance. 150 employees from manufacturing companies participated in the study. Data was analysed using regression analysis. The results show that talent-based training and perceived organizational support relate positively to cognitive engagement and enhances individual performance.
{"title":"Cognitive engagement: a result of talent-based training to improve individual performance","authors":"Olivia Fachrunnisa, Aldizard Gani, N. Nurhidayati, Ardian Adhiatma","doi":"10.1080/14480220.2021.1990105","DOIUrl":"https://doi.org/10.1080/14480220.2021.1990105","url":null,"abstract":"ABSTRACT Training is one of the most important activities in human resource management. Training aims at improving employees’ levels of skills and knowledge. Hence, certain types of training can be implemented for specific purposes. In this research, we introduce the concept of talent-based training. This form of training is expected to improve employees’ cognitive thinking and in turn, assist with cognitive engagement. Cognitive engagement is how employees and employers interrelate through participating in exchanging ideas and knowledge to solve organizational problems. This research seeks to analyse the concept of cognitive engagement as an outcome of talent-based training to improve individual performance. 150 employees from manufacturing companies participated in the study. Data was analysed using regression analysis. The results show that talent-based training and perceived organizational support relate positively to cognitive engagement and enhances individual performance.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42916505","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 : 2021-10-25DOI: 10.1080/14480220.2021.1989012
H. Omeje, B. Ogwo
ABSTRACT The purpose of this study was to investigate the effect of fixed vs floating facilitator approaches of Problem-Based Learning (PBL) on students’ achievement and interest in Elementary Structural Design (ESD). The design was quasi-experimental with a pretest-posttest nonequivalent 2 × 2 factorial design. The participants (78) were randomized to treatment conditions. The researchers conducted a repeated-measures analysis of variance and univariate analysis of variance to compare changes across the treatment groups. Results show that using the fixed facilitator model of PBL approaches is more effective in improving students’ achievement, while both models increase students’ interest in elementary structural design (ESD). Also, the study revealed that there was no influence attributable to gender on students’ achievement and interest in ESD. Hence, the fixed facilitator instructional model was advocated for technical teachers to foster students’ achievement and interest in ESD in Nigeria.
{"title":"Students Achievement and Interest in Elementary Structural Design: The Fixed Vs Floating Facilitator Approaches of Problem Based Learning","authors":"H. Omeje, B. Ogwo","doi":"10.1080/14480220.2021.1989012","DOIUrl":"https://doi.org/10.1080/14480220.2021.1989012","url":null,"abstract":"ABSTRACT The purpose of this study was to investigate the effect of fixed vs floating facilitator approaches of Problem-Based Learning (PBL) on students’ achievement and interest in Elementary Structural Design (ESD). The design was quasi-experimental with a pretest-posttest nonequivalent 2 × 2 factorial design. The participants (78) were randomized to treatment conditions. The researchers conducted a repeated-measures analysis of variance and univariate analysis of variance to compare changes across the treatment groups. Results show that using the fixed facilitator model of PBL approaches is more effective in improving students’ achievement, while both models increase students’ interest in elementary structural design (ESD). Also, the study revealed that there was no influence attributable to gender on students’ achievement and interest in ESD. Hence, the fixed facilitator instructional model was advocated for technical teachers to foster students’ achievement and interest in ESD in Nigeria.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43182980","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 : 2021-10-21DOI: 10.1080/14480220.2021.1990106
Norman Rudhumbu
ABSTRACT The study sought to establish challenges faced, strategies used as well as opportunities available for the effective implementation of the technical and vocational education and training (TVET) curriculum in colleges in Botswana. Results showed that there are no significant differences in the way curriculum is implemented in public and private TVET colleges. Results further showed that curriculum implementation by TVET lecturers is significantly influenced by the microsystem, mesosystem and exosystem factors and that the implementation is mostly done through the use of lecturer-centered teaching strategies. A number of challenges that affect the effective implementation of the curriculum were identified. Efforts by government to facilitate synergies between TVET colleges and industry hence opening up more sources of funding, and possibilities for skills development and exchange between industry and colleges were opportunities identified that could potentially enhance the implementation of the TVET curriculum. PRACTICAL IMPLICATIONS OF THE STUDY The effective implementation of the TVET curriculum is critical in enabling the development in students of the right knowledge and skill sets that will enable them to be competitive in the labour market. This study therefore contributes to the body of knowledge with regard to how curriculum can be effectively implemented in TVET colleges. With regard to practice, the study is an eye opener in terms of the teaching strategies that need to be used to enhance the implementation of the curriculum in TVET colleges. With regard to policy (on the part of government), the study advises the government to come up with more flexible policies that allow the TVET colleges to implement the curriculum using more flexible models, such as the modification model rather than the fidelity model as is currently obtaining. Also, in terms of future research, researchers could focus on the issue of how synergies between TVET colleges and industry could be successfully established since funding is one of the issues that affect effective implementation of the TVET curricula in TVET colleges.
{"title":"Implementation of the technical and vocational education and training curriculum in colleges in Botswana: challenges, strategies and opportunities","authors":"Norman Rudhumbu","doi":"10.1080/14480220.2021.1990106","DOIUrl":"https://doi.org/10.1080/14480220.2021.1990106","url":null,"abstract":"ABSTRACT The study sought to establish challenges faced, strategies used as well as opportunities available for the effective implementation of the technical and vocational education and training (TVET) curriculum in colleges in Botswana. Results showed that there are no significant differences in the way curriculum is implemented in public and private TVET colleges. Results further showed that curriculum implementation by TVET lecturers is significantly influenced by the microsystem, mesosystem and exosystem factors and that the implementation is mostly done through the use of lecturer-centered teaching strategies. A number of challenges that affect the effective implementation of the curriculum were identified. Efforts by government to facilitate synergies between TVET colleges and industry hence opening up more sources of funding, and possibilities for skills development and exchange between industry and colleges were opportunities identified that could potentially enhance the implementation of the TVET curriculum. PRACTICAL IMPLICATIONS OF THE STUDY The effective implementation of the TVET curriculum is critical in enabling the development in students of the right knowledge and skill sets that will enable them to be competitive in the labour market. This study therefore contributes to the body of knowledge with regard to how curriculum can be effectively implemented in TVET colleges. With regard to practice, the study is an eye opener in terms of the teaching strategies that need to be used to enhance the implementation of the curriculum in TVET colleges. With regard to policy (on the part of government), the study advises the government to come up with more flexible policies that allow the TVET colleges to implement the curriculum using more flexible models, such as the modification model rather than the fidelity model as is currently obtaining. Also, in terms of future research, researchers could focus on the issue of how synergies between TVET colleges and industry could be successfully established since funding is one of the issues that affect effective implementation of the TVET curricula in TVET colleges.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45321749","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 : 2021-09-27DOI: 10.1080/14480220.2021.1979623
Ann-Britt Enochsson, Nina Kilbrink, A. Andersén, Annica Ådefors
ABSTRACT Digital technology has been found useful in bridging the gap between school and work placements. In earlier studies we have interviewed vocational teachers with creative ideas on addressing this issue, but they encountered obstacles and could not always proceed as they wanted. The aim of this study is to provide a deeper understanding of the obstacles encountered by Swedish vocational teachers when using digital technology to bridge the gap between school and work placements. The study is based on a theoretical understanding of teacher agency, and also presents a hierarchical model developed from our research. Ten in-depth interviews were conducted with five purposively selected vocational teachers. The teachers provided detailed examples of a range of problems stemming from structural, cultural and material aspects, and how these problems forced them to take steps backwards when trying to develop their teaching practices.
{"title":"Obstacles to progress: Swedish vocational teachers using digital technology to connect school and workplaces","authors":"Ann-Britt Enochsson, Nina Kilbrink, A. Andersén, Annica Ådefors","doi":"10.1080/14480220.2021.1979623","DOIUrl":"https://doi.org/10.1080/14480220.2021.1979623","url":null,"abstract":"ABSTRACT Digital technology has been found useful in bridging the gap between school and work placements. In earlier studies we have interviewed vocational teachers with creative ideas on addressing this issue, but they encountered obstacles and could not always proceed as they wanted. The aim of this study is to provide a deeper understanding of the obstacles encountered by Swedish vocational teachers when using digital technology to bridge the gap between school and work placements. The study is based on a theoretical understanding of teacher agency, and also presents a hierarchical model developed from our research. Ten in-depth interviews were conducted with five purposively selected vocational teachers. The teachers provided detailed examples of a range of problems stemming from structural, cultural and material aspects, and how these problems forced them to take steps backwards when trying to develop their teaching practices.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43440412","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 : 2021-09-01DOI: 10.1080/14480220.2021.1974524
A. H. Le, S. Billett
ABSTRACT Both government reports and academic literature concur in claiming that the low standing of vocational education and training (VET) and the occupations it serves in the community is a major problem for increasing the engagement in this educational sector in an era of high aspiration. An initial analysis from a project capturing school students, school teachers and parents’ perspectives of what informs young people’s post-school choices found parents and teachers were key. Yet they often lacked informed and impartial exposure to or advice about VET and the occupations it serves. To identify whether this lack of familiarity was a key basis for shaping decision-making away from VET, a further analysis was undertaken drawing on the perspectives of vocational educators. That analysis showed, however, that exposure to VET and the occupations it serves does not, of itself, mean that the person providing advice is any more informed about or inherently encouraging of young people to engage in VET. Instead, vocational educators’ perspectives were more aligned with those of school teachers and parents of school-aged children than those of school students. The key finding here is that rather than relying upon the contributions that arise to engagement with familiars (i.e. parents and teachers), a process approach is required to provide impartial and comprehensive advice about and experiences with diverse post-school pathways and occupations to young people and to have mechanisms that allow their capacities, interests, and aspirations to be engaged with this advice.
{"title":"Shaping young people’s decisions about post-school pathways: societal sentiments versus informed perspectives","authors":"A. H. Le, S. Billett","doi":"10.1080/14480220.2021.1974524","DOIUrl":"https://doi.org/10.1080/14480220.2021.1974524","url":null,"abstract":"ABSTRACT Both government reports and academic literature concur in claiming that the low standing of vocational education and training (VET) and the occupations it serves in the community is a major problem for increasing the engagement in this educational sector in an era of high aspiration. An initial analysis from a project capturing school students, school teachers and parents’ perspectives of what informs young people’s post-school choices found parents and teachers were key. Yet they often lacked informed and impartial exposure to or advice about VET and the occupations it serves. To identify whether this lack of familiarity was a key basis for shaping decision-making away from VET, a further analysis was undertaken drawing on the perspectives of vocational educators. That analysis showed, however, that exposure to VET and the occupations it serves does not, of itself, mean that the person providing advice is any more informed about or inherently encouraging of young people to engage in VET. Instead, vocational educators’ perspectives were more aligned with those of school teachers and parents of school-aged children than those of school students. The key finding here is that rather than relying upon the contributions that arise to engagement with familiars (i.e. parents and teachers), a process approach is required to provide impartial and comprehensive advice about and experiences with diverse post-school pathways and occupations to young people and to have mechanisms that allow their capacities, interests, and aspirations to be engaged with this advice.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43650704","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 : 2021-08-12DOI: 10.1080/14480220.2021.1965904
U. C. Okolie, Beth N. Oluka, F. Oluwayemisi, Beatrice Adanna Achilike, Chucks Marcel Ezemoyih
ABSTRACT This study adopts exploratory qualitative research to explore the experiences of a vocational education and training (VET) teacher and 36 first-year VET undergraduate students in a Nigerian public university as they engaged in collaborative learning (CL) tasks for a period of 14 weeks academic semester. A thematic analysis of observations and interactions, field notes and semi-structured interviews revealed four main CL practices adopted by the VET teacher to overcome obstacles to effective student collaboration. Linked to Vygotsky’s sociocultural theory, these strategies include VET teacher’s responsibility in facilitating students’ learning, making tasks more challenging and participatory, learning to accept all ideas and co-work, and resistance to friendship groups. The findings of the present study have theoretical and practical implications for VET teachers, administrators and policymakers who may be working towards improving the CL practices in VET.
{"title":"Overcoming obstacles to collaborative learning practices: a study of student learning in higher education-based vocational education and training","authors":"U. C. Okolie, Beth N. Oluka, F. Oluwayemisi, Beatrice Adanna Achilike, Chucks Marcel Ezemoyih","doi":"10.1080/14480220.2021.1965904","DOIUrl":"https://doi.org/10.1080/14480220.2021.1965904","url":null,"abstract":"ABSTRACT This study adopts exploratory qualitative research to explore the experiences of a vocational education and training (VET) teacher and 36 first-year VET undergraduate students in a Nigerian public university as they engaged in collaborative learning (CL) tasks for a period of 14 weeks academic semester. A thematic analysis of observations and interactions, field notes and semi-structured interviews revealed four main CL practices adopted by the VET teacher to overcome obstacles to effective student collaboration. Linked to Vygotsky’s sociocultural theory, these strategies include VET teacher’s responsibility in facilitating students’ learning, making tasks more challenging and participatory, learning to accept all ideas and co-work, and resistance to friendship groups. The findings of the present study have theoretical and practical implications for VET teachers, administrators and policymakers who may be working towards improving the CL practices in VET.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46858674","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 : 2021-08-12DOI: 10.1080/14480220.2021.1965903
Goudarz Alibakhshi, Behzad Nezakatgoo, A. Bahremand
ABSTRACT Assessing language learners’ needs has been abundantly studied by a large number of researchers interested in English for Specific Purposes (ESP) and Needs Analysis (NA). However, task-based language needs of the students of marine (maritime) engineering have not been well-investigated, to the date. A qualitative research method was used. We collected the data through structured interviews with 20 participants selected through purposive sampling. The findings revealed that 17 tasks are needed by the students of marine engineering at the present situation. Moreover, 24 task-based language needs are mostly done by marine engineering students in the target situation. To conclude, maritime engineering students need to be proficient in receptive and productive language skills to accomplish required tasks in present academic and target situations. ESP educators, university administrators, and the other stakeholders, policymakers and administrators of marine engineering can employ the findings to improve the maritime students and stakeholders’ English proficiency.
{"title":"Assessing the task based language needs for students of marine engineering","authors":"Goudarz Alibakhshi, Behzad Nezakatgoo, A. Bahremand","doi":"10.1080/14480220.2021.1965903","DOIUrl":"https://doi.org/10.1080/14480220.2021.1965903","url":null,"abstract":"ABSTRACT Assessing language learners’ needs has been abundantly studied by a large number of researchers interested in English for Specific Purposes (ESP) and Needs Analysis (NA). However, task-based language needs of the students of marine (maritime) engineering have not been well-investigated, to the date. A qualitative research method was used. We collected the data through structured interviews with 20 participants selected through purposive sampling. The findings revealed that 17 tasks are needed by the students of marine engineering at the present situation. Moreover, 24 task-based language needs are mostly done by marine engineering students in the target situation. To conclude, maritime engineering students need to be proficient in receptive and productive language skills to accomplish required tasks in present academic and target situations. ESP educators, university administrators, and the other stakeholders, policymakers and administrators of marine engineering can employ the findings to improve the maritime students and stakeholders’ English proficiency.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48750581","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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