行业经验会影响可迁移技能教学吗?对教师发展和文化理论的启示

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Innovative Higher Education Pub Date : 2024-04-10 DOI:10.1007/s10755-023-09692-3
Matthew T. Hora, Changhee Lee
{"title":"行业经验会影响可迁移技能教学吗?对教师发展和文化理论的启示","authors":"Matthew T. Hora, Changhee Lee","doi":"10.1007/s10755-023-09692-3","DOIUrl":null,"url":null,"abstract":"<p>A major focus of innovation in higher education today is to improve faculty teaching, especially their focus on students’ career readiness and acquisition of workplace-relevant communication and teamwork competencies (i.e., transferable skills). Some contend that such instruction is best achieved through hiring faculty with prior work experience in industry, where the “culture” is preferable to academia where practical skills and career guidance are undervalued. However, little research exists on the topic and in this study we draw on person-centered views of culture to conceptualize industry experience as a form of cultural knowledge (i.e., cultural scripts) that can travel with a person (or not) over time and space. Using a mixed methods design where we gathered survey (n = 1,140) and interview (n = 89) data from STEMM faculty, we used thematic and HLM techniques to explore the relationships among industry experience, various situational factors, and transferable skills instruction. Results show that while most had industry experience (76.2%), transferable skills are rarely emphasized, a variety of individual (e.g., race) and institutional (e.g., discipline) factors are associated with transferable skills instruction, and that industry experience provides both generalized and specific cultural scripts for career- and skills-oriented teaching. We conclude that instead of promoting skills-focused instructional innovations via hiring policies that assume the value of one institutional culture over another, it is more useful and respectful (to faculty) to teach industry-based cultural knowledge via faculty development programming in a way similar to work-integrated learning (WIL) and communication in the disciplines (CID) initiatives.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"10 1","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Does Industry Experience Influence Transferable Skills Instruction? Implications for Faculty Development and Culture Theory\",\"authors\":\"Matthew T. Hora, Changhee Lee\",\"doi\":\"10.1007/s10755-023-09692-3\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>A major focus of innovation in higher education today is to improve faculty teaching, especially their focus on students’ career readiness and acquisition of workplace-relevant communication and teamwork competencies (i.e., transferable skills). Some contend that such instruction is best achieved through hiring faculty with prior work experience in industry, where the “culture” is preferable to academia where practical skills and career guidance are undervalued. However, little research exists on the topic and in this study we draw on person-centered views of culture to conceptualize industry experience as a form of cultural knowledge (i.e., cultural scripts) that can travel with a person (or not) over time and space. Using a mixed methods design where we gathered survey (n = 1,140) and interview (n = 89) data from STEMM faculty, we used thematic and HLM techniques to explore the relationships among industry experience, various situational factors, and transferable skills instruction. Results show that while most had industry experience (76.2%), transferable skills are rarely emphasized, a variety of individual (e.g., race) and institutional (e.g., discipline) factors are associated with transferable skills instruction, and that industry experience provides both generalized and specific cultural scripts for career- and skills-oriented teaching. We conclude that instead of promoting skills-focused instructional innovations via hiring policies that assume the value of one institutional culture over another, it is more useful and respectful (to faculty) to teach industry-based cultural knowledge via faculty development programming in a way similar to work-integrated learning (WIL) and communication in the disciplines (CID) initiatives.</p>\",\"PeriodicalId\":47065,\"journal\":{\"name\":\"Innovative Higher Education\",\"volume\":\"10 1\",\"pages\":\"\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-04-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Innovative Higher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s10755-023-09692-3\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Innovative Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s10755-023-09692-3","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

当今高等教育创新的一个主要重点是提高教师的教学水平,尤其是注重学生的就业准备和掌握与工作场所相关的沟通和团队合作能力(即可迁移技能)。有些人认为,实现这种教学的最佳途径是聘用曾在企业工作过的教师,因为企业的 "文化 "优于学术界,因为学术界的实用技能和职业指导被低估了。在本研究中,我们借鉴了以人为本的文化观,将行业经验概念化为一种文化知识(即文化脚本),它可以随人(或不随人)穿越时空。我们采用混合方法设计,收集了来自 STEMM 学院教师的调查(n = 1,140)和访谈(n = 89)数据,并使用主题和 HLM 技术探讨了行业经验、各种情境因素和可迁移技能教学之间的关系。结果显示,虽然大多数人都有行业经验(76.2%),但可迁移技能很少得到强调,各种个人(如种族)和机构(如学科)因素与可迁移技能教学相关,行业经验为职业和技能导向教学提供了普遍和具体的文化脚本。我们的结论是,与其通过假定一种机构文化比另一种机构文化更有价值的招聘政策来促进以技能为重点的教学创新,不如通过教师发展计划来传授基于行业的文化知识,这种方式类似于工作综合学习(WIL)和学科交流(CID)计划,对教师来说更有用,也更受尊重。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Does Industry Experience Influence Transferable Skills Instruction? Implications for Faculty Development and Culture Theory

A major focus of innovation in higher education today is to improve faculty teaching, especially their focus on students’ career readiness and acquisition of workplace-relevant communication and teamwork competencies (i.e., transferable skills). Some contend that such instruction is best achieved through hiring faculty with prior work experience in industry, where the “culture” is preferable to academia where practical skills and career guidance are undervalued. However, little research exists on the topic and in this study we draw on person-centered views of culture to conceptualize industry experience as a form of cultural knowledge (i.e., cultural scripts) that can travel with a person (or not) over time and space. Using a mixed methods design where we gathered survey (n = 1,140) and interview (n = 89) data from STEMM faculty, we used thematic and HLM techniques to explore the relationships among industry experience, various situational factors, and transferable skills instruction. Results show that while most had industry experience (76.2%), transferable skills are rarely emphasized, a variety of individual (e.g., race) and institutional (e.g., discipline) factors are associated with transferable skills instruction, and that industry experience provides both generalized and specific cultural scripts for career- and skills-oriented teaching. We conclude that instead of promoting skills-focused instructional innovations via hiring policies that assume the value of one institutional culture over another, it is more useful and respectful (to faculty) to teach industry-based cultural knowledge via faculty development programming in a way similar to work-integrated learning (WIL) and communication in the disciplines (CID) initiatives.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Innovative Higher Education
Innovative Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
9.10%
发文量
46
期刊介绍: Innovative Higher Education is a refereed scholarly journal that strives to package fresh ideas in higher education in a straightforward and readable fashion. The four main purposes of Innovative Higher Education are: (1) to present descriptions and evaluations of current innovations and provocative new ideas with relevance for action beyond the immediate context in higher education; (2) to focus on the effect of such innovations on teaching and students; (3) to be open to diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal; and (4) to strike a balance between practice and theory by presenting manuscripts in a readable and scholarly manner to both faculty and administrators in the academic community.
期刊最新文献
Investigating Belonging as a Mediator between Culturally Engaging Campus Environments and Satisfaction Improving Implementation of a Large-Scale Curriculum Redesign: An Innovative Approach to Balancing Fidelity and Agency Postdoctoral Scholars’ Emancipatory Strategies to Socialization through Agency Are Scientists Changing their Research Productivity Classes When They Move Up the Academic Ladder? Leading with Trust: How University Leaders can Foster Innovation with Educational Technology through Organizational Trust
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1