FN Clarivate Analytics Web of Science
VR 1.0
PT J
AU Alamo-Vera, FR
   Hernández-López, L
   Ballesteros-Rodríguez, JL
   De Saá-Pérez, P
AF Rosa Alamo-Vera, Francisca
   Hernandez-Lopez, Lidia
   Luis Ballesteros-Rodriguez, Jose
   De Saa-Perez, Petra
TI Competence Development and Employability Expectations: A Gender
   Perspective of Mobility Programmes in Higher Education
SO ADMINISTRATIVE SCIENCES
LA English
DT Article
DE employability competences; Erasmus+; gender; higher education; mobility
   programmes; tourism
ID STUDENT MOBILITY; TOURISM; IMPACT; INDUSTRY; GAP; PAY
AB This paper analyses the role of study-abroad programmes in higher education by examining how students' participation can foster competence development and employability expectations. Our research focuses on the acquisition of competences through the international mobility programme Erasmus+ of 191 students of an undergraduate programme in tourism, considering the different perceptions of male and female students. Our results confirm that five out of the six competences which students develop through Erasmus+ mobility have a positive and significant influence on their employability expectations. Our findings also confirm that male and female students have different perceptions concerning the influence on their employability expectations of those competences acquired during their experience studying abroad.
C1 [Rosa Alamo-Vera, Francisca; Hernandez-Lopez, Lidia; Luis Ballesteros-Rodriguez, Jose; De Saa-Perez, Petra] Univ Las Palmas Gran Canaria, Fac Econ, Dept Econ & Business Adm, Empresa & Turismo, E-35017 Las Palmas Gran Canaria, Las Palmas, Spain.
C3 Universidad de Las Palmas de Gran Canaria
RP Alamo-Vera, FR (corresponding author), Univ Las Palmas Gran Canaria, Fac Econ, Dept Econ & Business Adm, Empresa & Turismo, E-35017 Las Palmas Gran Canaria, Las Palmas, Spain.
EM francisca.alamo@ulpgc.es; lidiaesther.hernandez@ulpgc.es;
   joseluis.ballesteros@ulpgc.es; petra.desaaperez@ulpgc.es
RI Ballesteros, José Luis/AAY-8614-2020; Álamo-Vera, Francisca
   Rosa/ABB-1160-2020; Ballesteros-Rodríguez, José Luis/AAY-8450-2020; De
   Saá-Pérez, Petra/AAJ-4345-2020
OI Ballesteros-Rodríguez, José Luis/0000-0002-3934-2679; De Saá-Pérez,
   Petra/0000-0002-3945-5454; Alamo-Vera, Francisca
   Rosa/0000-0002-1015-9299
FU Consejeria de Economia, Industria, Comercio y Conocimiento of the
   Government of the Canary Islands [CEI2018-13]; University of Las Palmas
   de Gran Canaria [ULPGC2018-01]
FX This research work has been developed under the framework of the
   Research Project CEI2018-13 funded by the Consejeria de Economia,
   Industria, Comercio y Conocimiento of the Government of the Canary
   Islands, and the Research Project ULPGC2018-01 funded by the University
   of Las Palmas de Gran Canaria.
NR 59
TC 4
Z9 4
U1 2
U2 9
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2076-3387
J9 ADM SCI
JI Adm. Sci.
PD SEP
PY 2020
VL 10
IS 3
AR 74
DI 10.3390/admsci10030074
PG 15
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA OA9XL
UT WOS:000578132000001
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Allen, K
   Finn, K
AF Allen, Kim
   Finn, Kirsty
TI #GirlBossing the university side hustle: Entrepreneurial femininities,
   postfeminism and the veneer of 'female success' in times of crisis
SO EUROPEAN JOURNAL OF CULTURAL STUDIES
LA English
DT Article; Early Access
DE Entrepreneurialism; gender; postfeminism; side hustle; students
ID HIGHER-EDUCATION; POST-FEMINIST; GRADUATE; LABOR; CONSTRUCTIONS;
   DISCOURSES; STUDENTS; GIRLS; WORK; RISK
AB Against a backdrop of the growing crisis in higher education, the economic fallout of the COVID-19 pandemic and a longer-term precaritisation of the youth and graduate labour market, the last 2 years have witnessed an increased visibility and promotion of flexible, entrepreneurial and often digitally mediated forms of self-employment addressed at young women, including the 'side hustle'. With media declarations such as 'the university side hustle has come of age', universities themselves have begun embedding initiatives that seemingly help students launch a 'student side hustle' as they turn passions into entrepreneurial projects. The student side hustle has been advocated as a feasible way of not only supplementing income while studying but also investing in one's future employability in the context of increasingly uncertain graduate outcomes. In this article we connect the emergence of the student side hustle to a broader postfeminist landscape in which (young) women are invited to engage in entrepreneurial self-employment through the promise of 'passionate work', financial autonomy and time-freedom. We demonstrate that in the context of higher education, where women outnumber men and dominate the degree subjects increasingly badged as 'low value' due to declining graduate outcomes, institutional incitements to engage in the student side hustle are distinctly gendered. Crucially, we contend that this framing and promotion of the student side hustle - in which women become the 'poster girls' of entrepreneurialism - works to facilitate and sustain the myths and ideals of postfeminist success while masking the ongoing crises and gendered inequalities that underpin contemporary higher education and the graduate labour market.
C1 [Allen, Kim] Univ Leeds, Social Inequalities, Leeds, England.
   [Finn, Kirsty] Manchester Metropolitan Univ, Decent Work & Prod Res Ctr, Business Sch, Manchester, England.
   [Allen, Kim] Univ Leeds, Leeds LS2 9JT, England.
C3 University of Leeds; Manchester Metropolitan University; University of
   Leeds
RP Allen, K (corresponding author), Univ Leeds, Leeds LS2 9JT, England.
EM k.allen1@leeds.ac.uk
OI Finn, Kirsty/0000-0001-5694-3401
NR 75
TC 0
Z9 0
U1 0
U2 0
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1367-5494
EI 1460-3551
J9 EUR J CULT STUD
JI Eur. J. Cult. Stud.
PD 2023 JUN 5
PY 2023
DI 10.1177/13675494231177160
EA JUN 2023
PG 19
WC Cultural Studies
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Cultural Studies
GA S1SB6
UT WOS:001069028800001
OA hybrid
DA 2024-02-21
ER

PT J
AU Abbonizio, JK
   Ho, SSY
AF Abbonizio, Jessica K.
   Ho, Susie S. Y.
TI Students' Perceptions of Interdisciplinary Coursework: An Australian
   Case Study of the Master of Environment and Sustainability
SO SUSTAINABILITY
LA English
DT Article
DE interdisciplinary education; accessibility; sustainability education;
   student perspectives; postgraduate; STEMM; pedagogy; challenges;
   employability; teamwork
ID ONE-WAY ANALYSIS; INTERPROFESSIONAL EDUCATION; UNDERGRADUATE; READINESS;
   EXPERIENCES; CLASSROOM; PROGRAMS; CONTEXT; ISSUES
AB Over the past decade we have seen a global increase in interdisciplinary sustainability degrees. These degrees are relatively understudied due to their recent emergence. To better understand the challenges and benefits of this type of coursework and learning experience, we must explore students' perspectives. Rarely explored from the student viewpoint are: (1) highly interdisciplinary instruction that transcends more than four disciplines; (2) the potential effect of students' incoming disciplinary background. This case study seized an opportunity to gain insights and perceptions from students across very diverse backgrounds within a shared interdisciplinary program. We surveyed 61 students enrolled in a highly interdisciplinary degree (Master of Environment and Sustainability; Monash University, Melbourne, Australia) and compared responses of students from STEMM, non-STEMM and mixed incoming degrees. Students' specific disciplinary backgrounds were diverse, including physical sciences, engineering, marketing, business, fashion, law and education. We used a mixed methods approach to analyze survey data. The dominant perceived benefits of interdisciplinary training reported were: (1) career relevance; (2) expanded knowledge and perspectives of sustainability issues; (3) confidence in envisioning sustainability solutions. The main perceived challenges reported were potential confusion from rapidly upskilling into new domains and disciplinary jargon. Interestingly, respondents in this case study viewed these challenges as an authentic reflection of professional sustainability practice rather than a pedagogical issue. In line with this, students showed a preference for pedagogical approaches that simulated real world scenarios and developed career skills. Disciplinary background did not generally influence students' views. All students identified similar challenges, benefits and pedagogical preferences, with one difference. Students from mixed prior degrees and non-STEMM disciplines showed a possible trend towards valuing cross-disciplinary teamwork more than those from STEMM backgrounds. Overall, our findings suggest that the diverse student cohort within the highly interdisciplinary sustainability program of this case study generally viewed this mode of education as beneficial, career-relevant and accessible. This case study may additionally encourage interdisciplinary educators from other fields, such as health professions, to also include more diverse domains and student cohorts in their programs.
C1 [Abbonizio, Jessica K.; Ho, Susie S. Y.] Monash Univ, Fac Sci, Biol Sci, Level 1 25 Rainforest Walk,Clayton Campus, Melbourne, Vic 3800, Australia.
C3 Monash University
RP Ho, SSY (corresponding author), Monash Univ, Fac Sci, Biol Sci, Level 1 25 Rainforest Walk,Clayton Campus, Melbourne, Vic 3800, Australia.
EM jabb0003@student.monash.edu; susie.ho@monash.edu
RI Abbonizio, Jessica/AAX-7948-2021; Ho, Susie/IAP-3033-2023
OI Abbonizio, Jessica/0000-0002-5510-0012
NR 80
TC 7
Z9 7
U1 4
U2 26
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD NOV
PY 2020
VL 12
IS 21
AR 8898
DI 10.3390/su12218898
PG 27
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA OR1UJ
UT WOS:000589260900001
OA Green Submitted, gold
DA 2024-02-21
ER

PT J
AU Bell, A
   Bartimote, K
   Dempsey, N
   Mercer-Mapstone, L
   Moran, G
   Tognolini, J
AF Bell, Amani
   Bartimote, Kathryn
   Dempsey, Nora
   Mercer-Mapstone, Lucy
   Moran, Gulwanyang
   Tognolini, Jim
TI Student and educator perspectives on equity and online work integrated
   learning
SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article
DE internships; placements; employability; diversity; virtual work
   integrated learning; remote work integrated learning; qualitative
   research
ID INTERNSHIPS; PLACEMENTS; REMOTE
AB Students from diverse backgrounds report that time pressures, financial responsibilities, caring commitments, and geographic location are barriers to their uptake of work integrated learning (WIL). Through interviews with 32 students and 15 educators who participated in online WIL, we investigated whether online WIL might be one way of overcoming these barriers. Benefits of online WIL for students included employability skills, meaningful work, affordability, and flexibility when coping with health issues. Challenges for students included missing out on workplace interactions, digital access, and finding a private space in which to work. Students from diverse backgrounds were viewed by educators as bringing positive contributions to the workplace. Educators found challenges in giving feedback and not being able to replicate some aspects of in-person workplaces. We conclude with recommendations on how online WIL might be enhanced to better meet the needs of students facing equity issues.
C1 [Bell, Amani; Bartimote, Kathryn; Mercer-Mapstone, Lucy; Moran, Gulwanyang; Tognolini, Jim] Univ Sydney, Sydney, NSW, Australia.
   [Dempsey, Nora] US Dept State, Virtual Student Fed Serv, Washington, DC 20520 USA.
C3 University of Sydney
RP Bell, A (corresponding author), Univ Sydney, Sydney, NSW, Australia.
EM amani.bell@sydney.edu.au
OI Mercer-Mapstone, Lucy/0000-0001-7441-6568
NR 44
TC 0
Z9 0
U1 3
U2 3
PU AUSTRALASIAN SOC COMPUTERS LEARNING TERTIARY EDUCATION-ASCILITE
PI TUGUN
PA UNIT 5, 202 COODE ST, PO BOX 350, TUGUN, 4224, AUSTRALIA
SN 1449-3098
EI 1449-5554
J9 AUSTRALAS J EDUC TEC
JI Australas. J. Educ. Technol.
PY 2022
VL 38
IS 6
BP 185
EP 200
DI 10.14742/ajet.7524
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 7N8SB
UT WOS:000907605300013
OA gold
DA 2024-02-21
ER

PT J
AU O'Neil, S
   Davel, NJ
   Holtzhausen, N
AF O'Neil, Sumari
   Davel, Nadia J.
   Holtzhausen, Natasja
TI A short report of the value of learnerships from an organisational
   stakeholder point of view
SO SA JOURNAL OF HUMAN RESOURCE MANAGEMENT
LA English
DT Article
DE employability; learnerships; training and development; vocational
   training; work-based learning
ID SKILLS DEVELOPMENT; SOUTH-AFRICA; VOCATIONAL-EDUCATION; THEMATIC
   ANALYSIS; EMPLOYABILITY; ENTREPRENEURSHIP; TRANSFORMATION; TEACHERS;
   BARRIERS
AB Orientation: Learnerships has been operationalised in South Africa as part of the National Skills Development Strategy (NSDS). The success of a learnership programme is influenced by stakeholder involvement.Research purpose: This study set out to explore the value of learnerships from an organisational stakeholder point of view. Motivation for the study: The stakeholder theory perspective posits the importance of stakeholders buy-in and involvement in learnership implementation.Research approach/design and method: Semi-structured interviews with three key stakeholders in a specific learnership programme were conducted in 2020. Data were analysed by means of thematic analysis using Atlas.ti 8.1.Main findings: Although the primary objective of learnerships is to develop vocational skills, the organisation and even larger community also reap benefits from hosting a learnership. These benefits include lower recruitment costs, capacity building with employees that understands the culture of the organisation, simplified onboarding, and community involvement. Practical/managerial implications: Skills development in the learnerships is largely facilitated by means of social and informal learning. Although formal training opportunities are an important part of learnership, it should be designed to include interaction and collaboration with employees in the organisation. Contribution/value added: Skills development as operationalised in the NSDS is part of the learner benefit of the learnership programme in South Africa. This article highlights how external stakeholders can reap greater benefits in terms of capacity building if the learners are in contribution.
C1 [O'Neil, Sumari; Davel, Nadia J.] Univ Pretoria, Dept Human Management Sci, Pretoria, South Africa.
   [Holtzhausen, Natasja] Univ Pretoria, Sch Publ Management Sci, Pretoria, South Africa.
C3 University of Pretoria; University of Pretoria
RP O'Neil, S (corresponding author), Univ Pretoria, Dept Human Management Sci, Pretoria, South Africa.
EM sumari.oneil@up.ac.za
RI O'Neil, Sumari/IQW-7053-2023; Holtzhausen, Natasja/IUQ-1020-2023
OI O'Neil, Sumari/0000-0001-6905-4670; Holtzhausen,
   Natasja/0000-0003-3781-9151
NR 63
TC 0
Z9 0
U1 0
U2 3
PU AOSIS
PI Durbanville
PA Postnet Suite 110, Private Bag x 19, Durbanville, SOUTH AFRICA
SN 1683-7584
EI 2071-078X
J9 SA J HUM RESOUR MANA
JI SA J. Hum. Resour. Manag.
PD JAN 12
PY 2023
VL 21
AR a2006
DI 10.4102/sajhrm.v21i0.2006
PG 11
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA 8V3PX
UT WOS:000930547300001
OA gold
DA 2024-02-21
ER

PT J
AU Aviso, KB
   Demeterio, FPA
   Janairo, JIB
   Lucas, RIG
   Promentilla, MAB
   Tan, RR
   Yu, DEC
AF Aviso, K. B.
   Demeterio, F. P. A., III
   Janairo, J. I. B.
   Lucas, R. I. G.
   Promentilla, M. A. B.
   Tan, R. R.
   Yu, D. E. C.
TI What university attributes predict for graduate employability?
SO CLEANER ENGINEERING AND TECHNOLOGY
LA English
DT Article
DE University rankings; League tables; Research intensity; Employment;
   Association of Southeast Asian Nations (ASEAN)
AB Research universities play an important role in developing new technologies that can be the basis for economic development, improved quality of life, and reduced environmental impacts. In developing countries, there have been accelerated efforts to transform teaching-oriented higher education institutions into research-intensive universities that can contribute to social development through the generation of new knowledge. There have also been parallel efforts to use internationalization to enrich both education and research. However, the effect of such reforms on the employability of university graduates is unclear. In this work, the influence of different institution attributes on graduate employability is investigated using the hyperbox machine learning technique, which is capable of generating classification models in the form of if/then rules. The analysis focuses on Southeast Asian universities listed in the 2020 Quacquarelli Symonds Asian University Rankings and uses the normalized scores across the different ranking criteria. Five plausible rule-based classifiers are derived and validated. The results show notable association between research and internationalization metrics with employability.
C1 [Aviso, K. B.; Promentilla, M. A. B.; Tan, R. R.] De La Salle Univ, Chem Engn Dept, 2401 Taft Ave, Manila 0922, Philippines.
   [Demeterio, F. P. A., III] De La Salle Univ, Filipino Dept, 2401 Taft Ave, Manila 0922, Philippines.
   [Janairo, J. I. B.] De La Salle Univ, Biol Dept, 2401 Taft Ave, Manila 0922, Philippines.
   [Lucas, R. I. G.] De La Salle Univ, Dept English & Appl Linguist, 2401 Taft Ave, Manila 0922, Philippines.
   [Yu, D. E. C.] De La Salle Univ, Chem Dept, 2401 Taft Ave, Manila 0922, Philippines.
C3 De La Salle University; De La Salle University; De La Salle University;
   De La Salle University; De La Salle University
RP Aviso, KB (corresponding author), De La Salle Univ, Chem Engn Dept, 2401 Taft Ave, Manila 0922, Philippines.
EM kathleen.aviso@dlsu.edu.ph
NR 42
TC 2
Z9 2
U1 1
U2 1
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 2666-7908
J9 CLEAN ENG TECHNOL
JI Cleaner Eng. Technol.
PD JUN
PY 2021
VL 2
AR 100069
DI 10.1016/j.clet.2021.100069
PG 8
WC Green & Sustainable Science & Technology; Engineering, Environmental;
   Environmental Sciences
WE Emerging Sources Citation Index (ESCI)
SC Science & Technology - Other Topics; Engineering; Environmental Sciences
   & Ecology
GA VM2HQ
UT WOS:000980915800024
OA gold
DA 2024-02-21
ER

PT J
AU Tomas, MFS
AF Tomas, Manuel Francisco Salinas
TI The accompaniment model in insertion companies as a strategy to improve
   the employability of people in a situation and/or risk of social
   exclusion
SO REVESCO-REVISTA DE ESTUDIOS COOPERATIVOS
LA English
DT Article
DE Employability; Social exclusion; Social and labor inclusion; Career
   path; Social and labor support
AB In recent decades, social economy has experienced an important expansion as an economic model that offers new responses to the system's socioeconomic problems, placing people and their needs ahead of capital and profits. Within social economy organization, we can point insertion companies as social companies that in the current situation of socioeconomic crisis and generalized job insecurity, within the framework of active employment policies, stand out as instruments that fight against exclusion of people with difficulties in social and labor integration promoting their employability and quality of life. Together with the support of public institutions, the social, labor and educational accompaniment that is carried out in them, happens to be the key factor in terms of the success of the social and labor inclusion of the people in a situation of exclusion on whom they work.
C1 [Tomas, Manuel Francisco Salinas] Univ Valencia, Valencia, Spain.
C3 University of Valencia
RP Tomas, MFS (corresponding author), Univ Valencia, Valencia, Spain.
EM manuel.salinas@uv.es
NR 58
TC 0
Z9 0
U1 2
U2 4
PU UNIV COMPLUTENSE MADRID, SERVICIO PUBLICACIONES
PI MADRID
PA CIUDAD UNIV, OBISPO TREJO 3, MADRID, 28040, SPAIN
SN 1885-8031
EI 1135-6618
J9 REVESCO-REV ESTUD CO
JI REVESCO-Rev. Estud. Coop.
PY 2023
IS 143
BP 1
EP 19
DI 10.5209/REVE.85559
PG 19
WC Economics
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA E9MR5
UT WOS:000978702200001
OA gold
DA 2024-02-21
ER

PT J
AU Stavrou, S
AF Stavrou, Sophia
TI Structuring forms of transition from higher education to employment:
   bridging Bernstein and Bourdieu in understanding mismatch
SO JOURNAL OF EDUCATION AND WORK
LA English
DT Article; Early Access
DE Graduate employability; knowledge structures; social class; Bernstein;
   Bourdieu
ID GRADUATE EMPLOYABILITY; SOCIAL-CLASS; KNOWLEDGE; YOUTH
AB In a policy context in which the harmonisation of HE curricula towards connection with the labour market is pursued, the article seeks to elucidate under-theorised and over-aggregated accounts of the role of the field of study in graduate employability and to investigate it from a new analytical angle to explain variations between fields. Using Bernstein's theory of knowledge structures, the field of study is reconceptualised as an object in itself, shedding light on its internal relations and how these can shape graduates' perceptions of and engagement in relevant employment. The study investigates variations within humanities and social sciences which are usually addressed by policy and scholarly research as a single category sector. The results reveal how different knowledge structures set heterogeneous conditions for graduate transitions, with explicit or implicit pathway-setting from education to work, through stronger or weaker specialisation of knowledge and identity, shaping introjected or projected identities. The study brings to light the crucial point of the intersection of a knowledge structure with a graduate's social class by using Bourdieu's theory. This shows how, in each field of study, specific forms of social inequality operate, affecting graduates' transitions from HE to work in increasingly competitive and precarious labour markets.
C1 [Stavrou, Sophia] Univ Cyprus, Dept Social & Polit Sci, Nicosia, Cyprus.
C3 University of Cyprus
RP Stavrou, S (corresponding author), Univ Cyprus, Dept Social & Polit Sci, Nicosia, Cyprus.
EM sofias@ucy.ac.cy
OI Stavrou, Sophia/0000-0003-2408-8601
FU University of Cyprus
FX This work was supported by the University of Cyprus, initially under the
   'Postdoctoral Research Grant' and later by the 'Start-Up Scheme Grant
   2019-2021'.
NR 45
TC 3
Z9 3
U1 0
U2 3
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1363-9080
EI 1469-9435
J9 J EDUC WORK
JI J. Educ. Work
PD 2022 FEB 17
PY 2022
VL 35
IS 2
BP 124
EP 138
DI 10.1080/13639080.2022.2036709
EA FEB 2022
PG 15
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA ZI4WM
UT WOS:000753047300001
DA 2024-02-21
ER

PT J
AU Gumbo, MT
   Serefete, SL
AF Gumbo, Mishak Thiza
   Serefete, Sethunya Ludo
TI An assessment of the employability of learners who atained their
   qualifications through recognition of prior learning in Botswana
SO INDEPENDENT JOURNAL OF TEACHING AND LEARNING
LA English
DT Article
DE RPL; out-of-school education; training and development; human resource
   development
AB This study assessed the abilities and competencies of Recognition of Prior Learning (RPL) graduates in Botswana and their employability. Twelve participants identified from various RPL education and training fields, and hairdressing and beauty therapy services were interviewed. The findings indicate that RPL has overall life-shaping consequences for the learners involved and for this reason, it was highly embraced by participants; RPL gives learners access to post-school education, including other qualifications; RPL benefits learners and it is thus value for money invested by the Botswana Government. Therefore, the promotion of social inclusion should be embraced and adopted as a mode of assessment to capacitate human resource development in Botswana. The article concludes by recommending a partnership between Government and relevant institutions and organisations to audit skills in the country to uncover the unused skills, as well as to design RPL that is relevant to the local needs.
C1 [Gumbo, Mishak Thiza] Univ South Africa, Pretoria, South Africa.
   [Serefete, Sethunya Ludo] Gaborone Univ, Coll Law & Profess Studies, Gaborone, Botswana.
C3 University of South Africa
RP Gumbo, MT (corresponding author), Univ South Africa, Pretoria, South Africa.
NR 52
TC 0
Z9 0
U1 0
U2 0
PU INDEPENDENT INST EDUCATION-IIE
PI SANDTON
PA ADVTECH HOUSE, INANDA GREENS, 54 WIERDA RD W, WIERDA VALLEY, SANDTON,
   00000, SOUTH AFRICA
SN 1818-9687
J9 INDEP J TEACH LEARN
JI Indep. J.Teach. Learn.
PY 2023
VL 18
IS 1
PG 185
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA L4OK1
UT WOS:001023072900008
DA 2024-02-21
ER

PT J
AU Suomi, A
   Schofield, T
   Butterworth, P
AF Suomi, Aino
   Schofield, Timothy
   Butterworth, Peter
TI Does receipt of unemployment benefits change recruiter perceptions of
   candidates' personality, work relevant skills and employability?
SO WORK-A JOURNAL OF PREVENTION ASSESSMENT & REHABILITATION
LA English
DT Article
DE Employability; unemployment; personality; big five; vignette
ID STEREOTYPE CONTENT MODEL; WELFARE STIGMA; LABOR-MARKET; SOFT SKILLS;
   ATTITUDES; BIAS; DISCRIMINATION; DESERVINGNESS; PERSISTENCE; COMPETENCE
AB BACKGROUND: Growing experimental evidence shows that unemployment benefit recipients are generally perceived negatively in terms of their personality and employability by the general public. Welfare stigma tied to unemployment or receipt of income support may disproportionately negatively impact individuals who have been out of work due to disability, or chronic health conditions.
   OBJECTIVE: The current study examined whether welfare stigma and/or unemployment stigma, translate to perceptions and hiring decisions made by individuals working in recruitment, potentially creating barriers to re-employment for those without work and relying on unemployment benefits.
   METHODS: We used a vignette-based experiment (N = 213) where participants working in recruitment rated personality and employment capabilities of characters who were described as employed, unemployed or unemployed and receiving benefits.
   RESULTS: Characters who were employed were generally rated more positively on employability and work-relevant skills, compared to the unemployed and unemployed benefit recipients, but these differences did not translate into a binary hiring decision (would you hire this person for the job). There were few differences in ratings of personality characteristics between the employed, the unemployed and those who were receiving unemployment benefits.
   CONCLUSIONS: These results add to knowledge about the determinants of welfare stigma showing that potential bias towards the unemployed and benefit recipients held by recruiters differs from that held by the general public.
C1 [Suomi, Aino; Butterworth, Peter] Australian Natl Univ, Res Sch Populat Hlth, Canberra, ACT, Australia.
   [Suomi, Aino] Australian Catholic Univ, Inst Child Protect Studies, Sydney, NSW, Australia.
   [Suomi, Aino] Australian Natl Univ, Ctr Gambling Res, Acton, ACT, Australia.
   [Schofield, Timothy; Butterworth, Peter] Univ Melbourne, Melbourne Inst Appl Econ & Social Res, Melbourne, Vic, Australia.
C3 Australian National University; Australian Catholic University;
   Australian National University; University of Melbourne
RP Suomi, A (corresponding author), Australian Natl Univ, Florey Bldg,54 Mills Rd, Acton, ACT 2601, Australia.
EM aino.suomi@anu.edu.au
RI Schofield, Timothy P/D-3801-2015
OI Schofield, Timothy P/0000-0002-0357-9607; Butterworth,
   Peter/0000-0002-1531-3881
FU Australian Research Council (ARC) [DP16014178]
FX This paper was funded by the Australian Research Council (ARC) grant
   #DP16014178.
NR 75
TC 1
Z9 1
U1 0
U2 2
PU IOS PRESS
PI AMSTERDAM
PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS
SN 1051-9815
EI 1875-9270
J9 WORK
JI Work
PY 2022
VL 71
IS 4
BP 1029
EP 1041
DI 10.3233/WOR-205048
PG 13
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 0W7CA
UT WOS:000789179800020
PM 35253667
DA 2024-02-21
ER

PT J
AU Pavlovic, N
AF Pavlovic, Natasa
TI 'IT FELT LIKE WE WERE ALL HANGING OUT WHILE TALKING ABOUT TRANSLATION
   THEORY': LESSONS LEARNED FROM A FLIPPED TRANSLATION THEORY COURSE IN
   EMERGENCY REMOTE TEACHING DURING THE COVID-19 PANDEMIC
SO CURRENT TRENDS IN TRANSLATION TEACHING AND LEARNING E
LA English
DT Article
DE flipped classroom; teacher support; translation theory; emergency remote
   teaching; YouTube; Zoom
ID ENGAGEMENT; CLASSROOM
AB The role of translation theory in translator education seems to be undergoing a crisis as universities struggle to provide graduates with practical, market-driven skills that will increase their employability. The overnight transition to online delivery in the time of educational disruption caused by the COVID-19 pandemic has only heightened the challenges in making theoretical courses relevant for students. This paper explores the application of the flipped classroom model in a translation theory course on the graduate (MA) level, delivered in the context of emergency remote teaching. The course is described and evaluated with the help of student feedback (N=30) elicited via an online questionnaire. The main source of data are responses to open-ended questions, which are analysed qualitatively. The data are coded for general perceptions of the flipped classroom and its four course components (videos, experimental translation assignments, forum discussion assignments, synchronous Zoom discussions), as well as for perceptions of teacher support. Lessons are drawn for emergency remote teaching but also for future face-to-face teaching of theory-oriented translation courses.
C1 [Pavlovic, Natasa] Univ Zagreb, Zagreb, Croatia.
C3 University of Zagreb
RP Pavlovic, N (corresponding author), Univ Zagreb, Zagreb, Croatia.
RI Pavlovic, Natasa/HTR-7339-2023
NR 21
TC 1
Z9 1
U1 0
U2 5
PU UNIV HELSINKI, DEPT MODERN LANGUAGES
PI HELSINKI
PA PL 24-UNIONINKATU 40 B, 6TH FLR, RM C613, HELSINKI, 00014, FINLAND
SN 2342-7205
J9 CURR TRENDS TRANSL T
JI Curr. Trends Transl. Teach. Learn. E
PY 2021
VL 8
BP 31
EP 85
DI 10.51287/cttl_e_2021_3_natasa_pavlovic
PG 55
WC Linguistics
WE Emerging Sources Citation Index (ESCI)
SC Linguistics
GA XP0VO
UT WOS:000730592800003
DA 2024-02-21
ER

PT J
AU Nudzor, HP
   Ansah, F
AF Nudzor, Hope Pius
   Ansah, Francis
TI Enhancing post-graduate programme effectiveness through tracer studies:
   the reflective accounts of a Ghanaian nation-wide graduate tracer study
   research team
SO QUALITY IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Study programme effectiveness; graduate employability; graduate tracer
   studies; alumni research; Ghana's higher education system; reflective
   research exercise
ID ELITES STRATEGIES; EMPLOYABILITY
AB Graduate tracer studies have come to represent one of the key approaches for enhancing study programme effectiveness in contemporary higher education. This has led to a surge in graduate tracer studies by Ghanaian higher education institutions. However, reflective practices on challenges and lessons from these studies are lacking. Through focus-group discussions and individual interviews with members of a research team that undertook a nation-wide data collection in connection with a graduate tracer study, this article distils challenges the research team struggled to surmount and lessons learnt for the conduct of future graduate tracer studies within the context of Ghana. Against the backdrop of the insights generated and discussed, it is concluded that reflective research exercises, such as the one reported in this article, are a scholarly imperative for continuous improvement in the conduct of graduate tracer studies, which is rarely undertaken in the Ghanaian higher education context.
C1 [Nudzor, Hope Pius; Ansah, Francis] Univ Cape Coast, Inst Educ Planning & Adm, Cape Coast, Ghana.
C3 University of Cape Coast
RP Nudzor, HP (corresponding author), Univ Cape Coast, Inst Educ Planning & Adm, Cape Coast, Ghana.
EM hnudzor@ucc.edu.gh
RI Nudzor, Hope Pius/AAZ-2937-2020; Ansah, Francis/O-7078-2019
OI Ansah, Francis/0000-0002-6876-8943; NUDZOR, HOPE
   PIUS/0000-0002-0539-2643
FU Directorate of Research Innovation and Consultancy, University of Cape
   Coast [UCC/001/2018]
FX This work was supported by the Directorate of Research Innovation and
   Consultancy, University of Cape Coast [UCC/001/2018].
NR 33
TC 5
Z9 5
U1 0
U2 2
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1353-8322
EI 1470-1081
J9 QUAL HIGH EDUC
JI Qual. High. Educ.
PD 2020 MAY 3
PY 2020
VL 26
IS 2
BP 192
EP 208
DI 10.1080/13538322.2020.1763034
EA MAY 2020
PG 17
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA MJ4FI
UT WOS:000540124600001
DA 2024-02-21
ER

PT J
AU Fasoli, F
   Frost, DM
   Serdet, H
AF Fasoli, Fabio
   Frost, David M. M.
   Serdet, Harley
TI How voice transition and gender identity disclosure shape perceptions of
   trans men in the hiring process
SO GENDER WORK AND ORGANIZATION
LA English
DT Article; Early Access
DE first impression; gender identity; job suitability; leadership; voice
ID TRANSGENDER EMPLOYEES; STEREOTYPES; COMPETENCE; IMPRESSION; DECISION;
   CAREER; WORK; DISCRIMINATION; TESTOSTERONE; METAANALYSIS
AB Trans men often face discrimination in the hiring process. However, it remains unclear whether the disclosure of gender identity and perceived masculinity during transition play a role in first impressions and perceived job suitability of trans male applicants. Across two studies (N = 332), we examined how cisgender heterosexual participants perceived a transgender male candidate in terms of his masculinity and whether they judged him suitable for a stereotypically masculine job. Such judgments were first based on the candidate's voice at different stages of gender transition and, secondly, after disclosure of gender identity in the job application form. In Study 1, participants judged a trans man at the beginning of the voice transition (3 months on testosterone) or a trans man in advanced transitioning (1 year on testosterone). Study 2 involved the judgments of the same trans men at different times in the voice transition (1 week-beginning, 6 months-intermediate, and 1 year-advanced). Masculinity judgments were influenced by voice transitioning, but judgments were adjusted after his gender identity was disclosed. Disclosure created an advantage in perception of the trans man candidate as more suitable for the role, especially when he was at the beginning of the voice transition when his voice was not perceived as masculine. Findings are discussed in relation to trans men's employability and identity disclosure.
C1 [Fasoli, Fabio; Serdet, Harley] Univ Surrey, Guildford, England.
   [Fasoli, Fabio] Inst Univ Lisboa ISCTE IUL, Lisbon, Portugal.
   [Frost, David M. M.] UCL, London, England.
   [Fasoli, Fabio] Univ Surrey, Sch Psychol, Stag Hill Campus, Guildford GU2 7HX, England.
C3 University of Surrey; Instituto Universitario de Lisboa; University of
   London; University College London; University of Surrey
RP Fasoli, F (corresponding author), Univ Surrey, Sch Psychol, Stag Hill Campus, Guildford GU2 7HX, England.
EM f.fasoli@surrey.ac.uk
OI Fasoli, Fabio/0000-0002-8043-1630; Frost, David/0000-0001-9284-5219
NR 102
TC 0
Z9 0
U1 5
U2 5
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0968-6673
EI 1468-0432
J9 GENDER WORK ORGAN
JI Gend. Work. Organ.
PD 2024 JAN
PY 2024
VL 31
IS 1
BP 36
EP 58
DI 10.1111/gwao.13053
EA AUG 2023
PG 23
WC Management; Women's Studies
WE Social Science Citation Index (SSCI)
SC Business & Economics; Women's Studies
GA AK4F1
UT WOS:001043380100001
OA Bronze
DA 2024-02-21
ER

PT J
AU Hynninen, SM
AF Hynninen, Sanna-Mari
TI Heterogeneity of job seekers in labour market matching
SO APPLIED ECONOMICS LETTERS
LA English
DT Article
ID UNEMPLOYMENT; SEARCH; COMPETITION
AB This study examines the matching of heterogeneous job seekers and vacant jobs. Job seekers are divided into four employability groups according to their labour market status. The dataset consists of highly disaggregated monthly data from 146 Local Labour Offices in Finland over 14 years. The results indicate that the employability of job seekers differs. Therefore, the composition of the pool of job seekers in a local labour market affects the ability of that market to form successful matches. The long-term unemployed have a negative effect on matches while job seekers out of the labour force notably improve the production of matches.
C1 Univ Jyvaskyla, Sch Business & Econ, Jyvaskyla 40014, Finland.
C3 University of Jyvaskyla
RP Hynninen, SM (corresponding author), Univ Jyvaskyla, Sch Business & Econ, Jyvaskyla 40014, Finland.
EM sanna-mari.hynninen@econ.jyu.fi
NR 19
TC 4
Z9 4
U1 0
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1350-4851
J9 APPL ECON LETT
JI Appl. Econ. Lett.
PY 2009
VL 16
IS 18
BP 1819
EP 1823
AR PII 792382779
DI 10.1080/13504850701719561
PG 5
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 524JE
UT WOS:000272138800009
DA 2024-02-21
ER

PT J
AU Paull, M
   Lloyd, N
   Male, SA
   Clerke, T
AF Paull, Megan
   Lloyd, Natalie
   Male, Sally A.
   Clerke, Teena
TI Engineering work integrated learning placements: the influence of
   capitals on students' access
SO JOURNAL OF HIGHER EDUCATION POLICY AND MANAGEMENT
LA English
DT Article; Early Access
DE Work integrated learning (WIL) placements; engineering education policy;
   access; graduate capitals
ID HIGHER-EDUCATION; EMPLOYABILITY; SCIENCE
AB Work Integrated Learning (WIL) is embraced in Australian higher education (HE) and is a feature of most Australian HE 'entry to profession' engineering education programs accredited by Engineers Australia. Accreditation guidelines articulate the need for curriculum-integrated engagement with professional practice (EPP) and encourage EPP in a separate workplace environment, e.g. WIL. This article reports on the analysis of semi-structured interviews with staff and student engineers from four Australian HE institutions with mandatory engineering WIL. Framed by a Bourdieusian theoretical perspective, the influence of capitals on student access to engineering WIL placements was investigated. The research found that students' capitals influenced access to engineering WIL placements. Policy and educational practice recommendations are made.
C1 [Paull, Megan] Murdoch Univ, Coll Arts Business Law & Social Sci, Perth, WA, Australia.
   [Lloyd, Natalie; Clerke, Teena] Univ Technol, Fac Engn & Informat Technol, Sydney, NSW, Australia.
   [Male, Sally A.] Univ Western Australia, Sch Engn, Perth, WA, Australia.
C3 Murdoch University; University of Technology Sydney; University of
   Western Australia
RP Paull, M (corresponding author), Murdoch Univ, Room 2-037 Bldg 512,90 South St, Murdoch, WA 6150, Australia.
EM m.paull@murdoch.edu.au
OI Paull, Megan/0000-0001-8613-2159; Lloyd, Natalie/0000-0002-8669-9945;
   Male, Sally/0000-0001-9852-3077; Clerke, Teena/0000-0002-5453-4820
FU National Centre for Student Equity in Higher Education [52]
FX This work was supported by the National Centre for Student Equity in
   Higher Education [Project 52].
NR 38
TC 10
Z9 11
U1 4
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1360-080X
EI 1469-9508
J9 J HIGH EDUC POLICY M
JI J. High. Educ. Policy Manag.
PD 2019 SEP 3
PY 2019
VL 41
IS 5
SI SI
BP 534
EP 549
DI 10.1080/1360080X.2019.1646382
EA JUL 2019
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA IS5SN
UT WOS:000480841500001
DA 2024-02-21
ER

PT J
AU Lee, JW
   Han, JS
   Song, E
AF Lee, Jong-Wha
   Han, Jong-Suk
   Song, Eunbi
TI The effects and challenges of vocational training in Korea
SO INTERNATIONAL JOURNAL OF TRAINING RESEARCH
LA English
DT Article
DE Ageing; employability; vocational training; South Korea
ID OLDER WORKERS; RETURNS; WAGES
AB This paper explores whether training programs were effective in improving labor market performance of individuals, in particular wages and employment probability, in South Korea. The regression analyses using the data from Korean respondents in the Program for the International Assessment of Adults Competencies (PIAAC) survey show the strong positive effects of vocational training programs on earnings as well as on employment probability of individuals, while controlling for education, experience, and literacy skills as a proxy for unobserved ability, as well as occupation and industry. Moreover, the effects of job-training tend to be larger in older cohorts. These results suggest that against challenges posed by rapidly aging population and emergence of technological breakthroughs, Korea should promote vocational training activities and life-long learning programs, especially to the elderly.
C1 [Lee, Jong-Wha; Song, Eunbi] Korea Univ, Dept Econ, Seoul, South Korea.
   [Han, Jong-Suk] Korea Inst Publ Finance, Sejong, South Korea.
C3 Korea University
RP Lee, JW (corresponding author), Korea Univ, Asiat Res Inst, 145 Anam Ro, Seoul 02841, South Korea.
EM jongwha@korea.ac.kr
RI Song, Eunbi/AAW-6340-2021; Lee, Jong-Wha/I-1076-2016; Han,
   Jong-Suk/HTQ-5168-2023
OI Lee, Jong-Wha/0000-0002-3152-4961; Song, Eunbi/0000-0002-7659-5878
NR 37
TC 6
Z9 7
U1 1
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1448-0220
EI 2204-0544
J9 INT J TRAIN RES
JI Int. J. Train. Res.
PD JUL 5
PY 2019
VL 17
SU 1
SI SI
BP 96
EP 111
DI 10.1080/14480220.2019.1639272
PG 16
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA IY3VY
UT WOS:000486322100008
OA hybrid
DA 2024-02-21
ER

PT J
AU Deprez, J
   Peeters, ER
   Gorgievski, MJ
AF Deprez, Jana
   Peeters, Ellen R.
   Gorgievski, Marjan J.
TI Developing intrapreneurial self-efficacy through internships?
   Investigating agency and structure factors
SO INTERNATIONAL JOURNAL OF ENTREPRENEURIAL BEHAVIOR & RESEARCH
LA English
DT Article; Early Access
DE Intrapreneurship education; Internship; Agency and structure
ID ENTREPRENEURSHIP EDUCATION; INNOVATIVE BEHAVIOR; EMPLOYABILITY; WORK;
   STUDENTS; PERFORMANCE; INTENTIONS; DESIGN; MODEL; DETERMINANTS
AB Purpose This paper seeks to identify how intrapreneurial self-efficacy (ISE) grows in a group of graduate students during their internship. We investigate which agency and structure factors shape their experience and stabilize or help grow their ISE and how this evolves in the course of their internship. Design/methodology/approach We conducted group interviews with 49 last year master students of a large Belgian university during their seven-month internship. We focused on those interns with low starter ISE to better understand which factors aid or hinder ISE development. Findings Our results show that students who did not experience ISE growth were less aware of their own agency factors, lacked supportive colleagues and experienced a misfit with their supervisors. Students who did grow their ISE did so mostly because of an initial experimentation phase, which was structured by their supervisor. This created a positive spiral where they started feeling increasingly better and able to act intrapreneurially. Originality/value With this study, we contribute to the extant literature in two main ways. First, we use a graduate employability lens to study the genesis of ISE. As such, we are amongst the first to investigate how education can nurture intrapreneurship and which agency and structure factors are particularly important for this. Second, we take a qualitative process approach, rather than a static and quantitative focus of most entrepreneurial education studies. As such, we gain better knowledge to the drivers of ISE at students first steps and during their internship.
C1 [Deprez, Jana] Katholieke Univ Leuven, Leuven, Belgium.
   [Peeters, Ellen R.] Open Univ, Heerlen, Netherlands.
   [Gorgievski, Marjan J.] Erasmus Univ, Erasmus Sch Social & Behav Sci, Rotterdam, Netherlands.
C3 KU Leuven; Open University Netherlands; Erasmus University Rotterdam;
   Erasmus University Rotterdam - Excl Erasmus MC
RP Deprez, J (corresponding author), Katholieke Univ Leuven, Leuven, Belgium.
EM jana.deprez@kuleuven.be
RI Peeters, Ellen/JSE-2350-2023; Peeters, Ellen/A-9142-2018
OI Peeters, Ellen/0000-0002-0643-8148; Deprez, Jana/0000-0001-8862-574X;
   Gorgievski - Duijvesteijn, Maria Johanna/0000-0001-8939-0321
NR 101
TC 3
Z9 3
U1 0
U2 36
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1355-2554
EI 1758-6534
J9 INT J ENTREP BEHAV R
JI Int. J. Entrep. Behav. Res.
PD 2021 JUL 23
PY 2021
VL 27
IS 5
BP 1166
EP 1188
DI 10.1108/IJEBR-09-2020-0642
EA MAY 2021
PG 23
WC Business; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA TP4DU
UT WOS:000653102500001
OA Green Submitted, Green Accepted
DA 2024-02-21
ER

PT J
AU JOHNSON, TR
   TROPPE, M
AF JOHNSON, TR
   TROPPE, M
TI IMPROVING LITERACY AND EMPLOYABILITY AMONG DISADVANTAGED YOUTH - THE JOB
   CORPS MODEL
SO YOUTH & SOCIETY
LA English
DT Article
C1 US DEPT LABOR,OFF WORK BASED LEARNING,WASHINGTON,DC 20210.
C3 United States Department of Labor
RP JOHNSON, TR (corresponding author), BATTELLE HUMAN AFFAIRS RES CTR,SEATTLE,WA, USA.
NR 13
TC 1
Z9 4
U1 0
U2 2
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320
SN 0044-118X
J9 YOUTH SOC
JI Youth Soc.
PD MAR
PY 1992
VL 23
IS 3
BP 335
EP 355
DI 10.1177/0044118X92023003004
PG 21
WC Social Issues; Social Sciences, Interdisciplinary; Sociology
WE Social Science Citation Index (SSCI)
SC Social Issues; Social Sciences - Other Topics; Sociology
GA HE885
UT WOS:A1992HE88500004
DA 2024-02-21
ER

PT J
AU Wall, T
   Ngo, NTH
   Luong, PM
   Ho, TTH
   Hindley, A
AF Wall, Tony
   Ngo, Nga Thi Hang
   Luong, Phuong Minh
   Ho, Tien Thi Hanh
   Hindley, Ann
TI 'Decent work' as a higher education policy myopia: an ecosystem
   framework for policy-making
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Decent Work; education policy; employability; empowerment; ethnic
   minority students
ID TRANSITION; SOCIOLOGY; VIETNAM
AB Globally, higher education policy is typically framed in terms of the technical employability capabilities to advance the economic productivity of nations, and as such, can be myopic to the wider sustainable development challenge of 'Decent Work' (a form of employment with good working conditions). This form of myopia can fail to materially change the sociocultural conditions in local contexts of learning and work and ultimately perpetuate structural disadvantage. This article draws from policy participation conducted over 4 years which included (i) longitudinal focus group dialogue involving educational policy makers, implementers and students (n = 102) and (ii) document analysis of formal policy and evaluation reports. The study is conducted in one of the fastest growing economies which is rapidly developing its policy frameworks (Vietnam) to enhance the employability of ethnic minority students. Findings highlight the need for (i) a meta-perspective which encompasses the multiple stakeholders involved in enabling students to access and engage in decent work, (ii) building the capacity of students to actively change and improve their situations and (iii) awareness of the ways in which governments, educational institutions and employers can value the diversity of students and their circumstances. In contrast to the dominant institutional perspective, this article conceptualises the counter-active effects across education-work ecosystems which mediate policy efficacy and advances an alternative conceptual framework that integrates ecosystems, empowerment and recognition theory to inform policy formulation and assessment . This article advocates expansive rather than myopic policy to drive participation in Decent Work.
C1 [Wall, Tony; Hindley, Ann] Liverpool John Moores Univ, Liverpool Business Sch, Liverpool, England.
   [Ngo, Nga Thi Hang] Tay Bac Univ, Son La, Vietnam.
   [Luong, Phuong Minh] Vietnam Natl Univ, Vietnam Japan Univ, Hanoi, Vietnam.
   [Ho, Tien Thi Hanh] Phu Xuan Univ, Hue, Vietnam.
   [Wall, Tony] Liverpool John Moores Univ, Liverpool Business Sch, Liverpool L3 5UX, England.
C3 University of Liverpool; Liverpool John Moores University; Vietnam
   National University Hanoi; Liverpool John Moores University; University
   of Liverpool
RP Wall, T (corresponding author), Liverpool John Moores Univ, Liverpool Business Sch, Liverpool L3 5UX, England.
EM t.wall@ljmu.ac.uk
RI Hindley, Ann/K-3494-2016
OI Hindley, Ann/0000-0002-8510-0718
FU British Academy10.13039/501100000286
FX No Statement Available
NR 72
TC 0
Z9 0
U1 1
U2 1
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD 2024 JAN 31
PY 2024
DI 10.1080/03075079.2024.2306355
EA JAN 2024
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GI5F5
UT WOS:001152045300001
OA hybrid
DA 2024-02-21
ER

PT J
AU Vodopivec, M
AF Vodopivec, M
TI Worker reallocation during Estonia's transition to market
SO INTERNATIONAL JOURNAL OF MANPOWER
LA English
DT Article
DE market economy; labour market; Estonia
AB Based on consecutive labor force surveys, this study examines labor market dynamics during the first decade of the Estonian transition to market. The results show that, similar to other transition economies: Estonia's employment and labor force was reduced; patterns of mobility profoundly changed - labor market flows intensified and previously nonexistent transitions emerged; and some groups of workers were disproportionatally affected, chief among them the less educated and ethnic minorities. But Estonian fundamental free market reforms also produced labor market outcomes that differ significantly from those in other transition economies - above all, the intensity of worker and job flows in Estonia's transition have surpassed those in most other transition economies. This was achieved by deliberate policies aimed at stimulating job creation and employment, above ad by low employment protection and other policies geared toward increasing employability and strengthening the incentives of workers. Moreover, under the dynamic Estonian labor market adjustment, marginal groups have fared better than those in more protective labor markets of other transition economies.
C1 World Bank, Washington, DC 20433 USA.
C3 The World Bank
RP Vodopivec, M (corresponding author), World Bank, 1818 H St NW, Washington, DC 20433 USA.
NR 19
TC 9
Z9 9
U1 0
U2 1
PU EMERALD
PI BRADFORD
PA 60/62 TOLLER LANE, BRADFORD BD8 9BY, W YORKSHIRE, ENGLAND
SN 0143-7720
J9 INT J MANPOWER
JI Int. J. Manpow.
PY 2002
VL 23
IS 1
BP 77
EP 97
DI 10.1108/01437720210426885
PG 21
WC Industrial Relations & Labor; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 570ZV
UT WOS:000176691100005
DA 2024-02-21
ER

PT J
AU Kalyal, HJ
   Berntson, E
   Baraldi, S
   Näswall, K
   Sverke, M
AF Kalyal, Hina Jawaid
   Berntson, Erik
   Baraldi, Stephan
   Naswall, Katharina
   Sverke, Magnus
TI The moderating role of employability on the relationship between job
   insecurity and commitment to change
SO ECONOMIC AND INDUSTRIAL DEMOCRACY
LA English
DT Article
DE commitment; control; human resource management; public sector;
   restructuring
ID ORGANIZATIONAL-CHANGE; PERCEIVED EMPLOYABILITY; PSYCHOLOGICAL CONTRACT;
   3-COMPONENT MODEL; METHOD VARIANCE; ATTITUDES; WORK; CONSEQUENCES;
   UNCERTAINTY; CONTINUANCE
AB The development of commitment to change is an underresearched area especially in non-western settings. The aim of the present study was to determine whether employability can moderate the negative effects of job insecurity on individuals' commitment to change. A survey method approach was used to collect 149 responses from managers of a large public sector organization in Pakistan undergoing restructuring. Hierarchical multiple regression results suggest that employability is an important coping resource during organizational change as it helps mitigate the negative effects of job insecurity on the most desirable form of commitment to change, namely affective commitment to change. Theoretical and practical implications of the study are discussed.
C1 [Kalyal, Hina Jawaid] Natl Univ Sci & Technol, NUST Business Sch, Islamabad 44000, Pakistan.
   [Berntson, Erik; Baraldi, Stephan; Naswall, Katharina; Sverke, Magnus] Stockholm Univ, Dept Psychol, Stockholm, Sweden.
   [Sverke, Magnus] North West Univ, WorkWell Res Unit People Policy & Performance, Potchefstroom, South Africa.
C3 National University of Sciences & Technology - Pakistan; Stockholm
   University; North West University - South Africa
RP Kalyal, HJ (corresponding author), Natl Univ Sci & Technol, NUST Business Sch, H-12, Islamabad 44000, Pakistan.
EM hina.kalyal@nbs.edu.pk
RI Sverke, Magnus/L-1596-2019; Sverke, Magnus/K-9970-2018
OI Sverke, Magnus/0000-0001-7214-9486; 
NR 75
TC 35
Z9 43
U1 2
U2 53
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0143-831X
EI 1461-7099
J9 ECON IND DEMOCRACY
JI Econ. Ind. Democr.
PD AUG
PY 2010
VL 31
IS 3
BP 327
EP 344
DI 10.1177/0143831X09351214
PG 18
WC Industrial Relations & Labor
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 626MQ
UT WOS:000279970500004
DA 2024-02-21
ER

PT J
AU Parmentier, M
   Pirsoul, T
   Nils, F
AF Parmentier, Michael
   Pirsoul, Thomas
   Nils, Frederic
TI Examining the impact of emotional intelligence on career adaptability: A
   two-wave cross-lagged study
SO PERSONALITY AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Emotional intelligence; Career adaptability; Longitudinal study; Adult
   learning
ID PERSONALITY-TRAITS; JOB; EMPLOYABILITY; ASSOCIATIONS; METAANALYSIS;
   INDECISION; SUCCESS
AB Developing career meta-competencies has become crucial to cope with the unpredictability of today's global work context, both at the emotional and cognitive levels. It is often argued that individuals rely on both emotional intelligence (Di Fabio & Kenny, 2014) and career adapt-abilities (Savickas, 2005) to respond to career changes. Though the link between emotional intelligence and career adaptability has been previously demonstrated, no longitudinal evidence has been provided yet. The present study investigates the impact of emotional intelligence on career adaptability in a two-wave longitudinal study among a sample of adult learners (N = 282 for Time 1; N = 208 for Time 2). Using cross-lagged panel analysis, our results supported the causal relationship from emotional intelligence to career adaptability. Emotional intelligence at Time 1 predicted career adaptability at Time 2 while controlling for prior levels of career adaptability and socio-demographic variables. Neither a reversed causality model nor a reciprocal causality model provided a better fit to the data. While this study brings additional evidence for the career construction model and emphasizes the role of two career metacompetencies in crafting sustainable careers, it also raises the importance to consider career development in the context of adult learning.
C1 [Parmentier, Michael; Pirsoul, Thomas; Nils, Frederic] Catholic Univ Louvain, Louvain, Belgium.
C3 Universite Catholique Louvain
RP Parmentier, M (corresponding author), 10 Pl Cardinal Mercier, B-1348 Louvain La Neuve, Belgium.
EM michael.parmentier@uclouvain.be
RI Parmentier, Michaël/AAC-6194-2019
OI Parmentier, Michaël/0000-0003-3342-0944; Pirsoul,
   Thomas/0000-0003-3082-5460
NR 45
TC 23
Z9 26
U1 9
U2 89
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0191-8869
J9 PERS INDIV DIFFER
JI Pers. Individ. Differ.
PD DEC 1
PY 2019
VL 151
AR 109446
DI 10.1016/j.paid.2019.05.052
PG 6
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA JB1EK
UT WOS:000488303400061
DA 2024-02-21
ER

PT J
AU Römgens, I
   Scoupe, R
   Beausaert, S
AF Romgens, Inge
   Scoupe, Remi
   Beausaert, Simon
TI Unraveling the concept of employability, bringing together research on
   employability in higher education and the workplace
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE Employability; European higher education area; conceptions; workplace
   learning; professional competences
ID CAREER; COMPETENCE; IDENTITY
AB In different streams of literature employability has been defined in different, often related ways. We take an interdisciplinary approach, combining insights from research on higher education and workplace learning, taking a Western perspective. In doing so we take a multi-dimensional, competence-based approach. Our approach to conceptualizing employability responds to research from both disciplines arguing for a need of integrating approaches to employability, for a unified overview of conceptual frameworks and agreement on definitions of the concept. We conclude that models of employability from these different disciplines can reinforce each other. Certain dimensions of employability are less taken into account in one discipline, while receiving a lot of attention in the other. Hence, our work opens new avenues for conceptual and empirical research on employability in both domains. Moreover, it might influence how researchers and practitioners research and support (lifelong) learning for employability, both in higher education and in the workplace.
C1 [Romgens, Inge] Maastricht Univ, Univ Coll Maastricht, Zwingelput 4, NL-6411 KH Maastricht, Netherlands.
   [Scoupe, Remi; Beausaert, Simon] Maastricht Univ, Dept Educ Res & Dev, Sch Business & Econ, Maastricht, Netherlands.
C3 Maastricht University; Maastricht University
RP Römgens, I (corresponding author), Maastricht Univ, Univ Coll Maastricht, Zwingelput 4, NL-6411 KH Maastricht, Netherlands.
EM inge.romgens@maastrichtuniversity.nl
RI Scoupe, Rémi/IWM-4389-2023
OI Beausaert, Simon/0000-0002-3036-8143; Scoupe, Remi/0000-0003-2353-9482
NR 56
TC 109
Z9 121
U1 5
U2 46
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD DEC 1
PY 2020
VL 45
IS 12
BP 2588
EP 2603
DI 10.1080/03075079.2019.1623770
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA OU3FG
UT WOS:000591417000015
OA hybrid
DA 2024-02-21
ER

PT J
AU Chambel, MJ
   Lopes, S
   Batista, J
AF Chambel, Maria Jose
   Lopes, Silvia
   Batista, Josilene
TI The effects of temporary agency work contract transitions on well-being
SO INTERNATIONAL ARCHIVES OF OCCUPATIONAL AND ENVIRONMENTAL HEALTH
LA English
DT Article
DE Temporary agency work; Longitudinal study; Work engagement; Burnout;
   Life satisfaction
ID JOB INSECURITY; LABOR-MARKET; CONTINGENT WORK; EMPLOYMENT; HEALTH;
   BURNOUT; MODEL; EMPLOYABILITY; SATISFACTION; ENGAGEMENT
AB Theoretical and empirical research has provided mixed arguments and evidence for the effects of temporary agency work on workers' well-being. This study aims to go one critical step further by comparing the workplace and general well-being of workers who continue to have this employment status with others who obtain a direct contract and others who remain unemployed.
   Temporary agency workers longitudinal data (n = 289) was used, and three groups were compared: (1) maintaining a temporary agency contract (n = 187), (2) obtaining a direct contract (n = 57), and (3) remaining unemployed (n = 45).
   Covariance analyses adjusted for background variables showed that those who obtained a direct contract experienced a decrease in job insecurity but experienced an increase in job demands, while those who continued to have a temporary agency contract maintained these job conditions. However, in terms of workplace well-being, the temporary agency contract was not found to be more detrimental than a direct contract, but in terms of life satisfaction, unemployment was found to be more detrimental than other transitions.
   A temporary agency contract does not have an inevitable negative effect on workers' well-being.
C1 [Chambel, Maria Jose; Lopes, Silvia; Batista, Josilene] Univ Lisbon, Fac Psicol, Lisbon, Portugal.
C3 Universidade de Lisboa
RP Chambel, MJ (corresponding author), Univ Lisbon, Fac Psicol, Lisbon, Portugal.
EM mjchambel@psicologia.ulisboa.pt
RI Lopes, Silvia/AAH-7430-2020; Chambel, Maria Jose/F-3366-2016
OI Lopes, Silvia/0000-0002-1081-5276; Chambel, Maria
   Jose/0000-0001-6588-7034
NR 72
TC 12
Z9 16
U1 1
U2 17
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0340-0131
EI 1432-1246
J9 INT ARCH OCC ENV HEA
JI Int. Arch. Occup. Environ. Health
PD NOV
PY 2016
VL 89
IS 8
BP 1215
EP 1228
DI 10.1007/s00420-016-1158-y
PG 14
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA DY6PK
UT WOS:000385249600006
PM 27430974
DA 2024-02-21
ER

PT J
AU Porat, H
   Marshall, G
   Howell, W
AF Porat, H
   Marshall, G
   Howell, W
TI The career beliefs of homeless veterans: Vocational attitudes as
   indicators of employability
SO JOURNAL OF CAREER ASSESSMENT
LA English
DT Article
AB This study analyzes homeless veterans' career beliefs and suggests how these beliefs may limit their employability. Using the Career Beliefs Inventory (CBI; Krumboltz, 1991), the vocational beliefs of 279 homeless veterans were compared to those of two control groups: one employed (N = 390), the other unemployed (N = 67). Even though the three groups had significant demographic, medical, and social differences, there were remarkable similarities in how they viewed employment. Further research on how homeless veterans' vocational attitudes manifest into tangible behavior is required to substantiate the importance of the CBI results.
C1 VET ADM PALO ALTO HLTH CARE SYST,MENLO PK,CA.
NR 13
TC 5
Z9 9
U1 1
U2 5
PU PSYCHOLOGICAL ASSESSMENT RESOURCES INC
PI ODESSA
PA PO BOX 998, ODESSA, FL 33556
SN 1069-0727
J9 J CAREER ASSESSMENT
JI J. Career Assess.
PD WIN
PY 1997
VL 5
IS 1
BP 47
EP 59
DI 10.1177/106907279700500104
PG 13
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA WC270
UT WOS:A1997WC27000004
DA 2024-02-21
ER

PT J
AU Aguilar-Mediavilla, E
   Salvà-Mut, F
   Imbernon, F
   Oliver-Trobat, MFM
AF Aguilar-Mediavilla, Eva
   Salva-Mut, Francisca
   Imbernon, Francesc
   Oliver-Trobat, Miquel F. Miquel
TI Influence of qualifications in initial training on the professional
   development and motivation of primary teachers in the Balearic Islands
SO EUROPEAN JOURNAL OF TEACHER EDUCATION
LA English
DT Article; Early Access
DE Teacher education; primary education; professional development; academic
   achievement; professional motivation
AB This paper analyses, using a cross-sectional design, the relationship between academic qualifications during the initial training of primary school teachers and their professional development. Among all graduates of 13 promotions, from year 2004 to 2016, we selected the 15% of those students with the best qualifications and the 15% with the worst ones from each promotion. All participants answered the same questionnaire on employability, participation in induction programmes, participation in continuing education programmes, and professional motivation. Analyses performed included distribution analyses using chi-square and independent group comparisons with Student's t-test. Participants with better grades showed higher employability rates, increased participation in initial education programmes, and more motivation towards their profession. Continuing education programmes were only slightly affected by initial grades. These results support academic positions in Spain that defend the need to apply measures to select those candidates with the best grades to become teachers.
C1 [Aguilar-Mediavilla, Eva; Salva-Mut, Francisca; Oliver-Trobat, Miquel F. Miquel] Univ Balearic Isl, Inst Educ Res & Innovat, Dept Appl Pedag & Educ Psychol, Palma De Mallorca, Spain.
   [Imbernon, Francesc] Univ Barcelona, Dept Didact & Educ Org, Barcelona, Spain.
C3 Universitat de les Illes Balears; University of Barcelona
RP Aguilar-Mediavilla, E (corresponding author), Univ Balearic Isl, Dept Appl Pedag & Educ Psychol, Ctra Valldemossa Km 7,5, Palma De Mallorca 07122, Spain.
EM eva.aguilar@uib.es
RI Oliver-Trobat, Miquel F./Q-2193-2016; Aguilar-Mediavilla,
   Eva/D-9208-2011
OI Oliver-Trobat, Miquel F./0000-0001-6279-8941; Aguilar-Mediavilla,
   Eva/0000-0003-0286-6572
NR 97
TC 1
Z9 1
U1 1
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0261-9768
EI 1469-5928
J9 EUR J TEACH EDUC
JI Eur. J. Teach. Educ.
PD 2023 MAR 15
PY 2023
VL 46
IS 2
BP 308
EP 330
DI 10.1080/02619768.2021.1912005
EA APR 2021
PG 23
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA I0PA0
UT WOS:000637258900001
DA 2024-02-21
ER

PT J
AU Ramsden, P
AF Ramsden, P
TI Predicting institutional research performance from published indicators:
   A test of a classification of Australian university types
SO HIGHER EDUCATION
LA English
DT Article
ID PUBLICATION PRODUCTIVITY
AB In 1998, the Australian federal government published comprehensive performance indicator data on universities. This article makes use of several indicators to examine correlates of research productivity in Australian universities, and to test the explanatory power of Marginson's (1997) typology of universities. Research productivity is measured using the quantity known as the 'research quantum' (RQ), which is a performance-related component of operating grant funding. Results of the analysis reveal that a large proportion of the variability in research performance can be attributed to two latent constructs. One relates together favourable student-staff ratios, a high proportion of graduating students continuing into further study, and a high proportion of research qualified staff. The other connects graduates' experiences of low quality courses, good student progress rates and low attrition with high graduate employability. These factors also predict membership of the four Marginson types. The results confirm that Australian universities can be separated into four main reputational groups based chiefly on research performance. Some implications for the use of performance indicators in a more market-driven system are discussed.
C1 Griffith Univ, Griffith Inst Higher Educ, Nathan, Qld 4111, Australia.
C3 Griffith University
RP Ramsden, P (corresponding author), Griffith Univ, Griffith Inst Higher Educ, Nathan, Qld 4111, Australia.
NR 21
TC 38
Z9 42
U1 0
U2 13
PU KLUWER ACADEMIC PUBL
PI DORDRECHT
PA SPUIBOULEVARD 50, PO BOX 17, 3300 AA DORDRECHT, NETHERLANDS
SN 0018-1560
J9 HIGH EDUC
JI High. Educ.
PD JUN
PY 1999
VL 37
IS 4
BP 341
EP 358
DI 10.1023/A:1003692220956
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 217PW
UT WOS:000081509000002
DA 2024-02-21
ER

PT J
AU Lourenço, F
   Li, Z
   Ren, LP
   Cheng, RI
AF Lourenco, Fernando
   Li, Zhuo
   Ren, Lianping
   Cheng, Ranis
TI What Retail Experts Say about the Tourism Retail Education? A Case of
   Macao Using an Integrated Bloom-Kolb Learning Design Canvas
SO JOURNAL OF QUALITY ASSURANCE IN HOSPITALITY & TOURISM
LA English
DT Article; Early Access
DE Curriculum review tourism retail; industry perspective; tourism and
   hospitality education; Bloom taxonomy; Kolb's experiential learning
ID MANAGEMENT COMPETENCES; HOSPITALITY; SUSTAINABILITY; TAXONOMY; STUDENTS;
   ENTREPRENEURSHIP; EMPLOYABILITY; PERCEPTIONS; PERSPECTIVE; FRAMEWORK
AB The growing infrastructure and the surge of world-renowned retailers in Macao has led to the new demand for knowledgeable managers and practitioners. This study aims to identify views from retail and marketing experts in order to unearth essential and relevant learning outcomes which in turn support the review and improvement of the Tourism Retail and Marketing Management program at Macao Institute for Tourism Studies. Kolb's experiential learning theory and Bloom's taxonomy are adopted to explain the expectations from industry experts in order to provide clearer understanding. An integrated 'Bloom-Kolb Learning Design Canvas' is proposed to support future design of training and learning activities. Through purposive sampling, nine industry experts from different retail companies were approached and interviewed to generate data for this study. Thematic analysis revealed desirable competencies of the retail graduates, as well as gaps that existed between industry practice and education programs in areas including knowledge, skills, and attitudes that are essential for graduates to possess. The findings were valuable for improving the existing program to become more relevant to the graduates and industries.
C1 [Lourenco, Fernando; Li, Zhuo; Ren, Lianping] Macao Inst Tourism Studies, Sch Tourism Management, Macau, Peoples R China.
   [Cheng, Ranis] Sheffield Univ Management Sch, Management Sch, Sheffield, S Yorkshire, England.
C3 Macao Institute for Tourism Studies
RP Li, Z (corresponding author), Macao Inst Tourism Studies, Sch Tourism Management, Macau, Peoples R China.
EM catherine@ift.edu.mo
OI REN, Lianping/0000-0002-2025-9998; Lourenco,
   Fernando/0000-0002-2304-962X
NR 61
TC 1
Z9 1
U1 3
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1528-008X
EI 1528-0098
J9 J QUAL ASSUR HOSP TO
JI J. Qual. Assur. Hosp. Tour.
PD 2022 JAN 2
PY 2022
VL 23
IS 1
BP 275
EP 297
DI 10.1080/1528008X.2021.1920549
EA MAY 2021
PG 23
WC Hospitality, Leisure, Sport & Tourism
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA YP6WI
UT WOS:000656061800001
DA 2024-02-21
ER

PT J
AU Arnaiz-Castro, P
   Espejo-Mohedano, R
AF Arnaiz-Castro, Patricia
   Espejo-Mohedano, Roberto
TI Bilingualism in Brazil: An Examination of Its Effect on the Formation of
   Individual Identities
SO LANGUAGES
LA English
DT Article
DE bilingualism; graduates; individual identities; mobility; employability;
   intercultural competence; multilingualism
ID INTERCULTURAL COMMUNICATION COMPETENCE; FOREIGN-LANGUAGE; PERSONALITY;
   CLIL; MULTILINGUALISM; CONSEQUENCES; PERCEPTIONS; TOLERANCE; AMBIGUITY;
   EDUCATION
AB The 21st century has witnessed a substantial increase in research focused on the benefits of bilingualism for individuals. The aspects that have received the most attention have been executive functions. And communication skills. Less is known, however, about the noncognitive and nonlinguistic aspects of bilingualism. Personality psychologists claim that personality is the result of a combination of nature-related and nurture-related factors, but the latter have not been sufficiently addressed in studies on bilingualism. Thus, to bridge this gap, the present contribution pursues this line of inquiry by adopting a quantitative approach to the examination of the self-perceived mobility, employability, and intercultural competence of participants who studied in a bilingual education program. A total of 835 respondents living in Brazil completed an online questionnaire. Mann-Whitney U and Wilcoxon W tests showed higher scores for bilingual graduates than for their nonbilingual counterparts on the three subscales. Correlation analyses revealed moderate-to-high positive correlations between bilingual graduates' perception of their way of being and their way of life on the one hand, and among their self-perceived mobility, employability, and intercultural competence on the other. Likewise, the analyses showed statistically significant positive correlations between being proficient in more than one foreign language and the dimension of mobility. Our findings illustrate the influence that bilingualism/multilingualism exerts on factors that determine everyday life and corroborate and expand the research conducted in this strand. Avenues for further related research are discussed.
C1 [Arnaiz-Castro, Patricia] Univ Las Palmas Gran Canaria, Fac Educ Sci, Dept Specif Didact, Las Palmas Gran Canaria 35004, Spain.
   [Espejo-Mohedano, Roberto] Univ Cordoba, Dept Stat Econometr Operat Res Business Org & Appl, Campus Univ Rabanales, Cordoba 14071, Spain.
C3 Universidad de Las Palmas de Gran Canaria; Universidad de Cordoba
RP Arnaiz-Castro, P (corresponding author), Univ Las Palmas Gran Canaria, Fac Educ Sci, Dept Specif Didact, Las Palmas Gran Canaria 35004, Spain.
EM patricia.arnaiz@ulpgc.es; ma1esmor@uco.es
FU Spanish Ministry of Science and Innovation [EDU2017-84800-R]
FX This work was supported by the Spanish Ministry of Science and
   Innovation under Grant EDU2017-84800-R. The authors would like to thank
   the anonymous participants who completed the questionnaire.
NR 90
TC 0
Z9 0
U1 1
U2 1
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2226-471X
J9 LANGUAGES-BASEL
JI Languages-Basel
PD SEP
PY 2023
VL 8
IS 3
AR 180
DI 10.3390/languages8030180
PG 12
WC Linguistics; Language & Linguistics
WE Emerging Sources Citation Index (ESCI)
SC Linguistics
GA S9AZ8
UT WOS:001074034700001
OA gold
DA 2024-02-21
ER

PT J
AU Rydzik, A
   Kissoon, CS
AF Rydzik, Agnieszka
   Kissoon, Chavan Sharma
TI The shaping of the neoliberal worker: Socialisation of young adults
   through flexible hospitality work
SO ANNALS OF TOURISM RESEARCH
LA English
DT Article; Early Access
DE Hospitality work; Neoliberalism; Students; Work socialisation; Worker
   agency; Zero-hour contracts
ID STUDENTS; EDUCATION; TOURISM; YOUTH; SENSE
AB Neoliberal reforms have led to a profound transformation of the UK labour market and the higher education sector, resulting in precarisation of work, youth underemployment and employability-focused universities. Relying on a flexible young workforce, tourism and hospi-tality workplaces have been at the forefront of these changes. This article examines implica-tions of these macro-level transformations for young workers and the role of hospitality workplaces in shaping understandings of work. Drawing on 44 interviews with university stu-dents on zero-hour contracts in UK hospitality, the article theorises student-workers socialisation to work. It shows how, as anticipatory work socialisation spaces, hospitality workplaces contribute to the shaping of neoliberal subjectivities through normalisation of certain, sometimes troubling, working practices.Crown Copyright (c) 2022 Published by Elsevier Ltd. All rights reserved.
C1 [Rydzik, Agnieszka; Kissoon, Chavan Sharma] Univ Lincoln, Brayford Pool, Lincoln LN6 7TS, Lincs, England.
C3 University of Lincoln
RP Rydzik, A (corresponding author), Univ Lincoln, Brayford Pool, Lincoln LN6 7TS, Lincs, England.
EM arydzik@lincoln.ac.uk; ckissoon@lincoln.ac.uk
OI Kissoon, Chavan/0000-0002-8155-7972; Rydzik, Dr.
   Agnieszka/0000-0001-6937-8608
FU University of Lincoln
FX We would like to thank the student-research assistants from the tourism
   programme at the University of Lincoln who engaged in the data
   collection stage and whose reflections have helped shape this study. We
   are also grateful for the University of Lincoln for supporting the study
   via an internal grant.
NR 58
TC 3
Z9 3
U1 3
U2 11
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0160-7383
EI 1873-7722
J9 ANN TOURISM RES
JI Ann. Touris. Res.
PD 2022 NOV
PY 2022
VL 97
AR 103470
DI 10.1016/j.annals.2022.103470
EA OCT 2022
PG 14
WC Hospitality, Leisure, Sport & Tourism; Sociology
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics; Sociology
GA 5Q6VN
UT WOS:000873966700002
DA 2024-02-21
ER

PT J
AU Karam, A
   Ashill, N
   Jayashree, P
   Lindsay, V
AF Karam, Abdulaziz
   Ashill, Nick
   Jayashree, Payyazhi
   Lindsay, Valerie
TI Localization in the United Arab Emirates: a study of stereotypes,
   organizational socialization, employability and work outcomes
SO PERSONNEL REVIEW
LA English
DT Article; Early Access
DE Employability; Localization; Emiratization; Retention; Organizational
   socialization; Stereotypes
ID HUMAN-RESOURCE MANAGEMENT; AFFIRMATIVE-ACTION; HRM PRACTICES; NEWCOMER
   ADJUSTMENT; ATTRIBUTION THEORY; TALENT MANAGEMENT; MEDIATING ROLE;
   THREAT; PERFORMANCE; TACTICS
AB Purpose This paper aims to extend the traditional conceptualization of localization, which has largely focused on recruitment, by examining "employability" and "retention" as crucial determinants of localization success. Design/methodology/approach Using survey data from local (Emirati) employees in private sector organizations in the United Arab Emirates (UAE), the authors develop a holistic model of localization and test the relationships between stereotypes, organizational socialization, employability and retention outcomes, using Smart-PLS. Findings Among the main findings are the significant influence of stereotypes on organizational socialization (OS) experiences of Emirati employees, with a negative relationship between "work ethics stereotypes" and perceptions of OS experiences. Strong evidence is also found for the indirect effects of OS experiences on retention of Emirati employees, mediated by employability. Research limitations/implications This study contributes to the literature on localization by examining the relationships between key variables not examined together in previous research. In terms of limitations, the cross-sectional nature of the study prevents the identification of direction of causality among these relationships. Since employee integration, as part of localization efforts, is a gradual process, future research should include longitudinal studies. Practical implications Employability has emerged as a significant challenge for organizations and governments working to implement successful localization initiatives. This study's findings highlight several opportunities for organizational and governmental policy interventions to support successful localization. Originality/value The authors' holistic model extends localization literature by providing evidence for the role of stereotypes and employability as key constructs to be examined along with OS experiences and retention.
C1 [Karam, Abdulaziz] Univ Wollongong Dubai, Wollongong, NSW, Australia.
   [Ashill, Nick] Victoria Univ Wellington, Wellington, New Zealand.
   [Jayashree, Payyazhi] Univ Wollongong Dubai, Fac Business, Wollongong, NSW, Australia.
   [Lindsay, Valerie] Amer Univ Sharjah, Sharjah, U Arab Emirates.
C3 Victoria University Wellington; American University of Sharjah
RP Jayashree, P (corresponding author), Univ Wollongong Dubai, Fac Business, Wollongong, NSW, Australia.
EM payyazhijayashree@uowdubai.ac.ae
OI Ashill, Nicholas/0000-0002-7868-6175
NR 116
TC 1
Z9 1
U1 0
U2 4
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0048-3486
EI 1758-6933
J9 PERS REV
JI Pers. Rev.
PD 2023 JUN 2
PY 2023
VL 52
IS 5
BP 1362
EP 1386
DI 10.1108/PR-07-2021-0548
EA JUN 2022
PG 25
WC Industrial Relations & Labor; Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Psychology
GA H8IJ9
UT WOS:000807076700001
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Dickfos, J
AF Dickfos, Jennifer
TI Academic professional development: Benefits of a pracademic experience
SO INTERNATIONAL JOURNAL OF WORK-INTEGRATED LEARNING
LA English
DT Article
DE Pracademic experience; academic; practitioner collaboration;
   employability skills
ID BUSINESS; PRACTITIONERS; SKILLS; DIVIDE
AB Multiple benefits may be gained from academic staff undertaking pracademic experiences as part of their continuing professional development. A pracademic experience may increase collaborations between practitioners, academics and their tertiary institutions in terms of research and teaching. Academics can demonstrate the relevance, significance, and impact of their empirical research which then can support the practitioner's narrative to stakeholders. Teaching practices may improve as critical curriculum gaps are identified and the curriculum aligned with current professional practice.
   This paper promotes the proposition that a pracademic experience may also assist an academic to model, scaffold and coach employability skills to students. To provide evidence of the potential benefits from these collaborations, a case study, based upon the author-academic's experiences transitioning into the role of an insolvency file accountant, is included within the paper. The various benefits derived by the academic, the host practitioner, and the academic's home university from engaging in the pracademic experience are discussed.
C1 [Dickfos, Jennifer] Griffith Univ, Gold Coast, Australia.
C3 Griffith University; Griffith University - Gold Coast Campus
RP Dickfos, J (corresponding author), Griffith Univ, Gold Coast, Australia.
EM j.dickfos@giffith.edu.au
NR 46
TC 5
Z9 6
U1 1
U2 3
PU Work-Integrated Learning NZ-WILNZ
PI Hamilton
PA Univ Waikato, Private Bag 3105, Hamilton, NEW ZEALAND
SN 2538-1032
J9 INT J WORK-INTEGR L
JI Int. J. Work-Integr. L.
PY 2019
VL 20
IS 3
BP 243
EP 255
PG 13
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 6Y2YA
UT WOS:000896964400004
DA 2024-02-21
ER

PT J
AU Arnau-Sabatés, L
   Marzo, MT
   Jariot, M
   Sala-Roca, J
AF Arnau-Sabates, Laura
   Teresa Marzo, Maria
   Jariot, Merce
   Sala-Roca, Josefina
TI Learning basic employability competence: a challenge for the active
   labour insertion of adolescents in residential care in their transition
   to adulthood
SO EUROPEAN JOURNAL OF SOCIAL WORK
LA English
DT Article
DE young people in residential care; transition to adulthood; employment
   outcomes; employability competence; active labour insertion; jovenes en
   acogimiento residencial; transicion hacia la vida adulta; outcomes de
   insercion; competencias de empleabilidad; insercion laboral activa
ID FOSTER-CARE; EMPLOYMENT OUTCOMES; CHILDHOOD; CHILDREN; YOUTH
AB The teaching of basic employability competence from a very early age is of preventive value in the transition of young people in residential care to adulthood. The present research relates employability competence (finding and holding down a job and gaining promotion in the labour market) with positive career outcomes and employment opportunities. In this study, conceptual methods for understanding employability are analysed and some existing international studies of employability skills are reviewed, although all of these are deemed partial approaches to the needs of children and young people in residential care. Our proposal, the IARS (Infancia y Adolescencia en Riesgo Social [Children and Young People at Social Risk]) Employability Competence Framework, developed by means of a collaborative and integrated approach with experts, provides a complete picture of how employability competences are important for preparing young people in residential care not only for active labour insertion but also in terms of their comprehensive development. A selection of a cluster of eight employability competences (self-organisation, decision-making and problem-solving, teamwork, communication, perseverance, professional project development, flexibility and responsibility) and their components are presented, as well as its educational implications within children's homes. El aprendizaje de las competencias basicas de empleabilidad en los primeros anos de vida de los jovenes tutelados adquiere un valour preventivo clave para afrontar su proceso de transicion hacia la vida adulta. Las investigaciones relacionan las competencias de empleabilidad (entendida esta como la capacidad para encontrar y mantener un trabajo y promocionarse en el mercado laboral) con un mayor aprovechamiento de las oportunidades laborales y resultados de carrera positivos. En este estudio se enfatizan diferentes definiciones y enfoques teoricos sobre las competencias de empleabilidad, si bien se consideran aproximaciones parciales de acuerdo con las necesidades de los jovenes tutelados. La propuesta del grupo IARS (Infancia y Adolescencia en Riesgo Social), desarrollada a partir de una perspectiva integradora y con la colaboracion de expertos en la tematica, pretende ofrecer una vision ecologica de las competencias de empleabilidad necesarias no solo para una insercion laboral activa sino para favorecer el proceso de desarrollo global de los jovenes tutelados. En el modelo propuesto se detallan ocho competencias de empleabilidad (autoorganizacion, toma de decisiones y resolucion de problemas, trabajo en equipo, comunicacion, perseverancia, la construccion del proyecto profesional, flexibilidad y responsabilidad) con los respectivos elementos de competencia, asi como las implicaciones educativas en los contextos de atencion residencial.
C1 [Arnau-Sabates, Laura; Jariot, Merce; Sala-Roca, Josefina] Univ Autonoma Barcelona, E-08193 Barcelona, Spain.
   [Teresa Marzo, Maria] Univ Ramon Llull, Fac Educ Social & Treball Social, Barcelona, Spain.
C3 Autonomous University of Barcelona; Universitat Ramon Llull
RP Arnau-Sabatés, L (corresponding author), Univ Autonoma Barcelona, E-08193 Barcelona, Spain.
EM laura.arnau@uab.cat
RI Sala-Roca, Josefina/E-8658-2016; Arnau-Sabatés, Laura/AAA-5166-2019
OI Sala-Roca, Josefina/0000-0001-9829-5131; Arnau-Sabatés,
   Laura/0000-0003-3359-4071; MARZO ARPON, TERESA/0000-0003-0684-1225
NR 54
TC 12
Z9 13
U1 7
U2 161
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1369-1457
EI 1468-2664
J9 EUR J SOC WORK
JI Eur. J. Soc. Work
PD MAR 15
PY 2014
VL 17
IS 2
BP 252
EP 265
DI 10.1080/13691457.2013.802227
PG 14
WC Social Work
WE Social Science Citation Index (SSCI)
SC Social Work
GA AE5WI
UT WOS:000334059600008
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Sadik, S
   Brown, P
AF Sadik, Sahara
   Brown, Phillip
TI Corporate recruitment practices and the hierarchy of graduate
   employability in India
SO OXFORD REVIEW OF EDUCATION
LA English
DT Article; Early Access
DE Higher education expansion; corporate talent management; employability
ID HIGHER-EDUCATION SYSTEM; FUTURE
AB Policy and academic circles in India put forth the argument that the country's demographic dividend puts it in an optimal position to win the race between education and technology across nations by expanding higher education opportunities. This article examines the recruitment practices of 13 leading corporations in high-growth sectors in India. Based on detailed qualitative interviews, it explains why these corporations are unlikely to increase the demand for graduates in ways imagined by policy-makers or proponents of skills-biased technological change. Companies in India are locked into an intense 'war for talent', but only for graduates in India's top-tier universities. We argue that there is a close correspondence between India's highly elitist university system and corporate talent management strategies, creating a narrow pool of highly mobile Indian corporate elite, but resulting in limited prospects for the wider Indian workforce. In this talent market, the success of the top corporate elite rests on keeping the elitist character of higher education, rather than widening labour market opportunities. This paper also seeks to explain why top corporations in India engage in this 'war for talent' when they are not always certain their investments pay off.
C1 [Sadik, Sahara] Inst Adult Learning, Ctr Work & Learning, Singapore, Singapore.
   [Sadik, Sahara] Singapore Univ Social Sci, Singapore, Singapore.
   [Brown, Phillip] Cardiff Univ, Sch Social Sci, Cardiff, S Glam, Wales.
   [Brown, Phillip] Zhengzhou Univ, Dept Educ, Zhengzhou, Henan, Peoples R China.
C3 Singapore University of Social Sciences (SUSS); Cardiff University;
   Zhengzhou University
RP Sadik, S (corresponding author), Inst Adult Learning, Ctr Work & Learning, Singapore, Singapore.; Sadik, S (corresponding author), Singapore Univ Social Sci, Singapore, Singapore.
EM nur_sahara@ial.edu.sg
RI Sadik, Sahara/AAP-2389-2020
NR 34
TC 1
Z9 1
U1 2
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0305-4985
EI 1465-3915
J9 OXFORD REV EDUC
JI Oxf. Rev. Educ.
PD 2020 JAN 2
PY 2020
VL 46
IS 1
SI SI
BP 96
EP 110
DI 10.1080/03054985.2019.1687437
EA DEC 2019
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA OP1XE
UT WOS:000499586700001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU MEANS, BL
   BOLTON, B
AF MEANS, BL
   BOLTON, B
TI A NATIONAL SURVEY OF EMPLOYMENT SERVICES PROVIDED BY INDEPENDENT LIVING
   PROGRAMS
SO JOURNAL OF REHABILITATION
LA English
DT Article
AB A national survey of the employment services offered by a representative sample of 104 independent living programs (ILPs) found that 61% of ILPs provided some type of employment/vocational services. Specific employment services were offered by fewer ILPs: vocational counseling/guidance (60%), placement services (38%), on-the-job training (32%), transitional employment services (28%), and supported work programs (21%). More ILPs provided community job development (73%), employability development services (59%), vocational assessment services (45%), and occupational skills training (40%). It was concluded that ILPs are significantly involved in the provision of employment services to their clientele.
C1 UNIV ARKANSAS,ARKANSAS RES & TRAINING CTR VOCAT REHABIL,HOT SPRINGS,AR 71902.
C3 University of Arkansas System; University of Arkansas Fayetteville
NR 4
TC 1
Z9 1
U1 0
U2 1
PU NATL REHABILITATION ASSN-NRA
PI ALEXANDRIA
PA 633 S WASHINGTON ST, ALEXANDRIA, VA 22314-4109
SN 0022-4154
J9 J REHABIL
JI J. Rehabil.
PD OCT-DEC
PY 1992
VL 58
IS 4
BP 22
EP 26
PG 5
WC Rehabilitation
WE Social Science Citation Index (SSCI)
SC Rehabilitation
GA LN424
UT WOS:A1992LN42400004
DA 2024-02-21
ER

PT J
AU Clothier, AT
   Matheson, D
AF Clothier, Anne Temple
   Matheson, David
TI Using co-creation as a pedagogic method for the professional development
   of students undertaking a BA (Hons) in Education Studies
SO JOURNAL OF FURTHER AND HIGHER EDUCATION
LA English
DT Article
DE Co-creation; collaboration; critical thinking; transformative learning
ID CRITICAL THINKING
AB Using an interpretive epistemology to explore the perceived benefits of using co-creation as a pedagogic tool with undergraduate students, this research focuses on a collaborative project between some first year undergraduate Education Studies students, a university Senior Lecturer and an Education Coordinator from a regional social enterprise organisation. The paper explores how the use of co-creation and creativity enhances the professional development and employability of graduates. Drawing on data collected from the students, this paper presents a range of perspectives and identifies how 'meaningful' problem-solving, co-creation and collaboration lead to transformative learning and enhanced student engagement. By doing this, we explore how complex challenges create agency for learning and develop critical thinking.
C1 [Clothier, Anne Temple] Leeds Beckett Univ, Sch Educ, Leeds, W Yorkshire, England.
   [Matheson, David] Univ Wolverhampton, Fac Educ Hlth & Well Being, Walsall, W Midlands, England.
C3 University of Leeds; Leeds Beckett University; University of
   Wolverhampton
RP Clothier, AT (corresponding author), Leeds Beckett Univ, Sch Educ, Leeds, W Yorkshire, England.
EM A.Temple-Clothier@LeedsBeckett.ac.uk
RI Matheson, David/V-4076-2017
OI Matheson, David/0000-0002-3695-3167; Temple Clothier,
   Anne-Louise/0000-0002-0286-5118
NR 26
TC 5
Z9 5
U1 0
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0309-877X
EI 1469-9486
J9 J FURTH HIGHER EDUC
JI J. Furth Higher Education
PY 2019
VL 43
IS 6
BP 826
EP 838
DI 10.1080/0309877X.2017.1409344
PG 13
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA JM5RY
UT WOS:000496272400007
OA Green Submitted, Green Accepted
DA 2024-02-21
ER

PT J
AU Misira, H
   Isik-Güler, H
AF Misira, Huelya
   Isik-Guler, Hale
TI "Be a better version of you!": A corpus-driven critical discourse
   analysis of MOOC platforms' marketing communication
SO LINGUISTICS AND EDUCATION
LA English
DT Article; Early Access
DE Massive Open Online Courses; Enterprising-self; Higher education
   discourse; Job market discourse; Self-help discourse; Corpus-driven
   critical discourse analysis
ID HIGHER-EDUCATION; MARKETIZATION; LINGUISTICS; LANGUAGE
AB This study examines the representation, reconstruction, and promotion of the 'ideal subject' of the job market in the promotional materials of the online/life-long learning platforms known as Massive Open Online Courses (MOOCs). We take a corpus-driven critical discourse analysis to investigate the marketing language in the subscription e-mails and websites of six English-medium MOOC platforms. The analy-sis shows that the platforms use an array of promotional persuasion strategies, including advice-giving, autonomization and responsibilization of individuals and reinforce a self-betterment discourse to cre-ate marketable employees. Through the use of a distinct blend of higher education, marketing, and self-help discourses, the skills-oriented language explicitly references job insecurity and urges the individual to (re)build oneself tirelessly to remain demandable/marketable, neglecting an intellectual advancement angle. This ideology legitimizes the neoliberal demands for the enterprising-self and employability and feeds into one's fear of failure, ranking individuals in the society based on a value-adding/detracting prac-tice.(c) 2022 Elsevier Inc. All rights reserved.
C1 [Misira, Huelya] Cappadocia Univ, Mustafapasa Campus, TR-50420 Yeni, Nevsehir, Turkey.
   [Isik-Guler, Hale] Middle East Tech Univ, Dumlupinar Blv 1-6 D-133, TR-06800 Ankara, Turkey.
C3 Kapadokya University; Middle East Technical University
RP Misira, H (corresponding author), Cappadocia Univ, Mustafapasa Campus, TR-50420 Yeni, Nevsehir, Turkey.
EM hulyamsr@gmail.com; hisik@metu.edu.tr
RI MISIR, Hülya/AHA-1736-2022
OI MISIR, Hülya/0000-0003-4103-682X; ISIK-GULER, Hale/0000-0002-6859-9377
NR 48
TC 0
Z9 0
U1 5
U2 46
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0898-5898
EI 1873-1864
J9 LINGUIST EDUC
JI Linguist. Educ.
PD 2022 JUN
PY 2022
VL 69
AR 101021
DI 10.1016/j.linged.2022.101021
EA FEB 2022
PG 12
WC Education & Educational Research; Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Education & Educational Research; Linguistics
GA 0N9GD
UT WOS:000783137000010
DA 2024-02-21
ER

PT J
AU STEMMER, P
   BROWN, B
   SMITH, C
AF STEMMER, P
   BROWN, B
   SMITH, C
TI THE EMPLOYABILITY SKILLS PORTFOLIO
SO EDUCATIONAL LEADERSHIP
LA English
DT Article
RP STEMMER, P (corresponding author), MICHIGAN DEPT EDUC,OFF TECH ASSISTANCE & EVALUAT,MICHIGAN EDUC ASSESSMENT PROGRAM,BOX 30008,LANSING,MI 48909, USA.
NR 1
TC 6
Z9 6
U1 0
U2 1
PU ASSOC SUPERVISION CURRICULUM DEVELOPMENT
PI ALEXANDRIA
PA 1250 N PITT STREET, ALEXANDRIA, VA 22314-1453
SN 0013-1784
J9 EDUC LEADERSHIP
JI Educ. Leadership
PD MAR
PY 1992
VL 49
IS 6
BP 32
EP 35
PG 4
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HG463
UT WOS:A1992HG46300008
DA 2024-02-21
ER

PT J
AU Quintana, CDD
   Mora, JG
   Pérez, PJ
   Vila, LE
AF Davila Quintana, Carmen Delia
   Mora, Jose-Gines
   Perez, Pedro J.
   Vila, Luis E.
TI Enhancing The Development Of Competencies: the role of UBC
SO EUROPEAN JOURNAL OF EDUCATION
LA English
DT Article
DE UBC; employability; competency development; teaching & learning model;
   lifelong learning
ID HIGHER-EDUCATION; INNOVATION; INVESTMENT; CHALLENGES
AB This article aims at clarifying whether and how University Business Cooperation (UBC) can be expanded from knowledge transfer to the core field of education. Higher education institutions exert a decisive influence by teaching students to understand academic theories, methods and areas of knowledge, contributing to their cultural enrichment and development of personality, and preparing them for further work and other spheres of life. Higher education aims at establishing the basis of relevant knowledge that will help students to understand and acquire the competencies they will need in their professional lives. Universities supply graduates to the economy and that includes developing the right set of skills to acceptable levels. Consequently, an explicit goal of UBC should be to point out what those skills should be and how to target education at developing them. The competencies acquired by the flow of new graduates emerging each year from higher education institutions in the labour market is an expression of the multidimensional output obtained from the resources allocated to the higher education system. New ways for UBC are called to play a prominent role in defining both a model of teaching and learning that is better adjusted to social and economic demands and a dynamic and flexible system of continuing education to retrain people as social and economic conditions evolve. Nevertheless, the implementation of reforms in higher education calls for a deeper understanding of possible trade-offs between the diverse types of resources involved and the outcomes obtained. Resources should be examined in terms of their relative costs and the results interpreted with regard to their value to individuals and society.
C1 [Davila Quintana, Carmen Delia] Univ Las Palmas Gran Canaria, Campus Tafira S-N, Las Palmas Gran Canaria 35017, Spain.
   [Mora, Jose-Gines] UCL Inst Educ, 20 Bedford Way, London WC1H 0AL, England.
   [Perez, Pedro J.; Vila, Luis E.] Univ Valencia, Ave Blasco Ibanez 13, Valencia 46010, Spain.
C3 Universidad de Las Palmas de Gran Canaria; University of London;
   University College London; UCL Institute of Education; University of
   Valencia
RP Quintana, CDD (corresponding author), Univ Las Palmas Gran Canaria, Campus Tafira S-N, Las Palmas Gran Canaria 35017, Spain.; Mora, JG (corresponding author), UCL Inst Educ, 20 Bedford Way, London WC1H 0AL, England.; Pérez, PJ; Vila, LE (corresponding author), Univ Valencia, Ave Blasco Ibanez 13, Valencia 46010, Spain.
EM delia.davila@ulpgc.es; J.Mora@ioe.ac.uk; pedro.j.perez@uv.es;
   luis.vila@uv.es
RI Perez, Pedro J./R-6630-2017; Dávila-Quintana, Delia/H-6382-2016
OI Perez, Pedro J./0000-0001-9375-6330; Dávila-Quintana,
   Delia/0000-0002-4608-1040
NR 53
TC 14
Z9 14
U1 0
U2 41
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0141-8211
EI 1465-3435
J9 EUR J EDUC
JI Eur. J. Educ.
PD MAR
PY 2016
VL 51
IS 1
SI SI
BP 10
EP 24
DI 10.1111/ejed.12162
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DF2ER
UT WOS:000371154100003
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Schyns, B
   Sczesny, S
AF Schyns, Birgit
   Sczesny, Sabine
TI Leadership attributes valence in self-concept and occupational
   self-efficacy
SO CAREER DEVELOPMENT INTERNATIONAL
LA English
DT Article
DE Self-esteem; Leadership; Germany; Australia; India
ID JOB-SATISFACTION; GOAL ORIENTATION; PERFORMANCE; TRAITS; BELIEFS;
   GENDER; EMPLOYABILITY; DETERMINANTS; EXPECTATIONS; STEREOTYPES
AB Purpose - The purpose of this paper is to explore the relationship between leadership-relevant attributes and occupational self-efficacy in management students. It is assumed that leadership-relevant attributes are related to high self-efficacy beliefs.
   Design/methodology/approach - In the present study management students from three different countries, namely Germany, Australia, and India, described to what degree they posses task- and person-oriented leadership attributes and indicate their occupational self-efficacy for their future profession. Data were analysed using regression analyses.
   Findings As expected, leadership-relevant attributes were related to occupational self-efficacy. Some support was found for the assumption that ratings of the importance of relevant attributes moderates the relationship between reported leadership-relevant attributes and occupational self-efficacy but only for task-oriented attributes.
   Research limitations/implications - The sample size was small so that comparisons between subgroups were not possible. All data were self-reported.
   Practical implications The results are relevant for career counselling. Looking at self-description of individuals in terms of attributes relevant to their future job rather than working directly on their occupational self-efficacy could be emphasised.
   Originality/value - The study provides initial hints at the relationship between self-description and occupational self-efficacy in connection with future managers.
C1 [Schyns, Birgit] Univ Portsmouth, Dept Human Resource & Mkt Management, Portsmouth, Hants, England.
   [Sczesny, Sabine] Univ Bern, Bern, Switzerland.
C3 University of Portsmouth; University of Bern
RP Schyns, B (corresponding author), Univ Portsmouth, Dept Human Resource & Mkt Management, Portsmouth, Hants, England.
EM Birgit.Schyns@port.ac.uk
RI Schyns, Birgit/T-8262-2019
OI Schyns, Birgit/0000-0001-8604-1994; Sczesny, Sabine/0000-0002-1666-1263
NR 62
TC 18
Z9 36
U1 1
U2 50
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1362-0436
EI 1758-6003
J9 CAREER DEV INT
JI Career Dev. Int.
PY 2010
VL 15
IS 1
BP 78
EP 92
DI 10.1108/13620431011020907
PG 15
WC Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Psychology; Business & Economics
GA 640FZ
UT WOS:000281035600005
OA Green Published, Green Accepted
DA 2024-02-21
ER

PT J
AU Short, D
   Opengart, R
AF Short, D
   Opengart, R
TI It's a free agent world
SO TRAINING & DEVELOPMENT
LA English
DT Article
AB In this, the second installment of T&D's three-part series on free agent learners, Short and Opengart discuss the dimensions and challenges the phenomenon brings to corporate trainers and training managers. They note that the free agent learner's focus on employability implies
   updating and expanding expertise
   updating and expanding technical or specialized knowledge and skills
   building and maintaining networks
   increasing and displaying reputations.
   Short and Opengart attempt to answer the questions, What key strategic role do trainers play in helping organizations attract and retain free agents? and How do trainers operate in an environment where learners have become mon independent and more selective about their training?
   The authors recommend that leaders of training functions consider evolutionary changes in these broad areas:
   Alter the training function's focus of attention.
   Partner with other organizational systems.
   Adopt new roles for trainers.
   Develop new training competencies.
   Training functions must shift the emphasiss away from training and toward continuous learning and careers, the authors advise. They outline this five-step process to effect that shift:
   1. Have employee learning, growth, and career development as the center of attention-not training.
   2. Change how the training function is viewed in the organization.
   3. Create an environment where learning is flexible and designed around employees' goals and choices.
   4. Pay more attention to developing and maintaining levels of expertise, specialist knowledge, networks, and reputations.
   5. Recognize the fi-ee agent learner's desire for independent, self-managed learning by opening up new internal and external learning avenues.
C1 Univ Georgia, Athens, GA 30602 USA.
C3 University System of Georgia; University of Georgia
NR 0
TC 1
Z9 3
U1 0
U2 5
PU AMER SOC TRAINING DEVELOPMENT
PI ALEXANDRIA
PA 1640 KING ST, BOX 1443, ALEXANDRIA, VA 22313-2043 USA
SN 1055-9760
J9 TRAINING DEV
JI Train. Dev.
PD SEP
PY 2000
VL 54
IS 9
BP 60
EP +
PG 8
WC Business
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 354QK
UT WOS:000089341000013
DA 2024-02-21
ER

PT J
AU Fuente-Vidal, A
   March-Amengual, JM
   de Souza, DLB
   Busquets-Alibés, E
   Sole, S
   Cañete, S
   Jerez-Roig, J
AF Fuente-Vidal, Andrea
   March-Amengual, Jaume-Miquel
   Bezerra de Souza, Dyego L.
   Busquets-Alibes, Ester
   Sole, Silvia
   Canete, Sergi
   Jerez-Roig, Javier
TI Factors influencing student choice of a degree in physiotherapy: a
   population-based study in Catalonia (Spain)
SO PEERJ
LA English
DT Article
DE Physiotherapy; University; Gender; Origin; Career choice; Motivation;
   Students; Undergraduate; Physical therapy; College
ID MEDICAL-STUDENTS; EXPECTATIONS; COUNTRIES; CAREER
AB Background. In other healthcare professions, there has been extensive research into students' motivation, but studies aiming to determine what leads individuals to choose a degree in physiotherapy are scarce. This research study had three main objectives: to obtain a sociodemographic profile of first-year physiotherapy students in Catalonia; to determine the factors that lead individuals to choose a degree in physiotherapy; and to determine potential differences, according to gender and country of origin.
   Methods. This is an observational, cross-sectional, multicentre study. Data were collected by means of a self-administered, ad-hoc questionnaire, consisting of 15 Likert scale questions, options ranging from ``not influencing at all -1-'' to ``extremely influencing -5-''. Ten out of the twelve universities in Catalonia (Spain) that offer a degree in physiotherapy participated in this study. The sample consisted of 941 first-year physiotherapy students (55.2% men; mean age 20.1, SD: 3.4).
   Results. The most determinant factors leading individuals to pursue a degree in physiotherapy were: helping others (95.6%); the relationship between physiotherapy and sports (79%); physiotherapy involving manual work (76.4%); and it being perceived as providing multiple job opportunities (75.9%). Male and French students were attracted due to its relation to sports (MD = 0.369, p < 0.001 and MD = 0.130, p < 0.027), perception of it being an easy degree (MD = 0.148, p < 0.001 and MD = 0.091, p < 0.037), admiration for a known physiotherapist (MD = 0.223, p = 0.006 and MD = 0.265, p = 0.001), employability (MD = 0.297, p < 0.001 and MD = 0.706, p < 0.001), good income (MD = 0.190, p = 0.002 and MD = 0.609, p < 0.001) and social recognition (MD = 0.164, p = 0.011 and MD = 0.286, p < 0.001). Helping others (MD = 0.149, p < 0.001) and interest in the sciences (MD = 0.164, p = 0.030) were more determinant for female students. Male students were more guided by recommendation (MD = 0.234, p = 0.001) and to complement previous studies (MD = 0.237, p = 0.016). French students tended to present more interest in the selection of physiotherapy as a wish since childhood (MD = 0.595, p < 0.001), due to its multiple job opportunities (MD = 0.427, p < 0.001) and because of manual work, and did not choose it to complement previous studies (MD = 1.122, p < 0.001).
   Conclusions. The desire to help and care for others, the relation to sports, and involving manual work are the predominant factors that lead students to pursue a degree in physiotherapy. Female students favour helping others and science, whereas male students favour its relation to sports, complementing studies, social factors (admiration, recommendation, friendship) and socioeconomic determinants such as employability, good income or social recognition. When compared to Spanish students, French students were more motivated by its connection to sports, social and socioeconomic factors and some vocational determinants such as being a wish since childhood and interest in a manual profession.
C1 [Fuente-Vidal, Andrea] Univ Barcelona, Interuniv Degree Physiotherapy, Univ Sch Hlth & Sports EUSES, Barcelona, Spain.
   [Fuente-Vidal, Andrea] Univ Girona, Girona, Spain.
   [Fuente-Vidal, Andrea; March-Amengual, Jaume-Miquel; Bezerra de Souza, Dyego L.; Busquets-Alibes, Ester; Canete, Sergi; Jerez-Roig, Javier] Univ Vic Cent Univ Catalonia UVic UCC, Fac Hlth Sci & Welf, Ctr Hlth & Social Care Res CESS, Res Grp Methodol Methods Models & Outcomes Hlth &, Vic, Spain.
   [March-Amengual, Jaume-Miquel; Busquets-Alibes, Ester] UVic UCC, Catedra Bioet Fundacio Grifols, Vic, Spain.
   [Bezerra de Souza, Dyego L.] Univ Fed Rio Grande do Norte, Dept Collect Hlth, Grad Programme Collect Hlth, Natal, RN, Brazil.
   [Sole, Silvia] Univ Lleida, Fac Nursery & Physiotherapy, GESEC Res Grp, Lleida, Spain.
C3 University of Barcelona; Universitat de Girona; Universitat de Vic -
   Universitat Central de Catalunya (UVic-UCC); Universitat de Vic -
   Universitat Central de Catalunya (UVic-UCC); Universidade Federal do Rio
   Grande do Norte; Universitat de Lleida
RP Fuente-Vidal, A (corresponding author), Univ Barcelona, Interuniv Degree Physiotherapy, Univ Sch Hlth & Sports EUSES, Barcelona, Spain.; Fuente-Vidal, A (corresponding author), Univ Girona, Girona, Spain.; Fuente-Vidal, A (corresponding author), Univ Vic Cent Univ Catalonia UVic UCC, Fac Hlth Sci & Welf, Ctr Hlth & Social Care Res CESS, Res Grp Methodol Methods Models & Outcomes Hlth &, Vic, Spain.
EM cienciayfisioterapia@gmail.com
RI Fuente-Vidal, Andrea/ABD-4481-2021; March-Amengual,
   Jaume-Miquel/G-6996-2011; Solé, Silvia/AAW-2815-2021; Jerez-Roig,
   Javier/V-6119-2018
OI Fuente-Vidal, Andrea/0000-0002-4274-1515; March-Amengual,
   Jaume-Miquel/0000-0003-0568-2277; Jerez-Roig, Javier/0000-0002-1968-4452
NR 29
TC 4
Z9 5
U1 1
U2 10
PU PEERJ INC
PI LONDON
PA 341-345 OLD ST, THIRD FLR, LONDON, EC1V 9LL, ENGLAND
SN 2167-8359
J9 PEERJ
JI PeerJ
PD APR 1
PY 2021
VL 9
AR e10991
DI 10.7717/peerj.10991
PG 13
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA RH4WC
UT WOS:000636219900002
PM 33850646
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Rossetti, G
AF Rossetti, Giulia
TI APPLYING KOLB'S EXPERIENTIAL LEARNING THEORY TO AN EVENT MANAGEMENT
   COURSE: PRACTICAL GUIDELINES FOR EDUCATORS
SO EVENT MANAGEMENT
LA English
DT Article
DE Assessment; Employability; Event management; Experiential learning;
   Kolb; Teaching; Support
ID STUDENTS; SKILLS
AB While experiential learning is well established in higher education, several scholars called for more studies on how to embed it for event management students. This article aims to answer these calls by investigating student and instructor perspectives on delivering a live event for a postgraduate course in an English university. It uses primary as well as secondary data from previous studies to suggest how to plan an experiential learning course. Findings provide practical recommendations to educa-tors in relation to four elements: teaching content; resources and support; assessment; and links to employability. While doing so, Kolb's cycle is reviewed and a new model of experiential learning for event management students is suggested. Thus, this article expands the current debate on experiential learning and suggests practical guidelines for event management educators.
C1 [Rossetti, Giulia] Oxford Brookes Univ, Oxford Brookes Business Sch, Oxford, England.
C3 Oxford Brookes University
RP Rossetti, G (corresponding author), Oxford Brookes Univ, Oxford Brookes Business Sch, Oxford, England.
EM grossetti@brookes.ac.uk
OI Rossetti, Giulia/0000-0002-5911-8842
NR 56
TC 0
Z9 0
U1 1
U2 1
PU COGNIZANT COMMUNICATION CORP
PI PUTNAM VALLEY
PA 18 PEEKSKILL HOLLOW RD, PO BOX 37, PUTNAM VALLEY, NY 10579 USA
SN 1525-9951
EI 1943-4308
J9 EVENT MANAGE
JI Event Manage.
PY 2023
VL 27
IS 7
BP 1025
EP 1040
DI 10.3727/152599523X16896548396752
PG 16
WC Hospitality, Leisure, Sport & Tourism
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA Y4CH7
UT WOS:001104754600007
OA Green Published
DA 2024-02-21
ER

PT J
AU Conlon, J
   Gallery, C
AF Conlon, Jo
   Gallery, Charlene
TI Developing digital skills: a fashion business masterclass in virtual 3D
   prototyping with Style3D
SO INTERNATIONAL JOURNAL OF FASHION DESIGN TECHNOLOGY AND EDUCATION
LA English
DT Article; Early Access
DE 3D technology; digital skills; masterclass; virtual prototyping; Style3D
ID INDUSTRY; EMPLOYABILITY; TECHNOLOGY
AB This research investigated the potential of a short industry-facilitated masterclass in virtual product development to inform future curriculum development and teaching and learning approaches within the context of Higher Education. An action research approach was adopted with fashion business student participants (n = 22). A pre-class survey, field notes, discussions, and reflections during the four-day masterclass provided data for the study. This study actively engaged student participants to inform curriculum development to advance the digital transformation of the industry. The fashion business students reported the experience as helpful to understand the potential of 3D or 'virtual' technologies within more sustainable product development processes, and to understand their roles as fashion marketing and/or management professionals within the emerging Design/Present/Sell/Produce-model. This study contributes to the literature on how to advance digital skills in higher education.
C1 [Conlon, Jo; Gallery, Charlene] Univ Manchester, Dept Mat, Manchester, England.
   [Gallery, Charlene] Univ Manchester, Dept Mat, 5 Thirstin Mill Court, Manchester HD96FB, England.
C3 University of Manchester; University of Manchester
RP Gallery, C (corresponding author), Univ Manchester, Dept Mat, 5 Thirstin Mill Court, Manchester HD96FB, England.
EM charlene.gallery@manchester.ac.uk
RI Silva, Flavio/JTT-2763-2023
OI Conlon, Jo/0000-0002-9992-6756
NR 40
TC 0
Z9 0
U1 1
U2 1
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 1754-3266
EI 1754-3274
J9 INT J FASH DES TECHN
JI Int. J. Fash. Des. Technol. Educ.
PD 2023 AUG 22
PY 2023
DI 10.1080/17543266.2023.2247425
EA AUG 2023
PG 10
WC Business; Materials Science, Textiles
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics; Materials Science
GA T8CY2
UT WOS:001080218400001
OA hybrid
DA 2024-02-21
ER

PT J
AU Firpo, S
   Carvalho, S
   Pieri, R
AF Firpo, Sergio
   Carvalho, Sandro
   Pieri, Renan
TI Using occupational structure to measure employability with an
   application to the Brazilian labor market
SO JOURNAL OF ECONOMIC INEQUALITY
LA English
DT Article
DE Employability; Occupations; Wages; Allocative efficiency; Brazilian
   labor market
ID DEMAND
AB We propose measuring individual employability as a weighted average across occupations of a worker's predicted wage for each occupation. Weights are given by the individual occupational probability distribution. Under this measure, a worker is more employable than another if she has a greater chance to obtain a better paid occupation. After normalization, expected employability corresponds to the population correlation between occupational predicted wages and the chance to obtain employment in these occupations and serves as a measure of the allocative efficiency of labor market. We apply the methodology to Brazil and found that employability increased and became less unequally distributed from 2002 to 2011. We used a decomposition method to investigate the causes of these changes. Although average normalized employability is weakly positive, it has increased for the period, which suggests that there is room for efficiency gains in the allocation of workers to occupations in the Brazilian labor market.
C1 [Firpo, Sergio; Pieri, Renan] Sao Paulo Sch Econ, FGV, Sao Paulo, Brazil.
   [Firpo, Sergio] IZA, Sao Paulo, Brazil.
   [Carvalho, Sandro] IPEA DF, Brasilia, DF, Brazil.
C3 Getulio Vargas Foundation; Instituto de Pesquisa Economica Aplicada
   (IPEA)
RP Firpo, S (corresponding author), Sao Paulo Sch Econ, FGV, Sao Paulo, Brazil.; Firpo, S (corresponding author), IZA, Sao Paulo, Brazil.
EM sergio.firpo@fgv.br
OI Firpo, Sergio/0000-0003-2545-7536
FU CNPq
FX Part of this work was produced under two World Bank projects: "Job
   Quality and Employability in Brazilian Labor Markets: Methodology and
   Definitions" and "Enhancing Employability of the Poor". We are indebted
   to Pablo Acosta, Rita Almeida, Tito Cordella, Michael Crawford, Wendy
   Cunningham, Markus Frolich, Jason Hobbs, Guilherme Lichand, Bill
   Maloney, Edmundo Murrugarra, Vladimir Ponczek and seminar participants
   at Sao Paulo School of Economics. Support from CNPq for Firpo was
   greatly appreciated. The usual disclaimer applies.
NR 23
TC 1
Z9 1
U1 1
U2 11
PU SPRINGERNATURE
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON, N1 9XW, ENGLAND
SN 1569-1721
EI 1573-8701
J9 J ECON INEQUAL
JI J. Econ. Inequal.
PD MAR
PY 2016
VL 14
IS 1
BP 1
EP 19
DI 10.1007/s10888-015-9313-3
PG 19
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA DC9CX
UT WOS:000369519800001
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Ruiz-Talavera, D
   De la Cruz-Aguero, JE
   Garcia-Palomino, N
   Calderón-Espinoza, R
   Marín-Rodriguez, WJ
AF Ruiz-Talavera, Doris
   Enrique De la Cruz-Aguero, Jaime
   Garcia-Palomino, Nereo
   Calderon-Espinoza, Renzo
   Joel Marin-Rodriguez, William
TI Artificial intelligence and its impact on job opportunities among
   university students in North Lima, 2023
SO EAI ENDORSED TRANSACTIONS ON SCALABLE INFORMATION SYSTEMS
LA English
DT Article
DE Artificial intelligence; business intelligence; job opportunities
ID KNOWLEDGE
AB Introduction: Artificial intelligence is a technology that replaces human activities, favors business productivity and raises concerns about job losses and economic and social challenges. Method: The research uses a quantitative approach and a non-experimental study design with correlational scope. It identifies two variables: artificial intelligence (AI) and job opportunity. It evaluates students of the Adult Education Program (PFA) of the Universidad Cesar Vallejo. Data collection was done through a virtual survey with Likert scale questions. Results: The study conducted a descriptive analysis of two variables: artificial intelligence and job opportunities. A moderate and positive correlation was observed between both variables, suggesting a significant relationship between the level of artificial intelligence and job opportunities of the respondents. Discussion: The study reveals a positive and moderate correlation between the knowledge of artificial intelligence and the perception of job opportunities. It is important to adapt to this global technology to improve employability. Conclusion: The findings support that artificial intelligence transforms society and the labor market. Although 86% of students know AI, most need more training in this field, even in areas with projected growth in AIrelated employment.
C1 [Ruiz-Talavera, Doris; Enrique De la Cruz-Aguero, Jaime; Garcia-Palomino, Nereo; Calderon-Espinoza, Renzo; Joel Marin-Rodriguez, William] Univ Cesar Vallejo, Lima, Peru.
C3 Universidad Cesar Vallejo
RP Marín-Rodriguez, WJ (corresponding author), Univ Cesar Vallejo, Lima, Peru.
NR 57
TC 0
Z9 0
U1 1
U2 1
PU INST COMPUTER SCIENCES, SOCIAL INFORMATICS & TELECOMMUNICATIONS ENG-ICST
PI GHENT
PA BEGIJNHOFLAAN 93, GHENT, 90000, BELGIUM
SN 2032-9407
J9 EAI ENDORSED TRANS S
JI EAI Endorsed Trans. Scalable Inform. Syst.
PY 2023
VL 10
IS 5
DI 10.4108/eetsis.3841
PG 8
WC Computer Science, Information Systems
WE Emerging Sources Citation Index (ESCI)
SC Computer Science
GA GA5J4
UT WOS:001149947600002
OA gold
DA 2024-02-21
ER

PT J
AU Lessa, C
   Coelho, A
AF Lessa, Claudia
   Coelho, Arnaldo
TI Building Trust in Higher Education Institutions: Using Congruence to
   Overcome Scepticism and Increase Credibility, Reputation, and Student
   Employability Through CSR
SO CORPORATE REPUTATION REVIEW
LA English
DT Article; Early Access
DE CSR; HEIs; Scepticism; Congruence; Employability; Corporate credibility;
   Reputation
ID CORPORATE SOCIAL-RESPONSIBILITY; BRAND CREDIBILITY; PERCEIVED
   EMPLOYABILITY; SATISFACTION; PERCEPTIONS; UNIVERSITY; MEDIA
AB The purpose of this study is to understand how students perceive social responsibility in HEIs, based on scepticism and congruence, and how it impacts HEIs ' desired outcomes like credibility, reputation, and the employability of their students. Moreover, the importance of the impact on credibility is highlighted, investigating its influence on reputation and employability. The study is based on cross-sectional data collected through a structured questionnaire using two samples of HEIs students: one had 430 Brazilian students, and the other 321 Portuguese students enrolled in different public and private HEIs. Structural Equation Modelling (SEM) is used to test the proposed hypotheses. Results show that scepticism and congruence significantly influence the social responsibility perceptions of students. CSR perceptions significantly influence student employability, reinforced by their impact on reputation and credibility. The findings help to guide the marketing management actions of HEIs regarding building student preference, loyalty, and retention. The findings help to guide the marketing management actions of HEIs, especially regarding building student preference, loyalty, and retention.
C1 [Lessa, Claudia; Coelho, Arnaldo] Univ Coimbra, Fac Econ, Av Dias da Silva 165, P-3004512 Coimbra, Portugal.
   [Coelho, Arnaldo] CEBER, Coimbra, Portugal.
C3 Universidade de Coimbra; Universidade de Coimbra
RP Lessa, C (corresponding author), Univ Coimbra, Fac Econ, Av Dias da Silva 165, P-3004512 Coimbra, Portugal.
EM claudiamlessa@outlook.com
OI Lessa Vieira Costa, Claudia Marcia/0000-0002-0569-5484; Coelho,
   Arnaldo/0000-0003-4345-1349
NR 81
TC 0
Z9 0
U1 2
U2 7
PU PALGRAVE MACMILLAN LTD
PI BASINGSTOKE
PA BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND
SN 1363-3589
EI 1479-1889
J9 CORP REPUT REV
JI Corp. Reput. Rev.
PD 2023 MAR 29
PY 2023
DI 10.1057/s41299-023-00159-x
EA MAR 2023
PG 15
WC Business
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA A9YM2
UT WOS:000958599100001
OA Bronze
DA 2024-02-21
ER

PT J
AU Boudreaux, MJ
   Ferrell, BT
   Hundley, NA
   Sherman, RA
AF Boudreaux, Michael J.
   Ferrell, Brandon T.
   Hundley, Nathan A.
   Sherman, Ryne A.
TI A Personality-Based Measure of Employability
SO JOURNAL OF PERSONNEL PSYCHOLOGY
LA English
DT Article; Early Access
DE employability; five-factor model; Hogan Personality Inventory;
   individual differences; workplace assessment
ID JOB-PERFORMANCE; LEARNING ORIENTATION; WORK; METAANALYSIS; INDICATORS;
   VALIDATION; DIMENSIONS
AB Hogan et at. (2013) proposed a personality-based model of employability that describes individual differences in (1) being rewarding to deal with, (2) being able to learn the job, and (3) being willing to work hard. In this study, we evatuated the model by selecting subscates from the Hogan Personality Inventory (HPI; Hogan & Hogan, 2007) that best predicted supervisor ratings of competencies related to these three constructs. The psychometric properties of those scales were examined in independent samples. Results indicated that the scales converged with similar scales from other instruments, covaried in meaningful ways with observer descriptions, and predicted supervisor ratings of job performance. The measure - which is 64% shorter than the full HPI - includes personality characteristics applicable to most jobs across multiple job families that can be used to identify successful candidates.
C1 [Boudreaux, Michael J.; Ferrell, Brandon T.; Hundley, Nathan A.; Sherman, Ryne A.] Hogan Assessment Syst, 11 S Greenwood Ave, Tulsa, OK 74120 USA.
RP Boudreaux, MJ (corresponding author), Hogan Assessment Syst, 11 S Greenwood Ave, Tulsa, OK 74120 USA.
EM mboudreaux@hoganassessments.com
OI Boudreaux, Michael/0000-0002-8179-8047
NR 52
TC 0
Z9 0
U1 2
U2 15
PU HOGREFE PUBLISHING CORP
PI BOSTON
PA 361 NEWBURY ST, 5 FL, BOSTON, MA, UNITED STATES
SN 1866-5888
EI 2190-5150
J9 J PERS PSYCHOL
JI J. Pers. Psychol
PD 2022 JAN
PY 2022
VL 21
IS 1
BP 11
EP 22
DI 10.1027/1866-5888/a000283
EA SEP 2021
PG 12
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA YE4CK
UT WOS:000697184000002
DA 2024-02-21
ER

PT J
AU Sandri, O
   Holdsworth, S
   Thomas, I
AF Sandri, Orana
   Holdsworth, Sarah
   Thomas, Ian
TI Vignette question design for the assessment of graduate sustainability
   learning outcomes
SO ENVIRONMENTAL EDUCATION RESEARCH
LA English
DT Article
DE Graduate attributes; capabilities; competencies; employability skills;
   sustainability education; sustainable development; higher education;
   learning outcome assessment; vignettes question design
ID COMPETENCES; EDUCATION; CAPABILITIES; WORK
AB The development of university wide graduate attributes has become an important mechanism for setting generic learning outcomes across higher education institutions. Many universities around the world have developed sets of graduate attributes that they aim to develop through degree programs. Sustainability related attributes have been included in numerous university attribute statements, however, little research exists on methods that can be used to capture data on the application and use of these attributes by graduates. This paper evaluates an assessment tool, based on a scenario/vignette question design, which can be used to capture data on graduate attributes in context and has the potential to be used across a large graduate population which would enable comparative research of learning outcomes to be undertaken. An evaluation of the usefulness of the scenario/vignette design will be presented based on a pilot of the question design with a sample of RMIT University graduates. The results of the pilot show that scenario/vignettes address some of the limitations of existing self-assessment methods and represent a novel way to collect data on graduate sustainability attributes post-degree completion.
C1 [Sandri, Orana; Holdsworth, Sarah] RMIT Univ, Sch Property Construct & Project Management, Melbourne, Vic, Australia.
   [Thomas, Ian] RMIT Univ, Sch Global Urban & Social Studies, Melbourne, Vic, Australia.
C3 Royal Melbourne Institute of Technology (RMIT); Royal Melbourne
   Institute of Technology (RMIT)
RP Sandri, O (corresponding author), RMIT Univ, Sch Property Construct & Project Management, Melbourne, Vic, Australia.
EM orana.sandri@rmit.edu.au
RI Sandri, Orana/AAQ-6634-2020
OI Sandri, Orana/0000-0001-5672-8146; Holdsworth, Sarah/0000-0002-9813-0932
NR 67
TC 24
Z9 28
U1 4
U2 20
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1350-4622
EI 1469-5871
J9 ENVIRON EDUC RES
JI Environ. Educ. Res.
PY 2018
VL 24
IS 3
BP 406
EP 426
DI 10.1080/13504622.2016.1263280
PG 21
WC Education & Educational Research; Environmental Studies
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Environmental Sciences & Ecology
GA FT9SX
UT WOS:000423492900006
DA 2024-02-21
ER

PT J
AU Dekker, F
AF Dekker, Fabian
TI Labour flexibility, risks and the welfare state
SO ECONOMIC AND INDUSTRIAL DEMOCRACY
LA English
DT Article
DE flexibility; job insecurity; political economy
ID JOB INSECURITY; PUBLIC-ATTITUDES; PART-TIME; WORK; EMPLOYABILITY;
   EMPLOYMENT; TEMPORARY; GLOBALIZATION; COMMUNITY; POLITICS
AB This study examines public attitudes to various social security programmes in the modern flexible economy. While numerical and functional flexibility have become more important in most European countries, these types of flexibility are assumed to affect job security, community feeling and, as a consequence, public attitudes to social security in contradictory ways. An analysis of recent Dutch survey data indicates that support for social security programmes, particularly unemployment spending, can be understood in terms of the increased levels of internal job insecurity experienced by 'atypical' workers. In contrast to some of the arguments that are outlined in this article, it appears that the emergence of a flexible labour market has not affected levels of community feeling.
C1 Erasmus Univ, Fac Social Sci, Dept Sociol, NL-3000 DR Rotterdam, Netherlands.
C3 Erasmus University Rotterdam; Erasmus University Rotterdam - Excl
   Erasmus MC
RP Dekker, F (corresponding author), Erasmus Univ, Fac Social Sci, Dept Sociol, Room M6-02,POB 1738, NL-3000 DR Rotterdam, Netherlands.
EM dekker@fsw.eur.nl
NR 87
TC 9
Z9 11
U1 0
U2 11
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0143-831X
EI 1461-7099
J9 ECON IND DEMOCRACY
JI Econ. Ind. Democr.
PD NOV
PY 2010
VL 31
IS 4
BP 593
EP 611
DI 10.1177/0143831X10365927
PG 19
WC Industrial Relations & Labor
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 692FO
UT WOS:000285138800011
DA 2024-02-21
ER

PT J
AU North, A
   Westerveld, R
   Yates, C
   Warwick, I
   Chase, E
AF North, Amy
   Westerveld, Rosie
   Yates, Chris
   Warwick, Ian
   Chase, Elaine
TI More than Knowledge Transfer? Alumni Perspectives on the Value of
   Postgraduate Study for International Development
SO PROGRESS IN DEVELOPMENT STUDIES
LA English
DT Article; Early Access
DE Higher education; development studies; education and international
   development; professional development; employability; critical thinking
ID HIGHER-EDUCATION
AB This article considers findings from the 'More Than Knowledge Transfer' research project, which was concerned with understanding the personal and professional trajectories of alumni from postgraduate programmes in education and international development. The article reflects on qualitative data to explore four key questions: what alumni value about their postgraduate study; the perceived usefulness of different types of learnings; how these are seen as connected to, or disconnected from, development practice; and how they are shaped by the expectations that students bring with them to the programme and their existing experiences in the international development field. The article suggests a need to problematize assumed dichotomies between 'theory' and 'practice' or 'skills' and 'criticality' and instead consider how these relationships may be shaped by students' own backgrounds and positionalities. It argues that supporting students to engage critically with, and move and build connections between, different spaces of learning and practice is key for engendering and sustaining critical and reflective approaches as they complete their studies and develop their careers in the development sector.
C1 [North, Amy; Yates, Chris; Warwick, Ian; Chase, Elaine] UCL, London, England.
C3 University of London; University College London
RP North, A (corresponding author), UCL, London, England.
EM amy.north@ucl.ac.uk
OI North, Amy/0000-0003-0546-2397
FU UCL Institute of Education
FX The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: The MTKT
   research was supported by a grant from the UCL Institute of Education
   seed fund.
NR 36
TC 3
Z9 3
U1 0
U2 1
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1464-9934
EI 1477-027X
J9 PROG DEV STUD
JI Prog. Dev. Stud.
PD 2022 JUL
PY 2022
VL 22
IS 3
SI SI
BP 257
EP 271
AR 14649934211065576
DI 10.1177/14649934211065576
EA JAN 2022
PG 15
WC Development Studies
WE Social Science Citation Index (SSCI)
SC Development Studies
GA 1U4RH
UT WOS:000751466100001
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Sonnenschein, K
   Barker, M
   Hibbins, R
AF Sonnenschein, Katrine
   Barker, Michelle
   Hibbins, Ray
TI Benefits of Work-Integrated Learning: Perceptions Held by Chinese
   International Students Enrolled in an Australian University and Managers
   in the Chinese Hotel Industry
SO JOURNAL OF HOSPITALITY & TOURISM EDUCATION
LA English
DT Article
DE Chinese international students; employability; internships; tourism and
   hospitality degrees; work-integrated learning
AB This article explores the perceptions held by 2 stakeholder groups regarding the usefulness of work-integrated learning (WIL) in the hotel industry as part of tourism and hospitality students' overseas studies. The 2 stakeholder groups are Chinese international students enrolled in tourism and hospitality degrees at a particular Australian university and managers working in the Chinese hotel industry. The findings from 31 interviews suggest that both groups have clear perceptions of the outcomes of the WIL component, including the ability of such experiences to bridge theory and practice and to develop the graduate attributes needed for employability in China. The study also explores themes regarding the particular university's role in investigating and securing work placements within the Australian and Chinese contexts. The article recommends that internship programs be embedded in the tourism and hospitality degrees at the particular university and that engagement with the Chinese hotel industry be enhanced.
C1 [Sonnenschein, Katrine] Aalborg Univ, Dept Learning & Philosophy, Fredr Bajers Vej 5, DK-9220 Aalborg, Denmark.
   [Barker, Michelle] Griffith Univ, Dept Int Business & Asian Studies, Nathan, Qld, Australia.
   [Hibbins, Ray] Griffith Univ, Dept Tourism Sport & Hotel Management, Nathan, Qld, Australia.
C3 Aalborg University; Griffith University; Griffith University
RP Sonnenschein, K (corresponding author), Aalborg Univ, Dept Learning & Philosophy, Fredr Bajers Vej 5, DK-9220 Aalborg, Denmark.
EM kat.sonnenschein@gmail.com
OI Barker, Michelle/0000-0002-3052-7810; Sonnenschein,
   Katrine/0000-0002-6599-1509
NR 43
TC 18
Z9 18
U1 0
U2 5
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1096-3758
EI 2325-6540
J9 J HOSP TOUR EDUC
JI J. Hosp. Tour. Educ.
PY 2019
VL 31
IS 3
BP 139
EP 148
DI 10.1080/10963758.2018.1487784
PG 10
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA II0EQ
UT WOS:000474878600002
DA 2024-02-21
ER

PT J
AU Tweed, FS
AF Tweed, Fiona S.
TI Students as co-learners-reviewing a decade of the Geography Research
   Assistantship
SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Research-engaged learning; undergraduate; co-creation; graduate
   attributes; learning landscape; employability
ID RESEARCH-TEACHING NEXUS; LINKING RESEARCH; EMPLOYABILITY; UNDERGRADUATE;
   ENGAGEMENT; EDUCATION
AB Increasing attention is focusing on the creation of academic spaces in which students can engage with research and inquiry. This paper reports on the Geography Research Assistantship (GRA) module developed and implemented in Geography at Staffordshire University and reviews its contribution to student learning over the last decade. The GRA offers final year undergraduate students the opportunity to work as research assistants to members of staff and external collaborators. The experiences of students, staff and external collaborators involved in a range of research assistantships over the last ten years are reviewed and the main benefits, challenges and impacts of the initiative are analysed. The GRA engenders co-learning environments, characterized by engagement in the iterative practices of research and inquiry and the development of confidence, internal authority and self-authorship. Some students experience unease in adjusting to the liminal learning spaces inherent in the GRA and there are tensions in the exclusivity of the initiative. Evidence underscores the value of cultivating co-learning relationships and environments for mutual benefit and we encourage others to identify opportunities for adopting similar initiatives.
C1 [Tweed, Fiona S.] Staffordshire Univ, Sch Creat Arts & Engn, Coll Rd, Stoke On Trent ST4 2DE, Staffs, England.
C3 Staffordshire University
RP Tweed, FS (corresponding author), Staffordshire Univ, Sch Creat Arts & Engn, Coll Rd, Stoke On Trent ST4 2DE, Staffs, England.
EM f.s.tweed@staffs.ac.uk
OI Tweed, Fiona/0000-0002-4299-6788
FU HEFCE
FX Thank you to GRA students, staff and external collaborators who have
   worked on a range of projects and given their feedback so freely over
   the last decade, during which time this learning initiative has become
   embedded. I am grateful to the participants of RGS-IBG Employability Day
   2016 for their comments on the GRA. The piloting of the GRA module was
   supported by funding from HEFCE, which was deployed by the Academic
   Development Institute at Staffordshire University as part of an
   initiative to enhance links between learning, teaching and research.
   Thank you to Janet Wright, Ruth Swetnam and Gordon Walker for helpful
   comments on an earlier draft of this paper. I am grateful to two
   anonymous reviewers and the editor, all of whom provided useful
   suggestions that helped to improve the manuscript.
NR 58
TC 0
Z9 0
U1 1
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0309-8265
EI 1466-1845
J9 J GEOGR HIGHER EDUC
JI J. Geogr. High. Educ.
PD 2020 OCT 1
PY 2020
VL 44
IS 4
BP 569
EP 591
DI 10.1080/03098265.2020.1771686
EA JUN 2020
PG 23
WC Education & Educational Research; Geography
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Geography
GA OK4WT
UT WOS:000543256100001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Singh, S
   Parida, JK
   Awasthi, IC
AF Singh, Satinder
   Parida, J. K.
   Awasthi, I. C.
TI Employability and Earning Differentials Among Technically and
   Vocationally Trained Youth in India
SO INDIAN JOURNAL OF LABOUR ECONOMICS
LA English
DT Article
DE Vocational and technical education; Employability; Wage differentials;
   Youth; India
ID WAGE DISCRIMINATION; URBAN INDIA; CASTE; DECOMPOSITION; INEQUALITY;
   MARKET; WORKERS; GENDER
AB Based on both NSS (1993-94, 1999-2000, 2004-05, and 2011-12 rounds) and PLFS (2017-18) data, this paper examines the employability and earning/wage differentials among vocationally and technically trained youth and explored its determinants in India. It is found that although the number of vocationally and technically trained youth increased during the last decade, their work force participation had declined substantially. We have also noted an upsurge in the open unemployment among these trained youth. The job market distress is being reflected by the large share of employment of these trained youth in agriculture and allied sectors or in the low paid and informal service sectors, and lack of employment opportunities in industries. Moreover, the prevalence of both stick floor (in case of female) and glass ceiling (in case of Backward Castes) effects in the vocational and technical labour market is the main reason for the existing wage differential by gender and caste groups in India. Based on these findings, it is suggested that reducing the labour market demand-supply gap through required job opportunities in industry is necessary. This would not only improve the employability of vocationally and technically trained youth, but also help reducing their existing wage differentials.
C1 [Singh, Satinder; Parida, J. K.] Cent Univ Punjab, Dept Econ Studies, Bathinda 151001, Punjab, India.
   [Awasthi, I. C.] Inst Human Dev, New Delhi, India.
C3 Central University of Punjab
RP Parida, JK (corresponding author), Cent Univ Punjab, Dept Econ Studies, Bathinda 151001, Punjab, India.
EM jajatieco@gmail.com
OI PARIDA, JAJATI KESHARI/0000-0002-8363-2921
NR 58
TC 4
Z9 4
U1 0
U2 0
PU INDIAN SOC LABOUR ECONOMICS
PI NEW DELHI
PA C/O MNG ED, NIDM BLDG, IIPA CAMPUS, NEW DELHI, INDIA
SN 0971-7927
EI 0019-5308
J9 INDIAN J LABOUR ECON
JI Indian J. Labour Econ.
PD JUN
PY 2020
VL 63
IS 2
BP 363
EP 386
DI 10.1007/s41027-020-00222-9
PG 24
WC Economics; Industrial Relations & Labor
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA UA9ZO
UT WOS:000685513000008
DA 2024-02-21
ER

PT J
AU McMahon, JM
   Wolffe, KE
   Wolfe, J
   Brooker, C
AF McMahon, John M.
   Wolffe, Karen E.
   Wolfe, Judy
   Brooker, Carrie
TI Maine's Employability Skills Program
SO JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS
LA English
DT Article
C1 [McMahon, John M.] Maine Div Blind & Visually Impaired, Augusta, ME 04333 USA.
   [Wolffe, Karen E.] Career Counseling & Consultat LLC, Austin, TX 78704 USA.
   [Wolfe, Judy] Maine Div Blind & Visually Impaired Portland, Portland, ME 04101 USA.
   [Brooker, Carrie] Maine Div Blind & Visually Impaired Bangor, Bangor, ME 04401 USA.
RP McMahon, JM (corresponding author), Maine Div Blind & Visually Impaired, State House Stn 150, Augusta, ME 04333 USA.
EM john.m.mcmahon@maine.gov; kwolffe@austin.rr.com; judy.h.wolfe@maine.gov;
   carrie.z.brooker@maine.gov
NR 5
TC 2
Z9 5
U1 0
U2 0
PU AMER FOUNDATION BLIND
PI NEW YORK
PA J VISUAL IMPAIRMENT BLINDNESS 2 PENN PLAZA, SUITE 1102, NEW YORK, NY
   10121 USA
SN 0145-482X
EI 1559-1476
J9 J VISUAL IMPAIR BLIN
JI J. Vis. Impair. Blind.
PD NOV-DEC
PY 2013
VL 107
IS 6
SI SI
BP 515
EP 522
DI 10.1177/0145482X1310700612
PG 8
WC Rehabilitation
WE Social Science Citation Index (SSCI)
SC Rehabilitation
GA V37EB
UT WOS:000209258000012
DA 2024-02-21
ER

PT J
AU Zhang, CY
   Liu, LP
AF Zhang, Chunyu
   Liu, Liping
TI The Influence of Health-Promoting Leadership on Employees' Positive
   Workplace Outcomes: The Mediating Role of Employability and the
   Moderating Role of Workplace Civility
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE health-promoting leadership; employability; workplace civility; positive
   workplace outcomes
ID PERCEIVED EMPLOYABILITY; RESOURCES; CONSERVATION; PERFORMANCE;
   INNOVATION; PERSPECTIVE; ENVIRONMENT; ENGAGEMENT; CLIMATE; IMPACT
AB The COVID-19 pandemic has severely accelerated the transformation and rapid organisational change in the workplace. The impact of the COVID-19 pandemic on the hotel industry will not fade in a short time, and the long-term coexistence with the COVID-19 pandemic pressure is a real dilemma for the hotel industry. The topic of How to create employee positive workplace outcomes (task performance and innovative work behaviour) during the COVID-19 pandemic has garnered increasing interest in both practical and academic fields. Leaders play a critical role in influencing employee workplace outcomes, yet few studies have explored the predicting role of health-promoting leadership. Drawing upon the conservation of resources (COR) theory, this study aims to examine the employability mediator effect and workplace civility as the moderator effect in the relationship between health-promoting leadership and employee-positive workplace outcomes (task performance and innovative work behaviour). We conducted a two-wave survey of 421 participants from the hotel industry in China and formulated a series of hypotheses that were tested with structural equation modelling. The results showed that health-promoting leadership has a significant positive effect on employees' employability (beta = 0.479, p < 0.001), task performance (beta = 0.250, p < 0.001), and innovative work behaviour (beta = 0.446, p < 0.001). Employability has a significant positive effect on task performance (beta = 0.438, p < 0.001) and innovative work behaviour (beta = 0.296, p < 0.001). This study makes certain contributions to the extant hotel industry employees' positive workplace outcomes literature by attending to the healthy leadership styles that promote employability during the COVID-19 pandemic, and its novel point is to evaluate the workplace civility moderating effect between the above model. It also provides practical insight that mutual transformation in workplace relationships inspire those positive outcomes.
C1 [Zhang, Chunyu; Liu, Liping] Guangxi Normal Univ, Sch Econ & Management, Guilin 541004, Peoples R China.
C3 Guangxi Normal University
RP Liu, LP (corresponding author), Guangxi Normal Univ, Sch Econ & Management, Guilin 541004, Peoples R China.
EM lipinglau@gxnu.edu.cn
RI Zhang, Chunyu/AEK-2946-2022
OI Zhang, Chunyu/0000-0002-7008-0742
FU Guangxi Promotion Project for Young and Middle-Aged Teachers in
   University [2022KY0019]; Guangxi Philosophy and Social Science Planning
   Research Project in 2022 [22FSH019]; innovation and entrepreneurship
   special project of Guangxi Humanities and Social Sciences Development
   Research Center, Research on the effect evaluation and mechanism of
   innovation and entrepreneurship education in Guangxi universities
   [CXCY2019002]
FX The work was supported by the Guangxi Promotion Project for Young and
   Middle-Aged Teachers in University, Research on the influencing factors
   and management countermeasures of employees' low-carbon behaviour in
   Guangxi enterprises (grant numbers 2022KY0019); Guangxi Philosophy and
   Social Science Planning Research Project in 2022, Research on the
   forming mechanism and realizing path of harmonious labor relations among
   Guangxi's new occupational groups (grant numbers 22FSH019); The
   innovation and entrepreneurship special project of Guangxi Humanities
   and Social Sciences Development Research Center, Research on the effect
   evaluation and mechanism of innovation and entrepreneurship education in
   Guangxi universities (grant numbers CXCY2019002).
NR 82
TC 1
Z9 1
U1 17
U2 30
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD NOV
PY 2022
VL 19
IS 22
AR 15300
DI 10.3390/ijerph192215300
PG 17
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA 6K0RT
UT WOS:000887221500001
PM 36430021
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Paunescu, C
   Acatrinei, C
   Argatu, R
   Mcguire, SJJ
   Zhang, Y
AF Paunescu, Carmen
   Acatrinei, Carmen
   Argatu, Ruxandra
   Mcguire, Stephen J. J.
   Zhang, Yang
TI EMPLOYABILITY, PROACTIVENESS AND WORKPLACE BEHAVIORS: IS SOCIOECONOMIC
   STATUS A MEDIATOR?
SO JOURNAL OF BUSINESS ECONOMICS AND MANAGEMENT
LA English
DT Article
DE organizational citizenship behavior; deviant workplace behavior;
   socioeconomic status; employability; proactive personality; mediation
   test
ID ORGANIZATIONAL CITIZENSHIP BEHAVIOR; TRANSFORMATIONAL LEADERSHIP; JOB
   CHARACTERISTICS; MODERATING ROLE; PERSONALITY; SATISFACTION; COMPETENCE;
   PREDICTORS; ANTECEDENT; SENSE
AB The paper aims to examine individuals' behavior at work and/or in college, by placing the focus on employability, proactiveness and socioeconomic status as predictors. The paper's objectives are threefold: (1) to examine if there is a causal relationship between employability and proactive personality of individuals and their citizenship or deviant behavior at work and/or in college; (2) to understand the extent to which socioeconomic status influences individuals' citizenship or deviant behavior at work and/or in college; and (3) to determine the mediation role of socioeconomic status in the causal relationship between employability and proactiveness and individuals' behaviors. Linear regression models were employed to test the predictive power of the variables once a causal relationship had been confirmed. Mediation tests were used to quantify the extent to which a variable participated in known causal relationships. The research reports results based on data collected from 534 university business students in Romania. The results confirm that employability and proactiveness predict workplace behavior, and that socioeconomic status mediates this relationship.
C1 [Paunescu, Carmen; Argatu, Ruxandra] Bucharest Univ Econ Studies, Dept Business Adm UNESCO, Bucharest, Romania.
   [Acatrinei, Carmen] Bucharest Univ Econ Studies, Dept Mkt, Bucharest, Romania.
   [Mcguire, Stephen J. J.] Calif State Univ Los Angeles, Coll Business & Econ, Los Angeles, CA USA.
   [Zhang, Yang] Indiana Univ Southeast, Sch Business, New Albany, IN USA.
C3 Bucharest University of Economic Studies; Bucharest University of
   Economic Studies; California State University System; California State
   University Los Angeles; Indiana University System; Indiana University
   Southeast
RP Paunescu, C (corresponding author), Bucharest Univ Econ Studies, Dept Business Adm UNESCO, Bucharest, Romania.
EM carmen.paunescu@ase.ro
NR 68
TC 0
Z9 0
U1 0
U2 0
PU VILNIUS GEDIMINAS TECH UNIV
PI VILNIUS
PA SAULETEKIO AL 11, VILNIUS, LT-10223, LITHUANIA
SN 1611-1699
EI 2029-4433
J9 J BUS ECON MANAG
JI J. Bus. Econ. Manag.
PY 2024
VL 25
IS 1
BP 47
EP 65
DI 10.3846/jbem.2024.20745
PG 19
WC Business; Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA GT5A3
UT WOS:001154923100003
OA gold
DA 2024-02-21
ER

PT J
AU Di Fabio, A
   Duradoni, M
AF Di Fabio, Annamaria
   Duradoni, Mirko
TI Intrapreneurial Self-Capital: A Primary Preventive Resource for
   Twenty-First Century Entrepreneurial Contexts
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE intrapreneurial self-capital; entrepreneurial context; primary
   prevention; employability; career decision making; innovative behavior;
   well-being
ID PERCEIVED EMPLOYABILITY; POSITIVE PSYCHOLOGY; INNOVATION; VALIDATION;
   EFFICACY; ORGANIZATIONS; QUESTIONNAIRE; INTELLIGENCE; PERSONALITY;
   INSTRUMENT
AB This article discusses the role of intrapreneurial self-capital (ISC) as a possible primary preventive resource to effectively deal with the complexity of the current entrepreneurial environment. The article deepens both the similarities and differences between ISC and psychological capital and thus proceeds to present the most recent empirical evidence that connects ISC to (1) employability and career decision making, (2) innovative behavior, and (3) well-being. The possibilities for further research and interventions are additionally discussed.
C1 [Di Fabio, Annamaria] Univ Florence, Dept Educ Languages Intercultures Literatures & P, Psychol Sect, Florence, Italy.
   [Duradoni, Mirko] Univ Florence, Dept Informat Engn, Florence, Italy.
C3 University of Florence; University of Florence
RP Di Fabio, A (corresponding author), Univ Florence, Dept Educ Languages Intercultures Literatures & P, Psychol Sect, Florence, Italy.
EM adifabior@psico.unifi.it
RI Duradoni, Mirko/AAF-2854-2019
OI Duradoni, Mirko/0000-0001-8272-9484
NR 88
TC 7
Z9 7
U1 2
U2 16
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD MAY 8
PY 2019
VL 10
AR 1060
DI 10.3389/fpsyg.2019.01060
PG 8
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA HX5NJ
UT WOS:000467447900001
PM 31133949
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Ngonda, T
   Shaw, C
   Kloot, B
AF Ngonda, Tiyamike
   Shaw, Corrinne
   Kloot, Bruce
TI Perceived influence of mechanical engineering students' work placement
   experiences on their occupational competency and self-efficacy
SO INTERNATIONAL JOURNAL OF MECHANICAL ENGINEERING EDUCATION
LA English
DT Article
DE Work placement; occupational competency; self-efficacy; systems dynamics
ID OPERATIONAL-RESEARCH; EMPLOYABILITY; IMPACT; PERCEPTIONS; EDUCATION;
   PEDAGOGY; SKILLS
AB This paper proposes a qualitative systems dynamics model that explains how students' work placement experiences either enhance or hinder the growth of their occupational competency and self-efficacy. The model is developed from qualitative analysis of work placement experiences of mechanical engineering students from a South African university of technology. Findings from the analysis show that students' occupational competency and self-efficacy could be considered emergent outcomes of interactions of the learning environment, mentor posture, mentor capacity, mentor availability, meaningfulness of work, scope of work, agency, doing work, co-participating, participation trajectory and performance trajectory. The explanation of the factors and social mechanisms that influence students' occupational competency and self-efficacy that is offered by the qualitative systems dynamics model would enable the implementation of work placement programs in a manner that would promote rather than hinder the growth of these two indicators of student employability.
C1 [Ngonda, Tiyamike; Shaw, Corrinne; Kloot, Bruce] Univ Cape Town, Private Bag X3, ZA-7701 Rondebosch, South Africa.
C3 University of Cape Town
RP Ngonda, T (corresponding author), Univ Cape Town, Private Bag X3, ZA-7701 Rondebosch, South Africa.
EM ngntiy002@myuct.ac.za
RI Ngonda, Tiyamike/ADJ-0534-2022
OI Ngonda, Tiyamike/0000-0003-1083-4239; Kloot, Bruce/0000-0001-8644-3248
NR 52
TC 2
Z9 2
U1 2
U2 8
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0306-4190
EI 2050-4586
J9 INT J MECH ENG EDUC
JI Int. J. Mech. Eng. Educ.
PD JAN
PY 2022
VL 50
IS 1
BP 197
EP 216
DI 10.1177/0306419020953117
PG 20
WC Education, Scientific Disciplines; Engineering, Mechanical
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research; Engineering
GA YC8DX
UT WOS:000739917400012
DA 2024-02-21
ER

PT J
AU Jabeen, M
   Sarwar, M
   Ul Hassan, M
   Moin, M
AF Jabeen, Mehlah
   Sarwar, Muhammad
   Ul Hassan, Mehmood
   Moin, Muhammad
TI Expectation-Achievement Gap Analysis of Students' Generic Competences
SO EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE Expectation-achievement gap; generic competences; educational quality
ID SKILLS DEVELOPMENT; EMPLOYABILITY; ATTRIBUTES; EMPLOYERS; INSTITUTIONS;
   PERCEPTIONS; EDUCATION
AB Purpose Quality of education depends upon teachers' competence which may have direct impact on students' generic competence. The present study was carried out to analyse the gap between the expected and the achieved generic competences among the 1st year students of Bachelor of Education. Methodology The sample of the study was collected from 10 universities of the Punjab (Pakistan). 1st year students of Bachelor of Education were selected as the respondents of the study. Competence scale was used to collect data from the students. The scale, which included 19 competences, was adopted from the Reflex Project (an international project). Findings: The reliability of the scale was 0.81. Expectation-achievement gap was not observed in 12 out of 19 competences; but the gap was found in the rest i.e. the seven competences including writing and speaking in a foreign language, mobilizing others' capacity, performing well under pressure, using computers and the internet, readiness to new opportunities, and acquiring new knowledge rapidly. Implication to Research and Practice: This study revealed that both indicators (i.e. expectation-achievement) were less than the optimal level. The study also predicted that comprehensibly, sensitization and reorganization of the learning experiences might narrow gap between students' expectation and their achievement of generic competences. (C) 2022 Ani Publishing Ltd. All rights reserved.
C1 [Jabeen, Mehlah; Moin, Muhammad] Islamia Univ Bahawalpur, Bahawalpur, Pakistan.
   [Sarwar, Muhammad] Super Univ Lahore, Lahore, Pakistan.
   [Ul Hassan, Mehmood] Mir Chalon Khan Rind Univ Sibi, Balochistan, Pakistan.
C3 Islamia University of Bahawalpur
RP Ul Hassan, M (corresponding author), Mir Chalon Khan Rind Univ Sibi, Balochistan, Pakistan.
EM mehlah.n.96@gmail.com; drsarwar@ymail.com; drmehmood.eng@mckru.edu.pk;
   moinawan99@gmail.com
OI Sarwar, Muhammad/0000-0001-7761-3647
NR 36
TC 0
Z9 0
U1 0
U2 2
PU ANI YAYINCILIK
PI BAKANLIKLAR
PA KIZILIRMAK SOK NO 10-A, BAKANLIKLAR, ANKARA 00000, TURKEY
SN 1302-597X
EI 2528-8911
J9 EURASIAN J EDUC RES
JI Egit. Arast.
PY 2022
IS 98
BP 70
EP 84
DI 10.14689/ejer.2022.98.05
PG 15
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 2D8NM
UT WOS:000811796400005
DA 2024-02-21
ER

PT J
AU Ebekozien, A
   Aigbavboa, C
   Ikuabe, M
   Thwala, WD
AF Ebekozien, Andrew
   Aigbavboa, Clinton
   Ikuabe, Matthew
   Thwala, Wellington Didibhuku
TI The built environment craftmanship in higher education institutions:
   issues and prospects from stakeholders' perception
SO EDUCATION AND TRAINING
LA English
DT Article; Early Access
DE Construction practitioners; Craft experts; Encumbrances; Nigeria;
   Training needs
ID EMPLOYABILITY; SATURATION; INTERVIEWS
AB PurposeNigeria has one of the highest graduate unemployment rates in Africa, and there is no comprehensive policy framework to address it. Evidence shows that integrating craftsmanship into higher education academic programmes can enhance graduate employability. Therefore, there is a need to integrate it into the built environment programmes at institutions in Nigeria. The built environment craftmanship (BEC) in Nigeria's HEIs may have had some challenges, although studies about these challenges are scarce. In this regard, the study investigated BEC's perceived encumbrances and proffered measures to integrate craftsmanship skills in Nigerian HEIs built environment programmes.Design/methodology/approachThe research adopted a qualitative research design using a virtual interview approach to solicit data from 34 experts across Nigeria. An exploratory approach was used to engage selected HEIs in Nigeria and thematic analysis was adopted to analyse the collected data, and saturation was achieved.FindingsThe study findings indicate that integrating BEC in built environment programmes will enhance graduate employment. However, possible encumbrances like institutional frameworks, funding, infrastructural development and pedagogical and social-cultural issues were found to be affecting BEC's integration into built environment programmes at higher education in Nigeria.Research limitations/implicationsFuture studies should explore more detailed large-scale investigations about integrating craftsmanship into higher education institution (HEI) programmes.Originality/valueGiven the dearth of pragmatic studies on the built environment graduates' unemployment in Nigeria, this research contributes to the academic community debates on reducing graduates' unemployment via BEC in HEIs.
C1 [Ebekozien, Andrew] Auchi Polytech, Dept Quant Surveying, Auchi, Nigeria.
   [Ebekozien, Andrew; Aigbavboa, Clinton; Ikuabe, Matthew] Univ Johannesburg, Dept Construct Management & Quant Surveying, Auckland Pk, South Africa.
   [Ebekozien, Andrew] Univ Sains Malaysia, Sch Social Sci, George Town, Malaysia.
   [Thwala, Wellington Didibhuku] Univ South Africa, Coll Sci Engn & Technol, Dept Civil Engn, Pretoria, South Africa.
C3 University of Johannesburg; Universiti Sains Malaysia; University of
   South Africa
RP Ebekozien, A (corresponding author), Auchi Polytech, Dept Quant Surveying, Auchi, Nigeria.; Ebekozien, A (corresponding author), Univ Johannesburg, Dept Construct Management & Quant Surveying, Auckland Pk, South Africa.; Ebekozien, A (corresponding author), Univ Sains Malaysia, Sch Social Sci, George Town, Malaysia.
EM ebekoandy45@yahoo.com; caigbavboa@uj.ac.za; ikuabematthew@gmail.com;
   thwaladw@unisa.ac.za
RI Aigbavboa, Clinton/AAS-6493-2020; Ikuabe, Matthew/AGO-2623-2022; Thwala,
   Wellington Didibhuku/AAE-8951-2022
OI Aigbavboa, Clinton/0000-0003-2866-3706; Thwala, Wellington
   Didibhuku/0000-0002-8848-7823; Ebekozien, Andrew/0000-0002-4663-5592;
   Ikuabe, Matthew/0000-0003-3380-2387
FU Faculty of Engineering; CIDB Centre of Excellence [05-35-061890];
   University of Johannesburg, South Africa
FX This work was supported by the Faculty of Engineering and the Built
   Environment and CIDB Centre of Excellence (05-35-061890), University of
   Johannesburg, South Africa.
NR 60
TC 0
Z9 0
U1 2
U2 3
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0040-0912
EI 1758-6127
J9 EDUC TRAIN
JI Educ. Train.
PD 2023 MAY 10
PY 2023
VL 65
IS 3
BP 492
EP 509
DI 10.1108/ET-03-2022-0086
EA MAY 2023
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA F7EZ7
UT WOS:000980005000001
DA 2024-02-21
ER

PT J
AU Butcher, J
   Schaber, F
AF Butcher, John
   Schaber, Friedemann
TI Undergraduate design learning in multiple partnerships:
   <i>joinedupdesign</i> for academies
SO INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
LA English
DT Article
DE Design education; Employability skills; Partnerships; Case study;
   Undergraduate team learning
AB This article reports research into undergraduate design learning through an off-campus partnership. The Sorrell Foundation's Joinedupdesign for Academies programme involved partnerships between university design departments, 'failing' 11-18 schools and professional designers, in the context of a funding commitment to rebuild/renew school buildings in the UK, and an ideological commitment to remodel schools as 'Academies'. We investigated the impact on 12 undergraduate Design students' learning as they partnered pupils at two secondary schools in a live regeneration project, following both schools' redesign/relaunch as 'Academies'. Using a mixed methods case study approach, we report the acquisition of a wide range of employability skills, vital for professional designers, through an innovative learning model in which pupils act as clients. In terms of design education, these partnerships provided a rare and authentic exposure to the complex demands of publicly-funded work for undergraduate design students, and as such offer a new and potentially interesting model for experiential design education, which bridges campus and off-campus learning.
C1 [Butcher, John] Univ Derby, Dept Acad Practice & Learning Innovat, Derby DE22 1GB, England.
   [Schaber, Friedemann] Univ Northampton, Sch Arts, Northampton NN2 6JD, England.
C3 University of Derby; University of Northampton
RP Butcher, J (corresponding author), Univ Derby, Dept Acad Practice & Learning Innovat, Kedleston Rd, Derby DE22 1GB, England.
EM j.butcher@derby.ac.uk
NR 16
TC 2
Z9 3
U1 0
U2 9
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0957-7572
J9 INT J TECHNOL DES ED
JI Int. J. Technol. Des. Educ.
PD AUG
PY 2013
VL 23
IS 3
BP 567
EP 579
DI 10.1007/s10798-012-9204-x
PG 13
WC Education & Educational Research; Education, Scientific Disciplines;
   Engineering, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Engineering
GA 208IS
UT WOS:000323672000005
DA 2024-02-21
ER

PT J
AU Smith, AJ
AF Smith, Adam J.
TI Economic precarity, modern liberal arts and creating a resilient
   graduate
SO EDUCATIONAL PHILOSOPHY AND THEORY
LA English
DT Article
DE Liberal arts; higher education; precarity
AB From the perspective of a recent graduate, this article offers a critique of non-STEM higher education in England as unfit for purpose. Whilst universities blindly focus on employability, transferable skills and narrow bands of subject knowledge, the economic world around them has collapsed into absurdity. The graduate today is now faced with economic, social and cultural precarity which is unreflected in the rigid structures and narrow focus of their degree. This article seeks a radical return to the ancient principles of a liberal arts education. Far from this being regressive, I argue that this education can and should be reclaimed and reinvigorated by the flexibility, difficulty and complexity of modern philosophy. Drawing on both Zygmunt Bauman's liquid modernity and Nigel Tubbs' modern metaphysics, this article argues that higher education is far from obsolete but that its continuing relevance in late Capitalism can only arise from a return to the questions of how graduates can best thrive in the economic world after graduation.
C1 [Smith, Adam J.] Univ Winchester, Modern Liberal Arts, Winchester, Hants, England.
C3 University of Winchester
RP Smith, AJ (corresponding author), Univ Winchester, Modern Liberal Arts, Winchester, Hants, England.
EM a.smith.14@unimail.winchester.ac.uk
NR 12
TC 4
Z9 5
U1 0
U2 9
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0013-1857
EI 1469-5812
J9 EDUC PHILOS THEORY
JI Educ. Philos. Theory
PY 2018
VL 50
IS 11
SI SI
BP 1037
EP 1044
DI 10.1080/00131857.2017.1341826
PG 8
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GH8VB
UT WOS:000433945900007
DA 2024-02-21
ER

PT J
AU Folaranmi, GYS
   Oluwabunmi, OP
   Nathaniel, SO
AF Folaranmi, Yusuf Shehu G.
   Oluwabunmi, Popoola O.
   Nathaniel, Olutegbe S.
TI Perceptions of Undergraduate Students to Practical Agriculture
   Experience at the University of Fort Hare, South Africa
SO JOURNAL OF AGRICULTURAL EXTENSION
LA English
DT Article
DE Curriculum; Academic performance; training; learning; skills;
   employability
ID EMPLOYABILITY; SKILLS; YOUTH
AB The study examined perceptions of final year students of agriculture at the University of Fort Hare to practical agricultural experience. A multi-stage sampling procedure was used to obtain data from 278 which were analysed, using descriptive and inferential statistics. The study reveals that more than half (55.0%) had favourable perceptions of practical agriculture experience (PAE). However, only about half (51.1%) expressed a high level of satisfaction. The majority (61.9%) were in favour of on-the-farm internships. There was a significant relationship between respondent's perceptions regarding improved performance (r = 0.276), general attitude to PAE (r = 0.438) and overall satisfaction with the PAE programme. Based on its findings, this study has implications for the evaluation process of the programme and suggests that the design of the PAE should center around on-farm activities based on a specific number of weeks for internships on commercial farms. This will provide the real-life experiential learning that could stimulate students to venture into practical farming post-graduation.
C1 [Folaranmi, Yusuf Shehu G.; Oluwabunmi, Popoola O.] Univ Forte Hare, Dept Agr Econ & Extens, Alice, South Africa.
   [Nathaniel, Olutegbe S.] Univ Ibadan, Dept Agr Extens & Rural Dev, Ibadan, Nigeria.
C3 University of Fort Hare; University of Ibadan
RP Folaranmi, GYS (corresponding author), Univ Forte Hare, Dept Agr Econ & Extens, Alice, South Africa.
EM fyusuf@ufh.ac.za; sopeinoluwabunmi@gmail.com; siji004u@yaho.com
NR 27
TC 0
Z9 0
U1 1
U2 2
PU AGRICULTURAL EXTENSION SOC NIGERIA
PI KWARA STATE
PA AGRICULTURAL & RURAL MANAGEMENT TRAINING INST, PMB 1343 ILORIN, KWARA
   STATE, 00000, NIGERIA
SN 1119-944X
EI 2408-6851
J9 J AGRIC EXT
JI J. Agric. Ext.
PD JAN
PY 2019
VL 23
IS 1
BP 210
EP 222
DI 10.4314/jae.v23i1.18
PG 13
WC Agronomy
WE Emerging Sources Citation Index (ESCI)
SC Agriculture
GA HI5PA
UT WOS:000456504800018
OA gold
DA 2024-02-21
ER

PT J
AU Bacon, E
AF Bacon, Edwin
TI Teaching applied politics: From employability to political imaginary
SO POLITICS
LA English
DT Article
DE applied politics; employability; pedagogy; political practice
ID PARTICIPATION; CLASSROOM
AB The growth of applied politics teaching in recent years is often conflated by academics, institutions, and professional associations with the employability agenda increasingly promoted by government. Many academics - politics faculty to the fore - object to the imposition of neo-liberal values on universities, the commodification of higher education, and a focus on employability in their teaching. These developments, coupled with a sense that the teaching of practical politics lacks intellectual rigour, undermine the growth of applied politics courses and programmes. There is, however, no reason why applied politics teaching must embrace neo-liberal norms. Nor is the alternative the introduction, as has happened in a few institutions, of courses teaching the practice of radical activism. Norms and values in applied politics can come from students, producing content and knowledge as they develop skills and approaches to practical politics. Applied politics itself represents a bridge between political science and political life beyond the university and serves the needs of students across the careerist-activist' spectrum. Far from being intellectually light, a values-focused approach to applied politics has a pedagogical depth beyond that offered in much of the current politics curriculum. It offers a pedagogy not just of information but of formation and transformation.
C1 [Bacon, Edwin] Birkbeck Univ London, Comparat Polit, London, England.
C3 University of London; Birkbeck University London
RP Bacon, E (corresponding author), Birkbeck Univ London, Dept Polit, Malet St, London WC1E 7HX, England.
EM e.bacon@bbk.ac.uk
RI Bacon, Edwin/AEG-2256-2022
NR 37
TC 4
Z9 4
U1 0
U2 5
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0263-3957
EI 1467-9256
J9 POLITICS-OXFORD
JI Politics
PD FEB
PY 2018
VL 38
IS 1
SI SI
BP 94
EP 108
DI 10.1177/0263395717694401
PG 15
WC International Relations; Political Science
WE Social Science Citation Index (SSCI)
SC International Relations; Government & Law
GA FR1ZH
UT WOS:000418866100007
OA Bronze, Green Accepted
DA 2024-02-21
ER

PT J
AU Tadic, I
   Marasovic, B
   Jerkovic, I
AF Tadic, Ivana
   Marasovic, Branka
   Jerkovic, Ivana
TI Fuzzy multicriteria model to support decision making during the
   selection process of teaching and research staff in higher education
SO SYSTEMS RESEARCH AND BEHAVIORAL SCIENCE
LA English
DT Article; Early Access
DE fuzzy TOPSIS; higher education; human resource management (HRM);
   multicriteria decision making; selection criteria; selection process
ID GRADE-POINT AVERAGE; SOFT SKILLS; EMPLOYABILITY SKILLS; CRITERIA;
   TOPSIS; PERFORMANCE; INTERNSHIPS; BIODATA; HARD
AB Selecting human resources represents complex tasks and ultimately determines an organisation's future stability and development. High-quality selection procedures serve as the basis for proper employee utilisation and individual career development, which generate organisational success. To be most effective, in addition to applicant competency in the field, decision makers use various selection techniques and tools. These are applied to reveal and distinguish applicants' characteristics, qualifications and competencies, as well as to predict their success and organisational contribution specified for each profession and position. The main aim of this paper is to develop a fuzzy multicriteria model based on the technique for order preference by similarity to ideal solution (TOPSIS) as support for decision making when teaching and research staff are selected for employment within higher education. The model is based on hierarchically structured selection criteria fortified by the different qualitative and quantitative nature of each criterion, as well as the influence of required experts' competencies. We apply this model in the higher education sector for selecting teaching and research staff in Croatia.
C1 [Tadic, Ivana; Marasovic, Branka; Jerkovic, Ivana] Univ Split, Fac Econ Business & Tourism, Cvite Fiskovica 5, Split 21000, Croatia.
C3 University of Split
RP Tadic, I (corresponding author), Univ Split, Fac Econ Business & Tourism, Cvite Fiskovica 5, Split 21000, Croatia.
EM ivana.tadic@efst.hr
RI Marasovic, Branka/D-4794-2017; Jerković, Ivana/AGR-2672-2022; Tadic,
   Ivana/AGF-9752-2022
OI Marasovic, Branka/0000-0002-3725-3939; Jerković,
   Ivana/0000-0003-1180-5990; Tadic, Ivana/0000-0002-2001-8510
NR 59
TC 1
Z9 1
U1 3
U2 17
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1092-7026
EI 1099-1743
J9 SYST RES BEHAV SCI
JI Syst. Res. Behav. Sci.
PD 2022 JUL
PY 2022
VL 39
IS 4
BP 867
EP 885
DI 10.1002/sres.2823
EA OCT 2021
PG 19
WC Management; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Business & Economics; Social Sciences - Other Topics
GA 2U0LZ
UT WOS:000708289500001
DA 2024-02-21
ER

PT J
AU Aamodt, PO
   Hovdhaugen, E
   Bielfeldt, U
AF Aamodt, Per Olaf
   Hovdhaugen, Elisabeth
   Bielfeldt, Uta
TI Serving the Society? Historical and Modern Interpretations of
   Employability
SO HIGHER EDUCATION POLICY
LA English
DT Article
DE Bologna; employability; Norway; quality
AB One of the aims of the implementation of a two-tier degree system was that the new Bachelor's degree should serve two functions: as a basis for further studies (Master's level), and at the same time to qualify for the labour market. This twofold function may be present to a different degree in various countries, but was an explicit policy objective in the Norwegian Quality Reform. This paper will discuss the tension between these two functions using the concept of employability, and we will use Norwegian graduate survey data to illustrate how the Bachelor's degree from a university is rewarded in the Norwegian labour market. Analyses show that only a small proportion of university Bachelor's candidates found relevant employment 6 months after graduation. The main reason seems to be that the candidates themselves primarily aim at further studies rather than seeking employment, but also that the perceived employability among Bachelor's students was quite weak. Higher Education Policy (2010) 23, 271-284. doi:10.1057/hep.2010.6
C1 [Aamodt, Per Olaf; Hovdhaugen, Elisabeth] NIFU STEP Norwegian Inst Studies Innovat Res & Ed, N-0167 Oslo, Norway.
   [Bielfeldt, Uta] Gottfried Wilhelm Leibniz Sci Community Evaluat D, Berlin, Germany.
RP Aamodt, PO (corresponding author), NIFU STEP Norwegian Inst Studies Innovat Res & Ed, Wergelandsveien 7, N-0167 Oslo, Norway.
RI Hovdhaugen, Elisabeth/JPK-9015-2023
OI Hovdhaugen, Elisabeth/0000-0002-6422-5028
NR 32
TC 9
Z9 11
U1 0
U2 27
PU PALGRAVE MACMILLAN LTD
PI BASINGSTOKE
PA BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND
SN 0952-8733
EI 1740-3863
J9 HIGH EDUC POLICY
JI High Educ. Policy
PD JUN
PY 2010
VL 23
IS 2
SI SI
BP 271
EP 284
DI 10.1057/hep.2010.6
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA V24RQ
UT WOS:000208427900008
DA 2024-02-21
ER

PT J
AU McLachlan, K
   Tippett, N
AF McLachlan, Katrina
   Tippett, Neil
TI Kickstarting creative collaboration: placing authentic feedback at the
   heart of online digital media education
SO ASSESSMENT & EVALUATION IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Online education; authentic feedback; employability; creative
   collaboration; curriculum design
ID DIALOGIC FEEDBACK; DESIGN; ENGAGEMENT; FACE
AB Despite unprecedented demand for digital media skills many digital media graduates struggle to transition into employment because of the gap between university pedagogy and real-world professional practice. Traditionally, studio-based learning has been used to give students authentic experiences of the non-linear, interactive cycle of feedback, reflection and integration that occurs in creative professional practice; however, this approach is hard to implement in asynchronous, online environments and subsequently students miss out on the experience of creative collaboration that can help them to succeed in their future workplace. This study documents a pedagogical alternative where an online digital media capstone project course was redesigned around a formative feedback process using Padlet to facilitate 'work-in-progress' discussions to mirror the cycle of creative collaboration in the workplace. Students' experiences of the formative feedback suggested that it developed both their content knowledge and their collaborative capabilities, with the timely and personal nature of the feedback, coupled with the industry-derived knowledge of the feedback providers, and the use of authentic, workplace relevant-technology, supporting students' confidence to collaborate creatively. The findings can assist researchers, educators and academic developers looking to use authentic, formative feedback as a way of supporting students' creativity, experimentation and collaborative capabilities.
C1 [McLachlan, Katrina] Univ South Australia, UniSA Online, Adelaide, Australia.
   [Tippett, Neil] Univ South Australia, Ctr Res Educ & Social Inclus, Adelaide, Australia.
C3 University of South Australia; University of South Australia
RP McLachlan, K (corresponding author), Univ South Australia, UniSA Online, Adelaide, Australia.
EM katrina.mclachlan@unisa.edu.au
OI Tippett, Neil/0000-0003-3383-6181
NR 53
TC 1
Z9 1
U1 5
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0260-2938
EI 1469-297X
J9 ASSESS EVAL HIGH EDU
JI Assess. Eval. High. Educ.
PD 2023 APR 28
PY 2023
DI 10.1080/02602938.2023.2209295
EA APR 2023
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA G6SM4
UT WOS:000990433400001
OA hybrid
DA 2024-02-21
ER

PT J
AU Chapman, G
   Emambocus, W
   Obembe, D
AF Chapman, Gary
   Emambocus, Washad
   Obembe, Demola
TI Higher education student motivations for extracurricular activities:
   evidence from UK universities
SO JOURNAL OF EDUCATION AND WORK
LA English
DT Article; Early Access
DE Extracurricular activities; motivation; employability; UK higher
   education; skill development
ID INTRINSIC MOTIVATION; SELF-DETERMINATION; ENGAGEMENT; BEHAVIOR
AB Higher education students are required to demonstrate value beyond their curricula achievements to secure jobs in increasingly competitive labour markets. Focusing on extracurricular activities as one-way students can do so, this paper uses a motivation perspective to examine what drives students to engage in extracurricular activities, and how student motivation varies between early and late-stage students. We conducted 46 in-depth interviews with students in a post-92 widening-participation university and found that four motivations - extrinsic, intrinsic, social, and pro-social - explained extracurricular participation. The motivations varied across types of extracurricular activities; extrinsic motivation was prominent for employment, academic, society and volunteering extracurriculars; intrinsic and social motivations were vital for sports and societies; and pro-social motivation for academic, volunteering, and society extracurriculars. Moreover, we found important differences between the motivations of early-year and final-year students, suggesting that motivations vary across the university journey. Our paper contributes to the literature on extracurricular activities within higher education by providing new evidence on the motivations that propel students to engage in (different) activities in the current marketised higher education environment and by identifying the level of study as an important boundary condition shaping motivations for extracurricular participation.
C1 [Chapman, Gary] Univ Nottingham, Nottingham Univ Business Sch, Haydn Green Inst Innovat & Entrepreneurship, Nottingham, England.
   [Emambocus, Washad; Obembe, Demola] De Montfort Univ, Sch Leadership Management & Mkt, Leicester, England.
   [Chapman, Gary] Univ Nottingham, Nottingham Univ Business Sch, Haydn Green Inst Innovat & Entrepreneurship, Nottingham NG7 2RD, England.
C3 University of Nottingham; De Montfort University; University of
   Nottingham
RP Chapman, G (corresponding author), Univ Nottingham, Nottingham Univ Business Sch, Haydn Green Inst Innovat & Entrepreneurship, Nottingham NG7 2RD, England.
EM gary.chapman@nottingham.ac.uk
RI Chapman, Gary/GWD-0954-2022
NR 42
TC 1
Z9 1
U1 5
U2 12
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1363-9080
EI 1469-9435
J9 J EDUC WORK
JI J. Educ. Work
PD 2023 FEB 17
PY 2023
VL 36
IS 2
BP 138
EP 152
DI 10.1080/13639080.2023.2167955
EA JAN 2023
PG 15
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 8F0KK
UT WOS:000918575800001
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Struan, A
   Boyle, J
   Ramsay, S
AF Struan, Andrew
   Boyle, Jennifer
   Ramsay, Scott
TI Skills, Attributes, Literacies, and Capabilities: Developing Our
   Students at Every Level
SO JOURNAL OF UNIVERSITY TEACHING AND LEARNING PRACTICE
LA English
DT Article
DE Higher education; skills enhancement; curricula development; student
   development
AB This Special Issue engages with the concept of 'graduateness' across Higher Education by looking at the skills, attributes, literacies, capabilities, and capacities we seek to foster and develop amongst those whom we teach. This discussion ranges from papers on pre-entry, through transition-in and undergraduate student skill enhancement, to developing academic colleagues' teaching proficiencies and innovation in curricula. The challenge faced by contributing authors was to conceptualise the development of their students' capabilities and capacities in the broadest and most practical senses. In the context of the global response of Higher Education to the COVID-19 pandemic, which has dramatically impacted the rate of change in teaching practice within institutions, but often without time, distance, and space for critical reflection, we provide space though a process of considered analysis and evaluation of practices, to consider what has worked, what has not worked, and what would benefit us to take forward. In so doing, we highlight several key themes that emerge: graduateness and employability; literacies and skills; access for all; and curricula design for skills development.
C1 [Struan, Andrew; Boyle, Jennifer; Ramsay, Scott] Univ Glasgow, Glasgow, Scotland.
C3 University of Glasgow
RP Struan, A (corresponding author), Univ Glasgow, Glasgow, Scotland.
EM andrew.struan@glasgow.ac.uk; jennifer.boyle@glasgow.ac.uk;
   scott.ramsay.2@glasgow.ac.uk
OI Ramsay, Scott/0000-0002-8016-7577; Boyle, Jennifer/0000-0003-2994-3179
NR 58
TC 0
Z9 0
U1 0
U2 1
PU UNIV WOLLONGONG
PI WOLLONGONG
PA NORTHFIELDS AVE, WOLLONGONG, NSW 2522, AUSTRALIA
SN 1449-9789
J9 J UNIV TEACH LEARN P
JI J. Univ. Teach. Learn. Pract.
PY 2023
VL 20
IS 4
DI 10.53761/1.20.4.01
PG 17
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA G0CN2
UT WOS:000985934800012
OA Green Accepted, gold, Green Submitted
DA 2024-02-21
ER

PT J
AU Ursache, N
   Mares, C
AF Ursache, Narcis
   Mares, Cristinel
TI On Student Skill Development through Integration of Industrial Expertise
   in Module Delivery
SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION
LA English
DT Article
DE higher education; employability; assessment; aerospace engineering;
   aircraft design
AB This case study sought to develop an engineering module which would bring in experts from industry to educate future engineering specialists in aircraft product development in order to address the industry standards and codes of practice. The industry staff lectured on key aspects of aircraft design integration and collaborated with the academic involved in teaching this module. The proposed development was mapped against the current accredited MSc/MEng curriculum. The industry partners participated in the aircraft design project development and its technical quality assessment during the academic year. The student learning experience and employability was enhanced through the application of the theory in a practical module assessed according to industry requirements.
C1 [Ursache, Narcis; Mares, Cristinel] Brunel Univ, Sch Engn & Design, London UB8 3PH, England.
C3 Brunel University
RP Ursache, N (corresponding author), Brunel Univ, Sch Engn & Design, London UB8 3PH, England.
EM Narcis.Ursache@brunel.ac.uk; Cristinel.Mares@brunel.ac.uk
FU Royal Academy of Engineering [P30038]; Austrian Science Fund (FWF)
   [P30038] Funding Source: Austrian Science Fund (FWF)
FX The authors would like to acknowledge the continuous support and useful
   contribution from Mr Chris Lynas and his team from Future Projects, Mr
   Luigi Caludi, Airbus UK, Rolls-Royce Plc and National Composites Centre.
   The authors would also like to thank Royal Academy of Engineering for
   their support and funding of this teaching innovation project (grant
   P30038).
NR 13
TC 2
Z9 3
U1 0
U2 13
PU TEMPUS PUBLICATIONS
PI DURRUS, BANTRY
PA IJEE , ROSSMORE,, DURRUS, BANTRY, COUNTY CORK 00000, IRELAND
SN 0949-149X
J9 INT J ENG EDUC
JI Int. J. Eng. Educ
PY 2013
VL 29
IS 5
BP 1126
EP 1135
PG 10
WC Education, Scientific Disciplines; Engineering, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Engineering
GA 291FW
UT WOS:000329814400010
DA 2024-02-21
ER

PT J
AU Colmenero, MOL
   Gallego, SS
AF Luque Colmenero, M. Olalla
   Gallego, Silvia Soler
TI Training audio describers for art museums
SO LINGUISTICA ANTVERPIENSIA NEW SERIES-THEMES IN TRANSLATION STUDIES
LA English
DT Article
DE Audio describer profile; art museum; internship; situated learning
ID EMPLOYABILITY; TRANSLATION; CURRICULUM
AB Audio description (AD) for art museums and exhibitions is a growing professional field. This article investigates the profiles of audio describers for art museums that exist today and presents a curriculum proposal for one of these profiles, namely the graduate in Translation Studies. This proposal consists of the incorporation of an internship in art museum AD into the Translation Studies curriculum. More specifically, this article describes the internship offered by the Kaleidoscope non-profit association, based in Granada, to graduates in Translation. Our proposal is discussed in relation to Kiraly's (2000, 2012) social constructivist and holistic- experiential approaches to translator education and recent studies that advocate more internship opportunities for Translation graduates to help their meta-competence emerge (Kiraly & Hofmann, 2016) and to foster their employability (Schnell & Rodriguez, 2017).
C1 [Luque Colmenero, M. Olalla] Univ Granada, Granada, Spain.
   [Gallego, Silvia Soler] Colorado State Univ, Ft Collins, CO 80523 USA.
C3 University of Granada; Colorado State University
RP Colmenero, MOL (corresponding author), Univ Granada, Granada, Spain.
EM molc@ugr.es; ssoler@colostate.edu
NR 24
TC 6
Z9 6
U1 0
U2 13
PU ACADEMIC & SCIENTIFIC PUBLISHERS-ASP
PI BRUSSELS
PA UNIV PRESS ANTWERP DIV, RAVENSTEINGALERIJ 28, BRUSSELS, B-1000, BELGIUM
SN 2295-5739
J9 LING ANTVERP NEW SER
JI Ling. Antverp. New Ser.
PY 2019
VL 18
BP 166
EP 181
PG 16
WC Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Linguistics
GA KC0HS
UT WOS:000506868600010
DA 2024-02-21
ER

PT J
AU Ducrotoy, JP
AF Ducrotoy, JP
TI Higher education in coastal sciences and management: Establishing a
   partnership between education and industry
SO INNOVATIONS IN EDUCATION AND TRAINING INTERNATIONAL
LA English
DT Article
ID ZONE MANAGEMENT; SEA
AB The Discipline Network in Higher Education 'Coastal Sciences and Management' was a venture established in July 1996 with the Department for Education and Employment in England and Wales. The Discipline Network was aimed at helping academic staff within a given discipline to undertake dissemination and curriculum development activities to increase the employability of graduates. The Network was run at a regional level, in north east England in 1996-1998, and at national level in 1998-2000. It contributed to circulating information on existing programmes of study, received advice from potential employers on the validity of curricula and proposed improvements in the content and the delivery of courses, in particular those delivered through field exercises and outdoor teaching sessions. The Network was multidisciplinary in its approach to establishing the new partnership and students were actively involved in workshops and working groups. It concluded that innovative approaches to teaching should be reflected back into curricula and that a national strategy for improving curricula accordingly should be set up. A Charter for Fieldwork (position statement) and a Review of Regional Resources were presented.
C1 Univ Hull, Scarborough Ctr Coastal Studies, Scarborough YO11 3AZ, England.
C3 University of Hull
RP Ducrotoy, JP (corresponding author), Univ Hull, Scarborough Ctr Coastal Studies, Filey Rd, Scarborough YO11 3AZ, England.
EM J.P.Ducrotoy@biosci.hull.ac.uk
NR 43
TC 6
Z9 6
U1 0
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1355-8005
J9 INNOV EDUC TRAIN INT
JI Innov. Educ. Train. Int.
PD AUG
PY 2001
VL 38
IS 3
BP 239
EP 250
DI 10.1080/14703290110052311
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 462NF
UT WOS:000170425600004
DA 2024-02-21
ER

PT J
AU Ishak, NS
   Sohaimi, NS
   Abdullah, F
   Saleh, WSRW
AF Ishak, Nor Syahidah
   Sohaimi, Nor Suzylah
   Abdullah, Fikriyah
   Saleh, Wan Shamsul Rezal Wan
TI Exploring The Suitability Between GIATMARA and SBEZ's Development
   Towards TVET Training
SO JOURNAL OF TECHNICAL EDUCATION AND TRAINING
LA English
DT Article
DE TVET; SBEZ; tertiary education; graduate employability; socioeconomic
AB This study investigates and explore how community involvement and engagement through TVET at Special Boarder Economic Zone (SBEZ), Bukit Kayu Hitam through collaboration with one of the TVET educational providers namely GIATMARA. With the tertiary education and skill-based programmes, young community at SBEZ will have a better opportunity for employability and able to meet the demand from industry. This study employs a qualitative method with the information on the course offered by GIATMARA, the demand skills and from SBEZ development and the readiness of the community towards TVET skills around that area. The depth and breadth of the data collected through semi-structure interview with Northern Gateway, GIATMARA and SBEZ community. Building on the analysis, thematic analyses were then undertaken on the data from interviews. In particular, to ensure the successful of SBEZ, the surrounding community needs to be equipped with TVET skills especially related to logistic nd supply chain industry. Further, there are nine are of services of logistic and supply chain that are expected to be fulfilled for upcoming demand in SBEZ. It is hope that all TVET institutions including GIATMARA have to ensure that their curriculums are in line with the needs of the industry.
C1 [Ishak, Nor Syahidah] Univ Utara Malaysia, Islamic Business Sch, Sintok, Malaysia.
   [Sohaimi, Nor Suzylah] Inst Res Indonesia, Bangkok, Thailand.
   [Abdullah, Fikriyah] Univ Utara Malaysia, Sch Econ Finance & Banking, Sintok, Malaysia.
   [Saleh, Wan Shamsul Rezal Wan] GIATMARA, Kuala Lumpur, Malaysia.
C3 Universiti Utara Malaysia; Universiti Utara Malaysia
RP Ishak, NS (corresponding author), Univ Utara Malaysia, Islamic Business Sch, Sintok, Malaysia.
EM norsyahidah@uum.edu.my
OI SOHAIMI, NOR SUZYLAH/0000-0002-4264-0116
FU Universiti Utara Malaysia [21195]
FX The authors would like to express our gratitude and thanks to Universiti
   Utara Malaysia on the award of funding for this study under the
   University-Industry-Agency Collaboration Grant from Universiti Utara
   Malaysia. (Code S/O; 21195) .
NR 22
TC 0
Z9 0
U1 0
U2 0
PU PENERBIT UTHM
PI BATU PAHAT
PA Penerbit UTHM Universiti Tun Hussein Onn Malaysia, BATU PAHAT, JOHOR,
   MALAYSIA
SN 2229-8932
EI 2600-7932
J9 J TECH EDUC TRAIN
JI J. Tech. Educ. Train.
PY 2023
VL 15
IS 3
SI SI
BP 131
EP 141
DI 10.30880/jtet.2023.15.03.012
PG 11
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA U3BX1
UT WOS:001083597300008
OA gold
DA 2024-02-21
ER

PT J
AU Tapia, ND
   Pollock, W
   Kelly, C
AF Tapia, Natalia D.
   Pollock, Wendi
   Kelly, Christopher
TI Sensitivity to Status-Based Rejection: Implications for Female and
   Minority Criminal Justice Majors
SO RACE AND JUSTICE
LA English
DT Article; Early Access
DE race, class, and gender articualtion; criminological theories;
   stereotypes; criminological theories; race and public opinion; bias in
   the criminal justice system; African/Black Americans; race/ethnicity;
   Latino/Hispanic Americans; employment
ID CORRECTIONAL OFFICERS; OCCUPATIONAL STRESS; GENDER; RACE; POLICE; WOMEN;
   EXPERIENCES; DISCRIMINATION; PERCEPTIONS; RETENTION
AB Now more than ever, criminal justice agencies are looking to fill their ranks with a diverse workforce that reflects the populations they serve. Criminal justice is a field where diversity matters, is encouraged, and is sought after in recruitment efforts. Also, research shows that females are highly effective in this discipline due to their unique communication skills. Therefore, it is important for females and minorities to feel they are welcomed and belong in those agencies. This article explores how perceptions affect the employability of women and people of color. Exploring their level of confidence or anxiety about their future ability to adapt to their work environment could offer insights on how to better support criminal justice students and on how to help agencies to better integrate and maintain diversity in their organizations. This study examines criminal justice students' sensitivity to status-based rejection. Specifically, college students in the field of criminal justice were surveyed regarding their anxieties and beliefs about how others' perceptions of their status (gender, race, and/or ethnicity) might affect their professional careers. Results suggest that while females of all races and African American students of any gender are significantly more likely to be concerned about the potential for status-based rejection when employed, or trying to become employed, in the field of criminal justice, female Hispanic students are concerned about the combined effects of their race and gender on their future careers. Policy implications are discussed.
C1 [Tapia, Natalia D.] Lewis Univ, Justice Law & Publ Safety Studies Dept, One Univ Pkwy, Romeoville, IL 60446 USA.
   [Pollock, Wendi] Texas A&M Univ Corpus Christi, Dept Social Sci, Corpus Christi, TX USA.
   [Kelly, Christopher] Georgetown Univ, McCourt Sch Publ Policy, Washington, DC USA.
C3 Lewis University; Texas A&M University System; Texas A&M University
   Corpus Christi; Georgetown University
RP Tapia, ND (corresponding author), Lewis Univ, Justice Law & Publ Safety Studies Dept, One Univ Pkwy, Romeoville, IL 60446 USA.
EM tapiana@lewisu.edu
RI Pollock, Wendi/AAL-9423-2020
NR 54
TC 2
Z9 4
U1 0
U2 9
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 2153-3687
J9 RACE JUSTICE
JI Race Justice
PD 2022 APR
PY 2022
VL 12
IS 2
BP 431
EP 447
AR 2153368719885434
DI 10.1177/2153368719885434
EA NOV 2019
PG 17
WC Criminology & Penology; Ethnic Studies
WE Social Science Citation Index (SSCI)
SC Criminology & Penology; Ethnic Studies
GA ZM2OO
UT WOS:000496060700001
DA 2024-02-21
ER

PT J
AU McCormack, S
   Baron, P
AF McCormack, Silvia
   Baron, Paula
TI The impact of employability on Humanities, Arts and Social Sciences
   degrees in Australia
SO ARTS AND HUMANITIES IN HIGHER EDUCATION
LA English
DT Article
DE Employability; arts and humanities; Australian universities; value of
   education; university funding policy
ID PERCEPTIONS; EDUCATION
AB In Australia, Humanities, Arts and Social Sciences (HASS) faculties are under pressure to demonstrate that their degrees result in employable graduates. Employability has become a key strategic goal of all universities and is driving federal government funding changes. We surveyed 17 Directors of Learning and Teaching in HASS across Australia's 37 public universities to ascertain their views on how employability has affected HASS. Our thematic analysis of questionnaire results reveals a highly complex and, at times, contradictory picture of the relationship between HASS and employability.
C1 [McCormack, Silvia] La Trobe Univ, Educ Serv, Bundoora Campus, Melbourne, Vic, Australia.
   [Baron, Paula] La Trobe Univ, Sch Law, Bundoora Campus, Melbourne, Vic, Australia.
   [McCormack, Silvia] La Trobe Univ, Educ Serv, Kingsbury Dr, Melbourne, Vic 3086, Australia.
C3 La Trobe University; La Trobe University; La Trobe University
RP McCormack, S (corresponding author), La Trobe Univ, Educ Serv, Kingsbury Dr, Melbourne, Vic 3086, Australia.
EM silviamccormack1@gmail.com
RI McCormack, Silvia/P-4648-2019
OI McCormack, Silvia/0000-0002-7339-0463
NR 35
TC 1
Z9 1
U1 0
U2 5
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1474-0222
EI 1741-265X
J9 ARTS HUM HIGH EDUC
JI Arts Hum. High. Educ.
PD APR
PY 2023
VL 22
IS 2
SI SI
BP 164
EP 182
DI 10.1177/14740222231156888
PG 19
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA A7MJ8
UT WOS:000956920300005
OA hybrid
DA 2024-02-21
ER

PT J
AU Simovicová, S
   Urbanciková, N
AF Simovicova, Simona
   Urbancikova, Natasa
TI MANAGING GENDER STEREOTYPES IN STEM AND ENHANCING VOCATIONAL EDUCATION
   FOR EMPLOYABILITY
SO MANAGEMENT RESEARCH AND PRACTICE
LA English
DT Article
DE gender stereotypes; gender equality; education; vocational education
AB The paper aims to examine the persistence of gender stereotypes in STEM education and identify opportunities to enhance the inclusivity and attractiveness of Vocational Education. The analytical part of the paper consists of quantitative and qualitative research. Through ordinal logistic regression, the determinants influencing female and male students' attitudes towards gender stereotypes and future careers in STEM fields are analysed. The qualitative part draws on focus group outputs to understand the challenges of this topic in greater depth. University students are more resistant to stereotypes than high school students. At the same time, men tend to believe in gender stereotypes more than women and nonbinary people. An important aspect is positive female role models, which eliminate this adverse persistent phenomenon and increase the inclusiveness of the learning environment for female students. University students are more likely to envision a future in STEM than high school students, and there were no statistically significant differences in the plans of male and female students. Non-binary students are more likely to choose a career in a different field.
C1 [Simovicova, Simona; Urbancikova, Natasa] Tech Univ Kosice, Fac Econ, Dept Reg Sci & Management, Kosice, Slovakia.
C3 Technical University Kosice
RP Simovicová, S (corresponding author), Tech Univ Kosice, Fac Econ, Dept Reg Sci & Management, Kosice, Slovakia.
EM simona.simovicova@tuke.sk; natasa.urbancikova@tuke.sk
NR 29
TC 0
Z9 0
U1 2
U2 2
PU RESEARCH CENTER PUBLIC ADM & PUBLIC SERVICE
PI BUCHAREST
PA CALEA SERBAN VODA 22-24, BUCHAREST, 040211, ROMANIA
SN 2067-2462
J9 MANAG RES PRACT
JI Manag. Res. Pract.
PD DEC
PY 2023
VL 15
IS 4
BP 29
EP 44
PG 16
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA CK4D7
UT WOS:001125124700001
DA 2024-02-21
ER

PT J
AU Hussain, K
   Ragavan, NA
   Tang, T
   Loong, LCK
   Teare, R
AF Hussain, Kashif
   Ragavan, Neethiahnanthan Ari
   Tang, Thienming
   Loong, Low Chris Kam
   Teare, Richard
TI Reflections on the theme issue outcomes The way forward: how is
   Malaysian hospitality and tourism education working with industry?
SO WORLDWIDE HOSPITALITY AND TOURISM THEMES
LA English
DT Article; Early Access
DE Malaysia; Lifelong learning; Industry; Education; Work-based learning;
   Hospitality and tourism
AB Purpose
   The purpose of this paper is to profile the Worldwide Hospitality and Tourism Themes theme issue "The way forward: How is Malaysian hospitality and tourism education working with industry?" with reference to the experiences of the theme editors and writing team.
   Design/methodology/approach
   Structured questions were used to enable the theme editors to reflect on the rationale for the theme issue question, the starting point, the selection of the writing team and material and the editorial process.
   Findings
   Malaysia's hospitality and tourism industry is facing an acute shortage of skilled employees, accentuated by the fact that jobs in the industry are not broadly appealing to Malaysians.
   Practical implications - The hospitality and tourism industry in Malaysia wants to employ graduates with a professional attitude and mindset, and to secure this objective, a greater focus on work-based learning is needed.
   Originality/value
   The paper draws on discussion and applied research to explore the hospitality and tourism industry-education collaboration in Malaysia and the ways in which employability and retention can be enhanced by a greater emphasis on work-based learning.
C1 [Hussain, Kashif] Taylors Univ, Fac Social Sci & Leisure Management, Ctr Res & Innovat Tourism, Subang Jaya, Malaysia.
   [Ragavan, Neethiahnanthan Ari] Taylors Univ, Fac Social Sci & Leisure Management, Subang Jaya, Malaysia.
   [Tang, Thienming] Global Univ Lifelong Learning, SEA Reg Off, Banbury, England.
   [Loong, Low Chris Kam] SWAG Consultancy, Subang Jaya, Malaysia.
   [Teare, Richard] Worldwide Hospitality & Tourism Themes, Bingley, England.
C3 Taylor's University; Taylor's University
RP Hussain, K (corresponding author), Taylors Univ, Fac Social Sci & Leisure Management, Ctr Res & Innovat Tourism, Subang Jaya, Malaysia.
RI Hussain, Kashif/A-6326-2014; Hussain, Kashif/JDN-2995-2023
OI Hussain, Kashif/0000-0002-2923-3575; 
NR 0
TC 0
Z9 0
U1 1
U2 6
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1755-4217
EI 1755-4225
J9 WORLDW HOSP TOUR THE
JI Worldw. Hosp. Tour. Themes
PD 2020 MAR 15
PY 2020
VL 12
IS 2
SI SI
BP 213
EP 219
DI 10.1108/WHATT-01-2020-0001
EA MAR 2020
PG 7
WC Hospitality, Leisure, Sport & Tourism
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA LE3ZH
UT WOS:000525730600001
DA 2024-02-21
ER

PT J
AU Kinnunen, U
   Mäkikangas, A
   Mauno, S
   De Cuyper, N
   De Witte, H
AF Kinnunen, Ulla
   Makikangas, Anne
   Mauno, Saija
   De Cuyper, Nele
   De Witte, Hans
TI Development of Perceived Job Insecurity Across Two Years: Associations
   With Antecedents and Employee Outcomes
SO JOURNAL OF OCCUPATIONAL HEALTH PSYCHOLOGY
LA English
DT Article
DE job insecurity; temporary work; well-being; longitudinal; latent profile
   analysis
ID WORK ENGAGEMENT; TURNOVER INTENTION; EMPLOYABILITY; HEALTH;
   ORGANIZATIONS; CONSEQUENCES; DIMENSIONS; COMMITMENT; RESOURCES;
   STRESSORS
AB This 2-year longitudinal study among 848 university employees investigated the individual development of perceived job insecurity (JI) in the context of changes occurring in the Finnish universities during the follow-up time. Adopting a person-oriented approach through latent profile analysis, 8 classes of employees with similar mean levels and mean-level changes in JI were identified. Two of these classes (75% of the participants) indicated stable (low, moderately high) JI, and the remaining 6 classes (25% of the participants) showed change (decreasing, increasing, curvilinear) in the level of JI across time. We then examined possible differences between these classes with respect to individual antecedents and outcomes of JI. Of the antecedents, the type of employment contract distinguished best between the JI classes. Of the outcomes, moderately high stable JI was associated with low stable vigor and high stable levels of exhaustion and turnover intentions across time. In addition, it seemed that a decrease in JI was associated with a decrease in exhaustion and turnover intentions and vice versa. Altogether the findings suggest that developmental JI classes exhibit a substantial amount of heterogeneity, which is simultaneously reflected in occupational well-being.
C1 [Kinnunen, Ulla; Mauno, Saija] Univ Tampere, Sch Social Sci & Humanities, FIN-33101 Tampere, Finland.
   [Makikangas, Anne; Mauno, Saija] Univ Jyvaskyla, Dept Psychol, Jyvaskyla, Finland.
   [De Cuyper, Nele; De Witte, Hans] Katholieke Univ Leuven, Res Grp Work Org & Personnel Psychol, Leuven, Belgium.
   [De Witte, Hans] North West Univ, Optentia Res Focus Area, Vanderbijlpark, South Africa.
C3 Tampere University; University of Jyvaskyla; KU Leuven; North West
   University - South Africa
RP Kinnunen, U (corresponding author), Univ Tampere, Sch Social Sci & Humanities, FIN-33101 Tampere, Finland.
EM ulla.kinnunen@uta.fi
OI Makikangas, Anne/0000-0003-0199-3609; De Cuyper,
   Nele/0000-0001-7241-9941; Kinnunen, Ulla/0000-0002-2578-7271; De Witte,
   Hans/0000-0002-6691-517X
NR 73
TC 68
Z9 71
U1 3
U2 56
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 1076-8998
EI 1939-1307
J9 J OCCUP HEALTH PSYCH
JI J. Occup. Health Psychol.
PD APR
PY 2014
VL 19
IS 2
BP 243
EP 258
DI 10.1037/a0035835
PG 16
WC Public, Environmental & Occupational Health; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health; Psychology
GA AP6YP
UT WOS:000342224900011
PM 24730428
DA 2024-02-21
ER

PT J
AU Koolhaas, W
   Groothoff, JW
   de Boer, MR
   van der Klink, JJL
   Brouwer, S
AF Koolhaas, Wendy
   Groothoff, Johan W.
   de Boer, Michiel R.
   van der Klink, Jac J. L.
   Brouwer, Sandra
TI Effectiveness of a problem-solving based intervention to prolong the
   working life of ageing workers
SO BMC PUBLIC HEALTH
LA English
DT Article
DE Aging workforce; Intervention study; Ageing workers; Problem-solving
   approach; Solution focused; Work ability
ID COGNITIVE-BEHAVIORAL INTERVENTIONS; LOW-BACK-PAIN; JOB-SATISFACTION;
   SICKNESS ABSENCE; HEALTH-PROBLEMS; LONG-TERM; FOLLOW-UP; PRODUCTIVITY;
   MANAGEMENT; RETENTION
AB Background: An ageing workforce combined with increasing health problems in ageing workers implies the importance of evidence-based interventions to enhance sustainable employability. The aim of this study is to evaluate the effectiveness of the 'Staying healthy at work' problem-solving based intervention compared to business as usual.
   Methods: This study was designed as a quasi-experimental trial with a one-year follow-up. Measurements were performed at baseline, three and twelve months. The problem-solving based intervention provides a strategy for increasing the awareness of ageing workers of their role and responsibility in living sustainable, healthy working lives. The primary outcomes were work ability, vitality and productivity. Secondary outcomes were perceived fatigue, psychosocial work characteristics, work attitude, self-efficacy and work engagement.
   Results: Analyses were performed on the 64 workers in the intervention and 61 workers from the business as usual group. No effects on productivity (OR = 0.83, 95% CI 0.23-3.00) and adverse effects on work ability (B = -1.33, 95% CI -2.45 to -0.20) and vitality (OR = 0.10, 95% CI 0.02-0.46) were found. Positive results were found for the work attitude secondary outcome (B = 5.29, 95% CI -9.59 to -0.99), the self-efficacy persistence subscale (B = 1.45, 95% CI 0.43-2.48) and the skill discretion subscale of the Job Content Questionnaire (B = 1.78, 95% CI 0.74-2.83).
   Conclusion: The results of the problem-solving intervention showed no positive effects on the three outcome measures compared to business as usual. However, effectiveness was shown on three of the secondary outcome measures, i.e. work attitude, self-efficacy and skill discretion. We presume that the lack of positive effects on primary outcomes is due to programme failure and not to theory failure.
C1 [Koolhaas, Wendy; Groothoff, Johan W.; de Boer, Michiel R.; van der Klink, Jac J. L.; Brouwer, Sandra] Univ Groningen, Univ Med Ctr Groningen, Dept Hlth Sci Community & Occupat Med, NL-9713 AV Groningen, Netherlands.
   [de Boer, Michiel R.] Vrije Univ Amsterdam, Dept Hlth Sci, Amsterdam, Netherlands.
C3 University of Groningen; Vrije Universiteit Amsterdam
RP Koolhaas, W (corresponding author), Univ Groningen, Univ Med Ctr Groningen, Dept Hlth Sci Community & Occupat Med, Antonius Deusinglaan 1,FA10,Bldg 3217,Room 621, NL-9713 AV Groningen, Netherlands.
EM w.koolhaas@umcg.nl
RI Brouwer, Sandra/AAH-3182-2020
OI de Boer, Michiel/0000-0001-9240-0199
FU University Medical Center Groningen, University of Groningen
FX The project was provided a grant by the University Medical Center
   Groningen, University of Groningen.
NR 53
TC 17
Z9 19
U1 1
U2 34
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1471-2458
J9 BMC PUBLIC HEALTH
JI BMC Public Health
PD FEB 4
PY 2015
VL 15
AR 76
DI 10.1186/s12889-015-1410-5
PG 13
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA CB1WQ
UT WOS:000349419100002
PM 25648750
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Daniels, J
   D'Andrea, M
   Gaughen, KJS
AF Daniels, J
   D'Andrea, M
   Gaughen, KJS
TI Testing the validity and reliability of the Perceived Employability
   Scale (PES) among a culturally diverse population
SO JOURNAL OF EMPLOYMENT COUNSELING
LA English
DT Article
ID CAREER SELF-EFFICACY; ATTITUDE SCALE; PROGRAM
AB This article reports the results of a study designed to test the validity and reliability of a newly developed career self-efficacy test called the Perceived Employability Scale (PES). A large group [N = 2,600] of low-income women with diverse cultural, ethnic, and racial backgrounds living in Hawaii participated in this investigation. Recommendations for researchers and practitioners who are employment counselors are discussed.
C1 Univ Hawaii, Dept Counselor Educ, Honolulu, HI 96822 USA.
   Univ Hawaii, Dept Social Welf, Honolulu, HI USA.
C3 University of Hawaii System; University of Hawaii System
RP Daniels, J (corresponding author), Univ Hawaii, Dept Counselor Educ, 1776 Univ Ave, Honolulu, HI 96822 USA.
EM jdaniels@hawaii.edu
NR 24
TC 18
Z9 20
U1 0
U2 17
PU AMER COUNSELING ASSOC
PI ALEXANDRIA
PA 5999 STEVENSON AVE, ALEXANDRIA, VA 22304-3300 USA
SN 0022-0787
J9 J EMPLOYMENT COUNS
JI J. Employ. Couns.
PD SEP
PY 1998
VL 35
IS 3
BP 114
EP 123
DI 10.1002/j.2161-1920.1998.tb00993.x
PG 10
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 129VE
UT WOS:000076484100002
DA 2024-02-21
ER

PT J
AU Mimirinis, M
AF Mimirinis, Mike
TI What do undergraduate students understand by excellent teaching?
SO HIGHER EDUCATION RESEARCH & DEVELOPMENT
LA English
DT Article; Early Access
DE teaching excellence; conceptions; phenomenography; teaching; higher
   education
ID UNIVERSITY ACADEMICS; SUBJECT-MATTER; CONCEPTIONS; EXPERIENCES
AB This article explores undergraduate students' conceptions of what constitutes excellent teaching. The analysis of semi-structured interviews with students at two English universities yields five qualitatively different conceptions of excellent teaching. In contrast to the current intense policy focus on outcome factors (e.g., graduate employability), students predominantly discern process factors as conducive to excellent teaching: how the subject matter is presented, what the lecturer brings to the teaching process, how students' personal understanding is supported, and to what extent the questioning and transformation of disciplinary knowledge is facilitated. More importantly, this study demonstrates that an expansion of students' awareness of the nature of teaching is internally related to the expansion of their awareness of the nature of disciplinary knowledge.
C1 [Mimirinis, Mike] Univ West London, Sch Human & Social Sci, London, England.
C3 University of West London
RP Mimirinis, M (corresponding author), Univ West London, Sch Human & Social Sci, London, England.
EM Mike.Mimirinis@uwl.ac.uk
RI Mimirinis, Mike/AAA-3178-2019
OI Mimirinis, Mike/0000-0003-1835-9348
FU Society for Research into Higher Education [NR2017/15]
FX This work was supported by the Society for Research into Higher
   Education: [Grant Number NR2017/15].
NR 38
TC 6
Z9 6
U1 3
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0729-4360
EI 1469-8366
J9 HIGH EDUC RES DEV
JI High. Educ. Res. Dev.
PD 2022 FEB 23
PY 2022
VL 41
IS 2
BP 466
EP 480
DI 10.1080/07294360.2020.1847048
EA NOV 2020
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA ZX9GE
UT WOS:000591465300001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Ashton, D
   Bennett, D
   Bulaitis, ZH
   Tomlinson, M
AF Ashton, Daniel
   Bennett, Dawn
   Bulaitis, Zoe Hope
   Tomlinson, Michael
TI In the name of employability: Faculties and futures for the arts and
   humanities in higher education
SO ARTS AND HUMANITIES IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Arts; humanities; higher education; employability; value
ID GRADUATE
AB This introductory overview sets out the scope and aims of the special issue, which is concerned with establishing more meaningful understandings and discourses on the relationship between arts and humanities and graduate employability. The issue comes at a time of increased government-level questioning of the social and economic value of higher education (HE), and particularly humanities disciplines. The propositions developed in this introduction and the contributing authors' papers aim towards developing stronger and more meaningful engagement with the future place and role of arts and humanities within HE and wider society. We establish a variety of themes in the value of HE and make connections to the contributing authors' articles. We finish with critical questions for continued debate and research in the nexus between arts and humanities and graduate outcomes. These are all pertinent to the questions of value that underpin many of the papers in this issue.
C1 [Ashton, Daniel] Univ Southampton, Winchester Sch Art, Southampton, England.
   [Bennett, Dawn] Bond Univ, Off Provost, Robina, Qld, Australia.
   [Bulaitis, Zoe Hope] Univ Birmingham, Liberal Arts & Nat Sci, Birmingham, England.
   [Tomlinson, Michael] Univ Southampton, Southampton Educ Sch, Southampton, England.
   [Ashton, Daniel] Univ Southampton, Winchester Sch Art, Pk Ave, Southampton SO23 8DL, England.
C3 University of Southampton; Bond University; University of Birmingham;
   University of Southampton; University of Southampton
RP Ashton, D (corresponding author), Univ Southampton, Winchester Sch Art, Pk Ave, Southampton SO23 8DL, England.
EM d.k.ashton@soton.ac.uk
RI Bennett, Dawn/A-7210-2009
OI Bennett, Dawn/0000-0002-0676-1623; Tomlinson,
   Michael/0000-0002-1057-5188; Bulaitis, Zoe/0000-0002-0493-0884; Ashton,
   Daniel/0000-0002-3120-1783
NR 26
TC 1
Z9 1
U1 4
U2 9
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1474-0222
EI 1741-265X
J9 ARTS HUM HIGH EDUC
JI Arts Hum. High. Educ.
PD 2023 APR
PY 2023
VL 22
IS 2
SI SI
BP 103
EP 111
DI 10.1177/14740222231160409
EA FEB 2023
PG 9
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA A7MJ8
UT WOS:000938192500001
OA hybrid, Green Accepted
DA 2024-02-21
ER

PT J
AU Spurava, G
   Kotilainen, S
AF Spurava, Guna
   Kotilainen, Sirkku
TI Digital literacy as a pathway to professional development in the
   algorithm-driven world
SO NORDIC JOURNAL OF DIGITAL LITERACY
LA English
DT Article
DE digital literacy; digital skills; professional development;
   employability; algorithmic platforms
ID EDUCATION
AB Previous studies revealed a statistically significant correlation between citizens' digital literacy and employment rates. It is unclear, however, what types of digital literacy employees need in the modern, fast-changing, algorithm-driven world. As part of the European ySKILLS project (yskills.eu), the study discussed in this paper explored how digital literacy is perceived from a professional perspective, and how it relates to professional development. Expert interview as a qualitative research method was used for empirical data gathering, and labour market experts from Finland and Latvia were interviewed. The results were in line with previous discussions suggesting that digital literacy in the profes-sional context should be approached in light of technological and societal changes, emphasising the need for employ-ees to have the capacity to adapt to constantly changing digital environments. The answers given by interviewed experts indicated that professional digital literacy from their perspective ranges from basic techno-practical skills to an in-depth critical understanding of the digital landscape. The critical dimension of digital literacy in this study was highlighted in the context of changes in information and communication technology. Critical evaluation of infor-mation was described by labour market experts as the most important digital literacy skill for workers. According to findings ability to engage effectively and wisely with information is crucial in decision-making situations and should be developed together with comprehension of the operational and business logic of algorithm-driven digital media platforms as information infrastructure. Thereby the study highlights the need to combine digital literacy and media literacy studies with platform studies in the future to inform strategies for promoting employees' critical awareness in the digital world predominated by algorithmic digital media platforms.
C1 [Spurava, Guna; Kotilainen, Sirkku] Tampere Univ, Fac Informat Technol & Commun Sci, Tampere, Finland.
C3 Tampere University
RP Spurava, G (corresponding author), Tampere Univ, Fac Informat Technol & Commun Sci, Tampere, Finland.
EM guna.spurava@tuni.fi
OI Kotilainen, Sirkku/0000-0002-0584-8305
NR 28
TC 2
Z9 2
U1 9
U2 12
PU UNIVERSITETSFORLAGET AS
PI OSLO
PA SEHESTEDS GATE 3, PO BOX 508, OSLO, 0105, NORWAY
SN 0809-6724
EI 1891-943X
J9 NORD J DIGIT LIT
JI Nord. J. Digit. Lit.
PD APR
PY 2023
VL 18
IS 1
BP 48
EP 59
DI 10.18261/njdl.18.1.5
PG 12
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA F2MH5
UT WOS:000980732700005
OA gold
DA 2024-02-21
ER

PT J
AU Abdulloh, FF
   Rahardi, M
   Aminuddin, A
   Anggita, SD
   Nugraha, AYA
AF Abdulloh, Ferian Fauzi
   Rahardi, Majid
   Aminuddin, Afrig
   Anggita, Sharazita Dyah
   Nugraha, Arfan Yoga Aji
TI Observation of Imbalance Tracer Study Data for Graduates Employability
   Prediction in Indonesia
SO INTERNATIONAL JOURNAL OF ADVANCED COMPUTER SCIENCE AND APPLICATIONS
LA English
DT Article
DE -Tracer study; support vector machine; synthetic minority oversampling
   technique; SMOTE; employability
ID RECOVERY; MACHINE; SMOTE
AB Study is a mandatory aspect of accreditation assessment in Indonesia. The Indonesian Ministry of Education requires all Indonesia Universities to anually report graduate tracer study reports to the government. Tracer study is also needed by the University in evaluating the success of learning that has been applied to the curriculum. One of the things that need to be evaluated is the level of absorption of graduates into the working industry, so a machine learning model is needed to assist the University Officials in evaluating and understanding the character of its graduates, so that it can help determine curriculum policies. In this research, the researcher focuses on making a reliable machine learning model with a tracer study dataset format that has been determined by the Government of Indonesia. The dataset was obtained from the tracer study of Amikom University. In this study, SVM will be tested with several variants of the algorithm to handle imbalanced data. The study compared SMOTE, SMOTE-ENN, and SMOTE-Tomek combined with SVM to detect the employability of graduates. The test was carried out with K-Fold Cross Validation, with the highest accuracy and precision results produced by SMOTE-ENN SVM model by value of 0.96 and 0.89.
C1 [Abdulloh, Ferian Fauzi; Rahardi, Majid; Aminuddin, Afrig; Anggita, Sharazita Dyah; Nugraha, Arfan Yoga Aji] Univ AMIKOM Yogyakarta, Comp Sci Fac, Yogyakarta, Indonesia.
RP Abdulloh, FF (corresponding author), Univ AMIKOM Yogyakarta, Comp Sci Fac, Yogyakarta, Indonesia.
RI Rahardi, Majid/AFB-7371-2022; Abdulloh, Ferian Fauzi/GNH-3601-2022;
   Aminuddin, Afrig/ABA-1135-2022
OI Rahardi, Majid/0000-0002-8692-302X; Abdulloh, Ferian
   Fauzi/0000-0003-3515-5240; Aminuddin, Afrig/0000-0003-0963-5419
FU  [RP -1585824970000]
FX A CKNOWLEDGMENT This research has been fully supported by grants from
   the AMIKOM University (#RP -1585824970000) .
NR 26
TC 1
Z9 1
U1 2
U2 6
PU SCIENCE & INFORMATION SAI ORGANIZATION LTD
PI WEST YORKSHIRE
PA 19 BOLLING RD, BRADFORD, WEST YORKSHIRE, 00000, ENGLAND
SN 2158-107X
EI 2156-5570
J9 INT J ADV COMPUT SC
JI Int. J. Adv. Comput. Sci. Appl.
PD AUG
PY 2022
VL 13
IS 8
BP 169
EP 174
DI 10.14569/IJACSA.2022.0130820
PG 6
WC Computer Science, Theory & Methods
WE Emerging Sources Citation Index (ESCI)
SC Computer Science
GA 4V5KD
UT WOS:000859514800001
OA gold
DA 2024-02-21
ER

PT J
AU Dirckinck-Holmfeld, L
   Bygholm, A
   Tabo, GO
AF Dirckinck-Holmfeld, Lone
   Bygholm, Ann
   Tabo, Geoffrey Olok
TI Transforming education through ICT: Exploring students' study practices
   in a resource-constrained university setting
SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article; Early Access
DE collaboration; higher education; photovoice; practice studies; tools
ID DESIGN; CHALLENGES; TEACHERS; PEDAGOGY
AB East African universities are confronted with new opportunities and challenges in responding to societal demands while also handling a growing number of students. Thus, they face challenges in offering quality education due to limited learning resources; outdated pedagogical approaches and teaching and learning practices; and inadequate skills in information and communication technology (ICT). This study is part of an effort to transform university education towards better responding to these educational challenges by providing insights into the existing traditions, practices and resources. The research is an explorative qualitative investigation of students' study practices, emphasising the role and use of ICT: How do students employ ICT in their study practices and what challenges do they face in doing so? The investigation is based on activity theory and the idea that an activity analytically may be divided into three levels: the overall motive, specific goals and the conditions for achieving these goals. This hierarchical structure inspired the data collection approach. Three workshops were conducted with 11 students from three different programmes: computer science (BSc + MSc), business and development studies (BA) and education (BA + MA). The workshops focused on (1) tools and spaces, (2) tasks and collaboration, and (3) aims and visions, reflecting the activity hierarchy. Data were generated using photovoice, presentations and discussions based on the students' photos. The paper applies thematic analysis to identify some of the main issues within each level of analysis: the importance of access to WiFi and electricity; smartphones as the most frequently used tools by students. Tasks are primarily curriculum directed, and different forms of productive collaboration are used; students are dedicated to pursuing their professional careers, but personal strategies and care for the community also feature in their overall aims and visions. This study shows that transforming education entails more than developing strategies and implementing new tools; it involves creating insights into existing practices and giving voice to all stakeholders, including students.Practitioner notesWhat is already known about this topicThe pedagogical approach in higher education must change to enhance the employability of university graduates.Implementing change using ICT is rather difficult and requires a systematic and participatory approach.Higher education institutions in the Global South are resource constrained in delivering quality education.
C1 [Dirckinck-Holmfeld, Lone; Bygholm, Ann] Aalborg Univ, Dept Commun & Psychol, Aalborg, Denmark.
   [Tabo, Geoffrey Olok] Gulu Univ, Dept Comp Sci, Gulu, Uganda.
   [Tabo, Geoffrey Olok] Gulu Univ, POB 166, Gulu, Uganda.
C3 Aalborg University
RP Tabo, GO (corresponding author), Gulu Univ, POB 166, Gulu, Uganda.
EM g.tabo@gu.ac.ug
OI Dirckinck-Holmfeld, Lone/0000-0002-0403-8888
FU Danida Fellowship Centre
FX Danida Fellowship Centre
NR 45
TC 0
Z9 0
U1 1
U2 1
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-1013
EI 1467-8535
J9 BRIT J EDUC TECHNOL
JI Br. J. Educ. Technol.
PD 2023 JUL 28
PY 2023
DI 10.1111/bjet.13367
EA JUL 2023
PG 21
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA N9VA4
UT WOS:001040391000001
DA 2024-02-21
ER

PT J
AU Pace, F
   Ingusci, E
   Signore, F
   Sciotto, G
AF Pace, Francesco
   Ingusci, Emanuela
   Signore, Fulvio
   Sciotto, Giulia
TI Human Resources Management Practices Perception and Extra-Role
   Behaviors: The Role of Employability and Learning at Work
SO SUSTAINABILITY
LA English
DT Article
DE HRM; extra-role behavior; employability; learning; SEM; flourishing
ID ORGANIZATIONAL CITIZENSHIP BEHAVIOR; PERCEIVED EMPLOYABILITY;
   PERFORMANCE; IMPACT; HRM; OUTCOMES; JUSTICE; TRUST; FIRMS
AB Human Resource Management (HRM) processes are considered the beating heart of any successful organization. Recently, several studies have highlighted how organizations can use commitment-oriented HR practices to generate organizational and individual effectiveness. The aim of this study was to verify whether the perception of HRM practices could be able to elicit extra-role behaviors and, at the same time, whether this relationship could be mediated by employability and learning conditions. The analyses were carried out on a sample of 1219 Italian workers using Structural Equation Models. The structural model yielded good fit indices and the results showed a significant and positive effect of the perception of HRM practices on both employability and learning. However, the perception of HRM practices is not directly associated with extra-role behaviors, but only through the effect of both mediators (full mediation). Practical implications about the importance of creating working conditions that are adequately oriented to the development of individual skills in order to produce indirect beneficial effects on the organization are discussed.
C1 [Pace, Francesco] Univ Palermo, Dept Econ Business & Stat, Viale Sci Ed 13, I-90128 Palermo, Italy.
   [Ingusci, Emanuela; Signore, Fulvio] Univ Salento, Dept Hist Soc & Human Studies, Via Valesio Angolo Viale San Nicola, I-73100 Lecce, Italy.
   [Sciotto, Giulia] Univ Palermo, Dept Psychol Educ Sci & Human Movement, Viale Sci Ed 15, I-90128 Palermo, Italy.
C3 University of Palermo; University of Salento; University of Palermo
RP Pace, F (corresponding author), Univ Palermo, Dept Econ Business & Stat, Viale Sci Ed 13, I-90128 Palermo, Italy.
EM francesco.pace@unipa.it; emanuela.ingusci@unisalento.it;
   fulvio.signore@unisalento.it; giulia.sciotto@unipa.it
RI Sciotto, Giulia/JOK-0394-2023; pace, francesco/I-7400-2012; Signore,
   Fulvio/AAZ-8499-2021; Sciotto, Giulia/GXM-5754-2022
OI Sciotto, Giulia/0000-0003-1704-423X; pace,
   francesco/0000-0002-9112-9576; Signore, Fulvio/0000-0003-4046-7353;
   INGUSCI, Emanuela/0000-0001-6633-9937
NR 61
TC 4
Z9 4
U1 1
U2 12
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD AUG
PY 2021
VL 13
IS 16
AR 8803
DI 10.3390/su13168803
PG 11
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA UH2TP
UT WOS:000689790500001
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Hammond, J
   Davies, N
   Morrow, E
   Ross, F
   Vandrevala, T
   Harris, R
AF Hammond, John
   Davies, Nigel
   Morrow, Elizabeth
   Ross, Fiona
   Vandrevala, Tushna
   Harris, Ruth
TI "Raising the curtain on the equality theatre": a study of recruitment to
   first healthcare job post-qualification in the UK National Health
   Service
SO HUMAN RESOURCES FOR HEALTH
LA English
DT Article
DE Healthcare workforce; Recruitment; Human resource management; Workforce
   diversity; Social justice; Race equality; Equity; Job success; Careers;
   Employability
ID EMPLOYMENT OPPORTUNITIES; DIVERSITY; DETERMINANTS; DISPARITIES;
   WORKFORCE; NURSES
AB Background UK equality law and National Health Service (NHS) policy requires racial equality in job appointments and career opportunities. However, recent national workforce race equality standard (WRES) data show that nearly all NHS organisations in the UK are failing to appoint ethnically diverse candidates with equivalent training and qualifications as their white counterparts. This is problematic because workforce diversity is associated with improved patient outcomes and other benefits for staff and organisations. Aim To better understand the reasons behind underrepresentation of ethnically diverse candidates in first NHS healthcare jobs post-qualification and to identify any structural or systemic barriers to employment for such groups. Methods The study was informed by critical theory and the authors' interdisciplinary perspectives as educators and researchers in the healthcare professions. Data collected from semi-structured face-to-face interviews with 12 nurse and physiotherapy recruiting managers from two NHS trusts in London were analysed using a healthcare workforce equity and diversity conceptual lens we developed from the literature. Using this lens, we devised questions to examine six dimensions of equity and diversity in the interview data from recruiting managers. Results Recruiting managers said they valued the benefits of an ethnically diverse workforce for patients and their unit/organisation. However, their adherence to organisational policies for recruitment and selection, which emphasise objectivity and standardisation, acted as constraints to recognising ethnicity as an important issue in recruitment and workforce diversity. Some recruiting managers sense that there are barriers for ethnically diverse candidates but lacked information about workforce diversity, systems for monitoring recruitment, or ways to engage with staff or candidates to talk about these issues. Without this information there was no apparent problem or reason to try alternative approaches. Conclusion These accounts from 12 recruiting managers give a 'backstage' view into the reasons behind ethnic inequalities in recruitment to first healthcare job in the UK NHS. Adherence to recruitment and selection policies, which aim to support equality through standardisation and anonymisation, appear to be limiting workforce diversity and creating barriers for ethnically diverse candidates to attain the jobs that they are trained and qualified for. The Healthcare Workforce Equity + Diversity Lens we have developed can help to 'raise the curtain on the equality theatre' and inform more inclusive approaches to recruitment such as contextualised recruitment or effective allyship between employers and universities.
C1 [Hammond, John] St Georges Univ London, Ctr Allied Hlth, Cranmer Terrace, London SW17 0RE, England.
   [Davies, Nigel] Brunel Univ London, Coll Hlth Med & Life Sci, Kingston Lane, Uxbridge UB8 3PH, Middx, England.
   [Morrow, Elizabeth] Res Support NI, Downpatrick, North Ireland.
   [Ross, Fiona] Kingston Univ, Hlth & Social Care, Cranmer Terrace, London SW17 0RE, England.
   [Ross, Fiona; Vandrevala, Tushna] St Georges Univ London, Cranmer Terrace, London SW17 0RE, England.
   [Vandrevala, Tushna] Kingston Univ, Ctr Hlth & Social Care Res, Cranmer Terrace, London SW17 0RE, England.
   [Harris, Ruth] Kings Coll London, Florence Nightingale Fac Nursing Midwifery & Pall, James Clerk Maxwell Bldg,57 Waterloo Rd, London SE1 8WA, England.
C3 St Georges University London; Brunel University; Kingston University; St
   Georges University London; Kingston University; University of London;
   King's College London
RP Davies, N (corresponding author), Brunel Univ London, Coll Hlth Med & Life Sci, Kingston Lane, Uxbridge UB8 3PH, Middx, England.
EM nigel.davies@brunel.ac.uk
RI Vandrevala, Tushna/W-2403-2019; Harris, Ruth/A-7542-2010
OI Harris, Ruth/0000-0002-4377-5063
FU St George's University of London Access Agreement Monitoring Group
FX Research grant award St George's University of London Access Agreement
   Monitoring Group.
NR 36
TC 0
Z9 0
U1 3
U2 6
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1478-4491
J9 HUM RESOUR HEALTH
JI Hum. Resour. Health
PD JUL 8
PY 2022
VL 20
IS 1
AR 57
DI 10.1186/s12960-022-00754-9
PG 16
WC Health Policy & Services; Industrial Relations & Labor
WE Social Science Citation Index (SSCI)
SC Health Care Sciences & Services; Business & Economics
GA 2T2XA
UT WOS:000822339700001
PM 35804352
OA Green Accepted, Green Published, gold
DA 2024-02-21
ER

PT J
AU Lunt, N
AF Lunt, Neil
TI Employability and New Zealand welfare restructuring
SO POLICY AND POLITICS
LA English
DT Article
ID REFORM
AB The article discusses employability within New Zealand. It outlines a series of initiatives around welfare reform that have targeted disabled people, unemployed groups, lone parents and women reentering jobs, youth, and ethnic groupings. A fourfold critique of employability is suggested around labour market outcomes, social exclusion, human resource development and broader citizenship concerns. Situating New Zealand within the broader welfare-to-work literature, the article identifies how employability constitutes a distinct electoral strategy, and outlines the future direction employability is likely to take.
C1 Massey Univ, Sch Social & Cultural Studies, Palmerston North, New Zealand.
   Univ Hull, Ctr Social Inclus & Social Justice, Kingston Upon Hull HU6 7RX, N Humberside, England.
C3 Massey University; University of Hull
RP Lunt, N (corresponding author), Massey Univ, Sch Social & Cultural Studies, Palmerston North, New Zealand.
NR 77
TC 9
Z9 10
U1 0
U2 2
PU POLICY PRESS
PI BRISTOL
PA UNIV BRISTOL, 1-9 OLD PARK HILL, BRISTOL BS2 8BB, ENGLAND
SN 0305-5736
EI 1470-8442
J9 POLICY POLIT
JI Policy Polit.
PD JUL
PY 2006
VL 34
IS 3
BP 473
EP 494
DI 10.1332/030557306777695271
PG 22
WC Political Science; Public Administration
WE Social Science Citation Index (SSCI)
SC Government & Law; Public Administration
GA 069UM
UT WOS:000239473800005
DA 2024-02-21
ER

PT J
AU Svábová, L
   Kramárová, K
   Durica, M
AF Svabova, L.
   Kramarova, K.
   Durica, M.
TI EVALUATION OF THE EFFECTS OF THE GRADUATE PRACTICE IN SLOVAKIA:
   COMPARISON OF RESULTS OF COUNTERFACTUAL METHODS
SO CENTRAL EUROPEAN BUSINESS REVIEW
LA English
DT Article
DE counterfactual evaluation; Graduate practice; active labour market
   policy; intervention
ID UNEMPLOYMENT; PROGRAMS; POLICIES; IMPACT; YOUTH
AB Graduate Practice is in Slovakia one of the measures of active labour market policy aimed at decreasing the unemployment rate of young graduates. It is one of the most frequently used interventions by young jobseekers under the age of 26; similar measures are used in other European Union (EU) member states. The specific objective of this intervention is to provide young jobseekers to gain the first contact with the labour market, first work experience and work habits that may be attractive to potential employers. The intervention is financed from the European Social Fund (within the Operational Program - Human Resources and the priority axis - Youth Employment Initiative) and the state budget. This fact requires ad 1) to evaluate the eligibility of drawing these resources and ad 2) to evaluate the effectiveness of the use of resources in terms of employability and sustainability of participants of the intervention in the labour market, the second of which is the primary objective of this study. The European Commission has increasingly required the member states of the EU to carry out impact evaluations of funded interventions and to develop evidence-based policies that will implement the results of such evaluations. The aim of this study is, therefore, to evaluate and review the effects of the Graduate Practice on the employability of young jobseekers in conditions of Slovakia. This evaluation is carried out using a counterfactual approach by comparing the results of treated and non-treated individuals by applying the three most used methods: regression adjustment, instrumental variable, and propensity score matching method. The results indicate significant effects of the Graduate Practice on the employability of young jobseekers and their sustainability in employment. The results of the evaluation are valuable mainly for policymakers, i.e. in setting the rules of the intervention and its eligibility to make the measure more effective or potentially in preparing other measures aimed at youth unemployment.
   Implications for Central European audience: The findings of the evaluation may inspire policymakers in other countries than Slovakia to introduce similar or new programs for the youth unemployed. The results of this study may also be used for an international comparison of the effectiveness of interventions if a similar program for youth unemployed operates in another country, which may be appropriate mainly from the point of view of being a program(s) co-financed by the European Social Fund.
C1 [Svabova, L.; Kramarova, K.] Univ Zilina, Fac Operat & Econ Transport & Commun, Dept Econ, Univ 1, Zilina 01026, Slovakia.
   [Durica, M.] Univ Zilina, Fac Operat & Econ Transport & Commun, Dept Quantitat Methods & Econ Informat, Univ 1, Zilina 01026, Slovakia.
C3 University of Zilina; University of Zilina
RP Svábová, L (corresponding author), Univ Zilina, Fac Operat & Econ Transport & Commun, Dept Econ, Univ 1, Zilina 01026, Slovakia.
EM lucia.svabova@fpedas.uniza.sk; katarina.kramarova@fpedas.uniza.sk;
   marek.durica@fpedas.uniza.sk
RI Kramarova, Katarina/P-2705-2015; Svabova, Lucia/P-7174-2015; Durica,
   Marek/P-7170-2015
OI Kramarova, Katarina/0000-0001-6883-3541; Svabova,
   Lucia/0000-0002-4722-4103; Durica, Marek/0000-0002-2118-166X
FU Internal Grant Agency of University [3/PEDAS/2019]
FX The authors are thankful to the Internal Grant Agency of University No.
   3/PEDAS/2019: "Modelling the applicability of intervened jobseekers in
   the Slovak labour market: Counterfactual Approach" for financial support
   to carry out this research.
NR 63
TC 2
Z9 2
U1 0
U2 15
PU UNIV ECONOMICS-PRAGUE
PI PRAGUE 3
PA OECONOMICA PUBL, NAM W CHIRCHILLA 4, PRAGUE 3, CZ-130 67, CZECH REPUBLIC
EI 1805-4862
J9 CENT EUR BUS REV
JI Cent. Eur. Bus. Rev.
PY 2021
VL 10
IS 4
BP 1
EP 31
DI 10.18267/j.cebr.266
PG 31
WC Business
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA UU2IV
UT WOS:000698625900001
OA gold
DA 2024-02-21
ER

PT J
AU Bello, I
AF Bello, Ismail
TI Sustainable development goals (SDGs) for education in Nigeria: an
   examination of Etisalat corporate social responsibility in Nigeria's
   post-basic education sector
SO INTERNATIONAL JOURNAL OF LIFELONG EDUCATION
LA English
DT Article; Early Access
DE Sustainable development goals; pot-basic education; Etisalat; Nigeria;
   multinational Corporations
ID BUSINESS; WORLD; CSR
AB The post-basic education sector is critical to the achievement of the SDGs because this sector increase employability, helps build life skills, and most importantly, improves youth development. No doubt, if post-basic education improves, it will help in the actualisation of the seventeen goals of SDG. Findings reveal that Etisalat intervention in post-basic education includes Adopt a school programme, STEM camps for girls to promote knowledge of science education, career-counselling session serves as an opportunity for students to learn about career opportunities that they could select as they proceed to tertiary institutions. The adoption of has led to improvements in infrastructure and learning outputs at the post-basic-sector. All these are done in accordance with the SDGs. This study adds to the literature on the role of non-state actors especially Multinational Corporations towards developing the education sector in Nigeria and the achievement of sustainable development goals around the globe.
C1 [Bello, Ismail] Baze Univ, Dept Int Relat & Diplomacy, Abuja, Nigeria.
RP Bello, I (corresponding author), Baze Univ, Dept Int Relat & Diplomacy, Abuja, Nigeria.
EM Ismailbello12@gmail.com
RI Bello, Ismail/Y-9625-2019
OI Bello, Ismail/0000-0002-6484-9906
NR 35
TC 6
Z9 7
U1 0
U2 18
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0260-1370
EI 1464-519X
J9 INT J LIFELONG EDUC
JI Int. J. Lifelong Educ.
PD 2020 NOV 1
PY 2020
VL 39
IS 5-6
BP 562
EP 575
DI 10.1080/02601370.2020.1836051
EA OCT 2020
PG 14
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA PM6PH
UT WOS:000586940900001
DA 2024-02-21
ER

PT J
AU Tims, M
   Bakker, AB
   Derks, D
AF Tims, Maria
   Bakker, Arnold B.
   Derks, Daantje
TI Development and validation of the job crafting scale
SO JOURNAL OF VOCATIONAL BEHAVIOR
LA English
DT Article
DE Job crafting; Job demands resources model; Proactivity; Scale
   development; Validation
ID DEMANDS-RESOURCES MODEL; WORK ENGAGEMENT; PROACTIVE BEHAVIOR; PREDICT
   BURNOUT; DESIGN; PERFORMANCE; OPERATIONALIZATION; QUESTIONNAIRE;
   MOTIVATION; REDESIGN
AB We developed and validated a scale to measure job crafting behavior in three separate studies conducted in The Netherlands (total N = 1181). Job crafting is defined as the self-initiated changes that employees make in their own job demands and job resources to attain and/or optimize their personal (work) goals. In Study land 2 the Dutch job crafting scale (JCS) was developed and tested for its factor structure, reliability, and convergent validity. The criterion validity of the JCS was examined in Study 3. The results indicated that there are four independent job crafting dimensions, namely increasing social job resources, increasing structural job resources, increasing challenging job demands, and decreasing hindering job demands. These dimensions could be reliably measured with 21 items. The JCS shows convergent validity when correlated with the active constructs proactive personality (+), personal initiative (+), and the inactive construct cynicism (-). In addition, results indicated that self-reports of job crafting correlated positively with colleague-ratings of work engagement, employability, and performance - thus supporting the criterion validity of the JCS. Finally, self-rated job crafting behaviors correlated positively with peer-rated job crafting behaviors. (C) 2011 Elsevier Inc. All rights reserved.
C1 [Tims, Maria; Bakker, Arnold B.; Derks, Daantje] Erasmus Univ, Inst Psychol, Dept Work & Org Psychol, NL-3000 DR Rotterdam, Netherlands.
C3 Erasmus University Rotterdam - Excl Erasmus MC; Erasmus University
   Rotterdam
RP Tims, M (corresponding author), Erasmus Univ, Inst Psychol, Dept Work & Org Psychol, T12-59,POB 1738, NL-3000 DR Rotterdam, Netherlands.
EM tims@fsw.eur.nl
RI Bakker, Arnold B./F-8494-2010
OI Bakker, Arnold B./0000-0003-1489-1847; Tims, Maria/0000-0002-9588-4333
NR 70
TC 914
Z9 1059
U1 76
U2 788
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0001-8791
EI 1095-9084
J9 J VOCAT BEHAV
JI J. Vocat. Behav.
PD FEB
PY 2012
VL 80
IS 1
BP 173
EP 186
DI 10.1016/j.jvb.2011.05.009
PG 14
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 864DE
UT WOS:000298216400017
DA 2024-02-21
ER

PT J
AU Chu, ML
   Creed, PA
   Conlon, EG
AF Chu, Moong L.
   Creed, Peter A.
   Conlon, Elizabeth G.
TI Work-Study Boundary Congruence, Contextual Supports, and Proactivity in
   University Students Who Work: A Moderated-Mediation Model
SO JOURNAL OF CAREER DEVELOPMENT
LA English
DT Article
DE work&#8211; study boundary congruence; contextual supports; proactive
   personality; well-being; academic performance; employability
ID PERSON-ENVIRONMENT FIT; FAMILY CONFLICT; SOCIAL SUPPORT;
   MULTIDIMENSIONAL SCALE; JOB-SATISFACTION; ROLES; PERFORMANCE; RESOURCES;
   INTERFACE; IDENTITY
AB Informed by role boundary congruence, person-environment fit, and conservation of resources theories, this study tested a cross-sectional, moderated-mediation model of work-study boundary congruence in working tertiary students (N = 401). In this model, contextual supports (family and workplace) were associated with well-being, academic performance, and employability, and these relationships were mediated by boundary congruence and were conditional on level of proactivity. The study found that family support (FS) was related to better well-being, academic performance, and employability, whereas workplace support was related to better academic performance. Boundary congruence mediated between FS and the three outcomes and also mediated between workplace support and academic performance. The mediated relationships were stronger when proactivity was lower. The study demonstrated that work-study boundary congruence is a potential mechanism for explaining the relationships between contextual supports and student outcomes and showed that these relationships were conditional on the person factor of proactivity.
C1 [Chu, Moong L.; Creed, Peter A.; Conlon, Elizabeth G.] Griffith Univ, Sch Appl Psychol, Gold Coast, Qld 4222, Australia.
C3 Griffith University; Griffith University - Gold Coast Campus
RP Chu, ML (corresponding author), Griffith Univ, Sch Appl Psychol, Gold Coast, Qld 4222, Australia.
EM moongli.chu@griffithuni.edu.au
NR 56
TC 7
Z9 8
U1 1
U2 25
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0894-8453
EI 1556-0856
J9 J CAREER DEV
JI J. Career Dev.
PD APR
PY 2021
VL 48
IS 2
BP 166
EP 181
DI 10.1177/0894845319830253
PG 16
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA QT5QK
UT WOS:000626641800006
DA 2024-02-21
ER

PT J
AU Kelly, A
   Bennett, D
   Giridharan, B
   Rosenwax, L
AF Kelly, Alison
   Bennett, Dawn
   Giridharan, Beena
   Rosenwax, Lorna
TI Study experiences and the post-study intentions of female international
   undergraduate students
SO ASIA PACIFIC JOURNAL OF EDUCATION
LA English
DT Article
DE Graduate destinations; higher education; tertiary; post-secondary;
   global mobility; female students; women; employability; graduate
   outcomes
ID CHINESE WOMEN; EDUCATION; PERCEPTIONS; MOBILITY; FAMILY; SELF
AB The number of female international students is increasing exponentially, and whilst international study may engender many benefits and challenges, little is known about their intentions once they complete their studies. This article reviews the literature on female international students with specific focus on exploring post-study intentions. A scoping review of four electronic databases was completed. After applying criteria to determine suitability, 30 publications were included in the final review. Analysis revealed three key foci: (1) the rationale for studying internationally; (2) the study experience; and (3) post-study intentions. The literature illustrates that an international study experience has the potential to be a powerful transformative opportunity if positive experiences outweigh the negatives. The findings also indicate that the post-study intentions of female international students are under-researched. The article contends that attention should be given to supporting the needs of this group, with a view to maximizing post-study opportunities.
C1 [Kelly, Alison; Rosenwax, Lorna] Curtin Univ, Fac Hlth Sci, Perth, WA, Australia.
   [Bennett, Dawn] Curtin Univ, Fac Humanities, Perth, WA, Australia.
   [Giridharan, Beena] Curtin Univ, Off DVC, Sarawak, Malaysia.
   [Kelly, Alison] Curtin Univ, Kent St, Bentley, WA 6102, Australia.
C3 Curtin University; Curtin University; Curtin University Malaysia; Curtin
   University
RP Kelly, A (corresponding author), Curtin Univ, Fac Hlth Sci, Perth, WA, Australia.; Kelly, A (corresponding author), Curtin Univ, Kent St, Bentley, WA 6102, Australia.
EM alison.kelly@curtin.edu.au
RI Bennett, Dawn/A-7210-2009; Giridharan, Beena/AAT-3190-2020
OI Bennett, Dawn/0000-0002-0676-1623; Giridharan,
   Beena/0000-0002-2748-2076; Kelly, Alison/0000-0003-4393-2767
FU Australian Government Research Training Program Scholarship
FX The authors would like to acknowledge the contribution of an Australian
   Government Research Training Program Scholarship in supporting this
   research.
NR 58
TC 2
Z9 3
U1 2
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0218-8791
EI 1742-6855
J9 ASIA PAC J EDUC
JI Asia Pac. J. Educ.
PY 2018
VL 38
IS 2
BP 202
EP 213
DI 10.1080/02188791.2018.1460256
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GJ8TC
UT WOS:000435662900005
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Pickens, JL
   Dymond, SK
AF Pickens, Julie L.
   Dymond, Stacy K.
TI Keys to the employment services castle: Needed skills and experiences
SO JOURNAL OF VOCATIONAL REHABILITATION
LA English
DT Article
DE Transition to employment; rehabilitation service providers; severe
   disabilities; intellectual disability
ID DEVELOPMENTAL-DISABILITIES; COMPETITIVE EMPLOYMENT; POSTSCHOOL OUTCOMES;
   PREDICTORS; TRANSITION; STUDENTS; WORK; EDUCATORS; SUCCESS
AB BACKGROUND: The Workforce Innovation and Opportunity Act was designed, in part, to ensure all students with disabilities have access to pre-employment transition services and are provided the opportunity to try competitive integrated employment. However, access to employment services continues to be limited for students with severe intellectual disability.
   OBJECTIVE: The purpose of this study was to examine the types of skills and experiences rehabilitation services providers believe impact the ability of students with severe intellectual disability to obtain employment services.
   METHODS: Qualitative semi-structured interviews were conducted with 16 rehabilitation service providers. Providers reflected on three students with severe intellectual disability whom they previously denied employment services and the skills/experiences they felt these students needed to obtain employment services.
   RESULTS: Service providers' perceptions of the employability of students with severe intellectual disability were influenced by the student's ability to understandwork, displaywork-related skills, and demonstratework behaviors. Priorwork experience was deemed essential to obtaining employment services.
   CONCLUSIONS: Recent legislative factors have led to an increased focus on ensuring greater access to needed work skills and experiences; however, there remains a need for all stakeholders towork together to ensure students with severe intellectual disability access these skills and experiences.
C1 [Pickens, Julie L.] Georgia Southern Univ, EAGLE Acad, Dept Elementary & Special Educ, POB 8134, Statesboro, GA 30458 USA.
   [Dymond, Stacy K.] Univ Illinois, Dept Special Educ, Champaign, IL USA.
C3 University System of Georgia; Georgia Southern University; University of
   Illinois System; University of Illinois Urbana-Champaign
RP Pickens, JL (corresponding author), Georgia Southern Univ, EAGLE Acad, Dept Elementary & Special Educ, POB 8134, Statesboro, GA 30458 USA.
EM julie@casaogeechee.org
FU U.S. Department of Education [H325D090087]
FX The contents of this article were developed under a grant from the U.S.
   Department of Education, #H325D090087. However, the contents do not
   necessarily represent the policy of the U.S. Department of Education,
   and you should not assume endorsement by the Federal Government. Project
   Officer, Louise J. Tripoli.
NR 27
TC 0
Z9 0
U1 0
U2 7
PU IOS PRESS
PI AMSTERDAM
PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS
SN 1052-2263
EI 1878-6316
J9 J VOCAT REHABIL
JI J. Vocat. Rehabil.
PY 2022
VL 56
IS 2
BP 165
EP 175
DI 10.3233/JVR-221180
PG 11
WC Rehabilitation
WE Emerging Sources Citation Index (ESCI)
SC Rehabilitation
GA 0C8CM
UT WOS:000775534700005
DA 2024-02-21
ER

PT J
AU Fossatti, P
   Jabbour, CJC
   Ratten, V
   Pereira, GM
   Borchardt, M
   Milan, GS
   Eberle, L
AF Fossatti, Paulo
   Jabbour, Charbel Jose Chiappetta
   Ratten, Vanessa
   Pereira, Giancarlo Medeiros
   Borchardt, Miriam
   Milan, Gabriel Sperandio
   Eberle, Luciene
TI What do (should) we know to leverage students? employability and
   entrepreneurship? A systematic guide to researchers and managers
SO INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION
LA English
DT Article; Early Access
DE Entrepreneurship; Employability; Education; Gig economy; Future trends
ID UNIVERSITY; QUESTIONS; EDUCATION
AB The literature lacks a systemic view of what needs to be done by Higher Educational Institutions (HEIs) to leverage student entrepreneurship and employability. In order to understand these is-sues, this study reviewed existing literature in order to understand the impacts and influences of student's employability and entrepreneurship. The results indicate "what we know" regarding entrepreneurship and employability leverage. Such requirements were codified in Companies, Students, HEIs, Courses, Educators, and Digital Resources. A second research stage focused on "what we need to know" about each requirement. Results pointed out gaps to be filled by future studies (considering stakeholder demands). Findings also suggest that researchers must help HEI managers improve their decisions. Among these decisions, we mention the leverage of entre-preneurship and employability in other areas of knowledge (in addition to business schools). The article concludes by stating some managerial, practical and theoretical implications derived from the literature review analysis as well as limitations and suggestions for future research. This will help to further clarify how student's employability can be enhanced through entrepreneurship education programs.
C1 [Fossatti, Paulo] Univ La Salle, Canoas, Brazil.
   [Jabbour, Charbel Jose Chiappetta] NEOMA Business Sch, Mont St Aignan, France.
   [Ratten, Vanessa] La Trobe Univ, Melbourne, Australia.
   [Pereira, Giancarlo Medeiros; Borchardt, Miriam; Milan, Gabriel Sperandio] Univ Value Rio Dos Sinos, Sao Leopoldo, Brazil.
   [Eberle, Luciene] Univ Santa Cruz do Sul, Santa Cruz Do Sul, Brazil.
C3 Centro Universitario La Salle; NEOMA Business School; La Trobe
   University; Universidade de Santa Cruz do Sul
RP Ratten, V (corresponding author), La Trobe Univ, Melbourne, Australia.
EM paulo.fossatti@unilasalle.edu.br; c.j-chiappetta-jabbour@neoma-bs.com;
   v.ratten@latrobe.edu.au; gian@unisinos.br; miriamb@unisinos.br;
   gsmilan@unisinos.br; luciene.eberle@gmail.com
RI Eberle, Luciene/U-3529-2017; CHIAPPETTA JABBOUR, Charbel
   Jose/F-3505-2010; Pereira, Giancarlo Medeiros/N-9660-2019; Milan,
   Gabriel Sperandio/I-6241-2012; Ratten, Vanessa/F-7831-2015
OI Eberle, Luciene/0000-0002-0282-5626; CHIAPPETTA JABBOUR, Charbel
   Jose/0000-0002-6143-4924; Pereira, Giancarlo
   Medeiros/0000-0003-0539-2851; Milan, Gabriel
   Sperandio/0000-0003-3480-2653; Ratten, Vanessa/0000-0002-2534-4550
NR 97
TC 3
Z9 3
U1 5
U2 12
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1472-8117
EI 2352-3565
J9 INT J MANAG EDUC-OXF
JI Int. J. Manag. Educ.
PD 2023 JUL
PY 2023
VL 21
IS 2
AR 100788
DI 10.1016/j.ijme.2023.100788
EA FEB 2023
PG 15
WC Business; Education & Educational Research; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA A1RW2
UT WOS:000952982300001
DA 2024-02-21
ER

PT J
AU Pavlin, S
AF Pavlin, Samo
TI Considering University-Business Cooperation Modes from the Perspective
   of Enterprises
SO EUROPEAN JOURNAL OF EDUCATION
LA English
DT Article
DE university-business cooperation; employability; higher education; higher
   education graduates; competencies
ID ACADEMIC ENTREPRENEURSHIP; INDUSTRY KNOWLEDGE; HIGHER-EDUCATION;
   COLLABORATION; SCIENTISTS; INNOVATION; EUROPE; SIZE
AB This article analyses enterprises' engagement in university-business cooperation (UBC) activities: research and development, mobility of academics and students, curriculum development and lifelong learning. It first provides an introductory overview of university-business cooperation policy. It then presents a selection of UBC models, elements and processes that help to develop this area. In the second part, it introduces a UBC survey among enterprises in various European countries. With the survey, it first conceptualises an own research approach and, on this basis, studies the relations between UBC approaches and the processes, drivers, barriers, organisational characteristics and modes of cooperation. It explores which are the most practised UBC modes and the most important determinants. One of the key findings revealed that companies' engagement in innovation departments supported all five modes of UBC under investigation. Other findings of the article suggest that national and European policies cannot uniformly address the development of various UBC modes. There are substantial differences between teaching- and research-related activities. Integrating these two areas represents one of the biggest challenges with regard to orientating HE towards the world of work. It is related to the agreement on employers' role in the overall development of graduates' competencies and also on the future of academic teaching from the perspective of practical training.
C1 [Pavlin, Samo] Univ Ljubljana, Fac Social Sci, Kardeljeva Ploscad 5, SI-1000 Ljubljana, Slovenia.
C3 University of Ljubljana
RP Pavlin, S (corresponding author), Univ Ljubljana, Fac Social Sci, Kardeljeva Ploscad 5, SI-1000 Ljubljana, Slovenia.
EM Samo.Pavlin@fdv.uni-lj.si
FU European Commission
FX The empirical data and conceptual approach of this article are related
   to the EMCOSU project. To a small extent, it also builds upon findings
   of the REFLEX, HEGESCO and DEHEMS projects. The REFLEX, HEGESCO, DEHEMS
   and EMCOSU projects were funded with support from the European
   Commission. This paper reflects the views only of the authors, and the
   Commission cannot be held responsible for any use which may be made of
   the information contained therein.
NR 50
TC 14
Z9 15
U1 6
U2 111
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0141-8211
EI 1465-3435
J9 EUR J EDUC
JI Eur. J. Educ.
PD MAR
PY 2016
VL 51
IS 1
SI SI
BP 25
EP 39
DI 10.1111/ejed.12163
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DF2ER
UT WOS:000371154100004
OA Bronze
DA 2024-02-21
ER

PT J
AU Leoni, R
AF Leoni, Riccardo
TI Graduate employability and the development of competencies. The
   incomplete reform of the "Bologna Process"
SO INTERNATIONAL JOURNAL OF MANPOWER
LA English
DT Article
DE Education; Wages; Competencies; Employability
ID WAGES
AB Purpose - The purpose of this paper is to analyse the coherence between competency mismatches and the objective of European policymakers to transform the higher education system through the Bologna Process and the Dublin Descriptors, moving from the transfer of knowledge from the teacher to learning by the student and from disciplinary knowledge to competencies.
   Design/methodology/approach - The paper is based first on the theoretical arguments that confront the European reform of the tertiary education system and the nature of competency mismatches, and second on graduate earnings function estimates using two Italian databases. The paper demonstrates the waning signalling power associated with university degrees and the disruptive assertion of the competency concept.
   Findings - The theoretical arguments developed suggest that competency mismatches are not only responsible for the medium-low positioning of the competency profile with respect to a counterfactual constituted by a graduate with a good match but also tend to affect the growth path of the competencies themselves: the bigger the initial gap, the smaller the steps in their growth. The econometric estimates carried out document that the level of expressed competencies drives graduate remuneration.
   Originality/value - By disentangling educational outcomes (i.e. disciplinary knowledge) from requested competencies, the study demonstrates that firms remunerate competencies and to a far lesser extent disciplinary knowledge per se, and that cultural background tends to assume greater importance than formal education in forging transversal competencies. The Bologna Process could overturn this situation, provided it is integrated with a constructivist pedagogical approach, a tool that is lacking today but is vital in providing education processes that enable students to acquire and develop the competencies required by modern production techniques.
C1 Univ Bergamo, Dept Management Econ & Quantitat Methods, Bergamo, Italy.
C3 University of Bergamo
RP Leoni, R (corresponding author), Univ Bergamo, Dept Management Econ & Quantitat Methods, Bergamo, Italy.
EM leoni@unibg.it
NR 39
TC 17
Z9 20
U1 0
U2 21
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0143-7720
EI 1758-6577
J9 INT J MANPOWER
JI Int. J. Manpow.
PY 2014
VL 35
IS 4
SI SI
BP 448
EP 469
DI 10.1108/IJM-05-2013-0097
PG 22
WC Industrial Relations & Labor; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA AP1ZD
UT WOS:000341870300003
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Maree, JG
AF Maree, Jacobus Gideon
TI Innovating and contextualising career counselling for young people
   during the Covid-19 pandemic
SO SOUTH AFRICAN JOURNAL OF PSYCHOLOGY
LA English
DT Article; Early Access
DE Adaptability; Covid-19 pandemic; e-career counselling; employability;
   innovating and contextualising career counselling; young people
AB This article reports on how the changing career counselling needs of young people during the Covid-19 pandemic can be met. It is argued that innovative and contextualised career counselling that is in line with the basic principles of 'best practice' and draws on a life design-based framework offers a viable conceptual framework for this kind of endeavour. Such counselling can promote young people's adaptability; enhance their employability; and bolster their narratability, narrativity and autobiographicity. A brief theoretical overview explains innovation and contextualisation in career counselling and clarifies key aspects of counselling for self- and career construction. The style of e-career counselling advocated here can help young people make meaning of their career-lives and (re-)kindle their sense of hope and purpose. Moreover, it can help them devise practicable strategies to actuate their sense of purpose and hope and also help them experience a sense of being part of something much bigger than themselves. In addition, it can promote young people's entrepreneurship and self-entrepreneurship and bolster their employability. Longitudinal research, including qualitative, quantitative and mixed-methods studies on the topic, is needed to examine the value of the e-career counselling approach. Such research could involve different assessment instruments and counselling strategies and include questionnaires to facilitate pre- and post-assessment of the effectiveness of the approach.
C1 [Maree, Jacobus Gideon] Univ Pretoria, Dept Educ Psychol, ZA-0001 Pretoria, South Africa.
C3 University of Pretoria
RP Maree, JG (corresponding author), Univ Pretoria, Dept Educ Psychol, ZA-0001 Pretoria, South Africa.
EM kobus.maree@up.ac.za
OI Maree, Kobus/0000-0002-9492-8445
NR 43
TC 3
Z9 3
U1 1
U2 11
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0081-2463
EI 2078-208X
J9 S AFR J PSYCHOL
JI South Afr. J. Psychol.
PD 2021 JUN
PY 2021
VL 51
IS 2
SI SI
BP 244
EP 255
AR 0081246321999507
DI 10.1177/0081246321999507
EA MAR 2021
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA SP2QK
UT WOS:000628942800001
OA Bronze, Green Submitted
DA 2024-02-21
ER

PT J
AU Bernhard-Oettel, C
   Stengård, J
   Leineweber, C
   Westerlund, H
   Peristera, P
   Östergren, PO
AF Bernhard-Oettel, Claudia
   Stengard, Johanna
   Leineweber, Constanze
   Westerlund, Hugo
   Peristera, Paraskevi
   Ostergren, P. -O
TI Stuck at a workplace: What's work control, demands and learning got to
   do with it? A longitudinal multilevel study on Swedish permanent
   employees in situations of 'workplace locked-in'
SO INTERNATIONAL JOURNAL OF HUMAN RESOURCE MANAGEMENT
LA English
DT Article
DE Workplace locked-in status; work characteristics; job changes;
   multilevel modelling
ID JOB; EMPLOYABILITY; MODEL; RISK
AB Whilst health consequences of being locked-in at the workplace have been documented in several research studies, it is largely unknown how work characteristics and their changes over time relate to risks for becoming locked-in at a certain workplace. Accordingly, this paper studied how perceived control, learning opportunities and quantitative demands at work associate with workplace-locked-in (WPLI). The study included permanent employees who participated in the Swedish Longitudinal Occupational Survey of Health (SLOSH) study in wave 3 through 5 (n = 2918 individuals;n = 7460 observations). Results from multi-level analysis show that there was significant individual variation in WPLI changes over time, even though on average, WPLI decreased slightly. Differences in work characteristics between individuals (L2) and across time (L1) associated significantly with WPLI: higher levels of job control and learning opportunities related to lower odds ratios for WPLI, whereas higher quantitative job demands associated with higher odds ratios of WPLI. Moreover, differences in quantitative job demands, number of job changes and educational achievements explained the individual variations of WPLI developments over time. The result shows that WPLI can - to some extent - be prevented or reduced through good work design, and implications for HR managers and organizations are discussed.
C1 [Bernhard-Oettel, Claudia; Stengard, Johanna] Stockholm Univ, Dept Psychol, Stockholm, Sweden.
   [Bernhard-Oettel, Claudia; Stengard, Johanna; Leineweber, Constanze; Westerlund, Hugo; Peristera, Paraskevi] Stockholm Univ, Stockholm Stress Ctr, Stockholm, Sweden.
   [Leineweber, Constanze; Westerlund, Hugo; Peristera, Paraskevi] Stockholm Univ, Stress Res Inst, Stockholm, Sweden.
   [Ostergren, P. -O] Lund Univ, Social Med & Global Hlth, Lund, Sweden.
C3 Stockholm University; Stockholm University; Stockholm University; Lund
   University
RP Bernhard-Oettel, C (corresponding author), Stockholm Univ, Dept Psychol, Stockholm, Sweden.; Bernhard-Oettel, C (corresponding author), Stockholm Univ, Stockholm Stress Ctr, Stockholm, Sweden.
EM cbl@psychology.su.se
RI Westerlund, Hugo/IZP-7925-2023; Leineweber, Constanze/Z-1330-2019;
   Westerlund, Hugo/A-3049-2012
OI Westerlund, Hugo/0000-0002-8806-5698; Westerlund,
   Hugo/0000-0002-8806-5698
FU Swedish Research Council for Health, Working Life and Welfare FORTE
   [2012-0979]
FX This research was supported by the Swedish Research Council for Health,
   Working Life and Welfare FORTE [grant number 2012-0979].
NR 34
TC 7
Z9 7
U1 1
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0958-5192
EI 1466-4399
J9 INT J HUM RESOUR MAN
JI Int. J. Hum. Resour. Manag.
PD AUG 5
PY 2020
VL 31
IS 14
BP 1771
EP 1792
DI 10.1080/09585192.2017.1423101
PG 22
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA MF2FD
UT WOS:000545162700001
DA 2024-02-21
ER

PT J
AU Smith, K
   Clegg, S
   Lawrence, E
   Todd, MJ
AF Smith, Karen
   Clegg, Sue
   Lawrence, Elizabeth
   Todd, Malcolm J.
TI The challenges of reflection: students learning from work placements
SO INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
LA English
DT Article
AB The importance of employability in higher education and increasing numbers of students working while studying led leaders on a social science degree to introduce work experience modules. This paper reports on an in-depth case study based on the analysis of staff and student interviews, the students' reflective assignments, and a focus group session with students a year after completing the module. The themes of reflection and linkages are discussed. Linking theory to practice was difficult, but when achieved, students spoke of new ways of seeing the social sciences. The major challenge was learning to be reflective about themselves as employees, while reflecting on the workplace. The paper concludes by emphasising the value of this mode of study for producing deep learning.
C1 Sheffield Hallam Univ, Fac Dev & Soc, Div Appl Social Sci, Sheffield S1 1WB, S Yorkshire, England.
   Heriot Watt Univ, Edinburgh EH14 4AS, Midlothian, Scotland.
   Leeds Metropolitan Univ, Leeds LS1 3HE, W Yorkshire, England.
C3 Sheffield Hallam University; Heriot Watt University; Leeds Beckett
   University
RP Todd, MJ (corresponding author), Sheffield Hallam Univ, Fac Dev & Soc, Div Appl Social Sci, Coll Crescent Campus, Sheffield S1 1WB, S Yorkshire, England.
EM m.j.todd@shu.ac.uk
NR 21
TC 62
Z9 72
U1 1
U2 19
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1470-3297
J9 INNOV EDUC TEACH INT
JI Innov. Educ. Teach. Int.
PD MAY
PY 2007
VL 44
IS 2
BP 131
EP 141
DI 10.1080/14703290701241042
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 162DW
UT WOS:000246068000004
DA 2024-02-21
ER

PT J
AU Bai, A
   Hira, S
AF Bai, Anita
   Hira, Swati
TI An intelligent hybrid deep belief network model for predicting students
   employability
SO SOFT COMPUTING
LA English
DT Article; Early Access
DE Employability prediction; Crow search algorithm; Deep belief
   network-softmax regression; Data mining
ID FEATURE-SELECTION
AB In recent times, the question of employability has become a critical concern not only for degree holders but for educational organizations. Hence, employability prediction models play an important role in analyzing the student's capability to get employment. In this paper, a hybrid model of deep belief network and soft max regression (DBN-SR) is proposed for student employability prediction. Initially, pre-processing is performed on student's data for removing irrelevant attributes to achieve data consistency. Further, to enhance the accuracy of the prediction model, the crow search algorithm-based feature selection model is employed to select the optimal subset of features from original features. Then, the selected subset of features is taken as the input of the deep belief network (DBN) for intrinsic feature learning to obtain high-level feature representation. Finally, the soft max regression (SR) is used to predict the class of students as employed or unemployed. The proposed employability prediction model achieves above 98% of accuracy which is comparatively 2.5%, 5% higher than the deep autoencoder and deep neural network-based models. The performance outcomes proved that the proposed DBN-SR model has been well suitable for predicting student's employability.
C1 [Bai, Anita] CVR Coll Engn, Dept Comp Sci & Engn, Hyderabad, India.
   [Hira, Swati] Shri Ramdeobaba Coll Engn & Management, Dept Comp Sci & Engn, Nagpur, Maharashtra, India.
C3 Shri Ramdeobaba College of Engineering & Management; Rashtrasant
   Tukadoji Maharaj Nagpur University
RP Hira, S (corresponding author), Shri Ramdeobaba Coll Engn & Management, Dept Comp Sci & Engn, Nagpur, Maharashtra, India.
EM hiras@rknec.edu
RI Bai, Anita/HHN-3369-2022; hira, Swati/AAB-6330-2021
OI hira, Swati/0000-0003-3312-0044
NR 33
TC 5
Z9 5
U1 1
U2 10
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1432-7643
EI 1433-7479
J9 SOFT COMPUT
JI Soft Comput.
PD 2021 JUL
PY 2021
VL 25
IS 14
BP 9241
EP 9254
DI 10.1007/s00500-021-05850-x
EA MAY 2021
PG 14
WC Computer Science, Artificial Intelligence; Computer Science,
   Interdisciplinary Applications
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science
GA SU8QN
UT WOS:000651688000001
DA 2024-02-21
ER

PT J
AU Gatzoulis, C
   Andreou, AS
   Zaharias, P
   Chrysanthou, Y
AF Gatzoulis, Christos
   Andreou, Andreas S.
   Zaharias, Panagiotis
   Chrysanthou, Yiorgos
TI Using Epistemic Game Development to Teach Software Development Skills
SO INTERNATIONAL JOURNAL OF GAME-BASED LEARNING
LA English
DT Article
DE Collaboration; Education; Employability; Game-Based Learning; Games;
   Professionalism
ID EDUCATION; DESIGN
AB This paper presents a pilot study on the evaluation of instruments for data gathering for an epistemic game development competition for high school students. The initial results show that a significant percentage of the students who participated in the competition appear to exhibit a skillset of professional attitude, software-related knowledge, and employability traits, and this skillset may be attributed to the intervention. The data was validated through a two-method triangulation technique that utilized expert evaluation and participant interviews. The data analysis shows early indicators of the desired learning outcomes, although a more thorough methodology is needed to verify this. Furthermore, the competition acts as an awareness campaign that promotes computer science studies through a gamification process. It is proposed that competitions of this type are held and evaluated on an annual basis to maximize the benefits and to further prepare students to acquire early in their studies a skillset that will make them the innovators of the future society.
C1 [Gatzoulis, Christos] Bahrain Polytech, Sch ICT & Web Acad, Isa Town, Bahrain.
   [Andreou, Andreas S.] Cyprus Univ Technol, Dept Elect Engn Comp Engn & Informat, Limassol, Cyprus.
   [Zaharias, Panagiotis] UXProdigy, Athens, Greece.
   [Chrysanthou, Yiorgos] Univ Cyprus, Comp Sci Dept, Nicosia, Cyprus.
C3 Bahrain Polytechnic; Cyprus University of Technology; University of
   Cyprus
RP Gatzoulis, C (corresponding author), Bahrain Polytech, Sch ICT & Web Acad, Isa Town, Bahrain.
NR 47
TC 0
Z9 0
U1 0
U2 12
PU IGI GLOBAL
PI HERSHEY
PA 701 E CHOCOLATE AVE, STE 200, HERSHEY, PA 17033-1240 USA
SN 2155-6849
EI 2155-6857
J9 INT J GAME-BASED LEA
JI Int. J. Game-Based Learn.
PD OCT-DEC
PY 2020
VL 10
IS 4
BP 1
EP 21
DI 10.4018/IJGBL.2020100101
PG 21
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA NM9IH
UT WOS:000568403700001
DA 2024-02-21
ER

PT J
AU Winchester-Seeto, T
   Piggott, L
AF Winchester-Seeto, Theresa
   Piggott, Leanne
TI "Workplace' or Workforce: What Are We Preparing Students For?
SO JOURNAL OF UNIVERSITY TEACHING AND LEARNING PRACTICE
LA English
DT Article
DE non-placement work-integrated learning; community of practice; design
   and delivery of WIL; 21st century workplace; COVID-19
ID EMPLOYABILITY
AB This Position Paper explores some of the assumptions that underpin the dependence on physical WIL placements. The authors focus on the fundamental question of what exactly we are preparing students for - is it the workplace, or should we think more broadly about preparing students for the workforce? This raises other questions around the necessity of students undertaking placements in a physical workplace to learn what they need, as well as analysing what aspects of work trigger learning. Workplaces in many organisations are quite different to those of a decade ago, requiring different skills of their workers, and for some, there is no single physical workplace at all. Preparing students for this new paradigm requires us to rethink what kind of WIL experience will be most efficacious and potentially opens space for consideration of other options such as virtual WIL, project-based WIL, studio learning, and student designed start-ups. It is hoped that our thoughts and recommendations might challenge how academics and practitioners currently think about and deliver WIL, with a view to advancing new approaches to non-placement WIL.
C1 [Winchester-Seeto, Theresa; Piggott, Leanne] Univ New South Wales, Sydney, NSW, Australia.
C3 University of New South Wales Sydney
RP Winchester-Seeto, T (corresponding author), Univ New South Wales, Sydney, NSW, Australia.
EM t.winchester-seeto@unsw.edu.au; l.piggott@unsw.edu.au
OI Piggott, Leanne/0000-0001-6671-2228
NR 23
TC 6
Z9 7
U1 0
U2 6
PU UNIV WOLLONGONG
PI WOLLONGONG
PA NORTHFIELDS AVE, WOLLONGONG, NSW 2522, AUSTRALIA
SN 1449-9789
J9 J UNIV TEACH LEARN P
JI J. Univ. Teach. Learn. Pract.
PY 2020
VL 17
IS 4
AR 11
PG 7
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA NE8BW
UT WOS:000562829400011
DA 2024-02-21
ER

PT J
AU FOSTER, DE
   ENGELS, DW
   WILSON, MJ
AF FOSTER, DE
   ENGELS, DW
   WILSON, MJ
TI KNOWLEDGE ACQUIRED IN A PROGRAM FOR BUILDING EMPLOYABILITY SKILLS
SO JOURNAL OF EMPLOYMENT COUNSELING
LA English
DT Article
C1 N TEXAS STATE UNIV,COUNSELOR EDUC,DENTON,TX 76203.
   N TEXAS STATE UNIV,MEASUREMENT & EVALUAT,DENTON,TX 76203.
C3 University of North Texas System; University of North Texas Denton;
   University of North Texas System; University of North Texas Denton
RP FOSTER, DE (corresponding author), JOHNSON & JOHNSON EMPLOYEE ASSISTANCE PROGRAM CONSORTIUM,RANDOM,MA 02368, USA.
NR 8
TC 0
Z9 0
U1 0
U2 0
PU AMER COUNSELING ASSOC
PI ALEXANDRIA
PA 5999 STEVENSON AVE, ALEXANDRIA, VA 22304-3300
SN 0022-0787
J9 J EMPLOYMENT COUNS
JI J. Employ. Couns.
PD DEC
PY 1986
VL 23
IS 4
BP 176
EP 177
DI 10.1002/j.2161-1920.1986.tb00211.x
PG 2
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA E9405
UT WOS:A1986E940500005
DA 2024-02-21
ER

PT J
AU Abidin, M
AF Abidin, Munirul
TI Stakeholders Evaluation on Educational Quality of Higher Education
SO INTERNATIONAL JOURNAL OF INSTRUCTION
LA English
DT Article
DE educational quality; customer; stakeholder; islamic higher education;
   satisfaction; performance
ID EMPLOYABILITY SKILLS; COMPETENCES; PERCEPTIONS; CHALLENGES; ATTRIBUTES;
   BENEFITS
AB Knowing the stakeholder's perception of educational quality is essential for Higher Education (HE) institutions because it reflects the market acceptance of its products. The study aims to analyze stakeholders' satisfaction with HE's quality through the performance of its graduates. Data collected through surveys to 258 customers in 15 educational institutions and analyzed quantitatively. The researcher used the Customer Satisfaction Index (CSI) and Importance Performance Analysis (IPA) to explain the gap between stakeholders' satisfaction and alumni performance. This research found that customer satisfaction on the quality of graduates of researched university falls within the range of 'satisfied' categories and quality of graduates' performance, or skill has been rated 'good' by Customer. However, there are still three competencies considered 'sufficient' by Customers. This study also finds a gap between customer satisfaction and graduates' performance, which the mean reaches -1.16. The biggest gaps are in the logical, analytical, and problem-solving competencies with the gap score -1.56, and innovation and creativity competencies with the gap score -1.59. This research implies higher education institutions to improve these competencies that are considered lacking through the learning process and other appropriate programs to meet customer satisfaction.
C1 [Abidin, Munirul] Univ Islam Negeri Maulana Malik Ibrahim Malang, Islamic Educ Fac, Malang, Indonesia.
RP Abidin, M (corresponding author), Univ Islam Negeri Maulana Malik Ibrahim Malang, Islamic Educ Fac, Malang, Indonesia.
EM munirul@bio.uin-malang.ac.id
RI Abidin, Munirul/HKV-9892-2023; Abidin, Munirul/E-6493-2016
OI Abidin, Munirul/0000-0001-9804-8528
NR 75
TC 3
Z9 3
U1 0
U2 17
PU GATE ASSOC TEACHING & EDUCATION-GATE, SWITZERLAND
PI BASEL
PA GATE ASSOC TEACHING & EDUCATION-GATE, SWITZERLAND, BASEL, SWITZERLAND
SN 1694-609X
EI 1308-1470
J9 INT J INSTR
JI Int. J. Instr.
PD JUL
PY 2021
VL 14
IS 3
BP 287
EP 308
DI 10.29333/iji.2021.14317a
PG 22
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA TA5QR
UT WOS:000667304100018
OA Green Accepted, gold
DA 2024-02-21
ER

PT J
AU Blanco, M
   Bares, L
   Hrynevych, O
AF Blanco, Miguel
   Bares, Lydia
   Hrynevych, Oksana
TI UNIVERSITY BRAND AS A KEY FACTOR OF GRADUATES EMPLOYMENT
SO MARKETING AND MANAGEMENT OF INNOVATIONS
LA English
DT Article
DE data envelopment analysis; efficiency; employment; higher education;
   productivity
ID DATA ENVELOPMENT ANALYSIS; RELATIVE EFFICIENCY; HIGHER-EDUCATION;
   UNEMPLOYMENT; EUROPE; PERFORMANCE; SCHOOLS
AB The aim of this article is to establish a comparison in the degree of efficiency of European universities in the management of the labour insertion of their graduates. The methodology used is the data envelopment analysis (DEA). This type of analysis enables the measurement of the relative efficiency of different organizational units in situations where there is information about multiple inputs and outputs of resources. We define one hundred and twenty-six Decision Making Units (DMU) corresponding to each of the European universities analysed in our study. Developed analysis has allowed to determine the position that each of them occupies in relation to an efficiency frontier. Obtained results have allowed identifying 13 universities that show a score 100. In the interval 99-90 are 5. Between 89-80, we have 7. Between 79-70, 7. For the interval 69-60, 13. Between 59-50 are 19. Between 49-40, 20. Between 39-30, 13. And finally between 29-20 there are 19. The universities with a score of 100 belongs to France (Ecole polytechnique and Ecole des Ponts Paris Tech), Italy (Politecnico di Torino), Portugal (Universidade Nova de Lisboa), Spain (University of Navarra and University Carlos Ill of Madrid), Sweden (Chalmers University of Technology), Switzerland (University of St. Gallen) and United Kingdom (University of Cambridge and University of Oxford). These universities represent the optimum of efficiency if they are compared with the others analysed. The universities that have to improve the employability of its graduates by more than 74% to reach the optimum of efficiency are mostly in the United Kingdom and Sweden, but there are in other regions as Austria, Belgium, Denmark, Germany and Netherlands. Among the main conclusions of this study, we would like to highlight how European university students present employment levels above those workers with lower levels of education. This data points to the high level of general efficiency achieved by university education in improving the degree of employability of its students.
C1 [Blanco, Miguel; Bares, Lydia] Univ Cadiz, Econ, Cadiz, Spain.
   [Bares, Lydia; Hrynevych, Oksana] Univ Cadiz, Econ Sci, Cadiz, Spain.
C3 Universidad de Cadiz; Universidad de Cadiz
RP Blanco, M (corresponding author), Univ Cadiz, Econ, Cadiz, Spain.
RI LOPEZ, LYDIA BARES/AAB-2533-2021
OI LOPEZ, LYDIA BARES/0000-0001-6026-6570; BLANCO CANTO,
   MIGUEL/0000-0003-2478-7269
NR 26
TC 2
Z9 2
U1 0
U2 15
PU SUMY STATE UNIV, DEPT MARKETING & MIA
PI SUMY
PA RYMSKIY-KORSAKOV ST 2, SUMY, 40007, UKRAINE
SN 2218-4511
J9 MARK MANAG INNOV
JI Mark. Manag. Innov.
PY 2019
IS 3
BP 193
EP 208
DI 10.21272/mmi.2019.3-15
PG 16
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA JB0KW
UT WOS:000488243600015
OA Bronze, Green Submitted
DA 2024-02-21
ER

PT J
AU Ottrey, E
   Rees, CE
   Kemp, C
   Brock, TP
   Leech, M
   Lyons, K
   Monrouxe, LV
   Morphet, J
   Palermo, C
AF Ottrey, Ella
   Rees, Charlotte E.
   Kemp, Caitlin
   Brock, Tina P.
   Leech, Michelle
   Lyons, Kayley
   Monrouxe, Lynn, V
   Morphet, Julia
   Palermo, Claire
TI Exploring health care graduates' conceptualisations of preparedness for
   practice: A longitudinal qualitative research study
SO MEDICAL EDUCATION
LA English
DT Article; Early Access
DE preparedness for practice; work readiness; dietetics; medicine; nursing;
   pharmacy; longitudinal qualitative research; graduates
ID PHARMACISTS PERCEIVED PREPAREDNESS; I SAY; EXPERIENCES; NURSES;
   PERCEPTIONS; FRAMEWORK
AB Introduction Although preparedness for practice (P4P) has been variously described, little shared understanding exists about what P4P is across the health professions. How P4P is conceptualised matters, because this shapes how stakeholders think, talk about and act towards it. Further, multiple understandings can result in diverse expectations for graduate performance. This study therefore explores health care learners' solicited and unsolicited conceptualisations of P4P over their early graduate transition.
   Methods We conducted longitudinal qualitative research including individual and group entrance interviews (phase 1: n = 35), longitudinal audio-diaries (phase 2: n = 30), and individual and group exit interviews (phase 3: n = 22) with learners from four disciplines (dietetics, medicine, nursing and pharmacy). We employed framework analysis to interrogate data cross-sectionally and longitudinally.
   Results We found 13 conceptualisations of P4P (eg knowledge, confidence), broadly similar across the disciplines. We found some conceptualisations dominant in both solicited and unsolicited talk (eg skills), some dominant only in solicited talk (eg competence) and others dominant only in unsolicited talk (eg experience). Although most conceptualisations appeared relatively stable across time, some appeared to dominate at certain time points only (eg employability and skills in phases 1 and 2, and competence in phase 3).
   Discussion This novel study extends previous uniprofessional work by illustrating a broader array of conceptualisations, differences between professions, solicited versus unsolicited talk and longitudinal cohort patterns. We encourage health care educators to discuss these different P4P understandings in graduate transition interventions. Further research is needed to explore other stakeholders' conceptualisations, and over a duration beyond the early graduate transition.
C1 [Ottrey, Ella; Rees, Charlotte E.; Kemp, Caitlin; Brock, Tina P.; Morphet, Julia; Palermo, Claire] Monash Univ, Fac Med Nursing & Hlth Sci, Monash Ctr Scholarship Hlth Educ MCSHE, Clayton, Vic, Australia.
   [Rees, Charlotte E.] Murdoch Univ, Coll Sci Hlth Engn & Educ, Room 245-02-017,Bldg 245,90 South St, Murdoch, WA 6150, Australia.
   [Brock, Tina P.; Lyons, Kayley] Monash Univ, Fac Pharm & Pharmaceut Sci, Parkville, Vic, Australia.
   [Leech, Michelle] Monash Univ, Fac Med Nursing & Hlth Sci, Med Nursing & Hlth Sci Med Course, Clayton, Vic, Australia.
   [Monrouxe, Lynn, V] Univ Sydney, Fac Med & Hlth, Sch Hlth Sci, Camperdown, NSW, Australia.
   [Morphet, Julia] Monash Univ, Fac Med Nursing & Hlth Sci, Monash Nursing & Midwifery, Clayton, Vic, Australia.
   [Palermo, Claire] Monash Univ, Sch Clin Sci, Dept Nutr Dietet & Food, Monash Hlth, Clayton, Vic, Australia.
C3 Monash University; Murdoch University; Monash University; Monash
   University; University of Sydney; Monash University; Monash University
RP Rees, CE (corresponding author), Murdoch Univ, Coll Sci Hlth Engn & Educ, Room 245-02-017,Bldg 245,90 South St, Murdoch, WA 6150, Australia.
EM charlotte.rees@murdoch.edu.au
RI Lyons, Kayley/HTR-6353-2023; Palermo, Claire/I-1468-2013; Monrouxe, Lynn
   Valerie/H-6770-2012
OI Palermo, Claire/0000-0002-9423-5067; Lyons, Kayley/0000-0003-2224-1107;
   Brock, Tina/0000-0001-7455-4063; Leech, Michelle/0000-0002-7226-7121;
   Ottrey, Ella/0000-0002-2979-548X; Monrouxe, Lynn
   Valerie/0000-0002-4895-1812; Rees, Charlotte/0000-0003-4828-1422;
   Morphet, Julia/0000-0001-7056-6526
FU Monash University Faculty of Medicine, Nursing and Health Sciences 2019
   Teaching & Learning Research Grants Scheme
FX This study was funded by a Large Research Grant from the Monash
   University Faculty of Medicine, Nursing and Health Sciences 2019
   Teaching & Learning Research Grants Scheme.
NR 47
TC 15
Z9 15
U1 1
U2 8
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0308-0110
EI 1365-2923
J9 MED EDUC
JI Med. Educ.
PD 2021 SEP
PY 2021
VL 55
IS 9
BP 1078
EP 1090
DI 10.1111/medu.14475
EA MAR 2021
PG 13
WC Education, Scientific Disciplines; Health Care Sciences & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Health Care Sciences & Services
GA UD2KQ
UT WOS:000634151500001
PM 33617656
DA 2024-02-21
ER

PT J
AU Kossen, C
   McIlveen, P
AF Kossen, Chris
   McIlveen, Peter
TI Unemployment From the Perspective of the Psychology of Working
SO JOURNAL OF CAREER DEVELOPMENT
LA English
DT Article
DE unemployment; underemployment; decent work; workforce marginalization;
   age discrimination; mature-aged workers
ID MENTAL-HEALTH; JOB SEEKERS; PROACTIVE PERSONALITY; QUALITATIVE RESEARCH;
   SOCIAL-CLASS; REEMPLOYMENT; EMPLOYMENT; BENEFITS; EMPLOYABILITY;
   ADAPTABILITY
AB Unemployment is a ubiquitous problem that is a complex of cultural, economic interpersonal, physical, and psychological dimensions. Whereas the pernicious negative outcomes of unemployment are empirically established in the literature, there is a need to better understand the psychological experiences of unemployment so as to inform interventions that ameliorate its impact. The present research is based on archival interview data and uses the psychology of working theory to understand 32 individuals' experiences of unemployment. The findings include themes that are consistent with the hypothesized predictors posited in the theory, including marginalization, economic constraints, volition, career adaptability, proactive personality, critical consciousness, social support, and economic conditions. The research findings affirm the conceptual precepts of the theory with regard to its predictors; thus, this contribution to the literature on the psychology of working and unemployment opens new perspectives on a perennial problem.
C1 [Kossen, Chris] Univ Southern Queensland, Sch Arts & Commun, Toowoomba, Qld, Australia.
   [McIlveen, Peter] Univ Southern Queensland, Sch Linguist Adult & Specialist Educ, Toowoomba, Qld, Australia.
C3 University of Southern Queensland; University of Southern Queensland
RP McIlveen, P (corresponding author), Univ Southern Queensland, Sch Linguist Adult & Specialist Educ, Toowoomba, Qld, Australia.
EM peter.mcilveen@usq.edu.au
RI McIlveen, Peter/H-6550-2019
OI McIlveen, Peter/0000-0002-1864-9516; Kossen, Chris/0000-0002-8293-7213
NR 53
TC 13
Z9 15
U1 2
U2 42
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0894-8453
EI 1556-0856
J9 J CAREER DEV
JI J. Career Dev.
PD OCT
PY 2018
VL 45
IS 5
BP 474
EP 488
DI 10.1177/0894845317711043
PG 15
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA GT3MD
UT WOS:000444406300005
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Ab-Rahman, MS
   Hwang, IS
   Yusoff, ARM
   Mohamad, AW
   Ihsan, AKAM
   Rahman, JA
   Nor, MJM
   Kaharudin, IH
AF Ab-Rahman, Mohammad Syuhaimi
   Hwang, I-Shyan
   Mohd Yusoff, Abdul Rahman
   Mohamad, Abdul Wahab
   Ihsan, Ahmad Kamal Ariffin Mohd
   Abdul Rahman, Juwairiyyah
   Mohd Nor, Mohd Jailani
   Kaharudin, Iszan Hana
TI A Global Program-Educational-Objectives Comparative Study for Malaysian
   Electrical and Electronic Engineering Graduates
SO SUSTAINABILITY
LA English
DT Article
DE accreditation; programme educational objectives (PEOs); graduates'
   attributes; institutes of higher learning (IHL); electrical and
   electronic (EE); sustainable engineering programme
AB Outstanding academic achievement in the field of higher education is a source of pride for the university. The success of the university is measured not only by academic performance but also by the quality of graduates produced. In Malaysia, three major categories in higher learning are identified: public, private, and foreign-branch universities. All engineering programs follow the requirements set by the Engineering Accreditation Council (EAC) on behalf of the Board of Engineers Malaysia (BEM). The programme educational objectives (PEOs) make up one of the elements that needs assessment for ensuring its continuity in line with the university's mission and vision. A PEO comparative study on selected reputable electrical and electronic (EE)-engineering department universities was carried out based on the mapping of PEO attribute keywords. These attributes were then classified into either cluster, sharing, or uniqueness groups. The study compared the relevancy of each PEO statement suggested by stakeholders and other interested parties. The results from the PEO comparative study suggested that attributes on competency, ethics, professionalism, and leadership are given high priorities. However, the increase in demand for entrepreneurship-, multidisciplinary-, and soft skills should also be considered when reviewing the institution's engineering curriculum. The uniqueness of such attributes will distinguish the EE-engineering graduates' profession, marketability, and employability. PEO statements reflect the credibility and sustainability of a well-balanced graduate equipped with the right knowledge, skills, and values.
C1 [Ab-Rahman, Mohammad Syuhaimi; Mohd Yusoff, Abdul Rahman; Mohamad, Abdul Wahab; Ihsan, Ahmad Kamal Ariffin Mohd] Univ Kebangsaan Malaysia, Fac Engn & Built Environm, Bandar Baru Bangi 43600, Malaysia.
   [Hwang, I-Shyan] Yuan Ze Univ, Dept Comp Sci & Engn, Chungli 32003, Taiwan.
   [Abdul Rahman, Juwairiyyah] Univ Selangor UNISEL, Fac Engn, Batang Berjuntai 45600, Malaysia.
   [Mohd Nor, Mohd Jailani] Univ Tekn Malaysia UTeM, Fak Kejuruteraan Mekanikal, Durian Tunggal 76100, Malaysia.
   [Kaharudin, Iszan Hana] Univ Kebangsaan Malaysia, Ctr Liberal Studies CITRA, Bandar Baru Bangi 43600, Malaysia.
C3 Universiti Kebangsaan Malaysia; Yuan Ze University; University Teknikal
   Malaysia Melaka; Universiti Kebangsaan Malaysia
RP Ab-Rahman, MS (corresponding author), Univ Kebangsaan Malaysia, Fac Engn & Built Environm, Bandar Baru Bangi 43600, Malaysia.
EM syuhaimi@ukm.edu.my; ishwang@saturn.yzu.edu.tw;
   abdrahman.mdyusoff@yahoo.com; awm.ukm@gmail.com; kamal3@ukm.edu.my;
   juwairiyyah@unisel.edu.my; jai@utem.edu.my; iszanhana@ukm.edu.my
OI Ariffin, Ahmad Kamal/0000-0001-5098-5088
NR 25
TC 2
Z9 2
U1 7
U2 19
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD FEB
PY 2022
VL 14
IS 3
AR 1280
DI 10.3390/su14031280
PG 29
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA ZG1FR
UT WOS:000760009700001
OA gold
DA 2024-02-21
ER

PT J
AU Hanks, S
   Coelho, C
   Coster, R
AF Hanks, S.
   Coelho, C.
   Coster, R.
TI Prepared for practice and equipped for employment: what do dental
   foundation trainers think of their trainees?
SO BRITISH DENTAL JOURNAL
LA English
DT Article
ID PROFESSIONALISM; CURRICULUM; DENTISTS
AB Introduction Preparing students for independent practice and equipping them with skills to enhance their future employability are the overarching objectives of undergraduate Bachelor of Dental Surgery (BDS) programmes. This study explores the perceptions of dental foundation trainers on whether these objectives are attained. Methods A mixed methods cohort study was used to explore trainer perceptions via an online questionnaire. Results Less than half (43%) of trainers thought their trainee was prepared for practice but over half (55%) of the same trainers would employ them if they could. The same specific attributes underpin the perception of both preparedness and employability, but some qualities appear to solely impact on future employability. Clinical skills and independent reflective practitioner qualities are central to both areas, alongside 'communication and working well with patients' for preparedness and ability to 'obtain a comprehensive dental history' for employability. Trainers identified additional characteristics positively or negatively related to one or both areas, many of which relate to personal motivation and behaviour. Conclusions It is a challenge to educate for the development of such personal attributes. Successful negotiation of this challenge will facilitate the development of practitioners who are more prepared for the real world of dental practice. We recommend dialogue across the remit of undergraduate and postgraduate dental education to manage expectations of stakeholders and support educational strategies in both arenas.
C1 [Hanks, S.; Coelho, C.; Coster, R.] Univ Plymouth, Peninsula Dent Sch, John Bull Bldg,Plymouth Sci Pk, Plymouth PL6 8BU, Devon, England.
C3 University of Plymouth
RP Hanks, S (corresponding author), Univ Plymouth, Peninsula Dent Sch, John Bull Bldg,Plymouth Sci Pk, Plymouth PL6 8BU, Devon, England.
EM sally.hanks@plymouth.ac.uk
OI Hanks, Sally/0000-0002-4072-4594
NR 18
TC 9
Z9 9
U1 0
U2 4
PU NATURE PUBLISHING GROUP
PI LONDON
PA MACMILLAN BUILDING, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
SN 0007-0610
EI 1476-5373
J9 BRIT DENT J
JI Br. Dent. J.
PD SEP 28
PY 2018
VL 225
IS 6
BP 549
EP 555
DI 10.1038/sj.bdj.2018.756
PG 7
WC Dentistry, Oral Surgery & Medicine
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Dentistry, Oral Surgery & Medicine
GA GV6JZ
UT WOS:000446217500029
PM 30191902
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Gabriel, F
   Buckley, S
   Barthakur, A
AF Gabriel, Florence
   Buckley, Sarah
   Barthakur, Abhinava
TI The impact of mathematics anxiety on self-regulated learning and
   mathematical literacy
SO AUSTRALIAN JOURNAL OF EDUCATION
LA English
DT Article; Early Access
DE Mathematics anxiety; self-efficacy; motivation; self-regulated learning;
   Programme for International Student Assessment; mathematical literacy
ID ACHIEVEMENT EMOTIONS; MATH ANXIETY; MOTIVATION; PERFORMANCE;
   METACOGNITION; EFFICACY; SCALE
AB Self-regulated learning has been shown to have a positive and long-lasting impact on students' academic development, employability and career progression. Emotions, motivation and metacognition play an important role in students' ability to monitor and regulate their learning, particularly when studying and engaging with Science, Technology, Engineering and Mathematics content. In this study, we investigated motivational, emotional and cognitive factors involved in self-regulated learning and their role in mathematics learning. Specifically, we analysed the impact of mathematics anxiety and self-regulated learning on mathematical literacy using the Australian subset of Programme for International Student Assessment 2012. Mathematics anxiety is a barrier to mathematical learning and is thought to hinder students' engagement and the efficiency of their metacognitive processes. Using structural equation modelling, we showed that instrumental motivation and self-concept affect mathematics anxiety, which in turn negatively impacts mathematical literacy by affecting perseverance and self-efficacy. We consider the practical implications of our results and discuss how interventions to reduce students' mathematics anxiety will allow for the development and/or improvement of self-regulated learning skills in mathematics.
C1 [Gabriel, Florence; Barthakur, Abhinava] Univ South Australia, GPO Box 2471, Adelaide, SA 5001, Australia.
   [Buckley, Sarah] Australian Council Educ Res, Camberwell, Vic, Australia.
C3 University of South Australia
RP Gabriel, F (corresponding author), Univ South Australia, GPO Box 2471, Adelaide, SA 5001, Australia.
EM florence.gabriel@unisa.edu.au
RI Barthakur, Abhinava/AAV-4040-2021; Gabriel, Florence/AAE-7977-2020
OI Barthakur, Abhinava/0000-0002-2437-6892; Gabriel,
   Florence/0000-0001-9721-5312
NR 61
TC 14
Z9 20
U1 10
U2 76
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0004-9441
EI 2050-5884
J9 AUST J EDUC
JI Aust. J. Educ.
PD 2020 NOV
PY 2020
VL 64
IS 3
SI SI
BP 227
EP 242
AR 0004944120947881
DI 10.1177/0004944120947881
EA OCT 2020
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA OK4NB
UT WOS:000576447600001
DA 2024-02-21
ER

PT J
AU Carbone, A
   Rayner, GM
   Ye, J
   Durandet, Y
AF Carbone, Angela
   Rayner, Gerry M.
   Ye, Jing
   Durandet, Yvonne
TI Connecting curricula content with career context: the value of
   engineering industry site visits to students, academics and industry
SO EUROPEAN JOURNAL OF ENGINEERING EDUCATION
LA English
DT Article; Early Access
DE Engineering education; work-integrated learning; site visits; students'
   employability; university-industry collaboration
ID WORK; PERCEPTIONS; EDUCATION
AB Work-integrated learning (WIL) has become an increasingly conspicuous and valued component of student learning at university. Given the limits to scale for WIL-related internships and placements, other forms of WIL, such as field trips and site visits, have become more common in undergraduate engineering curricula. However, these forms of WIL are under-researched in terms of their value to the various stakeholders. This study invited undergraduate engineering students from an Australian university, who participated in site visits at two leading Engineering organisations, to provide feedback on their experience. Unsolicited feedback was also provided by academic staff. The results highlight the range of values and impacts of a WIL site visit programme on students, academics, industry partners and to engineering curricula. These include refining and expanding students' perceptions of their career work and identity, a strengthening of university-industry collaborations, and a reshaping of engineering curricula based on student and industry partner feedback.
C1 [Carbone, Angela; Rayner, Gerry M.; Ye, Jing; Durandet, Yvonne] Swinburne Univ Technol, Fac Sci Engn & Technol, Hawthorn, Vic, Australia.
C3 Swinburne University of Technology
RP Carbone, A (corresponding author), Swinburne Univ Technol, Fac Sci Engn & Technol, Hawthorn, Vic, Australia.
EM acarbone@swin.edu.au
RI Carbone, Angelo/C-8289-2012
OI YE, JING/0000-0002-0914-767X; Carbone, Angela/0000-0002-4868-2261;
   Durandet, Yvonne/0000-0001-8265-0688
NR 46
TC 13
Z9 14
U1 3
U2 15
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0304-3797
EI 1469-5898
J9 EUR J ENG EDUC
JI Eur. J. Eng. Educ.
PD 2020 NOV 1
PY 2020
VL 45
IS 6
BP 971
EP 984
DI 10.1080/03043797.2020.1806787
EA AUG 2020
PG 14
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA PA8TY
UT WOS:000560869900001
DA 2024-02-21
ER

PT J
AU Westacott, M
AF Westacott, Marguerite
TI Reimagining career education with the future senses
SO ON THE HORIZON
LA English
DT Article; Early Access
DE Pedagogy; Curriculum; Career education; Futures senses
AB Purpose Career education and employability have become Australian university curriculum and pedagogy priorities to meet the changing world of work and federal government parameters linking higher education funding to graduate employment outcomes. This conceptual paper aims to present the hypothesis that emphasis on integrating career education in the curriculum can provide an opportunity to embed future-thinking concepts by reframing future-focussed career education practice to futures focussed. It proposes that using a Futures Senses lens to expand current career pedagogy liberates career education from individualised cognitive decision-making and self-analysis; to include the affective, collective imagining, ancestral voices and innate gifts. Design/methodology/approach A suite of five career education pedagogical tools that have been embedded by the author in the curriculum of an enabling education course in a regional Australian university; are described, analysed and reconceptualised using the Futures Senses. A Causal Layered Analysis provides a layered comparison of future-focussed and futures focussed career education. Discussion The discussion reflects on current pedagogical practice by the author and indicates pragmatic implications for applying a future-focussed approach to career education practice. Implementation of these reimagined activities provides an opportunity for future qualitative research. Originality/value Opportunity exists to leverage rising institutional demands and political agendas of integrating career education in the tertiary curriculum, as a means of embedding futures concepts, thinking and pedagogy. The reimagined activities are a pragmatic offering that can be used by educators to initiate and nurture futures thinking.
C1 [Westacott, Marguerite] Univ Sunshine Coast, Sch Educ & Tertiary Access, Sunshine Coast, Australia.
C3 University of the Sunshine Coast
RP Westacott, M (corresponding author), Univ Sunshine Coast, Sch Educ & Tertiary Access, Sunshine Coast, Australia.
EM mwestaco@usc.edu.au
NR 45
TC 1
Z9 1
U1 3
U2 11
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1074-8121
EI 2054-1708
J9 HORIZON
JI Horizon
PD 2022 AUG 23
PY 2022
VL 30
IS 3
BP 163
EP 170
DI 10.1108/OTH-02-2022-0008
EA APR 2022
PG 8
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 3W6NH
UT WOS:000786681900001
DA 2024-02-21
ER

PT J
AU Handley, K
   den Outer, B
AF Handley, Karen
   den Outer, Birgit
TI Narrating 'potential': older knowledge workers' anticipatory narratives
   about their future employment
SO AGEING & SOCIETY
LA English
DT Article
DE Older workers; Potential; Employability; Narratives
ID COMMON STEREOTYPES; AGE; PERSPECTIVES; ECONOMY
AB This article examines the narratives of 24 knowledge workers aged 48-58 as they anticipate their future employment and employability. The term knowledge worker is used to indicate occupational roles such as software engineer, academic, architect, manager and lawyer, where work involves non-routine problem-solving using 'intellectual assets'. Four narrative patterns about future employment are presented: winding down, reorienting 'self' away from work, seeking progression and renewal. These patterns reveal contrasting self-evaluations of employability and potential. We argue that employability is not a straightforward function of human capital, which usually refers to experience, knowledge and qualifications. We show through our data how judgements about a person's employability - both self-evaluations as well as evaluations by others - are complicated by social norms and cultural understandings of 'potential'. Strategies to signal one's potential become more complex and sometimes less effective for older knowledge workers. We contend that a person's age influences others' evaluations of their employment potential, such that the relationship between attributed merit (based largely on past experience) and attributed potential (based on assumptions about a person's future) is inverted as workers become older. The findings have implications for public policies such as 'Extending Working Lives'. Policies that remove legal and institutional barriers to extended working lives may be only partially successful without changes to cultural attitudes about older workers' employment potential.
C1 [Handley, Karen; den Outer, Birgit] Oxford Brookes Business Sch, Oxford, England.
C3 Oxford Brookes University
RP Handley, K (corresponding author), Oxford Brookes Business Sch, Oxford, England.
EM khandley@brookes.ac.uk
FU British Academy
FX This work was supported by the British Academy.
NR 63
TC 1
Z9 1
U1 0
U2 10
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 0144-686X
EI 1469-1779
J9 AGEING SOC
JI Ageing Soc.
PD OCT
PY 2021
VL 41
IS 10
BP 2375
EP 2395
AR PII S0144686X20000252
DI 10.1017/S0144686X20000252
PG 21
WC Gerontology
WE Social Science Citation Index (SSCI)
SC Geriatrics & Gerontology
GA UM9YR
UT WOS:000693680400011
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Oosthuizen, RM
   van Niekerk, A
   Coetzee, M
AF Oosthuizen, Rudolf M.
   van Niekerk, Annelize
   Coetzee, Melinde
TI Industrial and organisational psychology Master's coursework and
   internship as enabler of employability
SO SA JOURNAL OF HUMAN RESOURCE MANAGEMENT
LA English
DT Article
DE industrial and organisational psychologist; intern psychologist;
   internship programme; master's professional coursework degree;
   employability; applied competence; self-determination theory
ID BUSINESS INTERNSHIPS; SELF-DETERMINATION; WORK; COMPETENCE; EMPLOYERS;
   STUDENTS
AB Orientation: The general goal of the professional industrial and organisational psychology (IOP) master's coursework and internship programmes is to enable the qualifying student to contribute to organisational strategic and operational human resource practices and people behavioural dynamics, assessment, and intervention design.Research purpose: The study explored the perceived effectiveness of the professional IOP master's coursework and internship programmes in qualifying intern psychologists as employable industrial and organisational psychologists (IOPs).Motivation for the study: Internships are a practical way for intern psychologists to operationalise their professional purpose, acquire key occupation-related skills and practise their professional capability in real-world work settings.Research approach/design and method: The sample involved South African intern psychologists specialising in IOP (n = 17). Qualitative research methods with thematic data analysis were employed.Main findings: Guided by self-determination theory, the findings suggested that the IOP master's coursework and internship programmes promote holistic development and embed confidence in practical and theoretical competence on both a personal and a professional level. Intrinsic and autonomous motivation regarding the IOP's role and identity are also crystallised while the importance of continuous personal and professional growth, as well as a good support network, are acknowledged.Practical/managerial implications: Understanding the intern IOPs experience and required competencies for employment may help to improve the design and development of the professional IOP master's coursework and internship programmes. Contribution/value-add: The study especially emphasised the need to enhance the effectiveness and support offered within the professional IOP master's coursework and internship programmes by incorporating the principles of self-determination theory.
C1 [Oosthuizen, Rudolf M.; van Niekerk, Annelize; Coetzee, Melinde] Univ South Africa, Coll Econ & Management Sci, Dept Ind & Org Psychol, Pretoria, South Africa.
C3 University of South Africa
RP Oosthuizen, RM (corresponding author), Univ South Africa, Coll Econ & Management Sci, Dept Ind & Org Psychol, Pretoria, South Africa.
EM oosthrm@unisa.ac.za
RI Van Niekerk, Annelize/E-3838-2017; Coetzee, Melinde/M-6317-2014;
   Oosthuizen, Rudolf M/N-1510-2014
OI Van Niekerk, Annelize/0000-0002-6821-5708; Coetzee,
   Melinde/0000-0003-1154-4380; Oosthuizen, Rudolf M/0000-0001-6856-3182
NR 62
TC 0
Z9 0
U1 0
U2 0
PU AOSIS
PI Durbanville
PA Postnet Suite 110, Private Bag x 19, Durbanville, SOUTH AFRICA
SN 1683-7584
EI 2071-078X
J9 SA J HUM RESOUR MANA
JI SA J. Hum. Resour. Manag.
PD DEC 7
PY 2023
VL 21
AR a2262
DI 10.4102/sajhrm.v21i0.2262
PG 12
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA DC2N6
UT WOS:001129769300001
OA gold
DA 2024-02-21
ER

PT J
AU Leijten, FRM
   van den Heuvel, SG
   van der Beek, AJ
   Ybema, JF
   Robroek, SJW
   Burdorf, A
AF Leijten, Fenna R. M.
   van den Heuvel, Swenne G.
   van der Beek, Allard J.
   Ybema, Jan Fekke
   Robroek, Suzan J. W.
   Burdorf, Alex
TI Associations of Work-Related Factors and Work Engagement with Mental and
   Physical Health: A 1-Year Follow-up Study Among Older Workers
SO JOURNAL OF OCCUPATIONAL REHABILITATION
LA English
DT Article
DE Effect modification; Psychosocial; Physical; Sustainable employability
ID RANDOMIZED CONTROLLED-TRIAL; SICKNESS ABSENCE; QUESTIONNAIRE; EMPLOYEES;
   LIFE; CONSTRUCTION; PREDICTORS; SYMPTOMS; VALIDITY; BURNOUT
AB Purpose The goals of this study were to determine whether, among older employees, unfavourable physical and psychosocial work-related factors were associated with poorer mental and physical health and whether high work engagement buffered the associations between unfavourable work-related factors and poorer health. Methods A 1-year longitudinal study with employed persons aged 45-64 was conducted within the Study on Transitions in Employment, Ability and Motivation (n = 8,837). Using an online questionnaire, work-related factors (physical: physical load; psychosocial: psychological job demands, autonomy, and support) and work engagement were measured at baseline and health at baseline and 1-year follow-up. General linear models were used to assess associations of work-related factors and work engagement with health. Tests of interaction terms assessed whether work engagement buffered the work-related factor-health associations. Results Unfavourable psychosocial work-related factors at baseline were associated with poorer mental health at follow-up. Higher physical load, higher psychological job demands, and lower autonomy at baseline were associated with poorer physical health at follow-up. Higher work engagement at baseline was related to better physical and especially better mental health during the 1-year follow-up. Work engagement had a small effect on the associations between work-related factors and health. Conclusions Among older employees, especially the promotion of a high work engagement and, to a lesser extent, favourable work-related factors can be beneficial for mental health in particular.
C1 [Leijten, Fenna R. M.; Robroek, Suzan J. W.; Burdorf, Alex] Erasmus MC, Univ Med Ctr, Dept Publ Hlth, NL-3000 CA Rotterdam, Netherlands.
   [Leijten, Fenna R. M.; van den Heuvel, Swenne G.; Ybema, Jan Fekke] Netherlands Org Appl Sci Res TNO, Hoofddorp, Netherlands.
   [van der Beek, Allard J.] Vrije Univ Amsterdam Med Ctr, EMGO Inst Hlth & Care Res, Dept Publ & Occupat Hlth, Amsterdam, Netherlands.
   [van der Beek, Allard J.] TNO VU VUmc, Res Ctr Phys Act Work & Hlth, Amsterdam, Netherlands.
C3 Erasmus University Rotterdam; Erasmus MC; Netherlands Organization
   Applied Science Research; Vrije Universiteit Amsterdam; VU UNIVERSITY
   MEDICAL CENTER; Netherlands Organization Applied Science Research
RP Burdorf, A (corresponding author), Erasmus MC, Univ Med Ctr, Dept Publ Hlth, POB 2040, NL-3000 CA Rotterdam, Netherlands.
EM a.burdorf@erasmusmc.nl
RI Burdorf, Alex/A-2226-2008
OI Burdorf, Alex/0000-0003-3129-2862; van der Beek,
   Allard/0000-0002-4672-9062; Robroek, Suzan/0000-0002-9427-9676
FU Dutch Ministry for Social Affairs and Employment
FX The authors declare that there is no conflict of interest. STREAM is
   being carried out with financial support from the Dutch Ministry for
   Social Affairs and Employment.
NR 36
TC 63
Z9 71
U1 2
U2 37
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1053-0487
EI 1573-3688
J9 J OCCUP REHABIL
JI J. Occup. Rehabil.
PD MAR
PY 2015
VL 25
IS 1
BP 86
EP 95
DI 10.1007/s10926-014-9525-6
PG 10
WC Rehabilitation; Social Issues
WE Social Science Citation Index (SSCI)
SC Rehabilitation; Social Issues
GA CB9RW
UT WOS:000349971100009
PM 24928413
DA 2024-02-21
ER

PT J
AU Raitano, M
   Subioli, F
AF Raitano, Michele
   Subioli, Francesca
TI School-to-work transition, early career outcomes and income dynamics
   across cohorts in Italy: does education pay?
SO INTERNATIONAL JOURNAL OF MANPOWER
LA English
DT Article; Early Access
DE Italy; Education; Youth; Earnings volatility; School to work transition;
   Career patterns; Cohorts; Earnings mobility
ID INEQUALITY; EARNINGS; INVESTMENT; WAGES
AB Purpose The work compares across cohorts and different levels of education the early-stage evolution of several labour market outcomes, with the aim of studying whether and to what extent education matters for the level, growth and stability of earnings. Design/methodology/approach By using a rich longitudinal dataset developed from merging survey and administrative data, this article describes the evolution of the early career - five years following the education completion - in Italy comparing differently educated workers born between 1970 and 1984. Findings The authors find evidence of an "education premium" during the first five years after education completion in terms of faster school-to-work transition, higher employability and higher earnings; moreover, education is associated with positive, faster and more volatile earnings growth, while for those experiencing a downward trend education does not appear to play any role. However, no clear-cut changes across cohorts in the association between the various outcomes and the level of education emerge, thus signalling that no continuous rise of skill premia in the first phase of the working career across cohorts characterises the Italian economy. Originality/value The main originality consists in investigating the early career stage by cohort and by the level of education with a focus on many multi-year individual outcomes. Besides investigating the evolution of aggregate outcomes for differently educated individuals born in different cohorts, the authors also focus on individual earnings dynamics along the five years after the education completion.
C1 [Raitano, Michele; Subioli, Francesca] Sapienza Univ Rome, Dept Econ & Law, Rome, Italy.
C3 Sapienza University Rome
RP Raitano, M (corresponding author), Sapienza Univ Rome, Dept Econ & Law, Rome, Italy.
EM michele.raitano@uniroma1.it; francesca.subioli@uniroma1.it
RI Subioli, Francesca/JZZ-1818-2024
OI Subioli, Francesca/0000-0001-6501-9739; raitano,
   michele/0000-0002-3706-1208
NR 44
TC 1
Z9 1
U1 1
U2 3
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 0143-7720
EI 1758-6577
J9 INT J MANPOWER
JI Int. J. Manpow.
PD 2023 NOV 9
PY 2023
VL 44
IS 6
SI SI
BP 1000
EP 1027
DI 10.1108/IJM-06-2021-0394
EA JUL 2022
PG 28
WC Industrial Relations & Labor; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA X4IF3
UT WOS:000827057900001
DA 2024-02-21
ER

PT J
AU Chiu, KC
   Chen, RC
AF Chiu, Kuei-Chien
   Chen, Rung-Ching
TI The Analysis of Bursary Satisfaction and Learning Performance for
   Disadvantaged Students: A Case Study from Taiwan
SO EDUCATION SCIENCES
LA English
DT Article
DE bursary satisfaction; disadvantaged students; learning performance
ID SCHOLARSHIP PROGRAM; AID; IMPACT; DECADES
AB For the majority of people, bursaries are a significant concern during their academic careers. This research focuses on how satisfied subsidized students are with the program and how it affects their ability to learn after receiving disadvantaged students' bursaries. The study analyzes the 1788 questionnaires returned by students who received the "Dream. Set Sail. Turn Life" Underprivileged Learning Scholarship for three academic years from 2019 to 2021. The data were collected from a university in Taiwan. The primary purpose is to explore the students' satisfaction with implementing the plan and provide a further analysis of satisfaction and learning effects. The research shows that the rest of the questions are significant, except that applicants can learn more professional skills. The following are the priorities: positive impact on the life and future of subsidized students, expanding personal horizons, improving employability, learning more professional knowledge, reducing the economic pressure of studying, and eliminating the need for work-study. In addition, the overall satisfaction of the recipients with the program will also affect their learning outcomes (academic performance). While using the overall satisfaction of the program to perform regression on the learning effect, it was found that the subsidized recipients significantly impact the overall satisfaction of the program and their learning effects. The higher the subsidized recipients' overall satisfaction with the program, the more significant the learning effect.
C1 [Chiu, Kuei-Chien; Chen, Rung-Ching] Chaoyang Univ Technol, Dept Informat Management, Taichung 41349, Taiwan.
   [Chiu, Kuei-Chien] Chaoyang Univ Technol, Dept Business Adm, Taichung 41349, Taiwan.
C3 Chaoyang University of Technology; Chaoyang University of Technology
RP Chen, RC (corresponding author), Chaoyang Univ Technol, Dept Informat Management, Taichung 41349, Taiwan.
EM cgc@cyut.edu.tw; crching@cyut.edu.tw
OI chiu, kuei chien/0000-0002-5698-792X; , Rung Ching/0000-0001-7621-1988
NR 46
TC 0
Z9 0
U1 5
U2 5
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2227-7102
J9 EDUC SCI
JI Educ. Sci.
PD MAY 19
PY 2023
VL 13
IS 5
AR 513
DI 10.3390/educsci13050513
PG 18
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA J4XJ6
UT WOS:001009658600001
OA gold
DA 2024-02-21
ER

PT J
AU Marcaletti, F
   Iñiguez-Berrozpe, T
   Elboj-Saso, C
   Garavaglia, E
AF Marcaletti, Francesco
   Iniguez-Berrozpe, Tatiana
   Elboj-Saso, Carmen
   Garavaglia, Emma
TI Adult Training as a Quality Factor in Work Trajectory: Positive Effects
   of Adult Training on Seniority and Ageing at Work
SO ADULT EDUCATION QUARTERLY
LA English
DT Article; Early Access
DE adult training; age; age management; quality of aging at work; seniority
ID OLDER WORKERS; PARTICIPATION; WORKPLACE; SKILLS; LIFE
AB Adult training is a fundamental strategy for the improvement of workers' skills and employability. However, as workers age and remain in the same company, the risk of losing motivation for learning may grow. In a sample of 1,452 workers from 17 Spanish companies, we analyzed to what extent the training factor increases their quality of employment and the assessment they make of their organization, despite the negative effect of the passing of time. To do so, we implemented a structural equation model that considered the effects of the variables "seniority in the company" and "training" on quality of employment. We tested this model through multigroup analysis by differentiating between workers aged under 50 and those aged 50 years and older, showing that the positive effect of training is stronger in older workers and reduces the negative effect of seniority in the company for those aged under 50.
C1 [Marcaletti, Francesco] Univ Zaragoza, Fac Work & Social Sci, Dept Psychol & Sociol, Zaragoza, Spain.
   [Iniguez-Berrozpe, Tatiana; Elboj-Saso, Carmen] Univ Zaragoza, Fac Educ, Dept Psychol & Sociol, Pedro Cerbuna 12, E-50009 Zaragoza, Spain.
   [Garavaglia, Emma] Univ Cattolica Sacro Cuore, WWELL Res Ctr, Milan, Italy.
C3 University of Zaragoza; University of Zaragoza; Catholic University of
   the Sacred Heart
RP Iñiguez-Berrozpe, T (corresponding author), Univ Zaragoza, Fac Educ, Dept Psychol & Sociol, Pedro Cerbuna 12, E-50009 Zaragoza, Spain.
EM tatianai@unizar.es
RI Marcaletti, Francesco/IST-9809-2023; elboj, Carmen/AAX-9987-2020;
   Iniguez-Berrozpe, Tatiana/S-1026-2016
OI elboj, Carmen/0000-0003-0937-4861; Iniguez-Berrozpe,
   Tatiana/0000-0003-4530-9645
FU University of Zaragoza; Economic and Social Council of Aragon; Ibercaja
FX The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: This research
   has been funded by the University of Zaragoza and Ibercaja (2018) and
   the Economic and Social Council of Aragon (2019).
NR 77
TC 1
Z9 1
U1 4
U2 11
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0741-7136
EI 1552-3047
J9 ADULT EDUC QUART
JI Adult Educ. Q.
PD 2023 MAY
PY 2023
VL 73
IS 2
BP 169
EP 196
DI 10.1177/07417136221121594
EA AUG 2022
PG 28
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA E3AT8
UT WOS:000845019300001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU DeArmond, S
   Rau, BL
   Buelow-Fischer, J
   Desai, A
   Miller, AJ
AF DeArmond, Sarah
   Rau, Barbara L.
   Buelow-Fischer, Jennifer
   Desai, Ashay
   Miller, Andrew J.
TI Teaching professional skills during the pandemic: Does delivery mode
   matter?
SO INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION
LA English
DT Article; Early Access
DE COVID-19; Online learning; Professional development; Experiential
   learning
ID EMPLOYABILITY SKILLS; DISTANCE EDUCATION; COLLEGE-STUDENTS; ONLINE;
   PARTICIPATION; COVID-19; OUTCOMES; GENDER; 1ST-GENERATION; PERSPECTIVES
AB This study explores how the transition to online course delivery during the pandemic impacted a professional skills course that incorporates in-class and out of class experiential learning activ-ities. We compare student performance on a resume writing assignment, a LinkedIn profile cre-ation assignment, a mock interview with members of local businesses, and overall class scores during Fall 2019 when the professional skills course was delivered face-to-face with student performance during Fall 2020 when the course was delivered online. We explore whether the effect of delivery mode varied as a function of student sex, race and first-generation college status. Our results indicate students performed better on the resume and LinkedIn assignments when the course was delivered online than when it was offered face-to-face, and there was no difference in mock interview or overall class performance. Despite concerns that women, racial minorities and first-generation students could suffer disproportionately in the online version of the course, the relationship between class delivery mode and student performance did not vary as a function of these student characteristics. This is encouraging for institutions interested in offering these courses, and underscores the importance of future research that expands our understanding of when different delivery modes are appropriate.
C1 [DeArmond, Sarah; Rau, Barbara L.; Buelow-Fischer, Jennifer; Desai, Ashay; Miller, Andrew J.] Univ Wisconsin Oshkosh, Coll Business, 800 Algoma Blvd, Oshkosh, WI 54901 USA.
C3 University of Wisconsin System; University of Wisconsin Oshkosh
RP DeArmond, S (corresponding author), Univ Wisconsin Oshkosh, Coll Business, 800 Algoma Blvd, Oshkosh, WI 54901 USA.
EM dearmons@uwosh.edu; rau@uwosh.edu; buelowj@uwosh.edu; desai@uwosh.edu;
   milleraj@uwosh.edu
OI Desai, Ashay/0000-0002-3636-8259
NR 90
TC 1
Z9 1
U1 2
U2 2
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1472-8117
EI 2352-3565
J9 INT J MANAG EDUC-OXF
JI Int. J. Manag. Educ.
PD 2023 JUL
PY 2023
VL 21
IS 2
AR 100770
DI 10.1016/j.ijme.2023.100770
EA FEB 2023
PG 14
WC Business; Education & Educational Research; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA 9C3ZJ
UT WOS:000935359300001
DA 2024-02-21
ER

PT J
AU Kao, MS
   Wang, CH
AF Kao, Ming-Sui
   Wang, Chen-Hsuan
TI Impact of Frisbee game course on the upper limb motor function of
   students with intellectual disabilities
SO INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
LA English
DT Article
DE hand-eye coordination; motor skills; adapted physical education
ID PHYSICAL-ACTIVITY PATTERNS; STRENGTH TRAINING-PROGRAM; DOWN-SYNDROME;
   CHILDREN; FITNESS; PERFORMANCE; ADULTS; INDIVIDUALS; ADOLESCENTS;
   EXERCISE
AB Objectives: Upper limb motor dysfunction often occurs in individuals with intellectual disabilities, affecting their daily self-care abilities and employability. Therefore, enhancing their upper limb motor function could improve the quality of life. This study investigated the impact of Frisbee game course on the upper limb motor function of students with intellectual disabilities.
   Methods: A self-designed Frisbee game course was made available to 10 senior vocational students with moderate to severe intellectual disabilities in a special school in New Taipei City, Taiwan. The students participated 40 min each time, 4 times a week, for 6 weeks. Pre and post-test functional capacity and Frisbee throwing distance were measured. Descriptive statistics and paired-sample t-test were performed for the data analysis.
   Results: Frisbee game course improved the lifting capacity, significantly improved the grip strength (dominant hand), upper limb power, hand-eye coordination, and gross and fine hand motor skills of students with intellectual disabilities.
   Conclusion: Frisbee game course can improve upper limb muscle strength, power, coordination ability, and dexterity. Schools should implement Frisbee game courses and ensure their availability in the health and physical education of students with intellectual disabilities to enhance their upper limb motor function, employability, and vocational adaptability, thus improving their quality of life.
C1 [Kao, Ming-Sui; Wang, Chen-Hsuan] Natl Taiwan Sport Univ, Dept Adapted Phys Educ, 250 Wenhua 1st Rd, Taoyuan 33301, Taiwan.
RP Wang, CH (corresponding author), Natl Taiwan Sport Univ, Dept Adapted Phys Educ, 250 Wenhua 1st Rd, Taoyuan 33301, Taiwan.
EM hsuan@ntsu.edu.tw
OI Wang, Chen-Hsuan/0000-0001-9355-1490
NR 83
TC 8
Z9 8
U1 1
U2 49
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 2047-3869
EI 2047-3877
J9 INT J DEV DISABIL
JI Int. J. Dev. Disabil.
PY 2018
VL 64
IS 2
BP 96
EP 104
DI 10.1080/20473869.2016.1267302
PG 9
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA FV1FZ
UT WOS:000424308100005
PM 34141296
OA Green Published
DA 2024-02-21
ER

PT J
AU Liu, CH
   Horng, JS
   Chou, SF
   Yu, TY
   Huang, YC
   Ng, YL
   La, QP
AF Liu, Chih-Hsing
   Horng, Jeou-Shyan
   Chou, Sheng-Fang
   Yu, Tai-Yi
   Huang, Yung-Chuan
   Ng, Yen-Ling
   La, Quoc Phong
TI Explore links among marketing knowledge, data literacy, skill
   improvement, and learning attitude in STEAM application for hospitality
   and tourism education
SO INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION
LA English
DT Article; Early Access
DE Marketing knowledge; Data literacy competency; Skill improvement;
   Learning attitude; Perception of advantage
ID PERCEPTIONS; INFORMATION; COMPETENCES; MANAGEMENT
AB With the increasing attention in developing data literacy competency to enhance students' employability in tourism and hospitality education. This study proposes a behavior changing process which conducting the concepts of marketing knowledge, data literacy competency, skill improvement, learning attitude and perception of advantage to performing Science, Technology, Engineering, Arts, and Math (STEAM) activities. By considering and incorporating these findings into their teaching approaches, instructors can enhance students' learning experiences and out-comes in the field of tourism and hospitality. The proposed theoretical and educational implications offer valuable guidance for educators seeking to promote STEAM education effectively.
C1 [Liu, Chih-Hsing; Huang, Yung-Chuan; Ng, Yen-Ling; La, Quoc Phong] Natl Kaohsiung Univ Sci & Technol, Dept Tourism Management, 415 Chien Kung Rd, Kaohsiung 807, Taiwan.
   [Horng, Jeou-Shyan] Shih Chien Univ, Dept Food & Beverage Management, 70,Dazhi St,Zhongshan Dist, Taipei 104336, Taiwan.
   [Chou, Sheng-Fang] Ming Chuan Univ, Sch Tourism, Dept Hospitality Management, 5 Ming Rd,Gui Shan Dist, Taoyuan 333, Taiwan.
   [Yu, Tai-Yi] Ming Chuan Univ, Dept Risk Management & Insurance, 250 Chung Shan N Rd Sec 5, Taipei 111, Taiwan.
C3 National Kaohsiung University of Science & Technology; Ming Chuan
   University; Ming Chuan University
RP Ng, YL; La, QP (corresponding author), Natl Kaohsiung Univ Sci & Technol, Dept Tourism Management, 415 Chien Kung Rd, Kaohsiung 807, Taiwan.
EM phd20110909@gmail.com; t10004@ntnu.edu.tw; dodo.chou@gmail.com;
   yti@mail.mcu.edu.tw; yungchuan7@gmail.com; phd20182023@gmail.com;
   i110167113@nkust.edu.tw
OI Yen Ling, Ng/0000-0002-4431-5990; La, Quoc Phong/0009-0005-7497-1138
FU National Science and Technology Council Project NSTC [112-2410-H-992
   -034 -MY3]
FX I would like to thank the Editor -in -Chief of The International Journal
   of Management Education, Professor Neil Marriott, and the two anonymous
   reviewers whose constructive criticism led to significant improvements
   in the paper. This research was partially supported by the National
   Science and Technology Council Project NSTC 112-2410-H-992 -034 -MY3 for
   the research grant provided to Chih-Hsing Liu.
NR 82
TC 0
Z9 0
U1 6
U2 6
PU ELSEVIER SCI LTD
PI London
PA 125 London Wall, London, ENGLAND
SN 1472-8117
EI 2352-3565
J9 INT J MANAG EDUC-OXF
JI Int. J. Manag. Educ.
PD 2024 MAR
PY 2024
VL 22
IS 1
AR 100919
DI 10.1016/j.ijme.2023.100919
EA DEC 2023
PG 16
WC Business; Education & Educational Research; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA DX5O0
UT WOS:001135398500001
DA 2024-02-21
ER

PT J
AU Feliu, J
   Inkeroinen, P
   Markuszewska, I
   Tanskanen, M
   Nuss, S
   Vila-Subirós, J
AF Feliu, Jaume
   Inkeroinen, Paula
   Markuszewska, Iwona
   Tanskanen, Minna
   Nuss, Sergi
   Vila-Subiros, Josep
TI Defining competences for future geography students in relation to low
   carbon societies
SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Competences; low carbon societies (LCS); geography studies; European
   higher education
ID SKILLS; EMPLOYABILITY
AB This paper presents the results of an analysis of the most important skills and competences that will be important in the coming years for future geographers involved in assessing and managing low-carbon societies. The analysed information was extracted from a questionnaire answered by professionals working in low-carbon management in three European countries (Finland, Poland and Catalonia, Spain). From the results, we have identified not only the most requisite abilities and skills, but also differences between countries on a European scale. Among the findings, we would highlight the general agreement that "soft skills", as opposed to "hard skills", are critical for future professionals addressing policies in relation to low carbon societies.
C1 [Feliu, Jaume; Nuss, Sergi; Vila-Subiros, Josep] Univ Girona, Dept Geog, Girona, Spain.
   [Inkeroinen, Paula; Tanskanen, Minna] Univ Eastern Finland, Dept Geog & Hist Studies, Kuopio, Finland.
   [Markuszewska, Iwona] Adam Mickiewicz Univ, Fac Geog & Geol Sci, Poznan, Poland.
C3 Universitat de Girona; University of Eastern Finland; Adam Mickiewicz
   University
RP Feliu, J (corresponding author), Univ Girona, Dept Geog, Girona, Spain.
EM jaume.feliu@udg.edu
RI SUBIROS, JOSEP VILA/G-8755-2015; Feliu, Jaume/AAA-1751-2019
OI SUBIROS, JOSEP VILA/0000-0001-7746-9227; Feliu,
   Jaume/0000-0002-1540-6914; Nuss Girona, Sergi/0000-0002-4379-2920
NR 25
TC 2
Z9 2
U1 2
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0309-8265
EI 1466-1845
J9 J GEOGR HIGHER EDUC
JI J. Geogr. High. Educ.
PD 2019 OCT 2
PY 2019
VL 43
IS 4
BP 415
EP 430
DI 10.1080/03098265.2019.1660863
EA SEP 2019
PG 16
WC Education & Educational Research; Geography
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Geography
GA JA4MG
UT WOS:000484956800001
DA 2024-02-21
ER

PT J
AU Price, OM
   Lizier, AL
AF Price, Oriana M.
   Lizier, Amanda. L.
TI Professional learning of academics enacting work-integrated learning
SO PROFESSIONAL DEVELOPMENT IN EDUCATION
LA English
DT Article; Early Access
DE Work-integrated learning; higher education; professional learning;
   practice
AB New managerialism and neo-liberal discourses have re-shaped traditional academic practices towards the vocational aspects of higher education. One institutional response to the growing graduate employability policy agenda has been the introduction of work-integrated learning (WIL) within Australian universities, a form of learning to require academics to engage students in work-based or work-like settings to enhance their work-readiness. WIL has required new ways of working and learning for academics who are called on to act as a conduit between the university, students, and industry, raising questions about how academics are developing such skills and knowledge. Adopting the Theory of Practice Architectures, we draw on a study of academics enacting WIL at two Australian universities to consider the ways in which academics undertake professional learning to enact practices in pursuit of the project of WIL. Specifically, we discuss a different conceptualisation of professional learning where academics 'come to practice differently' (p. 3), challenging traditional views of learning as being the results of formal and informal learning activities. We consider how learning activities may enable or constrain academics in coming to academic practices differently.
C1 [Price, Oriana M.] Univ Wollongong, Fac Business & Law, Wollongong, Australia.
   [Lizier, Amanda. L.] Univ Technol Sydney, Fac Arts & Social Sci, Broadway, Australia.
   [Lizier, Amanda. L.] Univ Technol Sydney, Fac Arts & Social Sci, Sch Int Studies & Educ, Bldg 10, Broadway, NSW 2007, Australia.
C3 University of Wollongong; University of Technology Sydney; University of
   Technology Sydney
RP Lizier, AL (corresponding author), Univ Technol Sydney, Fac Arts & Social Sci, Sch Int Studies & Educ, Bldg 10, Broadway, NSW 2007, Australia.
EM amanda.lizier@uts.edu.au
OI Lizier, Amanda/0000-0002-8999-5379; Price, Oriana M/0000-0003-0656-1151
NR 39
TC 0
Z9 0
U1 2
U2 2
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1941-5257
EI 1941-5265
J9 PROF DEV EDUC
JI Prof. Dev. Educ.
PD 2024 JAN 31
PY 2024
DI 10.1080/19415257.2024.2307004
EA JAN 2024
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GZ9M3
UT WOS:001156621300001
DA 2024-02-21
ER

PT J
AU Samuel, OM
   Moagi, T
AF Samuel, Olorunjuwon Michael
   Moagi, Tshegofatso
TI The emerging work system and strategy for skills transition in South
   Africa
SO MANAGEMENT RESEARCH REVIEW
LA English
DT Article; Early Access
DE Digital work system; skills development strategy; workforce transition;
   technological innovation; policy formulation framework; thematic
   analysis; South Africa; Human resource management
ID QUALITATIVE RESEARCH; TRIPLE-HELIX; INNOVATION; EMPLOYABILITY;
   INTERVIEWS; FRAMEWORK; RIGOR
AB Purpose The rapidly emerging digital work system, accentuated by technological innovation, has dramatically changed the nature of skill-sets required for employees to perform their tasks effectively at the workplaces. This paper aims to examine the skills development strategies that organizations in South Africa are adopting in the transitioning of their respective workforces to fit the skills dynamics of the emerging work system.
   Design/methodology/approach The paper uses the interpretive qualitative research strategy to draw evidence from semi-structured interviews conducted on 38 respondents, using the thematic analytical process to derive themes embedded in the data set.
   Findings Based on the strength of data analysis, this paper identified two broad themes and six sub-themes that are critical for the transformation and transition of existing pool of skills for the emerging work system in South Africa.
   Research limitations/implications The research lacks ability to be generalized, which is a methodological limitation that is inherently associated with cross-sectional design and qualitative strategy in terms of causality and generalizability of findings.
   Originality/value The main value-add of this paper is the development of evidence-based research outcomes that provide both theoretical and practical framework for skills development and transition initiatives that are imperative for policy formulation. The paper responded to, and advanced the respective works of Hirschi (2017), Sharma et al. (2021) and Barley et al. (2017), by establishing the following strategic themes that are critical for skills development and transition mechanisms in the emerging work system: stakeholder relationship, media and public perception, learning organization, higher education system, continuous skills development and technology and job losses.
C1 [Samuel, Olorunjuwon Michael; Moagi, Tshegofatso] Univ Witwatersrand, Fac Commerce Law & Management, Sch Business Sci, Johannesburg, South Africa.
C3 University of Witwatersrand
RP Samuel, OM (corresponding author), Univ Witwatersrand, Fac Commerce Law & Management, Sch Business Sci, Johannesburg, South Africa.
RI Samuel, Olorunjuwon/R-2763-2019
OI Samuel, Olorunjuwon/0000-0002-2181-4068
NR 75
TC 0
Z9 0
U1 3
U2 8
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2040-8269
EI 2040-8277
J9 MANAG RES REV
JI Manag. Res. Rev.
PD 2022 OCT 19
PY 2022
VL 45
IS 11
BP 1503
EP 1523
DI 10.1108/MRR-05-2021-0356
EA JAN 2022
PG 21
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA 5J0ZM
UT WOS:000746546900001
DA 2024-02-21
ER

PT J
AU Navío-Marco, J
   Sánchez-Figueroa, C
   Galán , A
AF Navio-Marco, Julio
   Sanchez-Figueroa, Cristina
   Galan, Arturo
TI Business internships for bachelor's degrees at blended learning
   universities: A pilot study to assess the transition from hybrid studies
   to the workplace
SO INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION
LA English
DT Article
DE Blended learning; Business internships; Work-based learning; Hybrid
   universities; Digital learning environments; Innovative teaching
ID WORK; EMPLOYABILITY
AB Enhancing the employability of new graduates is a growing demand for universities. The subject "Curricular Practices" (a business internship) in the undergraduate qualifications of management, economics, and business offers students the chance to experience on-site learning in the labour environment, which does not fit in a priori with blended and online teaching but, in contrast, can offer them a structured transition from the virtual classroom to a personal presence, as required in the workplace. The main objective of this research is to assess the interest in the professional boundary-crossing of university students of hybrid studies. This pilot study with students from bachelor's degrees in management (business administration) and economics at one of the largest blended universities in Europe shows that students take on an active role in the learning process and professionally socialise through internships. Student become more involved. They acquire reflexive learning and increase their participation in different activities. Furthermore, internships give them a richer, more diversified (online and offline) and efficient education. This type of subject offers more opportunities than an exclusively virtual learning environment, generating positive synergies that improve the regulated transition process from a hybrid academic uni-versity environment to the workplace.
C1 [Navio-Marco, Julio; Sanchez-Figueroa, Cristina; Galan, Arturo] Univ Nacl Educ Distancia, Madrid, Spain.
C3 Universidad Nacional de Educacion a Distancia (UNED)
RP Navío-Marco, J (corresponding author), Univ Nacl Educ Distancia, Madrid, Spain.
EM jnavio@cee.uned.es; csanchez@cee.uned.es; agalan@edu.uned.es
RI MARCO, JULIO NAVIO/R-9286-2018; Galan, Arturo/R-2885-2018
OI MARCO, JULIO NAVIO/0000-0001-5163-9777; Galan,
   Arturo/0000-0002-3695-4792
NR 39
TC 0
Z9 0
U1 8
U2 11
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1472-8117
EI 2352-3565
J9 INT J MANAG EDUC-OXF
JI Int. J. Manag. Educ.
PD JUL
PY 2023
VL 21
IS 2
AR 100821
DI 10.1016/j.ijme.2023.100821
EA MAY 2023
PG 17
WC Business; Education & Educational Research; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA J8TE6
UT WOS:001012286600001
OA hybrid
DA 2024-02-21
ER

PT J
AU Lohrová, H
   Prosková, A
AF Lohrova, Helena
   Proskova, Alena
TI INTERNATIONALISATION AS A STRATEGY OF EDUCATING FUTURE TEACHERS OF
   ENGLISH
SO PHILOLOGICAL CLASS
LA English
DT Article
DE higher education; teacher education; English language teaching;
   internationalisation; mobility; graduate employability; TEFE project
AB The close relationship between internationalisation and the employability of university graduates is increasingly viewed as not merely an aspirational agenda, but a strategic one for any HE institution. This transnational perspective has become even more relevant in the period of global challenges for traditional ways of working and educating - with the teaching profession profoundly included. The present article encompasses the theme of the future role of teachers and, in particular, introduces a current 2020-2023 project Teachers of English for Future Europe (TEFE). Fundamentally, the project is viewed as one of Applied Linguistics and much of its inspiration is couched in addressing real-word issues and creating practical relevance for research. By introducing the project vision, methodology and planned outputs, the article argues that the impetus of international mobilities is shifting from the well-understood focus on developing linguistic competence of teachers of English to a more comprehensive, practice-oriented teacher education. Specifically, the trend is to transform traditional environment of taught courses by embedding international experience - be it physical, blended or fully online into the study programmes of future teachers of English. The TEFE project methodology integrates the vision of English teacher preparation change with collaborative working of linguists, methodologists, student teachers and teacher mentors and uses as a basis the action-oriented approach. As part of the present TEFE report, experiential learning and reflexivity are advocated as the key drivers in arriving at four main outputs of the project: internationalisation of teaching practice, international employability skills, online evaluation and diagnostic tools, communication strategies on TEFE COIL (collaborative online international learning) platform. A case is also made in support of harnessing both existing and emerging technology to create platforms for collaboration, continued learning and self- development as an inherent part of any internationalisation package. The resources produced by the project are useful for HE institutions educating future teachers of English as they will help in preparation for international mobility in an effective way.
   The contribution of each author in this research is the following: H. Lohrova - 50%, A. Proskova - 50%.
C1 [Lohrova, Helena; Proskova, Alena] Univ South Bohemia, Ceske Budejovice, Czech Republic.
C3 University of South Bohemia Ceske Budejovice
RP Lohrová, H (corresponding author), Univ South Bohemia, Ceske Budejovice, Czech Republic.
EM hlohrova@ff.jcu.cz; aproskova@ff.jcu.cz
NR 36
TC 0
Z9 0
U1 7
U2 18
PU URAL STATE PEDAGOGICAL UNIV
PI YEKATERINBURG
PA PR-KT KOSMONAVTOV, 26, YEKATERINBURG, 620017, RUSSIA
SN 2071-2405
J9 PHILOL CL
JI Philol. Cl.
PY 2021
VL 26
IS 3
BP 166
EP 177
DI 10.51762/1FK-2021-26-03-14
PG 12
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA WQ2QZ
UT WOS:000713666200015
OA gold
DA 2024-02-21
ER

PT J
AU Baum, S
   Bill, A
   Mitchell, W
AF Baum, Scott
   Bill, Anthea
   Mitchell, William
TI Labour underutilisation in metropolitan labour markets in Australia:
   Individual characteristics, personal circumstances and local labour
   markets
SO URBAN STUDIES
LA English
DT Article
ID UNITED-STATES; UNEMPLOYMENT; UNDEREMPLOYMENT; EMPLOYMENT; EMPLOYABILITY;
   OPPORTUNITY; WORKERS; DISADVANTAGE; FRAMEWORK; GEOGRAPHY
AB There has been a growing awareness that the issue of labour market disadvantage is substantially greater than merely considering unemployment and the ability to find a job. There is an increasing literature that points to the advantages of considering a broader concept which accounts not only for those people who are traditionally unemployed, but also for individuals who are underemployed and those who are sub-unemployed or discouraged workers. Taking multidimensional survey and census data for Australian metropolitan regions, this paper applies a broad employability framework to an understanding of labour underutilisation which presents the risk of underutilisation as a function of individual characteristics, personal circumstances and the impact of local labour market characteristics. The analysis finds that the risk of labour underutilisation is associated with a range of individual characteristics and personal circumstances together with the characteristics of the metropolitan local labour market.
C1 [Baum, Scott] Griffith Univ, Urban Res Program, Brisbane, Qld 4111, Australia.
   [Bill, Anthea; Mitchell, William] Univ Newcastle, Ctr Full Employment & Equ, Callaghan, NSW 2308, Australia.
C3 Griffith University; University of Newcastle
RP Baum, S (corresponding author), Griffith Univ, Urban Res Program, 170 Kessels Rd, Brisbane, Qld 4111, Australia.
EM s.baum@griffith.edu.au; anthea.bill@newcastle.edu;
   bill.mitchell@newcastle.edu.au
OI Mitchell, William/0000-0002-5573-7697; Baum, Scott/0000-0003-1711-2087
NR 80
TC 15
Z9 16
U1 0
U2 5
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0042-0980
J9 URBAN STUD
JI Urban Stud.
PD MAY
PY 2008
VL 45
IS 5-6
BP 1193
EP 1216
DI 10.1177/0042098008089865
PG 24
WC Environmental Studies; Urban Studies
WE Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Urban Studies
GA 305RL
UT WOS:000256195400009
DA 2024-02-21
ER

PT J
AU Vidal-Vilaplana, A
   Gregori-Faus, C
   Parra-Camacho, D
   González-Serrano, MH
AF Vidal-Vilaplana, Alberto
   Gregori-Faus, Cristian
   Parra-Camacho, David
   Gonzalez-Serrano, Maria H.
TI Analysis of sport management subjects in university Sports Sciences
   degrees in Spain
SO INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION
LA English
DT Article
DE Sport management; University; Spain; Teaching guide; Subjects; Contents
ID PHYSICAL-ACTIVITY; PROFILE; CURRICULUM; EDUCATION; GENDER
AB Sport management field has been growing in recent years and more Sport Sciences graduates are employed within this field. For that reason, it seems interesting to analyse the current situation of the sport management subjects within the Sports Sciences Degrees to enhance sport graduates' employability into this area. This paper aims to offer an overview of sport management subjects enclosed by the Sports Sciences degrees, both in public and private Spanish universities. A total of 219 subjects related to sport management were extracted from the website of the Spanish Min-istry of Science, Innovation and Universities and data was codified and analysed using descriptive and content analysis. Results showed that there is no significant difference between the number of subjects taught in public and private universities, but there are differences in the academic structure (evaluation type, contents taught or compulsory and optional subjects). In addition, this analysis reveals the need to balance the contents related to sports management besides to include sport tourism, entrepreneurship, sustainability, gender perspective or Information and Commu-nication Technology content to adapt students' skills to the needs of today's society.
C1 [Vidal-Vilaplana, Alberto; Gregori-Faus, Cristian; Parra-Camacho, David; Gonzalez-Serrano, Maria H.] Univ Valencia, Dept Phys & Sports Educ, Valencia, Spain.
C3 University of Valencia
RP Vidal-Vilaplana, A (corresponding author), Univ Valencia Spain, Dept Phys Educ & Sport, Gasco Oliag 3, Valencia 46010, Spain.
EM alberto.vidal-vilaplana@uv.es
OI Parra-Camacho, David/0000-0001-6002-1354; Vidal Vilaplana,
   Alberto/0000-0002-6857-353X; Gregori-Faus, Cristian/0009-0002-0295-2366
FU Spanish Ministry of Science, Innovation and Universities [FPU19/03186]
FX We would like to thank to all authors for the input in collecting the
   data. Further, the author of this work, Alberto Vidal-Vilaplana, is
   grateful for the support of the predoctoral contract "FPU19/03186"
   granted by the Spanish Ministry of Science, Innovation and Universities.
NR 64
TC 0
Z9 0
U1 11
U2 19
PU ELSEVIER SCI LTD
PI London
PA 125 London Wall, London, ENGLAND
SN 1472-8117
EI 2352-3565
J9 INT J MANAG EDUC-OXF
JI Int. J. Manag. Educ.
PD JUL
PY 2023
VL 21
IS 2
AR 100771
DI 10.1016/j.ijme.2023.100771
EA FEB 2023
PG 17
WC Business; Education & Educational Research; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA 9C4IW
UT WOS:000935384000001
OA hybrid
DA 2024-02-21
ER

PT J
AU Ling, WN
   Kui-Ling, EL
AF Ling, Wong Ngan
   Kui-Ling, Emily Lau
TI STUDY ABROAD AND BEHAVIOURAL CHANGES: THE CASE OF MALAYSIAN LEARNERS OF
   JAPANESE
SO KAJIAN MALAYSIA
LA English
DT Article
DE behavioural changes; Malaysian learners of Japanese; intercultural
   competency; self-narrative; study abroad
ID MOBILITY; EDUCATION; STUDENTS
AB Student mobility and enculturation are important keywords in today's context of tertiary education. This is because university students are expected to acquire various soft-skills and competency in their educational pursuits, besides securing a degree. Aiming at understanding how studying abroad can enhance these skills and competency, this study used self-narratives as an approach to elicit information from 12 students who had studied abroad in Japan for a year. Specifically, this study examines what they learnt and how their exposure through intercultural communication in the host country had impacted their real-life experiences in terms of interactional behavioural changes. The participants' perspectives indicated that they had improved under the mobility programmes in terms of language proficiency, enculturation, self-dependence and self-development. The outcome noted from the study will be of benefit to educators who can use this information as recommendations to support students in utilising their knowledge and intercultural skills for employability purposes.
C1 [Ling, Wong Ngan; Kui-Ling, Emily Lau] Univ Malaya, Fac Languages & Linguist, Kuala Lumpur, Malaysia.
C3 Universiti Malaya
RP Ling, WN (corresponding author), Univ Malaya, Fac Languages & Linguist, Kuala Lumpur, Malaysia.
EM nlwong@um.edu.my
RI LAU, EMILY KUI-LING/N-5134-2018; Lau, KL/IXX-1078-2023; WONG, NGAN
   LING/C-1050-2010
OI LAU, EMILY KUI-LING/0000-0002-9173-6595; WONG, NGAN
   LING/0000-0002-3996-6027
FU University of Malaya Research Grant (UMRG) [RG477-15HNE]
FX This study is sponsored by University of Malaya Research Grant
   (UMRG)-RG477-15HNE.
NR 18
TC 1
Z9 1
U1 4
U2 8
PU PENERBIT UNIV SAINS MALAYSIA
PI PULAU PINANG
PA PENERBIT UNIVERSITI SAINS MALAYSIA, PULAU PINANG, PINANG 11800, MALAYSIA
SN 2180-4273
J9 KAJI MALAYS
JI Kaji. Malays.
PY 2019
VL 37
IS 2
BP 75
EP 94
DI 10.21315/km2019.37.2.4
PG 20
WC Area Studies
WE Emerging Sources Citation Index (ESCI)
SC Area Studies
GA KH8ID
UT WOS:000510893000004
OA gold
DA 2024-02-21
ER

PT J
AU Kittel, H
AF Kittel, Hugo
TI Experience from the Project Approach in Teaching Technology Subjects at
   the University of Chemical Technology Prague-Teaching for Practice
SO CHEMICKE LISTY
LA English
DT Article
DE project approach in teaching; project approach in teaching&nbsp; project
   management methods; project management methods&nbsp; student projects;
   student projects&nbsp; project modules; project modules&nbsp; student;
   student supports; supports
AB A proposal was formulated at the University of Chemical Technology (UCT) Prague in 2016 to implement the project approach in teaching technology subjects. A grant was awarded for an Operational Program Research Development and Education project called "Education Improvement - UCT Prague Priority" from the Ministry of Education, Youth and Sports of the Czech Republic. The project's main goals were that UCT graduates would understand the application of chemistry in practice simultaneously in the context of the given field of study, as well as the law, economy, safety and environmental impact, realize the importance of viability and profitability of technical projects, learn about usable methods applied in the implementation of technical projects, and get acquainted with the principles of creation of teams and team work. A team of teachers and outside consultants from practice have been created. Using the Internet and personal contacts, experience with the use of project approach in teaching at the Czech universities has been gathered. Experience from the project approach in teaching at UCT Prague has been summed up. Basic 12 modules of real-life technical projects have been defined and described in a Methodical Handbook which also includes a number of tools for students. A new subject has been created on the use of scheduling software. A total of 8 technology subjects have been selected for piloting of the project in 2018-2021, employing the created tools. The experience with teaching the pilot subjects was used in the lifelong education of the university teachers. The results will also be used for the teaching other technology subjects at UCT Prague. It can be expected that the project will contribute to a better employability of fresh graduates, their faster adaptation to the requirements of practice, a faster career growth, and that it will improve the feedback from graduates to the teaching staff and their activities at UCT Prague.
C1 [Kittel, Hugo] VSCHT Praha, Tech 1905, Prague 16628 6, Czech Republic.
   [Kittel, Hugo] Univ Chem & Technol, Prague, Czech Republic.
C3 University of Chemistry & Technology, Prague; University of Chemistry &
   Technology, Prague
RP Kittel, H (corresponding author), VSCHT Praha, Tech 1905, Prague 16628 6, Czech Republic.; Kittel, H (corresponding author), Univ Chem & Technol, Prague, Czech Republic.
EM hugo.kittel@vscht.cz
OI Kittel, Hugo/0000-0002-9019-8844
NR 8
TC 1
Z9 1
U1 3
U2 19
PU CHEMICKE LISTY
PI PRAGUE 6
PA NOVOTNEHO LAVKA 5, PRAGUE 6 116 68, CZECH REPUBLIC
SN 0009-2770
EI 1213-7103
J9 CHEM LISTY
JI Chem. Listy
PY 2022
VL 116
IS 1
BP 67
EP 70
DI 10.54779/chl20220067
PG 4
WC Chemistry, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Chemistry
GA YI7VN
UT WOS:000744052500003
OA Bronze
DA 2024-02-21
ER

PT J
AU Van der Heijden, BIJM
   Scholarios, D
   Van der Schoot, E
   Jedrzejowicz, P
   Bozionelos, N
   Epitropaki, O
   Knauth, P
   Marzec, I
   Mikkelsen, A
   Van der Heijde, C
AF Van der Heijden, Beatrice I. J. M.
   Scholarios, Dora
   Van der Schoot, Esther
   Jedrzejowicz, Piotr
   Bozionelos, Nikos
   Epitropaki, Olga
   Knauth, Peter
   Marzec, Izabela
   Mikkelsen, Aslaug
   Van der Heijde, Claudia
CA Indic Tor Study Grp
TI SUPERVISOR-SUBORDINATE AGE DISSIMILARITY AND PERFORMANCE RATINGS THE
   BUFFERING EFFECTS OF SUPERVISORY RELATIONSHIP AND PRACTICE
SO INTERNATIONAL JOURNAL OF AGING & HUMAN DEVELOPMENT
LA English
DT Article
ID LEADER-MEMBER EXCHANGE; VERTICAL DYAD LINKAGE; CAREER SUCCESS;
   EVALUATION DECISIONS; JOB-PERFORMANCE; META-ANALYSIS; WORK; DEMOGRAPHY;
   EMPLOYABILITY; PERSPECTIVE
AB Using 394 pairs of employees and their immediate supervisors working in the Information and Communication Technology (ICT) sector in three northern European countries, this study examined the effect of workplace moderators on the link between relational demography and supervisor ratings of performance Directional age differences between superior and subordinate (i e, status incongruence caused when the supervisor is older or younger than his/her subordinate) and non-directional age differences were used as predictors of supervisor ratings of occupational expertise The quality of the supervisor-subordinate relationship and the existence of positive age-related supervisory practices were examined as moderators of this relationship The results provide no support for a relationship between directional age differences and age-related stereotyping by supervisors in ratings of performance, neither for the effects of age-related supervisory practices However, high quality supervisor-subordinate relationships did moderate the effects of age dissimilarity on supervisory ratings The implications of these findings for performance appraisal methodologies and recommendations for further research are discussed
C1 [Van der Heijden, Beatrice I. J. M.] Radboud Univ Nijmegen, Inst Management Res, NL-6500 HK Nijmegen, Netherlands.
   [Van der Heijden, Beatrice I. J. M.] Open Univ Netherlands, Heerlen, Netherlands.
   [Van der Heijden, Beatrice I. J. M.; Van der Heijde, Claudia] Univ Twente, Enschede, Netherlands.
   [Scholarios, Dora] Athens Lab Business Adm, Athens, Greece.
   [Van der Schoot, Esther] Univ Strathclyde, Glasgow G1 1XQ, Lanark, Scotland.
   [Jedrzejowicz, Piotr] Univ Karlsruhe, Karlsruhe, Germany.
   [Bozionelos, Nikos] Univ Amsterdam, NL-1012 WX Amsterdam, Netherlands.
   [Epitropaki, Olga] Silesian Univ Econ, Silesia, Poland.
   [Marzec, Izabela] Univ Stavanger, Stavanger, Norway.
   [Mikkelsen, Aslaug] Athens Univ Econ & Business, Athens, Greece.
C3 Radboud University Nijmegen; Open University Netherlands; University of
   Twente; University of Strathclyde; Helmholtz Association; Karlsruhe
   Institute of Technology; University of Amsterdam; Universitetet i
   Stavanger; Athens University of Economics & Business
RP Van der Heijden, BIJM (corresponding author), Radboud Univ Nijmegen, Inst Management Res, POB 9108, NL-6500 HK Nijmegen, Netherlands.
RI Van der Heijden, Beatrice I.J.M./D-5537-2012; Jędrzejowicz,
   Piotr/C-8889-2011; Marzec, Izabela/S-1856-2018; Jędrzejowicz,
   Piotr/AAW-7241-2020; Bozionelos, Nikos/L-7778-2019
OI Jędrzejowicz, Piotr/0000-0001-6104-1381; Marzec,
   Izabela/0000-0002-7149-7566; Bozionelos, Nikos/0000-0002-5644-8109; Van
   der Heijde, Claudia Maria/0000-0002-5256-0785; Scholarios,
   Dora/0000-0002-3962-3016; EPITROPAKI, OLGA/0000-0002-0683-5143
NR 116
TC 15
Z9 19
U1 8
U2 63
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0091-4150
EI 1541-3535
J9 INT J AGING HUM DEV
JI Int. J. Aging Human Dev.
PY 2010
VL 71
IS 3
BP 231
EP 258
DI 10.2190/AG.71.3.d
PG 28
WC Gerontology; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Geriatrics & Gerontology; Psychology
GA 690WM
UT WOS:000285040300004
PM 21174640
DA 2024-02-21
ER

PT J
AU Moulton, JFG
AF Moulton, Jeremy F. G.
TI What is The Employability Value of a Degree in Politics and
   International Relations?
SO JOURNAL OF POLITICAL SCIENCE EDUCATION
LA English
DT Article; Early Access
DE Politics and international relations; employability; undergraduate
   education; curriculum design; UK higher education
ID HIGHER-EDUCATION; SCIENCE; CHALLENGES
AB Students entering contemporary higher education have the question of employability at the forefront of their minds, both when deciding which institution to study at and which subject to study. However, the notion of the "employability agenda" is not often welcomed by academics. Focusing on teaching and learning in the UK, this article draws on Daubney's (2022) concept of "extracted employability" to ask what students of Politics and International Relations can expect in terms of employability outcomes from their degree and how that employability value can best be communicated. Highlighting resistance from academics and students to integrating employability into a demanding curriculum, this article, referencing the 2023 QAA Subject Benchmark Statement for Politics and International Relations, offers a subject-specific employability proposal. This suggestion could enhance Politics and International Relations degrees and be incorporated into institution-wide curricula and student recruitment activities. The Subject Benchmark Statement is utilized as a common understanding of the nature and standards of study in a subject area; one that can be applied in the delivery and promotion of degrees to help answer the call for those delivering Politics and International Relations teaching and learning to be more confident in their articulation of the employability value of a degree in the field.
C1 [Moulton, Jeremy F. G.] Univ York, York, England.
   [Moulton, Jeremy F. G.] Univ York, Dept Polit, York, England.
C3 University of York - UK; University of York - UK
RP Moulton, JFG (corresponding author), Univ York, Dept Polit, York, England.
EM jeremy.moulton@york.ac.uk
OI Moulton, Jeremy/0000-0002-7402-4772
NR 44
TC 0
Z9 0
U1 0
U2 0
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1551-2169
EI 1551-2177
J9 J POLITICAL SCI EDUC
JI J. Political Sci. Educ.
PD 2023 NOV 22
PY 2023
DI 10.1080/15512169.2023.2284821
EA NOV 2023
PG 17
WC Political Science
WE Emerging Sources Citation Index (ESCI)
SC Government & Law
GA Y5NY1
UT WOS:001105734400001
OA hybrid
DA 2024-02-21
ER

PT J
AU López-Carril, S
   Villamón, M
   González-Serrano, MH
AF Lopez-Carril, Samuel
   Villamon, Miguel
   Gonzalez-Serrano, Maria Huertas
TI Linked(In)g Sport Management Education with the Sport Industry: A
   Preliminary Study
SO SUSTAINABILITY
LA English
DT Article
DE sport management; career development; social media; LinkedIn;
   employability; entrepreneurship education; professional skills; labour
   market; higher education
AB Social media are one of the most valuable management tools used by sport managers in the fulfilment of their daily tasks. However, the studies that share and analyse the impact of educational experiences that incorporate social media into sport management education for professional purposes are scarce to date. Thus, this study presents an educational innovation piloted in a sport management course where LinkedIn-the social media most associated with the professional sphere-is introduced through an experiential learning methodology, as a driver of students' career development and as a tool to keep up to date and interact with the sport industry. To assess the learning outcomes, a new scale was developed and tested. A total of 90 Spanish undergraduate sport management students (M = 22.71; SD = 3.84) participated in the study, partaking in a pre-test and a post-test. Regarding the results linked to the testing of the scale, the statistical analysis reflects the scale's two-dimensional nature, explaining 68.78% of the variance, presenting good psychometric properties (alpha = 0.95). On the other hand, significant increases in all the scale items between the two measures were obtained, with large effects size in the two dimensions (Cohen's d >= 0.80). Therefore, it is concluded that LinkedIn can help to develop the professional profile of sport management students, Linked(In)g what is taught in the classroom with what the sport industry demands.
C1 [Lopez-Carril, Samuel; Villamon, Miguel; Gonzalez-Serrano, Maria Huertas] Univ Valencia, Fac Phys Act & Sport Sci, Dept Phys Educ & Sports, Valencia 46010, Spain.
C3 University of Valencia
RP López-Carril, S (corresponding author), Univ Valencia, Fac Phys Act & Sport Sci, Dept Phys Educ & Sports, Valencia 46010, Spain.
EM samuel.lopez@uv.es; miguel.villamon@uv.es; m.huertas.gonzalez@uv.es
RI López-Carril, Samuel/HHZ-5367-2022
OI Lopez-Carril, Samuel/0000-0001-5278-057X; Gonzalez-Serrano, Maria
   Huertas/0000-0002-2742-4191
FU Spanish Ministry of Science, Innovation and Universities [FPU15/05670]
FX We would like to express our gratitude to all the students who
   participated in the study. Further, the first author of this work is
   grateful for the support of the predoctoral contract "FPU15/05670"
   granted by the Spanish Ministry of Science, Innovation and Universities.
NR 62
TC 5
Z9 5
U1 2
U2 22
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD FEB
PY 2021
VL 13
IS 4
AR 2275
DI 10.3390/su13042275
PG 23
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA QQ8WE
UT WOS:000624798900001
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Zhang, MM
   Bartram, T
   McNeil, N
   Dowling, PJ
AF Zhang, Mike Mingqiong
   Bartram, Timothy
   McNeil, Nicola
   Dowling, Peter J.
TI Towards a Research Agenda on the Sustainable and Socially Responsible
   Management of Agency Workers Through a Flexicurity Model of HRM
SO JOURNAL OF BUSINESS ETHICS
LA English
DT Article
DE Agency work; Ethics; Flexibility; Flexicurity; Future of employment; HRM
ID HUMAN-RESOURCE MANAGEMENT; PRECARIOUS EMPLOYMENT; TEMPORARY WORKERS;
   EMPLOYEES; EMPLOYABILITY; FLEXIBILITY; CONTRACT; ORGANIZATION;
   PERFORMANCE; CHALLENGES
AB Agency work is one of the most rapidly growing forms of employment in leading economies over the past two decades, signifying a global shift towards non-standard flexible employment modes. The rapid growth of agency work has become one of the most notable global employment trends and is set to become a permanent feature of the modern workplace. The growth of agency employment raises a number of ethical challenges for governments and businesses. A key emerging challenge is to identify firm-level HRM strategies to effectively manage and protect agency employees. Based on an extensive review of the existing research on agency work, this article develops an organizational-level flexicurity model of HRM as a promising answer to effectively manage agency employees in responsible ways within the context of increasing employment flexibilization. This article also develops a research agenda, providing a platform to inform future research.
C1 [Zhang, Mike Mingqiong] Monash Univ, Fac Business & Econ, Dept Management, Melbourne, Vic 3004, Australia.
   [Bartram, Timothy; McNeil, Nicola; Dowling, Peter J.] La Trobe Univ, Dept Management, La Trobe Business Sch, Melbourne, Vic, Australia.
C3 Monash University; La Trobe University
RP Zhang, MM (corresponding author), Monash Univ, Fac Business & Econ, Dept Management, Melbourne, Vic 3004, Australia.
EM mingqiong.zhang@monash.edu; t.bartram@latrobe.edu.au;
   n.mcneil@latrobe.edu.au; p.dowling@latrobe.edu.au
RI Zhang, Mike/Z-4624-2019; Zhang, Mingqiong Mike/S-4604-2016
OI Zhang, Mingqiong Mike/0000-0003-2364-6122; Bartram,
   Timothy/0000-0003-4496-7048; Dowling, Peter/0000-0002-2940-0206
NR 72
TC 25
Z9 26
U1 0
U2 51
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0167-4544
EI 1573-0697
J9 J BUS ETHICS
JI J. Bus. Ethics
PD MAR
PY 2015
VL 127
IS 3
BP 513
EP 523
DI 10.1007/s10551-013-2045-z
PG 11
WC Business; Ethics
WE Social Science Citation Index (SSCI)
SC Business & Economics; Social Sciences - Other Topics
GA CD6ZY
UT WOS:000351241200002
DA 2024-02-21
ER

PT J
AU Nixon, S
   Williams, L
AF Nixon, Sarah
   Williams, Louise
TI Increasing student engagement through curriculum redesign:
   deconstructing the 'Apprentice' style of delivery
SO INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
LA English
DT Article
DE curriculum design; delivery; assessment; engagement; feedback
ID PRINCIPLES
AB Curriculum design is crucial to maximising the students learning experience and is often overlooked and underutilised. The way that learning is delivered, supported and assessed can enhance employability attributes as the individual becomes more aware of their skills and abilities. Within this study, all elements (delivery; content; assessment and feedback) of one final-year module were redesigned to enhance the learning experience and aid self-development. The approaches taken were adapted from ideas gained from the Apprentice television show. The students (n=30) on the module were asked for their views on the aspects of redesign and how these had impacted on their skill development. The findings showed that this group of students had benefitted from the changes made, liked this way of learning and felt they had improved in a range of skills. Overall, the redesign and the subsequent student learning experience was a success and changing the approach in all aspects of the module developed a much stronger and well-received experience.
C1 [Nixon, Sarah; Williams, Louise] Liverpool John Moores Univ, Ctr Sport Dance & Outdoor Educ, Liverpool L3 5UX, Merseyside, England.
C3 Liverpool John Moores University
RP Nixon, S (corresponding author), Liverpool John Moores Univ, Ctr Sport Dance & Outdoor Educ, Liverpool L3 5UX, Merseyside, England.
EM s.nixon@ljmu.ac.uk
NR 19
TC 7
Z9 11
U1 0
U2 12
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1470-3297
EI 1470-3300
J9 INNOV EDUC TEACH INT
JI Innov. Educ. Teach. Int.
PD JAN 2
PY 2014
VL 51
IS 1
BP 26
EP 33
DI 10.1080/14703297.2013.845535
PG 8
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 292JK
UT WOS:000329897800004
DA 2024-02-21
ER

PT J
AU Egerton, M
AF Egerton, M
TI Monitoring contemporary student flows and characteristics: secondary
   analyses using the Labour Force Survey and the General Household Survey
SO JOURNAL OF THE ROYAL STATISTICAL SOCIETY SERIES A-STATISTICS IN SOCIETY
LA English
DT Article
DE access to education; gender; higher education; mature study; social
   class
AB This paper examines trends in the participation in higher education by disadvantaged social groups over the recent period of higher education expansion and reform. It has been suggested that disadvantaged groups can recoup by participation at mature ages and this question is examined. The data sources used are the Labour Force Survey (1986-1995), which yielded 13384 students (6747 men and 6637 women), and the General Household Survey (1984-1992), which yielded 1936 students (982 men and 954 women). From a perspective of equal opportunities, the relative participation of young people from manual and non-manual origins does not appear to have changed over the period considered, but there is some evidence of increased relative participation by people from manual class origins as mature students. Mature students from such origins were older than those from non-manual class origins, as were mature women than mature men, with consequences for employability. From a perspective of lifelong learning, the recent expansion has been successful, with more entrants from the unemployed. Considerable percentages of women also enter from full-time housework, and increasing percentages from manual work. However, as in the past, many entrants had been successful in becoming employed before entry, some being seconded by employers. Despite these changes, the greatest absolute take-up has been from middle class youth. Early employment outcomes were examined and suggest some discrimination against mature students. It is possible that the increased cost of higher education, in the context of an expanded labour market of graduates, may deter some mature students.
C1 Univ Manchester, Ctr Census & Survey Res, Fac Econ & Social Studies, Manchester M13 9PL, Lancs, England.
C3 University of Manchester
RP Egerton, M (corresponding author), Univ Manchester, Ctr Census & Survey Res, Fac Econ & Social Studies, Manchester M13 9PL, Lancs, England.
NR 44
TC 10
Z9 12
U1 0
U2 7
PU BLACKWELL PUBL LTD
PI OXFORD
PA 108 COWLEY RD, OXFORD OX4 1JF, OXON, ENGLAND
SN 0964-1998
J9 J ROY STAT SOC A STA
JI J. R. Stat. Soc. Ser. A-Stat. Soc.
PY 2000
VL 163
BP 63
EP 80
DI 10.1111/1467-985X.00157
PN 1
PG 18
WC Social Sciences, Mathematical Methods; Statistics & Probability
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Mathematical Methods In Social Sciences; Mathematics
GA 288HW
UT WOS:000085557500010
DA 2024-02-21
ER

PT J
AU Fisher, M
   Stanyer, R
AF Fisher, Margaret
   Stanyer, Rachel
TI Peer mentoring: Enhancing the transition from student to professional
SO MIDWIFERY
LA English
DT Article
DE Peer; Mentoring; Practice; Model; Professional; Transition
AB Objective: to share the experience of a model of peer mentoring in a pre-qualification midwifery programme
   Design: description of the framework and benefits of the model
   Setting: University and practice
   Participants: third year midwifery students
   Interventions: practical activities meeting regulatory body requirements in a pre-qualification mentorship module
   Measurements and findings: informal evaluations by students of key activities undertaken during peer mentoring demonstrated a range of positive outcomes. These included enhanced confidence, self-awareness, interpersonal and teaching skills, team-working and leadership-factors also associated with emotional intelligence. Students developed an appreciation of the accountability of the mentor including making practice assessment decisions. They stated that the learning achieved had aided their professional development and enhanced employability.
   Key conclusions and implications for practice: this module equips students with skills for their future role in facilitating learners and contributes to development of a 'professional persona', enhancing their transition to qualified midwives. The Peer Mentoring Model would be easily adapted to other programmes and professional contexts.
C1 [Fisher, Margaret; Stanyer, Rachel] Univ Plymouth, 8 Portland Villas, Plymouth PL4 8AA, Devon, England.
C3 University of Plymouth
RP Fisher, M (corresponding author), Univ Plymouth, 8 Portland Villas, Plymouth PL4 8AA, Devon, England.
EM margaret.fisher@plymouth.ac.uk; rachel.stanyer@plymouth.ac.uk
RI Fisher, Margaret/ABG-3817-2020
NR 10
TC 7
Z9 12
U1 2
U2 26
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0266-6138
EI 1532-3099
J9 MIDWIFERY
JI Midwifery
PD MAY
PY 2018
VL 60
BP 56
EP 59
DI 10.1016/j.midw.2018.02.004
PG 4
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA FZ7NW
UT WOS:000427789200011
PM 29499567
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Cornish, C
AF Cornish, Carlene
TI '<i>At the end of the course</i>, <i>where is their progression</i>'?
   The paradox of progression for former so-called not in education,
   employment, and training youth
SO POWER AND EDUCATION
LA English
DT Article; Early Access
DE Not in education, employment, and training; employability qualification;
   progression; further education; exclusion
ID TRANSITIONS; SCHOOL; NEET; AGE
AB It is often presumed that when students complete a particular entry course at college, the acquisition of that qualification should grant access to the next, higher level of study. There is a dearth of academic research on the actual progression outcomes for so-called not in education, employment, and training (NEET) and disengaged youth, enrolled on an employability course. Purportedly, the employability qualifications should enable students to progress towards higher levels of study, but do they? Adopting a case study approach, research was conducted with seven tutors and 26 students enrolled on the 2013 and 2014 Level 1 Achieving Skills Course, an employability course delivered at The Site, a FE college in the East Region. The college's database was also accessed to review success and progression outcomes. Highlighting discrepancy and controversy, key findings revealed that most participants were unable to progress onto higher level courses at The Site. Instead, they were recorded as either NEET or destination unknown. This paper reveals key factors impeding progression and the reification of NEET identities on this course. It calls for political debate and a sharper inspection into the quality of re-engagement provisions for so-called NEET and disengaged youth.
C1 [Cornish, Carlene] Univ East Anglia, Social Work, Norwich, England.
   [Cornish, Carlene] Univ East Anglia, Social Work, Norwich NR4 7TJ, England.
C3 University of East Anglia; University of East Anglia
RP Cornish, C (corresponding author), Univ East Anglia, Social Work, Norwich NR4 7TJ, England.
EM C.Cornish@uea.ac.uk
OI Cornish, Carlene/0000-0003-3488-7968
NR 63
TC 0
Z9 0
U1 0
U2 0
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
EI 1757-7438
J9 POWER EDUC
JI Power Educ.
PD 2023 SEP 6
PY 2023
AR 17577438231200350
DI 10.1177/17577438231200350
EA SEP 2023
PG 17
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA R2WD1
UT WOS:001062995200001
OA Green Accepted, hybrid
DA 2024-02-21
ER

PT J
AU Balabanova, E
AF Balabanova, Evgeniya
TI Employee socio-economic dependency as an antecedent of abusive
   supervision in Russian business organisations
SO EMPLOYEE RELATIONS
LA English
DT Article; Early Access
DE Abusive supervision; Social exchange theory; Employee dependency;
   Performance-based payment; Meritocracy; Russia
ID SOCIAL-EXCHANGE; JOB INSECURITY; MODERATING ROLE; DARK SIDE; POWER;
   EMPLOYABILITY; MERITOCRACY; LEADERSHIP; CONSEQUENCES; PERCEPTIONS
AB Purpose The purpose of this paper is to identify previously unexamined predictors of abusive supervision (AS) that stem from socio-economic dependency of employees upon their direct supervisors. Design/methodology/approach Using social exchange theory (SET) as framework, the author conducted empirical analysis that was based on survey data collected among 1,100 Russian white-collar private sector employees. Findings The results reveal the importance of organisation-level managerial practices which create employees' socio-economic dependency in predicting abusive supervision (AS). Significant positive predictions of AS in Russian business organisations are "accidental" and "zero-option" employment; getting a job through informal social contacts ("blat"); and dependence of wage upon personal relations with a supervisor. In turn, performance-based payment is the strongest factor that hinders AS. Taken together, these factors support one of the key assumptions of SET that control over valued resources creates imbalanced power relations, thus providing the fertile ground to the abuse of power. Practical implications Findings show that a transparent, performance-based system of payments, contributes to preventing AS by immediate supervisors. The author also provides arguments for reducing the economic and administrative power of line managers. Originality/value This study adds to the understanding of the role of managerial practices, which create socio-economic dependency of employees from managers, in predicting AS in organisations.
C1 [Balabanova, Evgeniya] Natl Res Univ Higher Sch Econ, Moscow, Russia.
C3 HSE University (National Research University Higher School of Economics)
RP Balabanova, E (corresponding author), Natl Res Univ Higher Sch Econ, Moscow, Russia.
EM balabanova@hse.ru
RI Balabanova, Evgeniya/C-6250-2014
OI Balabanova, Evgeniya/0000-0003-2007-1773
FU National Research University Higher School of Economics through the
   Basic Research Program
FX This research has been supported by a grant from the National Research
   University Higher School of Economics through the Basic Research
   Program.
NR 76
TC 4
Z9 4
U1 0
U2 18
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0142-5455
EI 1758-7069
J9 EMPL RELAT
JI Empl. Relat.
PD 2022 JAN 11
PY 2022
VL 44
IS 1
BP 121
EP 135
DI 10.1108/ER-02-2020-0077
EA JUL 2021
PG 15
WC Industrial Relations & Labor; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA YM3ND
UT WOS:000672638700001
DA 2024-02-21
ER

PT J
AU Lucas, T
   Rowley, NM
AF Lucas, Timothy
   Rowley, Natalie M.
TI Enquiry-based learning: experiences of first year chemistry students
   learning spectroscopy
SO CHEMISTRY EDUCATION RESEARCH AND PRACTICE
LA English
DT Article
AB We explored the experiences of first year chemistry students of an Enquiry-Based Learning (EBL) approach to learning spectroscopy. An investigation of how students' perceived confidences changed as a result of their experience of using EBL in the spectroscopy course was carried out. Changes in the students' perceived confidence, both in their understanding of how spectroscopic techniques work and in their ability to interpret spectra were examined. In addition, an exploration of students' reactions towards the processes of EBL was carried out. This was achieved by various methods such as questionnaires, focus groups and an individual interview. Working with small numbers, a fairly positive picture has emerged, and much is consistent with the findings of others. Given that the aims of Higher Education need to encompass a wider range of skills (such as independent learning, group work, problem solving, communication skills), then this change in the way spectroscopy has been presented seems to offer much scope in embedding such employability skills.
C1 [Lucas, Timothy; Rowley, Natalie M.] Univ Birmingham, Sch Chem, Birmingham B15 2TT, W Midlands, England.
C3 University of Birmingham
RP Lucas, T (corresponding author), Univ Birmingham, Sch Chem, Birmingham B15 2TT, W Midlands, England.
EM n.n.rowley@bham.ac.uk
FU University of Birmingham
FX The authors would like to thank the University of Birmingham for funding
   this research through a Learner Independence Project. We are
   appreciative of advice and support from Professor Norman Reid, Professor
   Tina Overton and Dr Mike McLinden. We are grateful to Professor Derek
   Raine and Dr Sarah Symons for their feedback on the scenario used in the
   Pilot study, to Dr Liam Cox for his help in devising the "Reaction
   Dilemma" scenario, and to Dr Alison Davies for running the focus groups
   and interview. We would also like to thank the students in the School of
   Chemistry who participated in this study.
NR 28
TC 12
Z9 14
U1 0
U2 21
PU ROYAL SOC CHEMISTRY
PI CAMBRIDGE
PA THOMAS GRAHAM HOUSE, SCIENCE PARK, MILTON RD, CAMBRIDGE CB4 0WF, CAMBS,
   ENGLAND
SN 1109-4028
EI 1756-1108
J9 CHEM EDUC RES PRACT
JI Chem. Educ. Res. Pract.
PY 2011
VL 12
IS 4
BP 478
EP 486
DI 10.1039/c0rp90016h
PG 9
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 837AG
UT WOS:000296162100009
DA 2024-02-21
ER

PT J
AU Smyth, J
   Pit, SW
   Hansen, V
AF Smyth, Jasmin
   Pit, Sabrina Winona
   Hansen, Vibeke
TI Can the work ability model provide a useful explanatory framework to
   understand sustainable employability amongst general practitioners: a
   qualitative study
SO HUMAN RESOURCES FOR HEALTH
LA English
DT Article
DE Employment; Ageing; Workforce; General practice
AB Background: Work ability (WA) is an indication of how well someone's health, skills and experience match current job demands. The aim of this study was to ascertain whether the work ability model can provide a useful explanatory framework to understand some elements of sustainable employability (SE) amongst GPs.
   Methods: A thematic analysis of 19 in-depth interviews with GPs in the Northern Rivers region of NSW, Australia, was conducted and formed the basis for a qualitative validation of the work ability model.
   Results: In order to provide a more comprehensive reflection on the factors and dynamics found to underpin work ability amongst ageing GPs required the creation of specific subcategories within the WA model. Additionally, new themes relevant to general practice also emerged from the data. The analyses revealed a set of important, new factors and relationships that required additions and refinements to the original model, in order to fully explain sustainable employability in this GP sample. These new emerging themes that required model extension were Work-life balance and lifestyle, 'Extended social community' and 'Impact of gender'.
   Conclusion: While the WA model provides a basic explanatory framework for understanding some elements of sustainable employability amongst GPs, a revision of the current model has been proposed to sufficiently describe the factors impinging on sustainable employability in this group. The extended model can potentially be used for addressing workforce planning issues and to assist in programme design to promote sustainable employability amongst GPs and could potentially be translated to other health professional groups.
C1 [Smyth, Jasmin] Univ Wollongong, Sch Med, 61 Uralba St,POB 3074, Lismore, NSW 3074, Australia.
   [Pit, Sabrina Winona; Hansen, Vibeke] Westem Sydney Univ, Univ Ctr Rural Hlth, Sch Med, 61 Uralba St,POB 3074, Lismore, NSW 2480, Australia.
   [Pit, Sabrina Winona] Univ Sydney, Univ Ctr Rural Hlth, Sch Rural Hlth, 61 Uralba St,POB 3074, Lismore, NSW 2480, Australia.
C3 University of Wollongong; University of Sydney
RP Pit, SW (corresponding author), Westem Sydney Univ, Univ Ctr Rural Hlth, Sch Med, 61 Uralba St,POB 3074, Lismore, NSW 2480, Australia.; Pit, SW (corresponding author), Univ Sydney, Univ Ctr Rural Hlth, Sch Rural Hlth, 61 Uralba St,POB 3074, Lismore, NSW 2480, Australia.
EM sabrina.pit@sydney.edu.au
OI Achilova, Diyora/0000-0002-7645-9497; Pit, Sabrina/0000-0003-2410-0703;
   Hansen, Vibeke/0000-0001-5284-3550
FU Sydney Medical School; University Centre for Rural Health; NHMRC
   [511998]
FX The study during which the data was collected was funded by a Sydney
   Medical School Early Career Researcher grant and the University Centre
   for Rural Health. Dr. Sabrina Pit was funded by a NHMRC Research
   Training Fellowship (ID: 511998). The funding body did not have any
   influence on the design of the study and collection, analysis, and
   interpretation of data or in writing of the manuscript.
NR 33
TC 11
Z9 11
U1 4
U2 26
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
SN 1478-4491
J9 HUM RESOUR HEALTH
JI Hum. Resour. Health
PD JUL 24
PY 2018
VL 16
AR 32
DI 10.1186/s12960-018-0292-x
PG 12
WC Health Policy & Services; Industrial Relations & Labor
WE Social Science Citation Index (SSCI)
SC Health Care Sciences & Services; Business & Economics
GA GO4AK
UT WOS:000439942100001
PM 30041658
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Lehmann, W
AF Lehmann, W
TI 'I'm still scrubbing the floors': experiencing youth apprenticeships in
   Canada and Germany
SO WORK EMPLOYMENT AND SOCIETY
LA English
DT Article
DE apprenticeship; employability skills; labour markets; new vocationalism;
   school-work transitions; social inequality; vocational education; youth
ID EMPLOYABILITY SKILLS; DUAL SYSTEM; TRANSITION; SCHOOL; VOCATIONALISM;
   WORK
AB Based on interviews with the youth in Canada participating in a high school based apprenticeship programme, this article investigates the extent to which such programmes affect stated policy goals of facilitating school-work transitions and developing workplace skills. Although embedded in very different education and labour market structures. Germany's dual system is often discussed as a successful model for youth apprenticeship programmes. A comparison between Canadian and German youth apprentices therefore provides a rare critical look at how these differences shape individual experiences in apprenticeships, but also how they affect the accomplishment of policy goals. Findings show that the study participants themselves viewed their apprenticeships as positive and meaningful experiences. Yet the Canadian apprentices had only a cursory knowledge of apprenticeship regulations and career paths, and the German apprentices were restricted in their choices by the early streaming processes in Germany's education system. Skill development in Canada was limited by a focus on workplace-readiness skills and a lack of integration of what participants did at work and what they learned at school. Rather than gaining an understanding of their rights and responsibilities in the workplace, they were learning to accept their underprivileged place in it.
C1 Univ Western Ontario, Dept Sociol, Social Sci Ctr, London, ON N6A 5C2, Canada.
C3 Western University (University of Western Ontario)
RP Lehmann, W (corresponding author), Univ Western Ontario, Dept Sociol, Social Sci Ctr, Room 5430, London, ON N6A 5C2, Canada.
EM wlehmann@uwo.ca
OI Lehmann, Wolfgang/0000-0003-3917-9979
NR 27
TC 15
Z9 18
U1 3
U2 22
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0950-0170
EI 1469-8722
J9 WORK EMPLOY SOC
JI Work Employ. Soc.
PD MAR
PY 2005
VL 19
IS 1
BP 107
EP 129
DI 10.1177/0950017005051298
PG 23
WC Economics; Industrial Relations & Labor; Sociology
WE Social Science Citation Index (SSCI)
SC Business & Economics; Sociology
GA 914SJ
UT WOS:000228247600006
DA 2024-02-21
ER

PT J
AU Ha, NTN
AF Ha, Nguyen Thi Ngoc
TI Implementation of on-campus work-integrated learning activities in
   Vietnamese universities: 'don't rely on lecturers'
SO JOURNAL OF FURTHER AND HIGHER EDUCATION
LA English
DT Article; Early Access
DE work-integrated learning; student employability; higher education;
   Vietnam; on-campus WIL; non-placement WIL
ID EMPLOYABILITY SKILLS; EDUCATION; PERSPECTIVES; PERCEPTIONS; STUDENT;
   TOURISM
AB This article explores the rationale behind the ineffectiveness of on-campus Work-Integrated Learning (WIL) activities in three Vietnamese universities. An exploratory sequential mixed-methods approach that included six in-depth interviews with lecturers and 461 responses to a student survey was employed to investigate challenges facing lecturers in implementing on-campus WIL activities and student perspectives on on-campus WIL practices. Findings revealed six obstacles associated with university stakeholders facing lecturers when organising and implementing on-campus WIL activities. Survey responses underscored student preferences in experiential and project-based learning and highlighted the importance of industry engagement to on-campus WIL effectiveness. This article calls for more awareness among university department leaders, lecturers and students about the values of on-campus WIL and suggests that further work in the areas of relevant policy and practice is required for university initiatives relating to on-campus WIL to happen.
C1 [Ha, Nguyen Thi Ngoc] La Trobe Univ, Sch Educ, Plenty Rd, Melbourne, Vic 3086, Australia.
C3 La Trobe University
RP Ha, NTN (corresponding author), La Trobe Univ, Sch Educ, Plenty Rd, Melbourne, Vic 3086, Australia.
EM nguyenthingocha24@gmail.com
RI Nguyen, Ha/ISU-9314-2023
OI Nguyen, Ha/0000-0001-7509-3633
NR 51
TC 0
Z9 0
U1 0
U2 1
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0309-877X
EI 1469-9486
J9 J FURTH HIGHER EDUC
JI J. Furth Higher Education
PD 2023 SEP 14
PY 2023
VL 47
IS 8
BP 1124
EP 1139
DI 10.1080/0309877X.2023.2217648
EA JUN 2023
PG 16
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA S6FJ6
UT WOS:001004230200001
OA hybrid
DA 2024-02-21
ER

PT J
AU Barton, G
   Kavanagh, M
   Watson, M
   Hartwig, K
   Hu, YJ
AF Barton, Georgina
   Kavanagh, Marie
   Watson, Marthy
   Hartwig, Kay
   Hu, Yijun
TI Investigating the Benefits and Challenges of Workplace Volunteering
   Experiences for International Students' Employability Literacies
SO JOURNAL OF INTERNATIONAL STUDENTS
LA English
DT Article
DE employability literacies; industry partner hosts; international
   students; volunteering
ID NURSING-STUDENTS; TEACHERS; LANGUAGE; ENGLISH; PRACTICUM; EDUCATION;
   PROJECT
AB For many international students the prospect of employment in overseas locations post-study is a strong desire. The concept of employability has infiltrated the literature, but little is known about how volunteering experiences might impact international students' preparedness for work placement during their programs of study. Using theoretical framing related to types of employability literacy, this paper shares data from interviews with international students who volunteered. Findings revealed several themes aligning with linguistic proficiency, cultural awareness, attitudes and mindset, and vocational literacies. Additional themes such as hospitable relationships and building trust were also revealed, which could relate to sustainable citizenship. Many benefits result from volunteering experiences for both international students and their hosts; however, more work is needed to support hosts through cultural awareness programs and international students due to their study commitments and limited time.
C1 [Barton, Georgina; Kavanagh, Marie; Watson, Marthy] Univ Southern Queensland, Darling Heights, Australia.
   [Hartwig, Kay; Hu, Yijun] Griffith Univ, Brisbane, Australia.
C3 University of Southern Queensland; Griffith University
RP Barton, G (corresponding author), Univ Southern Queensland, Darling Heights, Australia.
EM georgina.barton@usq.edu.au; marie.kavanagh@usq.edu.au;
   marthy.watson@usq.edu.au; k.hartwig@griffith.edu.au;
   yijun.hu@alumni.griffithuni.edu.au
OI Watson, Marthy/0000-0002-8461-0708
NR 43
TC 0
Z9 0
U1 4
U2 8
PU UNIV LOUISIANA MONROE
PI MONROE
PA 700 UNIVERSITY AVE, MONROE, LA 71209 USA
SN 2162-3104
EI 2166-3750
J9 J INT STUDENTS
JI J. Int. Students
PY 2022
VL 12
IS 3
BP 777
EP 793
DI 10.32674/jis.v12i3.3493ojed.org/jis
PG 17
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 5W5TV
UT WOS:000877976900013
DA 2024-02-21
ER

PT J
AU Young, L
AF Young, Lauren
TI Counselling students' responses to conducting role-play activities
   online: An evaluation of MSc university students
SO COUNSELLING & PSYCHOTHERAPY RESEARCH
LA English
DT Article; Early Access
DE counselling training; COVID-19; online learning; role-play;
   unanticipated transitions; virtual counselling
AB The transition to remote learning in response to the COVID-19 pandemic was unprecedented and unanticipated, resulting in professional courses delivering content and conducting skills-based practice online. For counselling students, placements also transitioned to online, meaning previous skills acquired through face-to-face learning required adapting for remote working. This project sought to evaluate UK-based counselling students' experiences of participating in online role-play activities. Through purposive sampling, individual semi-structured interviews were conducted and analysed applying thematic analysis. The findings indicated participants identified fundamental differences between planned online content compared to the unanticipated transition they experienced due to the pandemic. Whilst varying attitudes were shared, all participants recognised the value of skill acquisition for future employability and all recommended an element of online practice should be embedded in future course delivery. Whilst limited to a specific sample, key recommendations were identified, including the importance of involving students in course development, recognising the importance of diversifying role-play practices for skill development and the application of a transitions model to facilitate understanding of the student experience. Though making some progress towards understanding this unique experience, further evaluations conducted with students from different counselling fields and institutions are required to further strengthen the recommendations made.
C1 [Young, Lauren] Univ Northampton, Waterside Campus,Univ Dr, Northampton NN1 5PH, England.
C3 University of Northampton
RP Young, L (corresponding author), Univ Northampton, Waterside Campus,Univ Dr, Northampton NN1 5PH, England.
EM Lauren.Young@Northampton.ac.uk
OI Young, Lauren/0000-0002-8196-907X
NR 57
TC 1
Z9 1
U1 1
U2 5
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1473-3145
EI 1746-1405
J9 COUNS PSYCHOTHER RES
JI Couns. Psychother. Res.
PD 2022 SEP
PY 2022
VL 22
IS 3
BP 678
EP 688
DI 10.1002/capr.12487
EA NOV 2021
PG 11
WC Psychology, Clinical
WE Emerging Sources Citation Index (ESCI)
SC Psychology
GA 2U0LR
UT WOS:000715981400001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Hennigan, B
   Purser, G
AF Hennigan, Brian
   Purser, Gretchen
TI Jobless and Godless: Religious neoliberalism and the project of
   evangelizing employability in the US
SO ETHNOGRAPHY
LA English
DT Article
DE employability; job-readiness; faith-based organizations; neoliberalism;
   homelessness
ID FAITH; WELFARE; JOB; ORGANIZATIONS; WORK; CITY; GOD
AB In the wake of welfare reform, there has been growing scholarly attention to religious neoliberalism' and, specifically, to the practices and politics of faith-based organizations in neoliberalized landscapes of social service provision. While much of this scholarship has suggested a seamless fusion' between conservative evangelicalism and neoliberal ideology, ethnographic research has tended to reveal the far more complicated, and contradictory, reality of evangelical social projects as they play out on the ground. Presenting the first in-depth ethnography of a faith-based job-readiness program, this article examines the contradictory logics operative within the project of what we call evangelizing employability.' Targeting joblessness, the program urges entrepreneurial independence. Targeting godlessness, the program urges righteous dependence on God. The project of evangelizing employability reveals the extraordinary utility of religion for the enactment of neoliberal priorities and policies of work enforcement and contributes to our understanding of religious neoliberalism and its class-based contradictions.
C1 [Hennigan, Brian] Syracuse Univ, Maxwell Sch, Geog, Syracuse, NY 13244 USA.
   [Purser, Gretchen] Syracuse Univ, Maxwell Sch, Sociol, Syracuse, NY 13244 USA.
C3 Syracuse University; Syracuse University
RP Purser, G (corresponding author), Syracuse Univ, 400 Eggers Hall, Syracuse, NY 13244 USA.
EM gwpurser@maxwell.syr.edu
FU Maxwell School at Syracuse University
FX We would like to thank all the participants in JFL for their willingness
   to participate in this project. This research was supported by a Summer
   Project Assistantship award from the Maxwell School at Syracuse
   University.
NR 43
TC 8
Z9 12
U1 0
U2 6
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1466-1381
EI 1741-2714
J9 ETHNOGRAPHY
JI Ethnography
PD MAR
PY 2018
VL 19
IS 1
BP 84
EP 104
DI 10.1177/1466138117719094
PG 21
WC Anthropology; Sociology
WE Social Science Citation Index (SSCI)
SC Anthropology; Sociology
GA FW1DU
UT WOS:000425036900005
OA Bronze
DA 2024-02-21
ER

PT J
AU Auer, D
   Fossati, F
AF Auer, Daniel
   Fossati, Flavia
TI The absent rewards of assimilation: how ethnic penalties persist in the
   Swiss labour market
SO JOURNAL OF ECONOMIC INEQUALITY
LA English
DT Article
DE Assimilation; Immigration regime; Discrimination; Employability; Labour
   market re-integration; Unemployment
ID JOB SEARCH; DISCRIMINATION; INTEGRATION; IMMIGRANTS; UNEMPLOYMENT;
   SWITZERLAND; EXCLUSION; MIGRANTS
AB We analyse whether the origin of immigrants and/or their level of assimilation to the host country (birth and naturalisation) can explain labour market trajectories. Among the manifold domains in which individuals with a migration background may face disadvantages, we focus on labour market re-integration because it has been proven to be a key factor in fostering long-term social integration into the host country. Although empirical evidence for discriminatory practices by employers is generally difficult to provide with registry data, our design minimises potential alternative explanations. Our study benefits from a unique dataset combining registry and survey data, which were collected in the Swiss Canton of Vaud among all newly unemployed individuals between February and April 2012. The findings are based on real labour market behaviour and show that when controlling for encompassing information on human and social capital and other employability criteria, individuals whose provenance is from outside the European Union face periods of unemployment that are up to 50% (or 3 months) longer than those of Swiss natives. Surprisingly, observable assimilation proofs in the form of naturalisation or birth in the host country do not improve labour market re-integration. We explain this finding by employers' discriminatory hiring behaviour.
C1 [Auer, Daniel] WZB Berlin Social Sci Ctr, Reichpietschufer 50, D-10785 Berlin, Germany.
   [Fossati, Flavia] Univ Vienna, Polit Sci Dept, Univ Str 7-2, A-1010 Vienna, Austria.
C3 University of Vienna
RP Auer, D (corresponding author), WZB Berlin Social Sci Ctr, Reichpietschufer 50, D-10785 Berlin, Germany.
EM daniel.Auer@wzb.eu; flavia.fossati@univie.ac.at
RI Fossati, Flavia/N-3929-2017; Auer, Daniel/M-1237-2019
OI Fossati, Flavia/0000-0002-9218-5422; Auer, Daniel/0000-0003-4454-2365
FU Swiss National Centre of Competence in Research LIVES - Overcoming
   vulnerability: life course perspectives; Swiss National Science
   Foundation; Swiss State Secretariat for Economic Affairs (SECO)
FX We are grateful to the editors and anonymous reviewer of the Journal of
   Economic Inequality, to Didier Ruedin, Giuliano Bonoli, Fabienne
   Liechti, Delia Pisoni, Philipp Trein, Anna Wilson, Johannes Kunz, Hanna
   Schwander and the participants in the "Social Policy in Switzerland and
   Abroad" panel at the Swiss Political Science Conference 2016 in Basel
   and to the participants in the 2017 conference on "Interdisciplinary
   Perspectives on Discrimination in the Context of Migration and Mobility"
   in Neuchatel for comments on previous versions of this paper. The data
   used in this contribution are based on research carried out by Giuliano
   Bonoli, Patrick Arni, Rafael Lalive, Daniel Oesch, Pierpaolo Parrotta,
   Nicolas Turtschi, and Anna von Ow, whose project was financed by the
   Swiss National Centre of Competence in Research LIVES - Overcoming
   vulnerability: life course perspectives, which is financed by the Swiss
   National Science Foundation. Additional funds were provided by the Swiss
   State Secretariat for Economic Affairs (SECO) and logistical support by
   the Public Employment Service of the Canton of Vaud. This research has
   been carried out in the context of the NCCR - on the move, which is
   financed by the Swiss National Science Foundation.
NR 58
TC 13
Z9 13
U1 1
U2 27
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1569-1721
EI 1573-8701
J9 J ECON INEQUAL
JI J. Econ. Inequal.
PD JUN
PY 2019
VL 17
IS 2
BP 285
EP 299
DI 10.1007/s10888-018-9401-2
PG 15
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA IA0NS
UT WOS:000469254000008
DA 2024-02-21
ER

PT J
AU Ling, H
   Venesaar, U
AF Ling, Hannes
   Venesaar, Urve
TI Enhancing Entrepreneurship Education in Engineering Students to Increase
   Their Metacognitive Abilities: Analysis of Student Self-Assessments
SO INZINERINE EKONOMIKA-ENGINEERING ECONOMICS
LA English
DT Article
DE entrepreneurship education; metacognition; enterprising and
   entrepreneurial learning; employability; success
ID COMPETENCES; CHALLENGES; EXPERIENCE; AWARENESS
AB It has been widely accepted that in today's society outstanding professional knowledge in one's own specific discipline is no longer sufficient for a successful career. It is increasingly important to enhance more generic abilities in individuals so they can apply their knowledge in real-world environments characterized by change, complexity and uncertainty. This has been addressed by sharing the importance of the development of metacompetencies in students studying engineering, allowing them to operate effectively, fostering entrepreneurship and employability. This can be achieved through entrepreneurship education in universities focusing on increasing creativity, self-efficacy, systematic thinking, awareness of opportunities and learning to learn.
   The aim of the current paper is to suggest a new approach to enhancing entrepreneurship education in engineering students through the development of their metacompetencies, with an emphasis on metacognition.
   The study includes a quantitative survey the results of which have been analysed using linear statistical analysis and Kmeans clustering. Furthermore, the role of personal characteristics, study level and disciplines have been analysed. The results confirm that the differences in levels of metacognition in students from different study levels and disciplines need to be considered when planning entrepreneurship courses. In addition, the study environment and motivation of students are important to consider when designing the programme for entrepreneurship courses.
C1 [Ling, Hannes; Venesaar, Urve] Tallinn Univ Technol, EE-12618 Tallinn, Estonia.
C3 Tallinn University of Technology
RP Ling, H (corresponding author), Tallinn Univ Technol, Akad Tee 3, EE-12618 Tallinn, Estonia.
EM hannesling@smail.ee; urve.venesaar@ttu.ee
NR 51
TC 11
Z9 14
U1 3
U2 70
PU KAUNAS UNIV TECHNOL
PI KAUNAS
PA LAISVES AL 55, KAUNAS, 44309, LITHUANIA
SN 1392-2785
EI 2029-5839
J9 INZ EKON
JI Inz. Ekon.
PY 2015
VL 26
IS 3
BP 333
EP 342
DI 10.5755/j01.ee.26.3.5283
PG 10
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA CL6XE
UT WOS:000357111100012
OA Bronze
DA 2024-02-21
ER

PT J
AU Çal, A
   Admiraal, W
   Mearns, T
AF Cal, Akif
   Admiraal, Wilfried
   Mearns, Tessa
TI The what - how - why of English in the workplace: perspectives from
   Turkish engineers
SO EUROPEAN JOURNAL OF ENGINEERING EDUCATION
LA English
DT Article; Early Access
DE Engineering English; work-based learning; needs analysis; ESP;
   engineering education
ID EMPLOYABILITY; SKILLS; COMMUNICATION; NEEDS; EMPLOYERS; INDUSTRY; MARKET
AB This research focuses on the role of English for engineers in the workplace in Turkey, with the aim of informing engineering programs to better equip prospective engineers with relevant workplace communication skills. To this end, it identifies how engineers perceive the importance of English, how frequently they use it for different tasks, and whether the perceived role and importance of English varies according to the type of company where engineers work. Findings show that English is perceived as relatively unimportant for daily tasks but more important for recruitment and promotion. Additionally, they highlight the importance of receptive skills in comparison to productive skills. Finally, they suggest that the type of company is significantly related to the status of English and how it is used in the workplace. Findings will contribute to engineering course designers in Turkey through detailed profiling of the role of English as perceived by Turkish engineers.
C1 [Cal, Akif; Admiraal, Wilfried; Mearns, Tessa] Leiden Univ, Grad Sch Teaching, Leiden, Netherlands.
   [Cal, Akif] Sabanci Univ Istanbul, Sch Languages, Istanbul, Turkey.
C3 Leiden University - Excl LUMC; Leiden University; Sabanci University
RP Çal, A (corresponding author), Leiden Univ, Grad Sch Teaching, Leiden, Netherlands.; Çal, A (corresponding author), Sabanci Univ Istanbul, Sch Languages, Istanbul, Turkey.
EM a.cal@iclon.leidenuniv.nl
RI Admiraal, Wilfried/F-4741-2014
OI Admiraal, Wilfried/0000-0002-1627-3420; CAL, Akif/0000-0003-2016-7978;
   Mearns, Tessa/0000-0003-4914-0365
NR 52
TC 2
Z9 2
U1 1
U2 8
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0304-3797
EI 1469-5898
J9 EUR J ENG EDUC
JI Eur. J. Eng. Educ.
PD 2022 MAR 4
PY 2022
VL 47
IS 2
BP 333
EP 352
DI 10.1080/03043797.2021.1946014
EA JUL 2021
PG 20
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA ZT7YA
UT WOS:000677992900001
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Holmes, AF
   Zhang, S
   Harris, B
AF Holmes, Amy F.
   Zhang, Shage
   Harris, Benjamin
TI An analysis of teaching strategies designed to improve written
   communication skills
SO ACCOUNTING EDUCATION
LA English
DT Article
DE Effective written communication; business communication; rubric;
   curriculum; employability
ID ACCOUNTING CURRICULUM; STUDENTS; PERSPECTIVE
AB Accounting instructors can embed effective writing into the curriculum, but how much instruction is enough to make a significant improvement in students' written products? In this quasi-experimental study, we compare the effect of three levels of minimal instructional intervention: all students in the study received a rubric outlining the evaluation criteria and graded feedback on the use of effective business writing (low instruction level); for the medium instruction level, students also received handouts on effective written communication; the high instruction level students received classroom instruction in addition to the handouts, rubric, and feedback. We find that all students show significant improvement in written communication skills in the areas of organization, development, and expression. Students who received the high instruction level show the most improvement. Providing students with the scoring rubric and grading for effective business writing is beneficial to student self-awareness and encourages students to significantly improve their written products.
C1 [Holmes, Amy F.; Zhang, Shage] Trinity Univ, Sch Business, San Antonio, TX 78212 USA.
   [Harris, Benjamin] Trinity Univ, Lib & Informat Sci, San Antonio, TX USA.
C3 Trinity University; Trinity University
RP Holmes, AF (corresponding author), Trinity Univ, Sch Business, San Antonio, TX 78212 USA.
EM aholmes3@trinity.edu
FU Office of Academic Affairs, Trinity University, San Antonio, TX, USA
FX We acknowledge the financial support from the Office of Academic
   Affairs, Trinity University, San Antonio, TX, USA.
NR 33
TC 5
Z9 8
U1 0
U2 10
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0963-9284
EI 1468-4489
J9 ACCOUNT EDUC
JI Account. Educ.
PD JAN 2
PY 2019
VL 28
IS 1
BP 25
EP 48
DI 10.1080/09639284.2018.1477055
PG 24
WC Business, Finance
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA HJ5QN
UT WOS:000457236800002
DA 2024-02-21
ER

PT J
AU Carr, CT
   Walther, JB
AF Carr, Caleb T.
   Walther, Joseph B.
TI Increasing Attributional Certainty via Social Media: Learning About
   Others One Bit at a Time
SO JOURNAL OF COMPUTER-MEDIATED COMMUNICATION
LA English
DT Article
DE online information; attributional certainty; uncertainty reduction;
   hiring decision; information seeking; social media
ID ANTICIPATED INTERACTION; INFORMATION-SEEKING; UNCERTAINTY; SELF;
   COMMUNICATION; CONTEXT; IMPRESSIONS; DISCLOSURE; STRATEGIES; INTERNET
AB This study presents a novel examination of changes in attributions about individuals via information obtained from online sources within the context of hiring decisions. An experiment had 127 participants examine dossiers collected about a job applicant, in some conditions containing either positively or negatively valenced information about the applicant, obtained from the Internet. Results indicated online information significantly increases attributional certainty and positively valenced online information led to more favorable impressions of the applicant's perceived fit and employability. Surprisingly, results also violate assumptions of the increased magnitude of attributions due to negative information. Findings are discussed with respect to uncertainty reduction strategies, the negativity effect of online information, and implications for job seekers and employers.
C1 [Carr, Caleb T.] Illinois State Univ, Sch Commun, Normal, IL 61761 USA.
   [Walther, Joseph B.] Michigan State Univ, Ctr Adv Studies Int Dev, E Lansing, MI 48824 USA.
C3 Illinois State University; Michigan State University
RP Carr, CT (corresponding author), Illinois State Univ, Sch Commun, Campus Box 4480,453 Fell Hall, Normal, IL 61761 USA.
EM ctcarr@ilstu.edu; jwalther@msu.edu
RI Walther, Joseph B./B-1555-2013
OI Carr, Caleb/0000-0002-5700-6636
NR 52
TC 30
Z9 31
U1 0
U2 33
PU OXFORD UNIV PRESS INC
PI CARY
PA JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA
SN 1083-6101
J9 J COMPUT-MEDIAT COMM
JI J. Comput.-Mediat. Commun.
PD JUL
PY 2014
VL 19
IS 4
BP 922
EP 937
DI 10.1111/jcc4.12072
PG 16
WC Communication; Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Communication; Information Science & Library Science
GA AL9XV
UT WOS:000339497800012
DA 2024-02-21
ER

PT J
AU Wu, LJ
   Wang, YX
   Peng, XX
   Song, MS
   Guo, XH
   Nelson, H
   Wang, W
AF Wu, Lijuan
   Wang, Youxin
   Peng, Xiaoxia
   Song, Manshu
   Guo, Xiuhua
   Nelson, Hugh
   Wang, Wei
TI Development of a medical academic degree system in China
SO MEDICAL EDUCATION ONLINE
LA English
DT Article
DE medical degree; medical education; medical licensing; Bologna Accords;
   China
ID EDUCATION; REFORM
AB Context: The Chinese government launched a comprehensive healthcare reform to tackle challenges to health equities. Medical education will become the key for successful healthcare reform.
   Purpose: We describe the current status of the Chinese medical degree system and its evolution over the last 80 years.
   Content: Progress has been uneven, historically punctuated most dramatically by the Cultural Revolution. There is a great regional disparity. Doctors with limited tertiary education may be licensed to practice, whereas medical graduates with advanced doctorates may have limited clinical skills. There are undefined relationships between competing tertiary training streams, the academic professional degree, and the clinical residency training programme (RTP). The perceived quality of training in both streams varies widely across China. As the degrees of master or doctor of academic medicine is seen as instrumental in career advancement, including employability in urban hospitals, attainment of this degree is sought after, yet is often unrelated to a role in health care, or is seen as superior to clinical experience. Meanwhile, the practical experience gained in some prestigious academic institutions is deprecated by the RTP and must be repeated before accreditation for clinical practice. This complexity is confusing both for students seeking the most appropriate training, and also for clinics, hospitals and universities seeking to recruit the most appropriate applicants.
   Conclusion: The future education reforms might include: 1) a domestic system of 'credits' that gives weight to quality clinical experience vs. academic publications in career advancement, enhanced harmonisation between the competing streams of the professional degree and the RTP, and promotion of mobility of staff between areas of excellence and areas of need; 2) International - a mutual professional and academic recognition between China and other countries by reference to the Bologna Accord, setting up a system of easily comparable and well-understood medical degrees.
C1 [Wu, Lijuan; Wang, Youxin; Peng, Xiaoxia; Song, Manshu; Guo, Xiuhua; Wang, Wei] Capital Med Univ, Sch Publ Hlth, Beijing Municipal Key Lab Clin Epidemiol, Beijing, Peoples R China.
   [Nelson, Hugh] Shekou Int SOS Clin, Shenzhen, Peoples R China.
   [Wang, Wei] Edith Cowan Univ, Sch Med Sci, Joondalup, WA 6027, Australia.
C3 Capital Medical University; Edith Cowan University
RP Nelson, H (corresponding author), Shekou Int SOS Clin, Shenzhen, Peoples R China.
EM hugh19480915@gmail.com; wei.wang@ecu.edu.au
RI Peng, Xiao/ITR-9448-2023; Wu, Lijuan/JJG-0701-2023; wang, YA
   XING/K-9671-2016; liu, li/HGC-0900-2022
OI wang, wei/0000-0002-1430-1360; Song, Manshu/0000-0003-1433-7192; Wang,
   Youxin/0000-0002-6574-6706
NR 29
TC 39
Z9 40
U1 4
U2 11
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 1087-2981
J9 MED EDUC ONLINE
JI Med. Educ. Online
PY 2014
VL 19
AR 23141
DI 10.3402/meo.v19.23141
PG 7
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 291YY
UT WOS:000329870000001
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Bilban, M
   Kastelic, A
   Zaletel-Kragelj, L
AF Bilban, Marjan
   Kastelic, Andrej
   Zaletel-Kragelj, Lijana
TI Ability to Work and Employability of Patients in Opioid Substitution
   Treatment Programs in Slovenia
SO CROATIAN MEDICAL JOURNAL
LA English
DT Article
ID WORKPLACE
AB Aim To assess the ability to work and employability of individuals taking part in opioid substitution treatment programs (OSTP).
   Methods The study was composed of two surveys. In the first survey, 237 of 480 patients enrolled in OSTP responded to the questionnaire about their employment status, opinion about employment, and perception of assignments before and during OSTP. In the second survey, 66 of 100 employers responded to the questionnaire on the occurrence, perception, and management of addiction problems in their companies.
   Results Unemployment rate in individuals enrolled in OSTP was 43.5% and decreased during OSTP by 10.5% (P = 0.027). Irregular use of OSTP medications was the most important factor for unemployment (odds ratio, 2.44; P = 0.016). OSTP was highly effective in achieving a positive change in patients' perception of different kinds of assignments previously perceived as beyond their abilities. Thus, perception of mentally demanding assignments (P < 0.001), working at unfavorable hours (P < 0.001), and forced work pace (P < 0.001) represented much lower burden after entering OSTP. Only 6.6% of employers reported illicit drugs as being a problem at their companies and 79.1% believed they would not recognize a person under the influence of illicit drugs. In 93.0% of the cases, applicants for a job would have had lower chances if they had been drug users; the percentage was slightly higher for those taking part in OSTP (94.7%).
   Conclusion OSTP in Slovenia was effective in increasing both employability and OSTP patients' ability to work. To facilitate complete rehabilitation, particularly in obtaining employment for the patients, the process must involve the society as a whole.
C1 [Bilban, Marjan; Zaletel-Kragelj, Lijana] Univ Ljubljana, Fac Med, Dept Publ Hlth, SI-1000 Ljubljana, Slovenia.
   [Bilban, Marjan] Inst Occupat Safety, Ljubljana, Slovenia.
   [Kastelic, Andrej] Psychiat Clin, Ctr Treatment Drug Addict, Ljubljana, Slovenia.
C3 University of Ljubljana
RP Zaletel-Kragelj, L (corresponding author), Univ Ljubljana, Fac Med, Dept Publ Hlth, Zaloska 4, SI-1000 Ljubljana, Slovenia.
EM lijana.kragelj@mf.uni-lj.si
NR 33
TC 3
Z9 3
U1 0
U2 3
PU MEDICINSKA NAKLADA
PI ZAGREB
PA VLASKA 69, HR-10000 ZAGREB, CROATIA
SN 0353-9504
EI 1332-8166
J9 CROAT MED J
JI Croat. Med. J.
PD DEC
PY 2008
VL 49
IS 6
BP 842
EP 852
DI 10.3325/cmj.2008.49.842
PG 11
WC Medicine, General & Internal
WE Science Citation Index Expanded (SCI-EXPANDED)
SC General & Internal Medicine
GA 425GM
UT WOS:000264625000017
PM 19090610
OA Green Published, gold, Green Submitted
DA 2024-02-21
ER

PT J
AU Pranjol, MZI
   Oprandi, P
   Watson, S
AF Pranjol, Md Zahidul, I
   Oprandi, Paolo
   Watson, Sarah
TI Project-based learning in biomedical sciences: using the collaborative
   creation of revision resources to consolidate knowledge, promote cohort
   identity and develop transferable skills
SO JOURNAL OF BIOLOGICAL EDUCATION
LA English
DT Article; Early Access
DE Problem-based learning; sense of community; COVID19; knowledge
   consolidation; transferrable skills
ID PERFORMANCE; EDUCATION; STUDENTS
AB Project-based learning (PBL) has been found to deepen learning and develop employability skills for students through active engagement with the learning materials. Foundation, first and second year Biomedical Science students at the University of Sussex were introduced to a PBL exercise. Each class had an approximate student to staff ratio of eighty to two. Students were put into groups of four to five and asked to create a revision guide for a disease system, which was then shared among the cohort for exam preparation. Students were later surveyed on the effectiveness of this group activity. 74% indicated the activity helped them integrate knowledge from previous modules, with the majority of the students scoring the activity 4 out of 5 for consolidation of knowledge. 75% of the participants who took part before the pandemic indicated that the tasks enabled them to build a cohort identity, with 59% students feeling similarly during the pandemic. Additionally, we qualitatively assessed the development of transferrable skills, such as teamwork, effective communication and time management. The results of the questionnaire suggested that students were able to gain these skills. This paper outlines the study, discusses benefits and limitations, and provides potential solutions for the future.
C1 [Pranjol, Md Zahidul, I] Univ Sussex, Sch Life Sci, Dept Biochem & Biomed, Brighton, England.
   [Oprandi, Paolo; Watson, Sarah] Univ Sussex, Technol Enhanced Learning, Brighton, England.
C3 University of Sussex; University of Sussex
RP Pranjol, MZI (corresponding author), Univ Sussex, Sch Life Sci, Dept Biochem & Biomed, Brighton, England.
EM Z.Pranjol@sussex.ac.uk
RI Pranjol, Md Zahidul Islam/R-1249-2018
OI Pranjol, Md Zahidul Islam/0000-0002-6164-6281; Oprandi,
   Paolo/0000-0002-1126-9780; Watson, Sarah/0000-0002-8170-2439
NR 61
TC 1
Z9 2
U1 6
U2 10
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0021-9266
EI 2157-6009
J9 J BIOL EDUC
JI J. Biol. Educ.
PD 2022 NOV 24
PY 2022
DI 10.1080/00219266.2022.2147576
EA NOV 2022
PG 17
WC Biology; Education & Educational Research; Education, Scientific
   Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Life Sciences & Biomedicine - Other Topics; Education & Educational
   Research
GA 6O5UN
UT WOS:000890306900001
OA hybrid
DA 2024-02-21
ER

PT J
AU Jacobone, V
   Moro, G
AF Jacobone, Vittoria
   Moro, Giuseppe
TI Evaluating the impact of the Erasmus programme: skills and European
   identity
SO ASSESSMENT & EVALUATION IN HIGHER EDUCATION
LA English
DT Article
DE intercultural sensitivity; European identity; employability; Erasmus
   programme; language skills
ID MOBILITY
AB The primary purpose of this study lies in the evaluation of what students acquire from studies abroad in the context of credit mobility, in terms of competence development and personal growth, compared with that gained by students completing their study or internship in their home country. A pre-posttest design,with both an experimental group and acontrol group, was employed for students participating in the Erasmus programme and those continuing their regular course of study at their home university. The findings obtained suggest that study abroad programmes have a positive impact on the perception of university students. The highest values among Erasmus students in terms of outcomes were attributed to cultural enhancement, personal development and foreign language proficiency. Study abroad has, furthermore, a Europeanising impact inasmuch as it affects the self-identity of students.
C1 [Jacobone, Vittoria; Moro, Giuseppe] Univ Bari Aldo Moro, Dept Educ Sci, Bari, Italy.
C3 Universita degli Studi di Bari Aldo Moro
RP Jacobone, V (corresponding author), Univ Bari Aldo Moro, Dept Educ Sci, Bari, Italy.
EM vittoria.jacobone@uniba.it
NR 25
TC 51
Z9 58
U1 2
U2 73
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0260-2938
EI 1469-297X
J9 ASSESS EVAL HIGH EDU
JI Assess. Eval. High. Educ.
PD FEB 17
PY 2015
VL 40
IS 2
BP 309
EP 328
DI 10.1080/02602938.2014.909005
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AY6TL
UT WOS:000347698400010
DA 2024-02-21
ER

PT J
AU Ali, A
   Murphy, HC
   Nadkarni, S
AF Ali, Alisha
   Murphy, Hilary Catherine
   Nadkarni, Sanjay
TI Hospitality students' perceptions of digital tools for learning and
   sustainable development
SO JOURNAL OF HOSPITALITY LEISURE SPORT & TOURISM EDUCATION
LA English
DT Article
DE Sustainable development; eLearning; eLearning tools/digital
   tools/eTools; Employability; Students' learning; Focus groups
ID WEB 2.0; SOCIAL NETWORKING; HIGHER-EDUCATION; BUSINESS; UNIVERSITY;
   TECHNOLOGY; TOURISM; MEDIA; UNDERGRADUATE; OPPORTUNITIES
AB This paper interprets students' perceptions of how they utilise technology for their learning and the link to sustainability and employability. A focus group approach is adopted with final year undergraduate hospitality students at three academic institutions in the UK, Switzerland and UAE. Diverse perceptions (Lithe relationship between learning activities, eLearning tools, sustainability and employability are revealed. Comparisons are examined to better understand students' perceptions of eLeaming tools for sustainability. This paper highlights students' awareness of the role of technology in sustainability and employability and calls on educators to promote a more integrated and multi disciplinary approach to curriculum design. (C) 2014 Elsevier Ltd. All rights reserved.
C1 [Ali, Alisha] Sheffield Hallam Univ, Sheffield Business Sch, Sheffield S1 1WB, S Yorkshire, England.
   [Murphy, Hilary Catherine] Ecole Hoteliere Lausanne, CH-1000 Lausanne 25, Switzerland.
   [Nadkarni, Sanjay] Emirates Acad Hospitality Management, Dubai, U Arab Emirates.
C3 Sheffield Hallam University; The Emirates Academy of Hospitality
   Management
RP Ali, A (corresponding author), Sheffield Hallam Univ, Sheffield Business Sch, City Carnpts,Howard St, Sheffield S1 1WB, S Yorkshire, England.
EM Alisha.Ali@shu.ac.uk; hilary.murphy@ehl.ch;
   Sanjay.Nadkami@emiratesacademy.edu
RI Ali, Alisha/AAL-7341-2020; Nadkarni, Sanjay/AAL-9602-2021
OI Ali, Alisha/0000-0002-7667-4293; Nadkarni, Sanjay/0000-0002-4391-8028
NR 80
TC 24
Z9 26
U1 0
U2 36
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1473-8376
J9 J HOSP LEIS SPORT TO
JI J. Hosp. Leis. Sport Tour. Educ.
PD JUL
PY 2014
VL 15
BP 1
EP 10
DI 10.1016/j.jhlste.2014.02.001
PG 10
WC Education & Educational Research; Hospitality, Leisure, Sport & Tourism
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Social Sciences - Other Topics
GA AT9EZ
UT WOS:000345232000001
DA 2024-02-21
ER

PT J
AU Boyd, P
   Smith, C
AF Boyd, Pete
   Smith, Caroline
TI The contemporary academic: orientation towards research work and
   researcher identity of higher education lecturers in the health
   professions
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE workforce development; professional learning; healthcare education and
   training; academic work and identity; academic development
ID EXPERIENCES
AB Internationally, the increasing emphasis in universities on the quality of teaching, on student employability and on a corporate approach to entrepreneurial income generation has created a tension around the primacy afforded to published research outputs as a focus for academic work and status. In this study, a framework for academic socialisation is developed and used to understand how lecturers in health professional fields attempt to 'juggle' four areas of work - teaching, leadership, knowledge exchange and research activity. Studying academics in professional fields, with a well-developed focus on employability and strong partnerships with employers, provides useful insight into contemporary academic work and identity. A significant proportion of lecturers in health professional fields, even of those working in research-intensive universities, appear to 'subvert' the paradigmatic primacy afforded across the higher education sector to research outputs and identity as a researcher.
C1 [Boyd, Pete] Univ Cumbria, Grad Sch, Carlisle, England.
   [Smith, Caroline] Univ Cumbria, Fac Hlth & Sci, Dept Rehabil & Social Work, Carlisle CA1 2HH, England.
C3 University of Cumbria; University of Cumbria
RP Boyd, P (corresponding author), Univ Cumbria, Grad Sch, Carlisle, England.
EM pete.boyd@cumbria.ac.uk
FU Higher Education Academy, York, England
FX The authors would like to thank the anonymous reviewers and Professor
   Hilary Constable for their help in developing this paper. This research
   was supported by funding from the Higher Education Academy, York,
   England.
NR 38
TC 39
Z9 43
U1 3
U2 42
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD APR 2
PY 2016
VL 41
IS 4
BP 678
EP 695
DI 10.1080/03075079.2014.943657
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DF3LJ
UT WOS:000371245300006
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Makkonen, P
AF Makkonen, Paula
TI Career self-management behaviour of Western self-initiated expatriates
   in local organizations in China
SO INTERNATIONAL JOURNAL OF HUMAN RESOURCE MANAGEMENT
LA English
DT Article
DE self-initiated expatriates; China; career self-management behaviour;
   fit; employability
ID CROSS-CULTURAL ADJUSTMENT; BOUNDARYLESS CAREERS; MODERATING ROLE;
   PERSONALITY; EXPERIENCES; LANGUAGE; MOBILITY; MOTIVES
AB The available literature on self-initiated expatriates (SIEs) is generally based on the assumption that SIEs are protean in character and manage their careers independently. The current qualitative empirical study offers an alternative to this assumption, using 23 interviews with Western SIEs employed by local organizations in China to examine how and why SIEs target obtaining a labour market fit through career self-management behaviour, particularly in culturally distant career contexts. The assessment of the career self-management behaviour of Western SIEs was undertaken using King's framework (2004). Three approaches to self-management behaviour were identified based on the motivation and outcome expectations of SIEs: labour market entry, employability maintenance and career advancement. The research illustrates the flexible and dynamic nature of career self-management behaviour and reflects individuals' revised career expectations and the employment context of the host country. The findings contribute to the extant theory on SIEs by illustrating emerging means of realizing international careers in cross-cultural career contexts, and the significance of third-party initiatives supporting expatriation facilitated by the Internet and social media.
C1 [Makkonen, Paula] Univ Vaasa, Dept Management, Vaasa, Finland.
C3 University of Vaasa
RP Makkonen, P (corresponding author), Univ Vaasa, Dept Management, Vaasa, Finland.
EM paula.makkonen@iki.fi
NR 75
TC 25
Z9 29
U1 3
U2 63
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0958-5192
EI 1466-4399
J9 INT J HUM RESOUR MAN
JI Int. J. Hum. Resour. Manag.
PD JUN 16
PY 2016
VL 27
IS 11
BP 1135
EP 1157
DI 10.1080/09585192.2015.1061580
PG 23
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA DI9QL
UT WOS:000373837400001
DA 2024-02-21
ER

PT J
AU Ilouga, SN
   Mouloungni, ACN
   Sahut, JM
AF Ilouga, S. Nyock
   Mouloungni, A. C. Nyock
   Sahut, J. M.
TI Entrepreneurial intention and career choices: the role of volition
SO SMALL BUSINESS ECONOMICS
LA English
DT Article
DE Entrepreneurship; Career; Volition; Entrepreneurial intention;
   Entrepreneurial project; Theory of planned behavior
AB Developing entrepreneurship among students and helping them to build their career plans and improving their employability is the core of public policy in many countries in Europe (Branchet et al. in J Small Bus Enterp Dev 18(2):384-402, 2011). Following some empirical researches (Boissin et al. in J Small Bus Entrep 22(2):101-122, 2009), we know some predictive factors for the emergence of an entrepreneurial project. But another question remains largely unexplored: What are the psychological mechanisms that may interplay in entrepreneurial intention and career choices? Our research aims to demonstrate that entrepreneurship is an objective which relies entirely on willingness, and, therefore, is much more dependent on interpersonal features than on economic and environmental constraints. In particular, we wish to highlight the personal dynamics in shaping, maturing, and implementing a choice of entrepreneurial career in order to extract volitional characteristics of this career choice. The hypotheses are tested using data from interviews conducted with French students in business schools, engineering schools, and universities. Our dynamic approach to study the psychosocial processes involved in the definition of an entrepreneurial career helps to understand the interest of young people in the entrepreneurial process. This research has demonstrated that volition has a key role in binding an individual commitment to an ambitious career objective.
C1 [Ilouga, S. Nyock] ULB, FBS, France Business Sch, F-80038 Amiens 1, France.
   [Ilouga, S. Nyock] ULB, FBS, UPO, F-80038 Amiens 1, France.
   [Mouloungni, A. C. Nyock] Univ Libreville, CREP, F-59653 Villeneuve Dascq, France.
   [Mouloungni, A. C. Nyock] Univ Lille 3, F-59653 Villeneuve Dascq, France.
   [Sahut, J. M.] Univ Poitiers IPAG, IPAG Business Sch Paris, F-75006 Paris, France.
   [Sahut, J. M.] Univ Poitiers IPAG, CEREGE EA1722, F-75006 Paris, France.
C3 Universite de Lille
RP Sahut, JM (corresponding author), Univ Poitiers IPAG, IPAG Business Sch Paris, 184 Bd St Germain, F-75006 Paris, France.
EM jmsahut@gmail.com
RI SAHUT, Jean-Michel/HNT-0171-2023
NR 46
TC 23
Z9 35
U1 5
U2 108
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0921-898X
EI 1573-0913
J9 SMALL BUS ECON
JI Small Bus. Econ. Group
PD APR
PY 2014
VL 42
IS 4
SI SI
BP 717
EP 728
DI 10.1007/s11187-013-9524-6
PG 12
WC Business; Economics; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA AD2GR
UT WOS:000333052900005
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Tesi, A
   Aiello, A
AF Tesi, Alessio
   Aiello, Antonio
TI "Uncertainty" beyond perceived employability among dropouts of the
   educational system The role of big-five personality traits, need for
   closure and system justification beliefs
SO PSICOLOGIA SOCIALE
LA English
DT Article
DE big-five traits; dropout students; need for cognitive closure; perceived
   employability; system justification
ID HIGH-SCHOOL DROPOUTS; SCALE; JOB; ASSOCIATIONS; INSECURITY; ENGAGEMENT;
   EMPLOYMENT; INVENTORY; LOYALTY; SUCCESS
AB We studied a set of individual differences associated with perceived employability (PE) of youngsters who dropped out of the educational system. Amongst big-five personality traits, we found that high levels of neuroticism meant a reduced PE. Controlling for personality, we found that those who had a high need for cognitive closure (NFCC; high desire for certainty) had higher PE, especially when they also reported low (vs. high) system justification beliefs. Higher levels of NFCC may serve to cope with an uncertain labor market leading youngsters to higher levels of PE, especially when they perceive the societal status quo as not rigidly legitimate.
C1 [Tesi, Alessio] Univ Florence, Dept Educ Languages Intercultures Literatures & P, Via Laura 48, I-50121 Florence, Italy.
   [Aiello, Antonio] Univ Pisa, Dept Polit Sci, Via Serafini 3, I-56126 Pisa, Italy.
C3 University of Florence; University of Pisa
RP Tesi, A (corresponding author), Univ Florence, Dept Educ Languages Intercultures Literatures & P, Via Laura 48, I-50121 Florence, Italy.
EM alessio.tesi@unifi.it; antonio.aiello@unipi.it
RI Tesi, Alessio/AAY-1239-2020; Aiello, Antonio/I-2827-2012; Tesi,
   Alessio/HDN-5670-2022; Tesi, Alessio/AAV-4467-2021
OI Tesi, Alessio/0000-0001-9887-5494; Aiello, Antonio/0000-0003-0112-3267;
   Tesi, Alessio/0000-0001-9887-5494; 
NR 59
TC 3
Z9 3
U1 4
U2 17
PU SOC EDITRICE IL MULINO
PI BOLOGNA
PA STRADA MAGGIORE 37, BOLOGNA, 40125, ITALY
SN 1827-2517
J9 PSICOLOG SOC
JI Psicolog. Soc.
PD MAY-AUG
PY 2021
VL 16
IS 2
BP 209
EP 224
DI 10.1482/100096
PG 16
WC Psychology, Social
WE Emerging Sources Citation Index (ESCI)
SC Psychology
GA TW6UB
UT WOS:000682531300004
DA 2024-02-21
ER

PT J
AU Mgangira, MB
AF Mgangira, MB
TI Integrating the development of employability skills into a civil
   engineering core subject through a problem-based learning approach
SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION
LA English
DT Article
AB Institutions of higher learning are expected to design their programmes to meet the needs of industry to ensure that students acquire the skills, both technical and non-technical, that will be used in future employment. Thus academic institutions have to develop teaching strategies to meet these demands. This paper presents a strategy in teaching, utilising the problem-based learning approach, which allows for the development of non-technical skills in a civil engineering core subject. The teaching strategy is based on the assumption that, by using the active knowledge base in a particular subject with specific application strategies, both technical and non-technical applicable skills can be developed in an integrated manner. An example is provided to illustrate the teaching strategy, and student perceptions of the strategy are also presented.
C1 Port Elizabeth Technikon, Dept Civil Engn, ZA-6000 Port Elizabeth, South Africa.
C3 Nelson Mandela University
RP Mgangira, MB (corresponding author), Port Elizabeth Technikon, Dept Civil Engn, ZA-6000 Port Elizabeth, South Africa.
EM mgangiramb@petech.ac.za
NR 6
TC 9
Z9 10
U1 0
U2 4
PU TEMPUS PUBLICATIONS
PI DURRUS, BANTRY
PA IJEE , ROSSMORE,, DURRUS, BANTRY, COUNTY CORK 00000, IRELAND
SN 0949-149X
J9 INT J ENG EDUC
JI Int. J. Eng. Educ
PY 2003
VL 19
IS 5
BP 759
EP 761
PG 3
WC Education, Scientific Disciplines; Engineering, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Engineering
GA 741VW
UT WOS:000186481900020
DA 2024-02-21
ER

PT J
AU Jawahar, IM
   Mohammed, ZJ
   Schreurs, B
AF Jawahar, I. M.
   Mohammed, Zach J.
   Schreurs, Bert
TI Effects of financial anxiety and employability on emotional exhaustion
   and performance
SO JOURNAL OF VOCATIONAL BEHAVIOR
LA English
DT Article
DE Financial anxiety; Emotional exhaustion; Performance; COR theory
ID JOB-PERFORMANCE; ORGANIZATIONAL CITIZENSHIP; SELF-EFFICACY; CONTEXTUAL
   PERFORMANCE; ECONOMIC DISTRESS; TASK-PERFORMANCE; MEDIATING ROLE; WORK;
   RESOURCES; CONSERVATION
AB The modern workforce is comprised of an increasing percentage of individuals who are worried about their financial situation because they are afraid that their earnings will not be adequate to maintain a reasonable standard of living. While financial anxiety is acknowledged to be a pervasive stressor, surprisingly little is known about the effects of financial anxiety on prized organizational outcomes, such as performance. Drawing on conservation of resources theory, we posit that financial anxiety will be associated with performance, via emotional exhaustion, and that this indirect relationship will be moderated by perceptions of internal employability, evidencing first-stage moderation. Using data collected in three waves from 434 respondents, respondents' supervisor, and a co-worker, we found support for a conditional indirect effect. Specifically, the indirect influence of financial anxiety on performance (task, contextual, and counterproductive) via emotional exhaustion was moderated by perceived internal employability, such that the indirect relationship became progressively weaker at increasing levels of perceived internal employability. We discuss implications for theory, research, and practice.
C1 [Jawahar, I. M.] Illinois State Univ, Coll Business, Dept Management & Quantitat Methods, Normal, IL 61790 USA.
   [Mohammed, Zach J.] Univ Michigan, Ross Sch Business, Ann Arbor, MI 48109 USA.
   [Schreurs, Bert] Vrije Univ Brussel, Fac Social Sci, Dept Business Management & Strategy, Brussels, Belgium.
   [Schreurs, Bert] Vrije Univ Brussel, Solvay Business Sch, Brussels, Belgium.
C3 Illinois State University; University of Michigan System; University of
   Michigan; Vrije Universiteit Brussel; Vrije Universiteit Brussel
RP Jawahar, IM (corresponding author), Illinois State Univ, Coll Business, Dept Management & Quantitat Methods, Normal, IL 61790 USA.
EM jimoham@ilstu.edu; bert.schreurs@vub.be
OI Schreurs, Bert/0000-0001-6997-2260
NR 92
TC 2
Z9 2
U1 17
U2 63
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0001-8791
EI 1095-9084
J9 J VOCAT BEHAV
JI J. Vocat. Behav.
PD SEP
PY 2022
VL 137
AR 103761
DI 10.1016/j.jvb.2022.103761
PG 15
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 6M3UM
UT WOS:000888796500007
DA 2024-02-21
ER

PT J
AU Vuojärvi, H
   Vartiainen, H
   Eriksson, M
   Ratinen, I
   Saramäki, K
   Torssonen, P
   Vanninen, P
   Pöllänen, S
AF Vuojarvi, Hanna
   Vartiainen, Henriikka
   Eriksson, Miikka
   Ratinen, Ilkka
   Saramaki, Kaija
   Torssonen, Piritta
   Vanninen, Petteri
   Pollanen, Sinikka
TI Boundaries and boundary crossing in a multidisciplinary online higher
   education course on forest bioeconomy
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Higher education; boundaries; boundary crossing; online learning;
   pedagogy
ID DESIGN-BASED RESEARCH; EMPLOYABILITY SKILLS; LEARNING-ENVIRONMENT;
   STUDENTS
AB The field of higher education (HE) is characterized by diversity stemming from multiple sources. Diversity results in boundaries that carry the potential to promote personal and professional development for HE students. Boundaries also offer the possibility of learning generic skills and planning and carrying out challenging tasks that require collaborative problem solving in multidisciplinary teams. Drawing upon the theory of boundary crossing, this study aims to identify the kinds of boundaries that HE students experience during a multidisciplinary online course on forest bioeconomy and how they manage these boundaries in terms of boundary crossing while collaboratively solving an ill-defined development challenge set by a working life organization. The data consist of in-depth interviews with student teams (N = 20). The results provide insights into the pedagogical principles through which students' boundary-crossing processes can be facilitated in HE online learning settings.
C1 [Vuojarvi, Hanna; Ratinen, Ilkka] Univ Lapland, Fac Educ, POB 122, FI-96101 Rovaniemi, Finland.
   [Vartiainen, Henriikka; Eriksson, Miikka; Torssonen, Piritta; Pollanen, Sinikka] Univ Eastern Finland, Sch Appl Educ Sci & Teacher Educ, Joensuu, Finland.
   [Saramaki, Kaija] Karelia Univ Appl Sci, Joensuu, Finland.
   [Vanninen, Petteri] Natl Resources Inst Finland, Joensuu, Finland.
C3 University of Lapland; University of Eastern Finland; Karelia University
   of Applied Sciences; Natural Resources Institute Finland (Luke)
RP Vuojärvi, H (corresponding author), Univ Lapland, Fac Educ, POB 122, FI-96101 Rovaniemi, Finland.
EM hanna.vuojarvi@ulapland.fi
OI Eriksson, Miikka/0000-0003-0211-635X; Ratinen, Ilkka/0000-0001-7977-062X
FU Ministry of Education and Culture in Finland [OKM/262/523/2017]
FX This study is part of the research activities of the DigiCampus project
   (2018-2021), funded by the Ministry of Education and Culture in Finland
   [OKM/262/523/2017]. The abstract was translated into Finnish by Hanna
   Vuojarvi and Miikka Eriksson.
NR 37
TC 3
Z9 3
U1 3
U2 18
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PD 2022 SEP 13
PY 2022
DI 10.1080/13562517.2022.2122791
EA SEP 2022
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 4M7LC
UT WOS:000853502600001
OA hybrid
DA 2024-02-21
ER

PT J
AU Davia, MA
   Ting, W
   Gámez, M
AF Davia, Maria A.
   Ting, Wang
   Gamez, Matias
TI Language Proficiency and Immigrants' Employment Outcomes in Spain
SO REVISTA INTERNACIONAL DE ESTUDIOS MIGRATORIOS
LA English
DT Article
DE language skills; endogeneity; immigrants' employability; occupational
   prestige
ID LABOR-MARKET PERFORMANCE; EARNINGS; SKILLS; IMPACT
AB This paper estimates returns on proficiency in Spanish as regards employability and occupational prestige in first-generation immigrants. Because of occupational segregation in the Spanish labour market amongst workers from different regions of the world, we distinguish between proficiency in Spanish in general and acquisition of Spanish amongst immigrants whose native language is not Spanish. Our empirical approach allows us to consider two issues that may lead to an underestimation of returns on skills in the host language in occupational prestige. First, given that occupations are observed only for employed individuals and the share of employed immigrants is not only relatively low in Spain but also unequal across regions of origin and levels of Spanish, we control for sample selection bias and dissociate employment and occupational prestige amongst employed immigrants. Second, we also take into account potential endogeneity problems which may arise for different reasons and downward bias returns on language acquisition. As a result, our findings nuance previous evidence on the topic while confirming that returns on an immigrant's level of language skills in Spain follow a pattern that is different from those in other large destination countries.
C1 [Davia, Maria A.; Gamez, Matias] Univ Castilla La Mancha, Fac CC Econ & Empresariales, Plaza Univ S-N, Albacete 02071, Spain.
   [Ting, Wang] Macau Univ Sci & Technol, Univ Int Coll, Ave Wailong, Taipa, Macau, Peoples R China.
C3 Universidad de Castilla-La Mancha; Macau University of Science &
   Technology
RP Ting, W (corresponding author), Macau Univ Sci & Technol, Univ Int Coll, Ave Wailong, Taipa, Macau, Peoples R China.
EM MAngeles.Davia@uclm.es; twang@must.edu.mo; matias.gamez@uclm.es
NR 55
TC 0
Z9 0
U1 2
U2 2
PU UNIV ALMERIA
PI ALMERIA
PA CTRA SACRAMENTO, S-N, LA CANADA DE SAN URBANO, ALMERIA, 04120, SPAIN
SN 2173-1950
J9 REV INT ESTUD MIGR
JI Rev. Int. Estud. Migr.
PY 2022
VL 12
IS 2
BP 132
EP 160
DI 10.25115/riem.v12i2.6322
PG 29
WC Demography
WE Emerging Sources Citation Index (ESCI)
SC Demography
GA GT2A5
UT WOS:001154845200006
OA gold, Green Submitted
DA 2024-02-21
ER

PT J
AU Cooley, SJ
   Holland, MJG
   Cumming, J
   Novakovic, EG
   Burns, VE
AF Cooley, Sam J.
   Holland, Mark J. G.
   Cumming, Jennifer
   Novakovic, Emily G.
   Burns, Victoria E.
TI Introducing the use of a semi-structured video diary room to investigate
   students' learning experiences during an outdoor adventure education
   groupwork skills course
SO HIGHER EDUCATION
LA English
DT Article
DE Outdoor pursuits; Higher education; Transferable skills; Life skills;
   Employability; Teamwork; Collaborative learning; Cooperative learning;
   Qualitative research method development
ID KNOWLEDGE; IMPACT
AB Outdoor adventure education courses are used in higher education to develop transferable skills such as groupwork and problem-solving skills. There is a need for exploratory investigation into students' perceptions of this experience. This study aimed to develop an innovative qualitative data collection method, and to use it to explore students' perceived learning processes and developmental outcomes when taking part in an outdoor groupwork skills course. Participants (n = 40) were undergraduate engineering students who were taking part in the 3 day residential course as part of their degree course. Students' experiences were captured whilst immersed in the course, using a semi-structured video diary room. Participants entered the diary room at different time points throughout the course and responded to openended questions. Following a thematic analysis, students were found to arrive on the course with mixed feelings towards groupwork and expected learning outcomes. Activities were enjoyable yet challenging, revealing students' weaknesses and demanding a range of skills and coping methods. The outdoor environment added novelty, risk and natural consequences. Students reported developing a range of skills in groupwork, adaptability, persistence, planning, problem-solving, time-management, communication, leadership, cooperation, group reflection and team spirit, as well as benefits to physical activity, self-confidence, self-awareness, peer and staff relationships and internationalisation. These findings provide a base for future investigation into the long-term impact on student development and skill transfer. The semi-structured video diary room yielded rich data, contributing to the literature by offering a simple, yet effective, qualitative research method that can be implemented in a variety of contexts.
C1 [Cooley, Sam J.; Holland, Mark J. G.; Cumming, Jennifer; Novakovic, Emily G.; Burns, Victoria E.] Univ Birmingham, Coll Life & Environm Sci, Sch Sport & Exercise Sci, Edgbaston B15 2TT, England.
C3 University of Birmingham
RP Cooley, SJ (corresponding author), Univ Birmingham, Coll Life & Environm Sci, Sch Sport & Exercise Sci, Edgbaston B15 2TT, England.
EM sjc829@bham.ac.uk
RI Cumming, Jennifer/AAM-4466-2020; Burns, Victoria E/F-4162-2010; Cooley,
   Sam J/O-9055-2015
OI Cumming, Jennifer/0000-0001-5655-7842; Cooley, Sam
   J/0000-0002-0804-9664; Burns, Victoria/0000-0002-8576-2623; Holland,
   Mark/0000-0003-4501-9031
NR 46
TC 24
Z9 31
U1 1
U2 81
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD JAN
PY 2014
VL 67
IS 1
BP 105
EP 121
DI 10.1007/s10734-013-9645-5
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 288QF
UT WOS:000329626100007
OA Green Published
DA 2024-02-21
ER

PT J
AU Wu, YL
AF Wu, Ya-Ling
TI EXAMINING EMPLOYMENT QUALITY AMONG FEMALE IMMIGRANT TRAINEES IN TAIWAN
SO PROBLEMS OF EDUCATION IN THE 21ST CENTURY
LA English
DT Article
DE career development; employment quality; immigrant women; vocational
   training
ID PERCEIVED DISCRIMINATION; PSYCHOLOGICAL CONTRACT; JOB QUALITY; WOMEN;
   EMPLOYABILITY; SATISFACTION; LIFE
AB This study examined a proposed model of employment quality among female immigrants after their participation in vocational training in Taiwan, drawing on the developmental-contextual model of career development. It simultaneously tested the relationship between the distal contextual variable (i.e., perceived Taiwanese attitudes toward immigrant women (PTAs)), proximal contextual variables (i.e., vocational training experiences (VTEs) and social support (SS)), the individual-level variable (i.e., self-perceived employability (SPE)), and employment quality (EQ) in the model. A questionnaire survey was conducted among 447 female immigrant trainees who had worked for over 6 months after vocational training in Taiwan. The results supported the proposed model based on the developmental-contextual approach, which explained 56.9% of the variance in EQ. The results further revealed that PTAs positively affected SPE, VTEs and SS. In turn, VTEs and SS positively directly and indirectly affected EQ through their impacts on SPE, and SPE positively influenced EQ. The three most important factors that determined the EQ of immigrant women who participated in vocational training were VTEs, SPE, and PTAs.
C1 [Wu, Ya-Ling] Natl Pingtung Univ Sci & Technol, Grad Inst Technol & Vocat Educ, Pingtung, Taiwan.
C3 National Pingtung University Science & Technology
RP Wu, YL (corresponding author), Natl Pingtung Univ Sci & Technol, Grad Inst Technol & Vocat Educ, Pingtung, Taiwan.
EM karinnpust@gmail.com
NR 42
TC 0
Z9 0
U1 0
U2 2
PU SCIENTIA SOCIALIS
PI SIAULIAI
PA 29 K DONELAICIO ST, SIAULIAI, 78115, LITHUANIA
SN 1822-7864
EI 2538-7111
J9 PROBL EDUC 21ST CENT
JI Probl. Educ. 21st Cent.
PY 2021
VL 79
IS 6
BP 993
EP 1010
DI 10.33225/pec/21.79.993
PG 18
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA XR9LQ
UT WOS:000732542300011
OA gold
DA 2024-02-21
ER

PT J
AU Watson, HR
   Dolley, MK
   Perwaiz, M
   Saxelby, J
   Bertone, G
   Burr, S
   Collett, T
   Jeffery, R
   Zahra, D
AF Watson, Helen R.
   Dolley, Mary-Kate
   Perwaiz, Mohammad
   Saxelby, Jocelyn
   Bertone, Gianluca
   Burr, Steven
   Collett, Tracey
   Jeffery, Robert
   Zahra, Daniel
TI 'Everyone is trying to outcompete each other': a qualitative study of
   medical student attitudes to a novel peer-assessed undergraduate
   teamwork module
SO FEBS OPEN BIO
LA English
DT Article; Early Access
DE employability; qualitative study; skill assessment; students as
   partners; teamwork; transferable skills
ID HIGHER-EDUCATION; PERCEPTIONS; SKILLS; EXPERIENCE; SCIENCE
AB The centrality of teamwork in ensuring the effective functioning of institutions across all sectors is undeniable. However, embedding teamwork into higher education has been hampered due to a range of deeply entrenched practices associated broadly with the foregrounding of knowledge, beliefs about the place of skill training and routines of assessment. As a result, despite an urgent need to address teamwork, little progress has been made with respect to progressing teamwork education. We have designed and evaluated a novel teamwork module delivered to fourth-year undergraduate medical students involving placements, a cocreated piece of work, reflection and summative peer assessment. This paper aimed to investigate whether the module increased students' insight into teamwork, including their own skill development, and whether their perceptions of teamwork changed. Throughout the evaluation, students played a key role, with four final-year medical students working alongside others in the multidisciplinary project team. Five distinct themes emerged from our in-depth, semi-structured interviews: (a) importance and meaning; (b) insight into skill development; (c) transferability; (d) peer assessment; and (e) resistance to teamwork education. Themes had positive and negative components, and student perceptions changed in multiple ways after experiencing a longitudinal educational opportunity to develop their teamwork skills. Before practice, students focused on superficial explanations and on where they might improve. In contrast, after practice, students conveyed deeper insights, contextualisation, focus on how they might improve, and shared structured reflection.
C1 [Watson, Helen R.; Dolley, Mary-Kate; Perwaiz, Mohammad; Saxelby, Jocelyn; Bertone, Gianluca; Burr, Steven; Collett, Tracey; Jeffery, Robert; Zahra, Daniel] Univ Plymouth, Peninsula Med Sch, Plymouth, Devon, England.
   [Watson, Helen R.] Univ Plymouth, Peninsula Dent Sch, Plymouth, Devon, England.
   [Jeffery, Robert] Univ Hosp Plymouth NHS Trust, Plymouth, Devon, England.
C3 University of Plymouth; University of Plymouth
RP Watson, HR (corresponding author), Univ Plymouth, Fac Hlth, Portland Sq,C520, Plymouth PL4 8AA, Devon, England.
EM helen.watson@plymouth.ac.uk
RI Zahra, Daniel/AGH-0064-2022
OI Zahra, Daniel/0000-0001-6534-6916; Watson, Helen/0000-0003-2946-0441;
   Collett, Tracey/0000-0002-8541-0417; Perwaiz, Mohammad
   Ibrar/0000-0001-6125-3763
NR 49
TC 1
Z9 1
U1 4
U2 9
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 2211-5463
J9 FEBS OPEN BIO
JI FEBS Open Bio
PD 2022 MAY
PY 2022
VL 12
IS 5
BP 900
EP 912
DI 10.1002/2211-5463.13395
EA MAR 2022
PG 13
WC Biochemistry & Molecular Biology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Biochemistry & Molecular Biology
GA 0X7MZ
UT WOS:000771928900001
PM 35293162
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Sultana, RG
AF Sultana, Ronald G.
TI Four 'dirty words' in career guidance: from common sense to good sense
SO INTERNATIONAL JOURNAL FOR EDUCATIONAL AND VOCATIONAL GUIDANCE
LA English
DT Article; Early Access
DE Career guidance; Responsibilisation; Social justice
ID EMPLOYMENT; EMPLOYABILITY; RESILIENCE; DYSPHEMISM; ACTIVATION; WEAPONS
AB This paper focuses on commonly used terms in career guidance in order to examine the impact they can have on the way problems are conceptualised and consequently on the solutions that are envisaged. Four such terms are considered, namely 'vulnerability', 'resilience', 'employability', and 'activation'. Drawing on critical social theory, this paper explores the relationship between language, thought, and action. It demonstrates the intimate relationship of the four terms to the neoliberal agenda in general and to responsibilisation in particular. The paper concludes by arguing that the career development field has a role to play in the struggle over the meaning of concepts in the public sphere, as the outcome has a bearing on the opportunities for people to flourish.
C1 [Sultana, Ronald G.] Univ Malta, Euro Mediterranean Ctr Educ Res, Msida, Malta.
C3 University of Malta
RP Sultana, RG (corresponding author), Univ Malta, Euro Mediterranean Ctr Educ Res, Msida, Malta.
EM ronald.sultana@um.edu.mt
OI Sultana, Ronald/0000-0001-8192-7059
NR 65
TC 9
Z9 10
U1 0
U2 4
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1873-0388
EI 1573-1782
J9 INT J EDUC VOCAT GUI
JI Int. J. Educ. Vocat. Guid.
PD 2022 JUN 17
PY 2022
DI 10.1007/s10775-022-09550-2
EA JUN 2022
PG 19
WC Education & Educational Research; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 2E8BV
UT WOS:000812449300001
PM 35755082
OA Green Published, Bronze
DA 2024-02-21
ER

PT J
AU Babu, MVS
   Suman, KNS
   Rao, PS
AF Babu, M. V. S.
   Suman, K. N. S.
   Rao, P. Srinivasa
TI Drafting software as a practicing tool for engineering drawing-based
   courses: Content planning to its evaluation in client-server environment
SO INTERNATIONAL JOURNAL OF MECHANICAL ENGINEERING EDUCATION
LA English
DT Article
DE Engineering drawing; client-server architecture; content planning;
   evaluation
AB In under graduate engineering education, engineering drawing is a basic course offered to 1st semester engineering students. With the advent of computers, the traditional engineering drawing practice in both industry and academia is being extensively replaced with computer aided engineering drawing. The present scenario in Indian engineering educational institutions has been studied and based on it an approach is proposed in the present paper, which involves the integration of software-based practice with client-server architecture. The proposed approach has been implemented to practice in our institute for few years. The use of this approach is required proper planning of the course content, delivery, practice and evaluation. The detailed discussion on the approach and its implications are examined through results. All the stakeholders are benefited by adopting this approach. The present paper focuses on the use of drafting software for the practice of engineering drawing-based courses in a secured client-server environment. This proposed approach guarantees multiple cascading advantages of improved understanding and enhanced spatial visualization among students. The proposed approach has been implemented for the students who admitted in the academic year 2014-15. The end exam results of these students have been compared with results of the batch admitted in academic year 2013-14. It was observed that the number of failures in the proposed approach were reduced up to 85% compared to conventional mode. Further, it facilitates to modernize the conduct of courses, provides data security, optimizes the utilization of computing facilities and most importantly it tests the students for the understanding of the topic and not for their artistic skills. Ultimately, it makes the engineering students industry-ready by enhancing their employability skills.
C1 [Babu, M. V. S.] GMR Inst Technol, Dept Mech Engn, Rajam, AP, India.
   [Suman, K. N. S.] Andhra Univ, Dept Mech Engn, Visakhapatnam, Andhra Pradesh, India.
   [Rao, P. Srinivasa] Centur Univ, Dept Mech Engn, Parlakhemundi, Odisha, India.
C3 GMR Institute of Technology; Andhra University; Centurion University of
   Technology & Management
RP Babu, MVS (corresponding author), GMR Inst Technol, Dept Mech Engn, Rajam, AP, India.
EM drmvsbabu@gmail.com
OI M V S, Babu/0000-0003-0270-8136
NR 33
TC 3
Z9 3
U1 0
U2 1
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0306-4190
EI 2050-4586
J9 INT J MECH ENG EDUC
JI Int. J. Mech. Eng. Educ.
PD APR
PY 2019
VL 47
IS 2
BP 118
EP 134
DI 10.1177/0306419017754226
PG 17
WC Education, Scientific Disciplines; Engineering, Mechanical
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research; Engineering
GA VK7SZ
UT WOS:000753529700002
DA 2024-02-21
ER

PT J
AU Ismail, AS
   Ali, KN
   Iahad, NA
   Mustaffa, NE
   Yusuf, BY
AF Ismail, Aimi Sara
   Ali, Kherun Nita
   Iahad, Noorminshah A.
   Mustaffa, Nur Emma
   Yusuf, Badiru Yunusa
TI ENHANCING THE GRADUATES' EMPLOYABILITY AND CAREER DEVELOPMENT THROUGH
   BUILDING INFORMATION MODELLING INTENSIVE TRAINING
SO INTERNATIONAL JOURNAL OF BUILT ENVIRONMENT AND SUSTAINABILITY
LA English
DT Article
DE Building Information Modelling; Collaborative working; Education
AB Building Information modelling (BIM) is an emerging technological process which highly promotes a better collaborative working environment in the Architecture, Engineering and Construction (AEC) industry. It is essential that the Higher Education (HE) sector innovates its education system to integrate between different disciplines in the AEC industry to encourage the adoption of In conjunction with this, BIM Intensive Training was conducted for a selected number of final year undergraduate students at Universiti Teknologi Malaysia. They were assigned a real time construction project, utilizing software applications for model authoring, model review, 4D modelling and project coordination. It teas observed that the participants s ere able to overcome various challenges through information sharing and team collaboration. A BIM coordination workflow was produced during the training to assist them in organizing their work. Although their existing knowledge of BIM and their skills using the software applications were quite limited, they were capable in learning expeditiously as the assignment provided them with real-world problems. A year after the training, more than half of the participants agreed that the training had helped them to secure their employment and excel in their current involvements in BIM-based projects. However, due to the current scenario many firms are vet to embrace BIM, there are participants who could not utilize the training. Hence, the establishment of a dynamic and continuous collaboration between professionals and sector is the way forward in transforming the traditional structure of AEC industry into a more collaborative and technological approach.
C1 [Ismail, Aimi Sara; Ali, Kherun Nita; Mustaffa, Nur Emma] Univ Teknol Malaysia, Fac Built Environm & Surveying, Dept Quant Surveying, Utm Johor Bahru 81310, Johor, Malaysia.
   [Iahad, Noorminshah A.] Univ Teknol Malaysia, Azman Hashim Int Business Sch, Utm Johor Bahru 81310, Johor, Malaysia.
   [Yusuf, Badiru Yunusa] Ahmadu Bello Univ, Dept Architecture, Zaria, Nigeria.
C3 Universiti Teknologi Malaysia; Universiti Teknologi Malaysia; Ahmadu
   Bello University
RP Ali, KN (corresponding author), Univ Teknol Malaysia, Fac Built Environm & Surveying, Dept Quant Surveying, Utm Johor Bahru 81310, Johor, Malaysia.
EM b-kherun@utm.my
RI Iahad, Noorminshah A/IZE-5747-2023; Iahad, Noorminshah A/K-5666-2012;
   Mustaffa, Nur Emma/AAC-7480-2020; Ismail, Aimi Sara/JDN-4299-2023
OI Iahad, Noorminshah A/0000-0003-2243-3344; Iahad, Noorminshah
   A/0000-0003-2243-3344; Ismail, Aimi Sara/0000-0001-5160-6473
FU Universiti Teknologi Malaysia [15H96]
FX The authors would like to thank Universiti Teknologi Malaysia (VOT
   number: 15H96) for supporting this research.
NR 26
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U1 0
U2 7
PU PENERBIT UTM PRESS
PI JOHOR
PA PENERBIT UTM PRESS, SKUDAI, JOHOR, 81310, MALAYSIA
SN 1511-1369
EI 2289-8948
J9 INT J BUILT ENV SUST
JI Int. J. Built Environ. Sustain.
PY 2019
VL 6
IS 1-2
SI SI
BP 91
EP 99
DI 10.11113/ijbes.v6.n1-2.387
PG 9
WC Urban Studies
WE Emerging Sources Citation Index (ESCI)
SC Urban Studies
GA HQ9GY
UT WOS:000462736000012
OA gold
DA 2024-02-21
ER

PT J
AU Singh, A
AF Singh, Anmole
TI The English language factor as a litmus test for placement with luxury
   hotel brands in India
SO WORLDWIDE HOSPITALITY AND TOURISM THEMES
LA English
DT Article
DE India; Employability; Hospitality; Soft skills; Luxury hotels; Skill
   initiative
ID HOSPITALITY MANAGEMENT; COMPETENCES; SKILLS
AB Purpose Travel and tourism has played an instrumental role in the growth of a progressive Indian economy. Contributing 6.3 per cent to the total Indian gross domestic product in 2015 and expected to rise by 7.3 per cent in 2016, the sector has exhibited positive signs of growth and is delivering to its forecasted potential (WTTC, 2017). To manage this growth, it is estimated that there is an incremental need of 4.9 million people to take up varied job roles. To cater to the growing need and take advantage of being the youngest economy, Skill India mission was launched with a view to training 400 million people by 2022. This paper aims to explore the recruitment of Skill Initiative-certified candidates for Luxury Hotels in India, identify the challenges in recruiting Skill Initiative candidates and explore whether the knowledge of the English language is important to the recruitment of skilled personnel by employers. Design/methodology/approach Primary information was gathered via conversations with industry practitioners to gauge the effectiveness of the hospitality-based curriculum design and to explore the concept of employability and the challenges they face. To measure the effectiveness of a course designed to develop English language proficiencies, interviews were conducted with language trainers. Findings Skill India initiative is not delivering the promise that was expected. The key findings were that the initiative is being perceived as a program for those not willing to help themselves or the marginalized who would have opted out or failed to complete formal education. There should be structural changes in primary education to develop English language skills in particular. The program needs to reconsider the time it allocates to developing soft skills. The biggest barrier to the absorption of candidates after being skilled and certified via the Government's skilling agenda is poor English language communication, especially verbal expression. Originality/value Although the issue discussed is a genuine bottleneck, there has been no prior formal research on this topic in relation to the Skill India initiative. There is an abundance of literature on the topic of communication skills as it relates to employment and growth, but there is very limited work in the Indian context, especially in relation to the Skill India Initiative. The research forms a platform for various stakeholders, government planners/agencies (for understanding gaps and making necessary changes), training providers (to identify requisite profile of trainers), researchers and industry specialists (to recognize their role and contribution) to build upon and develop.
C1 [Singh, Anmole] Vedatya Inst, Gurgaon, Haryana, India.
RP Singh, A (corresponding author), Vedatya Inst, Gurgaon, Haryana, India.
EM singh.anmole@gmail.com
NR 29
TC 2
Z9 2
U1 0
U2 16
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1755-4217
EI 1755-4225
J9 WORLDW HOSP TOUR THE
JI Worldw. Hosp. Tour. Themes
PD FEB 11
PY 2019
VL 11
IS 1
SI SI
BP 68
EP 77
DI 10.1108/WHATT-10-2018-0060
PG 10
WC Hospitality, Leisure, Sport & Tourism
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA HR3VS
UT WOS:000463069700007
DA 2024-02-21
ER

PT J
AU Lilley, K
   Barker, M
   Harris, N
AF Lilley, Kathleen
   Barker, Michelle
   Harris, Neil
TI The Global Citizen Conceptualized: Accommodating Ambiguity
SO JOURNAL OF STUDIES IN INTERNATIONAL EDUCATION
LA English
DT Article
DE global citizen; cosmopolitanism; higher education; disposition;
   mind-set; employability; ethical; moral values; internationalization of
   the curriculum; globalization and international higher education
ID HIGHER-EDUCATION; COSMOPOLITANISM; CHALLENGES
AB Universities' aims for educating global citizens are rarely supported by a theoretical underpinning or evidence of outcomes. This study explored how international higher education experts conceptualize the global citizen or related terms representing the ideal global graduate. A global notion of citizenship was accepted by the majority (24/26) of participants. Four participants used other terms to describe the ideal global graduate, yet the knowledge, skills, and attitudes described by all participants were highly consistent and provide a close fit with the epistemology and ontology of moral and transformative cosmopolitanism. This evidence could suggest that terms describing the ideal global graduate are of less consequence than the underpinning values and mind-set they represent. This article suggests that the inevitable ambiguity surrounding the global citizen term could be tolerated. As such, future discourse and research could be directed toward organizational and pedagogical strategies that foster ethical and transformative thinking citizens and work-ready professionals.
C1 [Lilley, Kathleen] Griffith Univ, Gold Coast, Qld, Australia.
   [Barker, Michelle] Griffith Univ, Griffith Business Sch, Int Business & Asian Studies, Gold Coast, Qld, Australia.
   [Harris, Neil] Griffith Univ, Sch Med, Gold Coast Campus,Parklands Dr, Gold Coast, Qld 4222, Australia.
C3 Griffith University; Griffith University - Gold Coast Campus; Griffith
   University; Griffith University - Gold Coast Campus; Griffith
   University; Griffith University - Gold Coast Campus
RP Lilley, K (corresponding author), Griffith Univ, Sch Med, Gold Coast Campus,Parklands Dr, Gold Coast, Qld 4222, Australia.
EM k.lilley@griffith.edu.au
OI Harris, Neil/0000-0002-1786-3967
NR 49
TC 22
Z9 26
U1 1
U2 31
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1028-3153
EI 1552-7808
J9 J STUD INT EDUC
JI J. Stud. Int. Educ.
PD FEB
PY 2017
VL 21
IS 1
BP 6
EP 21
DI 10.1177/1028315316637354
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EH5GM
UT WOS:000391800600002
DA 2024-02-21
ER

PT J
AU Muda, WHNW
   Abdullah, NHL
   Paimin, AN
   Hamid, H
   Zhu, YY
AF Muda, Wan Hanem Nazira Wan
   Abdullah, Nurul Hidayah Liew
   Paimin, Aini Nazura
   Hamid, Hashima
   Zhu, Yuying
TI Employability Challenges Among Residivists: A Qualitative Study
SO JOURNAL OF TECHNICAL EDUCATION AND TRAINING
LA English
DT Article
DE Recidivism; employability; human rehabilitation program; prison
AB Crime is a social phenomenon in almost every country. The increasing of crime incidents now and then could instigate the recurrence of crimes. The integration of prison inmates into society after release is a challenging phase to start with a new life outside the prison. Therefore, this study aims to explore recidivism perspectives on the Human Rehabilitation Program (PPI) toward career goals and recidivism factors. The design of this study is a narrative design using a qualitative approach where a semi-structured interview protocol was used to facilitate the data collection processes. A total of five recidivists from a prison in the southern zone were selected as study participants. The interview data obtained from a one-to-one interview session were analysed using thematic analysis. The results of this study found that four factors might influence the repetitive entrance of recidivists to prison namely, difficulty in finding a job, unwillingness to change, family and community stigma, and the relaxation of conditions for participating in the PPI programs. In conclusion, apart from these difficulties, securing employment is another reason which has caused recidivism to occur. Therefore, this study suggests that an intervention should be made to the PPI programs provided by the prison to ensure its relevance in line with the needs of recidivists in terms of physical, personality, skills, and societal integrations.
C1 [Muda, Wan Hanem Nazira Wan; Abdullah, Nurul Hidayah Liew; Paimin, Aini Nazura; Hamid, Hashima] Univ Tun Hussein Onn Malaysia, Fac Tech & Vocat Educ, Batu Pahat 86400, Johor, Malaysia.
   [Zhu, Yuying] Ningbo Polytech, 388 East Lushan Rd, Ningbo 315800, Peoples R China.
C3 University of Tun Hussein Onn Malaysia; Ningbo Polytechnic
RP Abdullah, NHL (corresponding author), Univ Tun Hussein Onn Malaysia, Fac Tech & Vocat Educ, Batu Pahat 86400, Johor, Malaysia.
EM hidayahl@uthm.edu.my
FU Ministry of Higher Education (MOHE) through Fundamental Research Grant
   Scheme [FRGS/1/2021/SS0/UTHM/03/9]; Government of Malaysia with provide
   MyBrain15 Programme; Ministry of Science and Technology and Innovation
   (MOSTI) [L00022]
FX This research was supported by Ministry of Higher Education (MOHE)
   through Fundamental Research Grant Scheme (FRGS/1/2021/SS0/UTHM/03/9) .
   We also want to thank to the Government of Malaysia with provide
   MyBrain15 Programme for sponsoring this work under the self-funded
   research grant and L00022 from Ministry of Science and Technology and
   Innovation (MOSTI) .
NR 23
TC 0
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U1 1
U2 1
PU PENERBIT UTHM
PI BATU PAHAT
PA Penerbit UTHM Universiti Tun Hussein Onn Malaysia, BATU PAHAT, JOHOR,
   MALAYSIA
SN 2229-8932
EI 2600-7932
J9 J TECH EDUC TRAIN
JI J. Tech. Educ. Train.
PY 2023
VL 15
IS 4
BP 154
EP 159
DI 10.30880/jtet.2023.15.04.013
PG 6
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA EB4V4
UT WOS:001136443700001
OA gold
DA 2024-02-21
ER

PT J
AU Ryan, J
   Silvanto, S
   Ozkaya, HE
AF Ryan, Jason
   Silvanto, Sari
   Ozkaya, H. Erkan
TI A contextual, theoretical and empirical analysis of the uses of
   university degrees as symbolic capital in self-initiated expatriation
SO EUROPEAN JOURNAL OF INTERNATIONAL MANAGEMENT
LA English
DT Article
DE self-initiated expatriation; global mobility; symbolic capital;
   employability; higher education; university degrees; education; talent
   mobility
ID TALENT; GLOBALIZATION; DIMENSIONS; MIGRATION; FRAMEWORK; DYNAMICS;
   MOBILITY
AB This paper explores how the internationalisation of universities is impacting the symbolic capital that self-initiated expatriates rely upon to find work abroad. It contributes to the body of knowledge on institutional factors that enable and constrain self-initiated expatriation. Following a review of the literature, the authors develop and examine four hypotheses related to (1) the degree of international orientation of universities, (2) the political and economic globalisation of the countries in which they are located and (3) their academic reputations. Three of the hypotheses are supported by the analysis; a fourth hypothesis is rejected but reveals that talented graduates from well-regarded universities in economically less globalised countries are in high demand from employers in economically more globalised countries. Location, academic reputation and the international orientation of a university are found to be important factors influencing how large international employers perceive and assess global universities as a source of employable talent.
C1 [Ryan, Jason] Calif State Univ San Bernardino, 5500 Univ Pkwy, San Bernardino, CA 92407 USA.
   [Silvanto, Sari] Calif State Univ Dominguez Hills, Dept Management & Mkt, Coll Business Adm & Publ Policy, Carson, CA 90747 USA.
   [Ozkaya, H. Erkan] Calif State Polytech Univ Pomona, Pomona, CA 91768 USA.
C3 California State University System; California State University San
   Bernardino; California State University System; California State
   University Dominguez Hills; California State University System;
   California State Polytechnic University Pomona
RP Ryan, J (corresponding author), Calif State Univ San Bernardino, 5500 Univ Pkwy, San Bernardino, CA 92407 USA.
EM jryan@csusb.edu; sari.silvanto@yahoo.com; ozkaya@csupomona.edu
RI Ryan, Jason/A-8592-2013
NR 58
TC 10
Z9 10
U1 2
U2 31
PU INDERSCIENCE ENTERPRISES LTD
PI GENEVA
PA WORLD TRADE CENTER BLDG, 29 ROUTE DE PRE-BOIS, CASE POSTALE 856, CH-1215
   GENEVA, SWITZERLAND
SN 1751-6757
EI 1751-6765
J9 EUR J INT MANAG
JI Eur. J. Int. Manag.
PY 2015
VL 9
IS 5
BP 614
EP 634
DI 10.1504/EJIM.2015.071536
PG 21
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA CW1YC
UT WOS:000364786900004
DA 2024-02-21
ER

PT J
AU Kienzler, H
   Fontanesi, C
AF Kienzler, Hanna
   Fontanesi, Carolyn
TI Learning through inquiry: a Global Health Hackathon
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE Inquiry-based learning; transferable skills; undergraduate; hackathon;
   global health; knowledge translation and exchange
ID HIGHER-EDUCATION; SELF-EFFICACY; EMPLOYABILITY SKILLS; DESIGN
AB This article offers a description and critical evaluation of a novel method for inquiry-based learning (IBL) directed at undergraduate students: a Global Health Hackathon. The hackathon was piloted as part of an Introduction to Global Health' undergraduate course in order to enable students to gain and create knowledge about specific global health-related challenges and, simultaneously, to acquire tangible and transferable skills. We provide a critical evaluation of our practice by drawing on relevant academic literature concerned with IBL, course material to describe the hackathon and its related components and outputs, and student evaluations to reflect on the overall module experience. We conclude by sharing reflections and recommendations of necessary measures required to institutionalize IBL in a more sustainable manner in higher education institutions.
C1 [Kienzler, Hanna] Kings Coll London, Sch Global Affairs, Fac Social Sci & Publ Policy, Dept Social Sci Hlth & Med, Room 2-7a East Wing, London WC2R 2LS, England.
   [Fontanesi, Carolyn] George Washington Univ, Grad Sch Educ & Human Dev, Washington, DC USA.
C3 University of London; King's College London; George Washington
   University
RP Kienzler, H (corresponding author), Kings Coll London, Sch Global Affairs, Fac Social Sci & Publ Policy, Dept Social Sci Hlth & Med, Room 2-7a East Wing, London WC2R 2LS, England.
EM hanna.kienz006Cer@kcl.ac.uk
FU College Teaching Fund (CTF), King's College London
FX This work was supported by the College Teaching Fund (CTF) 2013, King's
   College London.
NR 27
TC 39
Z9 42
U1 3
U2 20
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PD FEB
PY 2017
VL 22
IS 2
BP 129
EP 142
DI 10.1080/13562517.2016.1221805
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EI9JK
UT WOS:000392823900001
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Schriemer, AG
   Roelen, CAM
   Abma, F
   van Rhenen, W
   van der Klink, JJL
   Bültmann, U
AF Schriemer, Arnold G.
   Roelen, Corne A. M.
   Abma, Femke, I
   van Rhenen, Willem
   van der Klink, Jac J. L.
   Bueltmann, Ute
TI Sustainable employability of teachers with hearing loss
SO INTERNATIONAL JOURNAL OF AUDIOLOGY
LA English
DT Article; Early Access
DE Capability set; hearing loss; online digits-in-noise hearing screening
   test; presbycusis; sustainable employability; teachers
ID WORKING LIFE; IMPAIRMENT; EMPLOYEES; NOISE; PREVALENCE; VALIDATION;
   DISABILITY; DISEASE; HEALTH; TESTS
AB Objective In many countries the retirement age is rising. Consequently, age-related hearing loss is an increasing occupational health problem. This study examined the association between hearing loss and sustainable employability of teachers. Design For this cross-sectional study a survey and an online hearing screening test were used. Sustainable employability was measured with the Capability Set for Work Questionnaire (CSWQ), examining seven work values. CSWQ-scores of teachers with poor, insufficient, and good hearing were investigated with ordinal regression analyses. Work values and discrepancies between the importance and achievement of the values were examined by chi-square tests. Study sample Dutch teachers (N = 737) of whom 146 (20%) had insufficient and 86 (12%) poor hearing. Results Teachers with insufficient (OR = 0.64; 95% CI 0.46-0.89) and poor (OR = 0.55; 95% CI 0.36-0.83) hearing had lower CSWQ-scores compared with good hearing teachers. Adjustment for covariates, in particular for self-rated health, attenuated the associations. Compared with good hearing teachers, teachers with poor hearing reported more discrepancies in using their knowledge and skills and setting their own goals at work. Conclusions Hearing loss was negatively associated with sustainable employability of teachers. This emphasises the importance of assessing the hearing status of teachers.
C1 [Schriemer, Arnold G.; Roelen, Corne A. M.; van Rhenen, Willem] Arbo Unie, Utrecht, Netherlands.
   [Schriemer, Arnold G.; Roelen, Corne A. M.; Abma, Femke, I; Bueltmann, Ute] Univ Groningen, Univ Med Ctr Groningen, Dept Hlth Sci Community & Occupat Med, Hanzepl 1,POB 30-001, NL-9700 RB Groningen, Netherlands.
   [Schriemer, Arnold G.] Pento Audiol Ctr, Amersfoort, Netherlands.
   [van Rhenen, Willem] Nyenrode Business Univ, Ctr Leadership & Management Dev, Breukelen, Netherlands.
   [van der Klink, Jac J. L.] Tilburg Univ, Tilburg Sch Social & Behav Sci, Tranzo, Netherlands.
   [van der Klink, Jac J. L.] North West Univ South Africa, Optentia, Vanderbijlpark, South Africa.
C3 University of Groningen; Nyenrode Business University; Tilburg
   University
RP Schriemer, AG (corresponding author), Univ Groningen, Univ Med Ctr Groningen, Dept Hlth Sci Community & Occupat Med, Hanzepl 1,POB 30-001, NL-9700 RB Groningen, Netherlands.
EM a.g.schriemer@umcg.nl
OI Schriemer, Arnold G./0000-0002-8533-280X; Bultmann,
   Ute/0000-0001-9589-9220
NR 37
TC 1
Z9 1
U1 6
U2 15
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 1499-2027
EI 1708-8186
J9 INT J AUDIOL
JI Int. J. Audiol.
PD 2022 DEC 2
PY 2022
VL 61
IS 12
BP 1027
EP 1034
DI 10.1080/14992027.2021.2000650
EA NOV 2021
PG 8
WC Audiology & Speech-Language Pathology; Otorhinolaryngology
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Audiology & Speech-Language Pathology; Otorhinolaryngology
GA 7W0JV
UT WOS:000721190900001
PM 34807796
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Saunders, A
AF Saunders, Angharad
TI Revisiting the Skills Agenda: A Complicated Geography
SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
LA English
DT Article
DE Place; personality; performance; skills agenda
ID HIGHER-EDUCATION; KNOWLEDGE
AB This paper revisits the skills agenda and suggests that in light of shifts from supply-side to demand-led provision within the UK higher education sector, there is a need to think more critically about the role and place of skills within university curricula. It suggests that if universities are to respond effectively to sector changes, then the increasing focus on embedding employability and skill development within curricula needs to be accompanied by consideration of how skills are understood, negotiated and given meaning at the curricula level. Consequently, this paper assesses how 'place' affects our understandings of skills; it moves on to address the relationship between skills and the development of student personality, before concluding with an exploration of the performance of skills, which questions what we actually mean when we talk about skills.
C1 Univ Glamorgan, Dept Sci & Sport, Pontypridd CF37 4AT, M Glam, Wales.
C3 University of South Wales
RP Saunders, A (corresponding author), Univ Glamorgan, Dept Sci & Sport, Upper Glyntaff Campus, Pontypridd CF37 4AT, M Glam, Wales.
EM asaunder@glam.ac.uk
NR 55
TC 7
Z9 8
U1 0
U2 5
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0309-8265
J9 J GEOGR HIGHER EDUC
JI J. Geogr. High. Educ.
PY 2011
VL 35
IS 4
BP 465
EP 477
DI 10.1080/03098265.2010.523683
PG 13
WC Education & Educational Research; Geography
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Geography
GA 877SP
UT WOS:000299203300002
DA 2024-02-21
ER

PT J
AU Helman, S
AF Helman, Sara
TI Turning Welfare-Reliant Women into Entrepreneurs: Employment Readiness
   Workshops and the Constitution of the Entrepreneurial Self in Israel
SO SOCIAL POLITICS
LA English
DT Article
ID TO-WORK; REFORM; JOB; CONSTRUCTION; CITIZENSHIP; MOTHERHOOD; GOVERNMENT;
   DISCOURSE; POLITICS; PROGRAM
AB This article shows how two different subjectivities promoted by neoliberal discoursesthat of the entrepreneur and that of the docile workersare interwoven in the discourse of coaches leading employment readiness workshops conducted in a workfare program in Israel. Three main discursive strategies, between entrepreneurialism and docility, rehearsing employability: the labor market as a second family, and happiness and positive psychology, interwove appeals to simultaneously identify as docile workers and enterprising selves. The findings presented in this article underscore how class (and gender) are re-scripted as individual barriers by exhorting welfare-reliant women to become an entrepreneurial job seeker.
C1 [Helman, Sara] Ben Gurion Univ Negev, Dept Sociol & Anthropol, Beer Sheva, Israel.
C3 Ben Gurion University
RP Helman, S (corresponding author), Ben Gurion Univ Negev, Dept Sociol & Anthropol, Beer Sheva, Israel.
EM sarith@bgu.ac.il
OI helman, sara/0000-0002-6844-9547
FU Israel Social Science Foundation-Grant [1115-2009]
FX The research on this article was funded by the Israel Social Science
   Foundation-Grant # 1115-2009.
NR 75
TC 7
Z9 7
U1 1
U2 9
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 1072-4745
EI 1468-2893
J9 SOC POLIT
JI Soc. Polit.
PD SPR
PY 2019
VL 26
IS 1
BP 116
EP 138
DI 10.1093/sp/jxy020
PG 23
WC Social Issues; Women's Studies
WE Social Science Citation Index (SSCI)
SC Social Issues; Women's Studies
GA HO7XN
UT WOS:000461163400005
DA 2024-02-21
ER

PT J
AU CHARISIOU, J
   JACKSON, HJ
   BOYLE, GJ
   BURGESS, PM
   MINAS, IH
   JOSHUA, SD
AF CHARISIOU, J
   JACKSON, HJ
   BOYLE, GJ
   BURGESS, PM
   MINAS, IH
   JOSHUA, SD
TI WHICH EMPLOYMENT INTERVIEW SKILLS BEST PREDICT THE EMPLOYABILITY OF
   SCHIZOPHRENIC-PATIENTS
SO PSYCHOLOGICAL REPORTS
LA English
DT Article
C1 ROYAL PK HOSP,NH & MRC SCHIZOPHRENIA UNIT,PARKVILLE,AUSTRALIA.
   UNIV MELBOURNE,PARKVILLE,VIC 3052,AUSTRALIA.
C3 University of Melbourne
RI Minas, Harry/F-7718-2010; Burgess, Philip M/F-8083-2014; Boyle, Gregory
   J/E-8127-2010; Boyle, Gregory J./N-9656-2019; Minas, Harry/O-8276-2019
OI Burgess, Philip M/0000-0001-7184-0363; Minas, Harry/0000-0003-1719-7367;
   Jackson, Henry/0000-0002-0022-7315
NR 38
TC 18
Z9 19
U1 0
U2 3
PU PSYCHOLOGICAL REPORTS
PI MISSOULA
PA P O BOX 9229, MISSOULA, MT 59807
SN 0033-2941
J9 PSYCHOL REP
JI Psychol. Rep.
PD JUN
PY 1989
VL 64
IS 3
BP 683
EP 694
DI 10.2466/pr0.1989.64.3.683
PN 1
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA U8332
UT WOS:A1989U833200002
PM 2748774
DA 2024-02-21
ER

PT J
AU Warriem, J
   Thangaraj, A
   Mukund, M
   Balaji, B
AF Warriem, Jayakrishnan
   Thangaraj, Andrew
   Mukund, Madhavan
   Balaji, Bharathi
TI Digital Interventions at Scale: Lessons from NPTEL and IIT Madras BS
   Degree Program
SO COMMUNICATIONS OF THE ACM
LA English
DT Article
AB THOUGH THE HIGHER education system in India has seen significant expansion in the last two decades with an increased number of institutions and corresponding increases in enrollment, the All India Survey of Higher Education conducted by the Ministry of Education (MoE) indicates that the gross enrollment ratio remains low, at about 27%.1 The National Education Policy aims to systematically increase the enrollment to about 50%. A major bottleneck is the need to create additional physical infrastructure and train large numbers of teachers. In addition there are systemic challenges related to higher education in India, including: low employability of graduates, especially for jobs
C1 [Warriem, Jayakrishnan; Thangaraj, Andrew; Mukund, Madhavan; Balaji, Bharathi] Indian Inst Technol Madras, Chennai, Tamil Nadu, India.
C3 Indian Institute of Technology System (IIT System); Indian Institute of
   Technology (IIT) - Madras
RP Warriem, J (corresponding author), Indian Inst Technol Madras, Chennai, Tamil Nadu, India.
NR 5
TC 0
Z9 0
U1 0
U2 4
PU ASSOC COMPUTING MACHINERY
PI NEW YORK
PA 1601 Broadway, 10th Floor, NEW YORK, NY USA
SN 0001-0782
EI 1557-7317
J9 COMMUN ACM
JI Commun. ACM
PD NOV
PY 2022
VL 65
IS 11
BP 54
EP 57
DI 10.1145/3550473
PG 4
WC Computer Science, Hardware & Architecture; Computer Science, Software
   Engineering; Computer Science, Theory & Methods
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science
GA 5W5XB
UT WOS:000877985300024
OA Bronze
DA 2024-02-21
ER

PT J
AU Kroon, AC
   Vliegenthart, R
   van Selm, M
AF Kroon, Anne C.
   Vliegenthart, Rens
   van Selm, Martine
TI Between Accommodating and Activating: Framing Policy Reforms in Response
   to Workforce Aging across Europe
SO INTERNATIONAL JOURNAL OF PRESS-POLITICS
LA English
DT Article
DE workforce aging; active aging; framing; competitive framing; policy
   reforms
ID OLDER WORKERS; LABOR-MARKET; EMPLOYERS; NEWS; UNEMPLOYMENT;
   PRODUCTIVITY; PERCEPTIONS; SENSITIVITY; EVOLUTION; POLITICS
AB In the past decade, European governments have implemented activating policy reforms to maximize older workers' employment and employability, representing a paradigmatic change in approaches to work and retirement. This study isolates the factors that explain the relative success and failure of competitive frames that are either in favor of or against activating policies in European news coverage, by applying time-series analysis (ordinary least squares with panel-corrected standard errors) to monthly aggregated news coverage in the Netherlands, the United Kingdom, Denmark, and Spain over the timespan 2006-2013. The results show that pro-activating and counteractivating frames generally coincide in competitive framing environments. The pro-activating frame proliferated in times of high employment protection, whereas the counteractivating frame prevailed stronger in conservative compared with progressive newspapers, and gained momentum during the aftermath of the financial crisis and in times governments on the economic left were in power. The study advances knowledge of competitive issue framing by demonstrating how the economic, policy, and political context matters for the emergence and evolvement of competing frames. In addition, the findings contribute to the understanding of the factors that contribute to news representations that promote active aging in European news, which may foster support for policy reforms that sustain older workers' employability.
C1 [Kroon, Anne C.; van Selm, Martine] Univ Amsterdam, Amsterdam Sch Commun Res, Amsterdam, Netherlands.
   [Vliegenthart, Rens] Univ Amsterdam, Amsterdam Sch Commun Res, Commun Sci, Amsterdam, Netherlands.
   [Vliegenthart, Rens] Univ Amsterdam, Amsterdam Sch Commun Res, Media & Soc, Amsterdam, Netherlands.
C3 University of Amsterdam; University of Amsterdam; University of
   Amsterdam
RP Kroon, AC (corresponding author), Univ Amsterdam, Amsterdam Sch Commun Res ASCoR, NL-1001 NG Amsterdam, Netherlands.
EM A.C.Kroon@uva.nl
RI van Selm, Martine/AAY-3721-2021
OI van Selm, Martine/0000-0001-9188-4021; Kroon, Anne
   C./0000-0001-7600-7979
NR 65
TC 6
Z9 6
U1 2
U2 21
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1940-1612
EI 1940-1620
J9 INT J PRESS/POLIT
JI Int. J. Press-Polit.
PD JUL
PY 2017
VL 22
IS 3
BP 333
EP 356
DI 10.1177/1940161217708525
PG 24
WC Communication; Political Science
WE Social Science Citation Index (SSCI)
SC Communication; Government & Law
GA EY3YS
UT WOS:000403912800004
PM 28781719
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Savickas, ML
AF Savickas, Mark L.
TI New Questions for Vocational Psychology: Premises, Paradigms, and
   Practices
SO JOURNAL OF CAREER ASSESSMENT
LA English
DT Article
DE employability; adaptability; career; constructionism
AB The innovative responses of vocational psychology and career counseling to the important questions raised by people living in information societies will continue the disciplines' tradition of helping individuals link their lives to the economic context. The questions pertaining to perspectives, paradigms, and practices arise mainly from the increasing dominance of ''jobless work," which moves people from project to project and from one culture to another culture. These recurring transitions mean that individuals cannot maintain their employment, so they must maintain their employability and actively manage their careers through adaptability, intentionality, life-long learning, and autobiographical reasoning. The emerging practice of career counseling seems to take the general form of constructing career through small stories, deconstructing and reconstructing the small stories into a large story, and co-constructing intention and action to begin the next episode in that large story.
C1 Northeastern Ohio Univ Coll Med & Pharm, Coll Med, Dept Behav Sci, Rootstown, OH 44272 USA.
C3 University System of Ohio; Northeast Ohio Medical University (NEOMED)
RP Savickas, ML (corresponding author), Northeastern Ohio Univ Coll Med & Pharm, Coll Med, Dept Behav Sci, Rootstown, OH 44272 USA.
EM ms@neoucom.edu
NR 31
TC 91
Z9 121
U1 4
U2 53
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1069-0727
EI 1552-4590
J9 J CAREER ASSESSMENT
JI J. Career Assess.
PD AUG
PY 2011
VL 19
IS 3
BP 251
EP 258
DI 10.1177/1069072710395532
PG 8
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 792RS
UT WOS:000292767400005
DA 2024-02-21
ER

PT J
AU Roitman, S
   Setiawan, B
   Zakiyaturrahmah, AH
   Murwani, A
AF Roitman, Sonia
   Setiawan, Bakti
   Zakiyaturrahmah, Annisa Hadny
   Murwani, Ainun
TI Beyond University Planning Studio Courses: Involving Civil Society
   Organizations in Educating Planners
SO JOURNAL OF PLANNING EDUCATION AND RESEARCH
LA English
DT Article
DE planning education; studio courses; International Planning and
   Development; international fieldtrips; teaching partnerships;
   employability
AB This article analyses a fieldtrip studio course in Indonesia, reflecting on its value and benefits for urban planning. The original contribution of the article is twofold. First, we show how the course contributes to the development of the skills and knowledge required by planning graduates. Second, in relation to the course's learning activities, we reflect on the significance and challenges involved in building partnerships between academia and industry from the perspective of the key partners involved in the course.
C1 [Roitman, Sonia] Univ Queensland, Dev Planning, St Lucia, Qld, Australia.
   [Setiawan, Bakti] Univ Gadjah Mada, Yogyakarta, Indonesia.
   [Zakiyaturrahmah, Annisa Hadny] Yayasan Arkom Indonesia, Yogyakarta, Indonesia.
   [Murwani, Ainun] Paguyuban Kalijawi, Yogyakarta, Indonesia.
C3 University of Queensland; Gadjah Mada University
RP Roitman, S (corresponding author), Univ Queensland, Sch Earth & Environm Sci, Chamberlain Bldg 35,4th Floor, St Lucia, Qld 4072, Australia.
EM s.roitman@uq.edu.au
RI Roitman, Sonia/AAT-6356-2020
OI Roitman, Sonia/0000-0001-6555-8062
FU New Colombo Program (DFAT - Department of Foreign Affairs and Trade,
   Australian Government); Endeavour Mobility Grants (Australian
   Government); Short Term Global Experiences Initiative (UQ Student
   Employability); School of Earth and Environmental Sciences at UQ;
   Planning Program at UGM
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: UQ
   students have received funding from the New Colombo Program (DFAT -
   Department of Foreign Affairs and Trade, Australian Government),
   Endeavour Mobility Grants (Australian Government), and Short Term Global
   Experiences Initiative (UQ Student Employability). The course has also
   received funding from the School of Earth and Environmental Sciences at
   UQ, and the Planning Program at UGM.
NR 45
TC 4
Z9 4
U1 0
U2 0
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0739-456X
EI 1552-6577
J9 J PLAN EDUC RES
JI J. Plan. Educ. Res.
PD FEB 3
PY 2022
AR 0739456X221074062
DI 10.1177/0739456X221074062
PG 18
WC Regional & Urban Planning; Urban Studies
WE Social Science Citation Index (SSCI)
SC Public Administration; Urban Studies
GA VN1SR
UT WOS:001133612300001
DA 2024-02-21
ER

PT J
AU Chugai, O
AF Chugai, Oksana
TI GAMES AND COMPETITIONS TO TRANSFORM AN ENGLISH FOR SPECIFIC PURPOSES
   CLASS INTO STUDENT-CENTERED
SO PEDAGOGIKA-PEDAGOGY
LA English
DT Article
DE competition; English for Specific Purposes (ESP); game; gamification;
   student-centered
AB The article addresses the problem of using games and competitions to transform traditional teacher-centered English for Specific Purposes (ESP) class into student-centered. The basic features of games are distinguished: following rules, getting immediate feedback and achieving a goal. Gamification is defined as a process of using games in education aimed at bringing democracy into educational environment and achieving better learning results by motivating students. The characteristics of teacher-centered and student-centered models are discussed in the article. Detailed descriptions of games and competitions are provided, the guidelines of introducing gamification in an ESP class are outlined. The author comes to the conclusion that gamification of education, aiming at achieving better learning results and employability of graduates, is effective if properly applied.
C1 [Chugai, Oksana] Igor Sikorsky Kyiv Polytech Inst, Kiev, Ukraine.
   [Chugai, Oksana] Natl Tech Univ Ukraine, Igor Sikorsky Kyiv Polytech Inst, Kiev, Ukraine.
C3 Ministry of Education & Science of Ukraine; Igor Sikorsky Kyiv
   Polytechnic Institute; Ministry of Education & Science of Ukraine; Igor
   Sikorsky Kyiv Polytechnic Institute
RP Chugai, O (corresponding author), Igor Sikorsky Kyiv Polytech Inst, Kiev, Ukraine.; Chugai, O (corresponding author), Natl Tech Univ Ukraine, Igor Sikorsky Kyiv Polytech Inst, Kiev, Ukraine.
EM ochugai@meta.ua
RI Chugai, Oksana/I-3827-2017
OI Chugai, Oksana/0000-0002-2118-8255
NR 8
TC 1
Z9 1
U1 1
U2 2
PU NATL IZDATELSTVO AZ BUKI
PI SOFIA
PA BUL TSARIGRADSKO SHOSE, 125, BL 5, SOFIA, 1113, BULGARIA
SN 0861-3982
EI 1314-8540
J9 PEDAGOGIKA
JI Pedagogika
PY 2020
VL 92
IS 3
BP 442
EP 449
PG 8
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA LD5XP
UT WOS:000526104000011
DA 2024-02-21
ER

PT J
AU Kwan, CK
AF Kwan, Chi Kin
TI Helping People with Disabilities in the Workplace: Mezzo-Level
   Interventions Targeting Corporate Culture
SO SOCIAL WORK
LA English
DT Article; Early Access
DE corporate culture; disability; mezzo-level interventions; social work
   practice; vocational rehabilitation
ID COLLABORATION; EMPLOYMENT; BUSINESS
AB This article explores the relevance of mezzo-level interventions to help people with disabilities improve their employability. It begins with an overview of the micro-mezzomacro spectrum in the context of vocational rehabilitation services and shows that corporate culture plays a critical role in determining the employment outcomes of people with disabilities. This case study, a collaborative project of two business enterprises in Hong Kong, illustrates the benefits brought by a mezzo-level intervention for people with disabilities. Feedback collected from eight participating staff members from the two companies revealed that such collaboration can facilitate disability-friendly work environments. By promoting workplace inclusion through three main factors-attitudes, skills, and knowledge-social workers helped support the participating staff members who worked with people with disabilities. The staff participants gained a more accurate understanding of the characteristics of people with disabilities, and better workplace accommodations were provided for employees with special needs. The experiences reported by the participants in this project suggest that social workers' scope of practice should be expanded to mezzo-level interventions to target corporate culture.
C1 [Kwan, Chi Kin] City Univ Hong Kong, Dept Social & Behav Sci, Kowloon Tong, Hong Kong, Peoples R China.
C3 City University of Hong Kong
RP Kwan, CK (corresponding author), City Univ Hong Kong, Dept Social & Behav Sci, Kowloon Tong, Hong Kong, Peoples R China.
EM ckkwan@cityu.edu.hk
RI Dubisetty, Mallikarjuna Rao/JWO-4481-2024
OI Kwan, Chi Kin/0000-0001-8069-4222
NR 36
TC 6
Z9 6
U1 2
U2 15
PU OXFORD UNIV PRESS INC
PI CARY
PA JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA
SN 0037-8046
EI 1545-6846
J9 SOC WORK
JI Soc. Work
PD 2021 OCT
PY 2021
VL 66
IS 4
BP 339
EP 347
DI 10.1093/sw/swab030
EA JUL 2021
PG 9
WC Social Work
WE Social Science Citation Index (SSCI)
SC Social Work
GA YL8QX
UT WOS:000746153100008
PM 34329457
DA 2024-02-21
ER

PT J
AU Badwi, R
   Ablo, AD
   Overå, R
AF Badwi, Rosina
   Ablo, Austin Dziwornu
   Overa, Ragnhild
TI The importance and limitations of social networks and social identities
   for labour market integration: The case of Ghanaian immigrants in
   Bergen, Norway
SO NORSK GEOGRAFISK TIDSSKRIFT-NORWEGIAN JOURNAL OF GEOGRAPHY
LA English
DT Article
DE Jemima Garcia-Godos; Catriona Turner; Ghanaian migrants; labour markets;
   Norway; social networks
ID WEAK TIES; GENDER; INTERSECTIONALITY; MIGRATION; PERSPECTIVE;
   EXPERIENCE; MIGRANTS; CULTURE; WORK; RACE
AB Whereas refugees and larger immigrant groups' integration in the Norwegian labour market has received considerable research attention, less is known about the labour market integration of small, non-refugee immigrant groups from West African countries such as Ghana. The purpose of the article is to examine the role of social networks and social identities for the differentiated labour market integration outcomes among Ghanaian immigrants in the city of Bergen. Based on data produced through in-depth interviews, participant observation and informal conversations, the authors argue that Ghanaian immigrants' ability to obtain jobs is determined by more than simply having the appropriate educational and language qualifications, and largely depends on having favourable social identities and being embedded in social networks beyond the Ghanaian immigrant community. They find that those who mainly relied on Ghanaian networks found it difficult to circumvent labour market hindrances and they predominantly obtained menial jobs. The authors conclude that Norwegian job-seekers networks played a crucial role in the immigrants' opportunities and for potential Norwegian employers' perception of their employability, especially in professional and semi-professional jobs.
C1 [Badwi, Rosina; Overa, Ragnhild] Univ Bergen, Dept Geog, POB 7800, NO-5020 Bergen, Norway.
   [Ablo, Austin Dziwornu] Univ Ghana, Dept Geog & Resource Dev, POB LG 25, Legon, Ghana.
C3 University of Bergen; University of Ghana
RP Ablo, AD (corresponding author), Univ Ghana, Dept Geog & Resource Dev, POB LG 25, Legon, Ghana.
EM aablo@ug.edu.gh
RI Sheburah Essien, Rosina/IST-1752-2023; Overå, Ragnhild/N-1229-2016
OI Sheburah Essien, Rosina/0000-0002-4878-6474; 
NR 41
TC 5
Z9 7
U1 0
U2 14
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0029-1951
EI 1502-5292
J9 NORSK GEOGR TIDSSKR
JI Norsk. Geogr. Tidsskr.-Nor. J. Geogr.
PY 2018
VL 72
IS 1
BP 27
EP 36
DI 10.1080/00291951.2017.1406402
PG 10
WC Geography
WE Social Science Citation Index (SSCI)
SC Geography
GA FU2TP
UT WOS:000423703200003
DA 2024-02-21
ER

PT J
AU Papadopoulou, T
AF Papadopoulou, Theopisti
TI Developing construction graduates fit for the 4th industrial revolution
   through fieldwork application of active learning
SO HIGHER EDUCATION PEDAGOGIES
LA English
DT Article
DE Active and experiential learning; international fieldwork; graduate
   attributes; adaptable leadership; STEM; Fourth Industrial Revolution
   (4IR)
ID GEOGRAPHY FIELDWORK; ATTRIBUTES; STUDENTS; EMPLOYABILITY; EXPERIENCES;
   FRAMEWORK; STYLES
AB The link between active learning and the development of graduate attributes has been cogently advocated in pedagogical research. Despite the extensive adoption of fieldwork in environmental and social sciences, enigmatically, there are no reported applications of fieldwork in construction and related engineering disciplines. This paper employs a case study approach to address this gap and exemplify the application of fieldwork in a postgraduate construction degree programme. It presents a robust design framework for assessed residential fieldwork that aids the scaffolding of a holistic set of graduate attributes. The framework promotes undertaking field-based experiential learning in international destinations in order to support the development of adaptable leadership and graduate future readiness for the fourth industrial revolution. After discussing its theoretical underpinnings, the paper presents the context for the case study, the design framework and stages of the fieldwork and concludes with an evaluation of its implementation, limitations and implications for practice.
C1 [Papadopoulou, Theopisti] Kingston Univ, Fac Sci Engn & Comp, Dept Civil Engn Surveying & Construct Management, Kingston Upon Thames, Surrey, England.
C3 Kingston University
RP Papadopoulou, T (corresponding author), Kingston Univ, Fac Sci Engn & Comp, Kingston Upon Thames KT1 2EE, Surrey, England.
EM t.papadopoulou@kingston.ac.uk
OI Papadopoulou, Dr Tina/0000-0003-3127-9027
FU DAMAC Properties in Dubai, UAE
FX The author would like to express deep gratitude to Chartered Quantity
   Surveyors Nabih Elias Azzam (NEA) & Partners for fully supporting the
   students who undertook fieldwork in Dubai, UAE and adding great value to
   their education and transition to professional practice. Many thanks for
   providing access to a wide network of government and industry contacts
   as well as hosting simulated meetings and student presentations at the
   NEA Headquarters. The author is also indebted to DAMAC Properties in
   Dubai, UAE for facilitating and supporting University students and staff
   access to their offices and prestigious projects (both completed and
   under development) and moreover their generous hospitality overall.
   Without the support of NEA & Partners and Damac Properties this
   international fieldwork would not have been possible.
NR 73
TC 6
Z9 6
U1 0
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 2375-2696
J9 HIGH EDUC PEDAGOG
JI High. Educ. Pedagog.
PY 2020
VL 5
IS 1
BP 182
EP 199
DI 10.1080/23752696.2020.1816844
PG 18
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA NO2LW
UT WOS:000569317100001
OA Green Accepted, hybrid
DA 2024-02-21
ER

PT J
AU Moreira, A
   Sousa, MJ
   Cesário, F
AF Moreira, Ana
   Sousa, Maria Jose
   Cesario, Francisco
TI Competencies Development: The Role of Organizational Commitment and the
   Perception of Employability
SO SOCIAL SCIENCES-BASEL
LA English
DT Article
DE organizational practices of competencies development; employability;
   commitment; turnover intentions
ID PERCEIVED EMPLOYABILITY; TURNOVER INTENTION; EMPLOYEE DEVELOPMENT;
   RESOURCES; INVESTMENT; MEDIATION; EXCHANGE; CONSERVATION
AB The main objective of this study was to analyze the mediating effect of perceived employability (internal and external) and the organizational commitment in the relationship between the organizational practices of competencies development (OPCD) and the turnover intentions. The sample consists of 2099 participants, all of them working in organizations based in Portuguese territory. The existence of a significant and negative effect of the OPCD, of perceived internal employability and the organizational commitment in the turnover intentions, has been proven. There was also a significant and positive effect of perceived external employability on turnover intentions. Finally, the serial mediating effect of perceived employability and organizational commitment in the relationship between OPCD and turnover intentions was proven.
C1 [Moreira, Ana; Cesario, Francisco] ISPA Inst Univ, Sch Psychol, Rua Jardim Tabaco 34, P-1149041 Lisbon, Portugal.
   [Moreira, Ana] Inst Super Manuel Teixeira Gomes, Dept Psychol, Rua Dr Estevao de Vasconcelos 33a, P-8500590 Portimao, Portugal.
   [Sousa, Maria Jose] Inst Univ Lisboa ISCTE IUL, Business Res Unit BRU Iscte, Ave Forcas Armadas, P-1649026 Lisbon, Portugal.
   [Cesario, Francisco] Univ Lisbon, Ctr Adm & Polit Publ, Inst Super Ciencias Sociais & Polit, P-1300663 Lisbon, Portugal.
   [Cesario, Francisco] Atlantica Inst Univ, Management Dept, Estr Cacem, P-2730036 Barcarena, Portugal.
C3 Instituto Superior Psicologia Aplicada (ISPA); Instituto Universitario
   de Lisboa; Universidade de Lisboa
RP Moreira, A; Cesário, F (corresponding author), ISPA Inst Univ, Sch Psychol, Rua Jardim Tabaco 34, P-1149041 Lisbon, Portugal.; Moreira, A (corresponding author), Inst Super Manuel Teixeira Gomes, Dept Psychol, Rua Dr Estevao de Vasconcelos 33a, P-8500590 Portimao, Portugal.; Cesário, F (corresponding author), Univ Lisbon, Ctr Adm & Polit Publ, Inst Super Ciencias Sociais & Polit, P-1300663 Lisbon, Portugal.; Cesário, F (corresponding author), Atlantica Inst Univ, Management Dept, Estr Cacem, P-2730036 Barcarena, Portugal.
EM anasetemoreira@gmail.com; maria.jose.sousa@iscte-iul.pt;
   fcesario@ispa.pt
RI Moreira, Ana Maria da Palma/ACP-7236-2022; Sousa, Maria
   José/I-1818-2014; Cesario, Francisco/J-3140-2015
OI Moreira, Ana Maria da Palma/0000-0002-4799-874X; Sousa, Maria
   José/0000-0001-8633-4199; Cesario, Francisco/0000-0002-0895-017X
NR 60
TC 8
Z9 8
U1 5
U2 11
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2076-0760
J9 SOC SCI-BASEL
JI Soc. Sci.-Basel
PD MAR
PY 2022
VL 11
IS 3
AR 125
DI 10.3390/socsci11030125
PG 15
WC Social Sciences, Interdisciplinary
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA 0D9NW
UT WOS:000776316200001
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Ferris, GR
   Summers, JK
AF Ferris, Gerald R.
   Summers, James K.
TI Further Delineation of "Social/Interpersonal Compatibility's" Role in
   Employability
SO INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND
   PRACTICE
LA English
DT Article
ID SOCIAL SKILL; PERFORMANCE
C1 [Ferris, Gerald R.] Florida State Univ, Tallahassee, FL 32306 USA.
   [Summers, James K.] Iowa State Univ, Ames, IA 50011 USA.
C3 State University System of Florida; Florida State University; Iowa State
   University
RP Ferris, GR (corresponding author), Florida State Univ, Coll Business, Dept Management, Tallahassee, FL 32306 USA.
EM gferris@cob.fsu.edu
RI Summers, James/AAB-2348-2020; Summers, James/AFP-3190-2022
OI Summers, James/0000-0002-4438-040X
NR 20
TC 0
Z9 2
U1 0
U2 11
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 1754-9426
EI 1754-9434
J9 IND ORGAN PSYCHOL-US
JI Ind. Organ. Psychol.
PD MAR
PY 2013
VL 6
IS 1
BP 35
EP 38
DI 10.1111/iops.12020
PG 4
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 090MJ
UT WOS:000314982900008
DA 2024-02-21
ER

PT J
AU Paat, YF
   Morales, J
   Escajeda, AI
   Tullius, R
AF Paat, Yok-Fong
   Morales, Jessica
   Escajeda, Aaron, I
   Tullius, Ray
TI Insights from the shelter: Homeless shelter workers' perceptions of
   homelessness and working with the homeless
SO JOURNAL OF PROGRESSIVE HUMAN SERVICES
LA English
DT Article; Early Access
DE Homeless shelters; shelter residents; shelter workers; perceptions of
   homelessness; at-risk population
ID EXPERIENCING HOMELESSNESS; MENTAL-ILLNESS; TYPOLOGY; PATHWAYS; HEALTH;
   SERVICES; ADULTS; POLICY; RISK
AB Using in-depth face-to-face interviews, this study explored 34 homeless shelter workers' perceptions of homelessness and working with the homeless. We asked the following questions: 1) What were the barriers that homeless shelter residents faced in combating homelessness, from the perspective of the homeless shelter workers? 2) What were the challenges that homeless shelter workers encountered in working with this at-risk population? Our findings shared the realities that the homeless population faced from the lens of shelter workers with different job responsibilities (ranging from customer service workers to case managers, program directors/coordinators, and shelter administrators). Overall, we found that working with the homeless community could present a challenge for shelter workers given the limited availability of funding, discrepancies in agreement of solutions, the lack of qualified helping professionals, the limits of service coordination, preconceived judgment/prejudice from the public, and a series of obstacles that the homeless population faces including barriers to accessing services, employability, personal hardship, and social stigma.
C1 [Paat, Yok-Fong] Univ Texas El Paso, Dept Social Work, El Paso, TX 79968 USA.
   [Morales, Jessica] Emergence Hlth Network, Assert Community Treatment Program, El Paso, TX USA.
   [Escajeda, Aaron, I] Univ Texas Austin, Austin, TX 78712 USA.
   [Tullius, Ray] Opportun Ctr Homeless, El Paso, TX USA.
C3 University of Texas System; University of Texas El Paso; University of
   Texas System; University of Texas Austin
RP Paat, YF (corresponding author), Univ Texas El Paso, Dept Social Work, El Paso, TX 79968 USA.
EM ypaat@utep.edu
NR 70
TC 4
Z9 7
U1 1
U2 22
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1042-8232
EI 1540-7616
J9 J PROGRESS HUM SERV
JI J. Progress. Hum. Serv.
PD 2021 SEP 2
PY 2021
VL 32
IS 3
BP 263
EP 283
DI 10.1080/10428232.2021.1969719
EA AUG 2021
PG 21
WC Social Work
WE Emerging Sources Citation Index (ESCI)
SC Social Work
GA XE5JC
UT WOS:000691331600001
DA 2024-02-21
ER

PT J
AU Morris, C
   Milton, E
   Goldstone, R
AF Morris, Ceri
   Milton, Emmajane
   Goldstone, Ross
TI Case study: suggesting choice: inclusive assessment processes
SO HIGHER EDUCATION PEDAGOGIES
LA English
DT Article
DE Inclusion; assessment; higher education; additional learning needs;
   Universal Design for learning (UDL)
AB This project aimed to explore staff and student opinions on the introduction of choice in assessment, drawing upon the principles of Inclusive Pedagogy, Disability Studies and Universal Design. The mixed methods research explored the possibility that students may feel more positively supported during the assessment and feedback process if a range of methods of assessment are available.
   There was overall support for the proposal, but with some reservations, for example, parity between the different modes of assessment, and student access to different forms of assessment to develop employability skills would need to be planned. Inclusive assessment and feedback processes in Higher Education are essential if the diversity of our students is to be recognised. However, this needs to be balanced with the need to develop a range of life skills. Therefore, choice in assessment methods needs to be designed with clear strategies for skills development, and targeted individualised support.
C1 [Morris, Ceri; Milton, Emmajane; Goldstone, Ross] Cardiff Univ, Sch Social Sci, Glamorgan Bldg,King Edward Vii Ave, Cardiff CF10 3WT, S Glam, Wales.
   [Morris, Ceri] Cardiff Metropolitan Univ, Qual Enhancement Directorate, Western Ave, Cardiff CF5 2YB, S Glam, Wales.
C3 Cardiff University; Cardiff Metropolitan University
RP Morris, C (corresponding author), Cardiff Univ, Sch Social Sci, Glamorgan Bldg,King Edward Vii Ave, Cardiff CF10 3WT, S Glam, Wales.
EM CEAMorris@cardiffmet.ac.uk
OI Morris, Ceri/0000-0002-3869-1615
NR 37
TC 9
Z9 10
U1 2
U2 10
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 2375-2696
J9 HIGH EDUC PEDAGOG
JI High. Educ. Pedagog.
PY 2019
VL 4
IS 1
BP 435
EP 447
DI 10.1080/23752696.2019.1669479
PG 13
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA JF4GX
UT WOS:000491346900001
OA hybrid, Green Accepted
DA 2024-02-21
ER

PT J
AU Huijs, JJJM
   Houtman, ILD
   Taris, TW
   Blonk, RWB
AF Huijs, Jenny J. J. M.
   Houtman, Irene L. D.
   Taris, Toon W.
   Blonk, Roland W. B.
TI Effect of a participative action intervention program on reducing mental
   retirement
SO BMC PUBLIC HEALTH
LA English
DT Article
DE Mental retirement; Participatory program; Tailor-made intervention;
   Effect study; Multilevel analysis
ID WORK ENGAGEMENT; PSYCHOSOCIAL FACTORS; JOB-SATISFACTION; INVOLVEMENT;
   STRESS; OBSOLESCENCE; PERSPECTIVE; TRANSLATION; DEFINITION; INTENTIONS
AB The present study aimed to investigate the effects of a stepwise, bottom-up participatory program with a tailor-made intervention process addressing the level of mental retirement in a sample of Dutch employees. Mental retirement refers to feelings of being disconnected from your work and your organization. Prevention of mental retirement is important since sustainable employability is becoming more important in today's society due to the ageing of the working population and the changes in skills demands.
   This prospective cohort study with a one-year follow-up employs a sample of 683 employees of three organizations in The Netherlands, who filled out two questionnaires: at baseline and 1 year later. The dependent measure was mental retirement, which consists of three sub-concepts: developmental pro-activity, work engagement and perceived appreciation.
   Multilevel analysis (N = 466) showed that employees who more actively participated in the intervention(s) had a small but statistically significant larger decrease in mental retirement at follow-up.
   The stepwise, bottom-up participatory program with a tailor-made intervention process shows a tendency to decrease the level of mental retirement in Dutch employees. However, the implementation of interventions could be further improved since it turned out to be very challenging to keep up participants' commitment to the program. Future research should study the effectiveness of this program further with an improved study design (control group, multiple follow-ups, several data sources).
C1 [Huijs, Jenny J. J. M.; Blonk, Roland W. B.] TNO, Leiden, Netherlands.
   [Huijs, Jenny J. J. M.; Houtman, Irene L. D.; Taris, Toon W.] Univ Utrecht, Dept Social Hlth & Org Psychol, Utrecht, Netherlands.
   [Blonk, Roland W. B.] Tilburg Sch Social & Behav Sci, Dept Human Resource Studies, Tilburg, Netherlands.
   [Blonk, Roland W. B.] North West Univ, Optentia Res, Vanderbijlpark, South Africa.
   [Blonk, Roland W. B.] North West Univ, Dept Tranzo, Fac Humanities, Vanderbijlpark, South Africa.
C3 Netherlands Organization Applied Science Research; Utrecht University;
   Tilburg University; North West University - South Africa; North West
   University - South Africa
RP Huijs, JJJM (corresponding author), TNO, Leiden, Netherlands.; Huijs, JJJM (corresponding author), Univ Utrecht, Dept Social Hlth & Org Psychol, Utrecht, Netherlands.
EM jenny.huijs@tno.nl
RI Blonk, Roland/HPE-2050-2023
FU Dutch Ministry of Economic Affairs [060.02571]; Foundation Labor
   market-and Education fund Police (SAOP, project name 'Create your own
   job, especially now')
FX This study is funded by the Dutch Ministry of Economic Affairs (project
   number 060.02571) and the Foundation Labor market-and Education fund
   Police (SAOP, project name 'Create your own job, especially now'). The
   funders had no influence on the design of the study, data collection or
   analysis, interpretation of data and writing of the manuscript.
NR 48
TC 5
Z9 5
U1 1
U2 11
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1471-2458
J9 BMC PUBLIC HEALTH
JI BMC Public Health
PD FEB 14
PY 2019
VL 19
AR 194
DI 10.1186/s12889-019-6522-x
PG 11
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA HL9RI
UT WOS:000459079800006
PM 30764787
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Ashton, D
AF Ashton, Daniel
TI Playstations and workstations: identifying and negotiating digital games
   work
SO INFORMATION TECHNOLOGY & PEOPLE
LA English
DT Article
DE Computer games; Software prototyping; Higher education; Students; United
   Kingdom; Work design
ID CREATIVE IDENTITY; LABOR
AB Purpose - The aim of this paper is to present qualitative research with higher education games design students to explore situated understandings of work and the negotiation of "work" and "non-work" boundaries.
   Design/methodology/approach - Situated understandings of work are examined through interviews and focus groups with games design students in the UK and contextualised with interviews with games industry professionals and attendance at industry careers events. The theoretical approach of "occupational devotion" is used to explore work practices and motivations, and "technological action" is then used to draw out the significance of relations with games technologies in this negotiation.
   Findings - The main finding concerns the continued significance of a fixed field of "work" for students intending to progress from education into "work". The importance of "work" was identified in how students positioned themselves (occupational devotion) and engaged with games technologies (technological action). This is contrasted with the emphasis on co-creative relations and broadbrush assertions of blurring boundaries between work and non-work.
   Research limitations/implications - A larger sample of students that ranged across different digital gaming disciplines within higher education (programming; art) would add breadth and further perspectives. Further research would connect student perceptions of the games industry, from attending events such as careers fairs, and the industry promotional discourses and representational. strategies. A longitudinal study would be valuable for tracing changes in recruitment strategies and industry and education intersections.
   Practical implications - The paper provides insights into how higher education students engage with the games industry and articulates their personal development and employability attributes.
   Originality/value - This paper makes a case for research with students as a means to explore boundaries of "work" and "non-work". It questions the blurring of "work" and "non-work", and provides conceptual pointers, combined with empirical research, that indicate the continued purchase of fixed notions of "work" for workers-in-the-making. This is relevant for scholarly research into the sociology of work, higher education pedagogy, and industry-education relations.
C1 Bath Spa Univ, Bath, Avon, England.
C3 Bath Spa University
RP Ashton, D (corresponding author), Bath Spa Univ, Bath, Avon, England.
EM D.Ashton@bathspa.ac.uk
OI Light, Ben/0000-0002-0038-8979; Ashton, Daniel/0000-0002-3120-1783
NR 38
TC 9
Z9 10
U1 0
U2 13
PU EMERALD GROUP PUBLISHING LIMITED
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0959-3845
J9 INFORM TECHNOL PEOPL
JI Inf. Technol. People
PY 2011
VL 24
IS 1
BP 10
EP 25
DI 10.1108/09593841111109396
PG 16
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA 750IG
UT WOS:000289539200003
DA 2024-02-21
ER

PT J
AU Torres, A
   Kearney, KB
   Downey, A
   Tedesco, C
AF Torres, Ayse
   Kearney, Kelly B.
   Downey, Angelica
   Tedesco, Candice
TI Self-Determination Development Among College Students With Intellectual
   and Developmental Disabilities: A Longitudinal Study
SO FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES
LA English
DT Article; Early Access
DE intellectual and developmental disability; inclusive postsecondary
   education; self-determination
ID INCLUSION; EDUCATION; LIFE
AB Students with intellectual and developmental disabilities (IDD) who attend inclusive postsecondary education (IPSE) programs gain many new and beneficial skills, including independent living, social, and employability skills. Another skill set that may be strengthened by attending an IPSE program is self-determination. There is limited research available identifying the impact of IPSE programs on self-determination growth. We addressed this gap by using a longitudinal study designed to examine the changes in self-determination levels of students with IDD across 3 years in an IPSE program. Data collected from 23 students with IDD at 4 points of time within 3 years showed that there was an increasing trend in students' self-determination levels at the end of each year. The difference was highly significant between the baseline and the end of the third year. This suggests that IPSE programs can play a critical role in the improvement of the self-determination levels in students with IDD. Implications and future research are discussed.
C1 [Torres, Ayse; Kearney, Kelly B.; Downey, Angelica; Tedesco, Candice] Florida Atlantic Univ, Boca Raton, FL USA.
   [Torres, Ayse] Florida Atlantic Univ, Dept Counselor Educ, 777 Glades Rd, Boca Raton, FL 33431 USA.
C3 State University System of Florida; Florida Atlantic University; State
   University System of Florida; Florida Atlantic University
RP Torres, A (corresponding author), Florida Atlantic Univ, Dept Counselor Educ, 777 Glades Rd, Boca Raton, FL 33431 USA.
EM atorre58@fau.edu
OI Torres, Ayse/0000-0003-1604-0632; Kearney, Kelly/0000-0003-4811-0869
NR 25
TC 1
Z9 1
U1 0
U2 2
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1088-3576
EI 1538-4829
J9 FOCUS AUTISM DEV DIS
JI Focus Autism Dev. Disabil.
PD 2023 JUN
PY 2023
VL 38
IS 2
BP 137
EP 143
DI 10.1177/10883576221133491
EA NOV 2022
PG 7
WC Education, Special; Psychology, Developmental; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology; Rehabilitation
GA G0NK4
UT WOS:000883248900001
DA 2024-02-21
ER

PT J
AU Tye, S
   Hamilton, MB
   Atkins, MS
   Weaver, AJ
   Dillon, KW
   Sandage, MJ
AF Tye, Scott
   Hamilton, Megan-Brette
   Atkins, Marisha Speights
   Weaver, Aurora J.
   Dillon, K. W.
   Sandage, Mary J.
TI Perceptions of employability related to severity of hypernasality: A
   pilot study
SO CLINICAL LINGUISTICS & PHONETICS
LA English
DT Article; Early Access
DE Hypernasality; employability; intelligence; resonance disorder
ID CLEFT-LIP; LISTENERS PERCEPTIONS; SPEECH; VOICE; PALATE;
   INTELLIGIBILITY; JUDGMENTS; ATTITUDES; ACCEPTABILITY; PERSONALITY
AB The primary aim of this investigation was to evaluate listener auditory-perceptual assessment of employability for individuals with hypernasal speech. Using an online survey platform, listeners with managerial experience evaluated speech samples from individuals with varying hypernasal resonance disorder severity to determine auditory-perceptual judgements regarding intelligence and employability. Speech samples of individuals with hypernasal speech were rated lower on scales of intelligence and employability, and more likely to be selected for jobs with infrequent rates of communication and lower levels of responsibility. Additionally, males with hypernasal speech were perceived as less intelligent, less employable, and more likely to be selected for a job with infrequent communication in comparison to females with hypernasal speech. Results of this preliminary investigation suggest that individuals with hypernasal speech may face employment barriers. The conclusions collected from this initial investigation open the doors for further research addressing linguistic considerations and aspects of employability. This is an important consideration for individuals with either acquired or congenitally related hypernasal resonance disorder.
C1 [Tye, Scott; Hamilton, Megan-Brette; Atkins, Marisha Speights; Weaver, Aurora J.; Sandage, Mary J.] Auburn Univ, Dept Speech Language & Hearing Sci, 1199 Haley Ctr, Auburn, AL 36849 USA.
   [Dillon, K. W.] Childrens Healthcare Atlanta, Ctr Cleft & Craniofacial Disorders, Atlanta, GA USA.
C3 Auburn University System; Auburn University; Children's Healthcare of
   Atlanta (CHOA)
RP Sandage, MJ (corresponding author), Auburn Univ, Dept Speech Language & Hearing Sci, 1199 Haley Ctr, Auburn, AL 36849 USA.
EM sandamj@auburn.edu
OI Sandage, Mary/0000-0002-0818-8867
NR 47
TC 0
Z9 0
U1 2
U2 3
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA
SN 0269-9206
EI 1464-5076
J9 CLIN LINGUIST PHONET
JI Clin. Linguist. Phon.
PD 2024 JAN 2
PY 2024
VL 38
IS 1
BP 21
EP 39
DI 10.1080/02699206.2022.2155876
EA JAN 2023
PG 19
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA GH5P1
UT WOS:000906555000001
PM 36592048
DA 2024-02-21
ER

PT J
AU Stephens, DL
   Collins, MD
   Dodder, RA
AF Stephens, DL
   Collins, MD
   Dodder, RA
TI A longitudinal study of employment and skill acquisition among
   individuals with developmental disabilities
SO RESEARCH IN DEVELOPMENTAL DISABILITIES
LA English
DT Article
DE developmental disabilities; competitive workforce; adaptive skill;
   mental retardation
ID QUALITY-OF-LIFE; PEOPLE; ADULTS
AB Recent legislation, especially the Americans with Disabilities Act in 1990, generated the closure of institutions for people with disabilities and inclusion into community residences and employment. It has been well documented that individuals with developmental disabilities often experience difficulties with employment including both obtaining and maintaining jobs, and many researchers have looked for ways to make employment more successful [McConkey, R. & Mezza R (2001). Employment aspirations of people with learning disabilities attending day centers. Journal of Learning Disabilities, 5(4), 309-318; Stevens, G. (2002). Employers' perceptions and practice in the employability of disabled people: a survey of companies in south east UK. Disability and Society, 17(7), 779-796; Capella, M., Roessler, R., & Hernmeria, K. (2002). Work-related skills awareness in high-school students with disabilities. Journal of Applied Rehabilitation Counseling, 33(2), 17-23; Ingraham, K., Rahimi, M., Tsang, H., Chan, F., & Oulvey, E. (2001). Work support groups in state vocational rehabilitation agency settings: a case study. Psychiatric Rehabilitation Skills, 5(1), 6-21; Gosling, V. & Cotterill, L. (2000). An employment project as a route to social inclusion for people with learning difficulties? Disability and Society, 15(7), 1001-1018; Neitupski, J. & Hamre-Nietupski, S. (2000). A systematic process for carving supported employment positions for people with severe disabilities. Journal of Developmental and Physical Disabilities, 12(2), 103-119].
   While research has accumulated that has examined predictors of successful employment, this research assessed longitudinal outcomes of employment. Data were obtained from an existing data set of all known persons receiving services from the Developmental Disabilities Division of the Oklahoma Department of Human Services (N = 2760). Results indicated that as people moved to employment, scores on adaptive skills increased, that as people moved from employment, adaptive skills decreased, and that as employment status remained constant, adaptive skills also remained unchanged. No consistent impact was found on challenging behaviors. Type of employment (sheltered, supported, and competitive) was then examined, and the same pattern of changes in adaptive skills was found; i.e., changes in employment to more/less competitive was accompanied by more/less adaptive skills. This suggests that employment itself, especially work in the competitive workforce, may be a significant source of enhancing adaptive skills for people with developmental disabilities and, thus, greatly adding to the success of community living. (c) 2005 Elsevier Ltd. All rights reserved.
C1 Willian Penn Univ, Div Social & Behav Sci, Oskaloosa, IA 52577 USA.
   Oklahoma State Univ, Stillwater, OK 74078 USA.
C3 Oklahoma State University System; Oklahoma State University - Stillwater
RP Stephens, DL (corresponding author), Willian Penn Univ, Div Social & Behav Sci, 201 Trueblood Ave, Oskaloosa, IA 52577 USA.
EM crisisintervention@mahaska.org
NR 26
TC 58
Z9 87
U1 2
U2 35
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0891-4222
J9 RES DEV DISABIL
JI Res. Dev. Disabil.
PD SEP-OCT
PY 2005
VL 26
IS 5
BP 469
EP 486
DI 10.1016/j.ridd.2003.12.003
PG 18
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA 970ZC
UT WOS:000232349900005
PM 16168884
DA 2024-02-21
ER

PT J
AU Fang, J
   O'Toole, J
AF Fang, Jim
   O'Toole, Jacqueline
TI Embedding sustainable development goals (SDGs) in an undergraduate
   business capstone subject using an experiential learning approach: A
   qualitative analysis
SO INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION
LA English
DT Article; Early Access
DE Collaborative learning; Project-based experiential learning; SDGs;
   Sustainability; Student learning; Business education; Management
   education
ID RESPONSIBLE MANAGEMENT EDUCATION; STUDENTS; CHALLENGE; DECADE; ETHICS;
   WORLD
AB Universities have an important role in ensuring that business school graduates can address issues regarding sustainable development and the achievement of the UN Sustainable Development Goals (SDGs) by 2030. While business schools have been progressively growing understanding of the SDGs, many have an unclear conception of their importance to business or how to effectively embed them into their curriculum. This paper explores the outcomes of one university in applying the SDGs as a learning framework for understanding global sustainability. Qualitative method-ology was used to explore student perceptions regarding the efficacy of industry collaboration and Experiential Education Project-based Learning (EEPBL) methods, to integrate learning of SDGs into a university course. Through thematic analysis of 375 reflective essays and 18 semi-structured interviews, students reported an enhanced awareness and knowledge of SDGs, acquisition of key employability skills and development of new global perspectives. They found value in industry collaboration and EEPBL for acquiring a comprehensive understanding of the SDGs in a business context, and many developed an appreciation of their own agency for sus-tainability action in the future. This research can be presented as an example of one approach to both teaching students about the SDGs and embedding sustainability into their business curriculum.
C1 [Fang, Jim] Monash Univ, Monash Sustainable Dev Inst, Clayton, Vic, Australia.
   [O'Toole, Jacqueline] Monash Univ, Monash Business Sch, Clayton, Vic, Australia.
   [Fang, Jim] Monash Univ, Monash Sustainable Dev Inst, Clayton, Vic 3800, Australia.
C3 Monash University; Monash University; Monash University
RP Fang, J (corresponding author), Monash Univ, Monash Sustainable Dev Inst, Clayton, Vic 3800, Australia.
EM jim.fang@monash.edu
OI Fang, Jim/0000-0002-5452-7305; O'Toole, Jacqueline/0000-0002-5711-2471
NR 89
TC 11
Z9 11
U1 1
U2 9
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1472-8117
EI 2352-3565
J9 INT J MANAG EDUC-OXF
JI Int. J. Manag. Educ.
PD 2023 MAR
PY 2023
VL 21
IS 1
AR 100749
DI 10.1016/j.ijme.2022.100749
EA DEC 2022
PG 13
WC Business; Education & Educational Research; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA 8V2XO
UT WOS:000930499500002
DA 2024-02-21
ER

PT J
AU Calderón-Palomino, CO
   Loayza-Peñafiel, CA
   Preciado-Hernández, EE
AF Calderon-Palomino, Cristian Oliver
   Loayza-Penafiel, Christian Alfredo
   Preciado-Hernandez, Edwin Estuardo
TI Relationship between the level of education and occupation of graduates
   in Recreation and Sports
SO ARRANCADA
LA English
DT Article
DE Vocational training; Curriculum; Labor Occupation; Recreation; Sports;
   Physical Education
AB At the San Daniel Comboni Educational Unit, the curriculum is more oriented to the practical physical activity part than to the theoretical-scientific part. On the other hand, physical-sporting activity was previously treated seriously: currently, there is not even a treatment for it. Scientific studies observe technical education through employability in quality training and adaptation to population needs. Will the relationship between the training level and the current occupation of the graduate's matter in this case? This research observes this relationship for Recreation and Sports graduates at the aforementioned institution, during the 2018-2020 period. It focuses on the occupational continuity of high school graduates linked to Physical Education activities and sports from a work level, in relation to their higher studies. The research is quantitative of a descriptive type and required the bibliographic review and the questionnaire. A low level of continuity of graduates in the labor insertion for the field of Physical Education was detected; without being able to clearly establish a level of relationship between the training received and the current occupation. However, a favorable evaluation of the technical training received is contrasted with the applicability of current occupations. The level of training has a low impact on the possibilities of future employment. It is necessary to update the career curriculum with a broader criterion that considers the potential occupational challenges that a young professional could face beyond the technical specialization received.
C1 [Calderon-Palomino, Cristian Oliver; Loayza-Penafiel, Christian Alfredo; Preciado-Hernandez, Edwin Estuardo] Univ Tecn Ecuador Luis Vargas Torres, Esmeraldas, Ecuador.
RP Calderón-Palomino, CO (corresponding author), Univ Tecn Ecuador Luis Vargas Torres, Esmeraldas, Ecuador.
EM cristianolicp@hotmail.com
NR 13
TC 0
Z9 0
U1 0
U2 0
PU UNIV ORIENTE, SANTIAGO DE CUBA
PI SANTIAGO DE CUBA
PA CULTURE FAC PHYSICS, DEPT SCI & TECHNICAL INFO, PROLONGING ST E S-N
   DREAM CAST, SANTIAGO DE CUBA, CP 90400, CUBA
SN 1729-3693
EI 1810-5882
J9 ARRANCADA
JI ARRANCADA
PD MAY-AUG
PY 2023
VL 23
IS 45
PG 17
WC Hospitality, Leisure, Sport & Tourism
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA L1SI2
UT WOS:001021120400001
DA 2024-02-21
ER

PT J
AU Dean, BA
   Rook, L
AF Dean, Bonnie Amelia
   Rook, Laura
TI Toward sustainability: a typology for non-placement work-based learning
SO HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING
LA English
DT Article; Early Access
DE Non-placement work-based learning; Typology; Sustainability;
   Scalability; Placements
ID EMPLOYABILITY; CHALLENGES; FUTURE
AB Purpose - Students experience a range of benefits by participating in work-based learning (WBL) including increased employability skills, career development learning and enhanced industry networks. However, some approaches to WBL are not easily accessed by all students, with placement-based models placing demands on students to attend a physical worksite over a sustained period of time. This paper explores the emergence of non-placement WBL (NPWBL) as a global solution to broadening access to work-related activities. This approach is arguably a more sustainable model that enables students to engage in meaningful work-learning opportunities without the need for extended, physical proximity in a workplace. Design/methodology/approach - Through a review of the literature, a typology of NPWBL is offered that organizes activities around the degree to which a student practices work and engages with an industry partner.Findings - New and different NPWBL activities are continuing to emerge due to placement activities being described as resource intensive and in some cases unable to meet the demands of industry, specifically small and medium-sized enterprises (SMEs) and large student cohorts, international students and those with disabilities. The NPWBL typology presented here has been developed to meet these challenges, while ensuring the authenticity of WBL is maintained. Research limitations/implications - This paper highlights the need for rich discussions around the sustainability of WBL activities to ensure relationships between institutions and industry continue to thrive. Practical implications - NPWBL is less-resource intensive and offers a sustainable option for universities without compromising on quality, meaningful experiences for students. The typology can be a useful prompt for educators to consider their objectives for student learning when embedding a NPWBL activity in curriculum.Originality/value - The NPWBL typology is unique and valuable as it organizes NPWBL activities around the learning practices of the external partner (industry or community) and the learning practices of the student. This enables the typology to be transferrable across disciplines. The paper closes with reflective questions for educators when designing NPWBL activities.
C1 [Dean, Bonnie Amelia; Rook, Laura] Univ Wollongong, Wollongong, Australia.
C3 University of Wollongong
RP Dean, BA (corresponding author), Univ Wollongong, Wollongong, Australia.
EM bonnie_dean@uow.edu.au; lrook@uow.edu.au
OI Dean, Bonnie Amelia/0000-0002-2057-9529
NR 51
TC 1
Z9 1
U1 2
U2 2
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 2042-3896
EI 2042-390X
J9 HIGH EDUC SKILL WORK
JI High Educ. Skills Work-based Learn
PD 2023 OCT 20
PY 2023
VL 13
IS 5
SI SI
BP 942
EP 954
DI 10.1108/HESWBL-02-2023-0030
EA APR 2023
PG 13
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA U5RB8
UT WOS:000971683900001
DA 2024-02-21
ER

PT J
AU Weldon, A
   Ngo, JK
AF Weldon, Anthony
   Ngo, Jake K.
TI The effects of work-integrated learning on undergraduate sports coaching
   students' perceived self-efficacy
SO INTERNATIONAL JOURNAL OF WORK-INTEGRATED LEARNING
LA English
DT Article
DE Work integrated learning; industry collaboration; education;
   self-efficacy; workplace skills
ID HIGHER-EDUCATION; OUTCOMES; PERFORMANCE; EMPLOYABILITY; SUPERVISORS;
   SKILLS
AB This study examined the effects of a work-integrated learning (WIL) placement on student's self-efficacy and perceived workplace skill levels. Twenty-eight participants volunteered for this study, in which 15 completed WIL and 13 did not (non-WIL). The Work Self-Efficacy Inventory (WS-Ei) and Workplace Skills Questionnaire (WSQ) were used to collect student responses. Differences between groups were analyzed using a Mann-Whitney U test, mean differences were shown, and statistical significance was set at p < 0.05. Results from the WS-Ei indicated the WIL group shown significantly higher total WS-Ei scores, higher mean scores for all dimensions measured, and significantly higher scores for individual dimensions; problem-solving, politics, pressure and role expectations. The WSQ indicated the WIL group had higher mean scores for all perceived workplace skills, except for information technology, and no significant differences was observed between groups. Areas showing little difference between groups can be highlighted for further support and development.
C1 [Weldon, Anthony] Technol & Higher Educ Inst Hong Kong, Hong Kong, Peoples R China.
   [Ngo, Jake K.] Hong Kong Acad Performing Arts, Hong Kong, Peoples R China.
RP Weldon, A (corresponding author), Technol & Higher Educ Inst Hong Kong, Hong Kong, Peoples R China.
EM anthony-weldon@vtc.edu.hk
OI Weldon, Anthony/0000-0001-5762-332X
NR 48
TC 5
Z9 5
U1 2
U2 2
PU Work-Integrated Learning NZ-WILNZ
PI Hamilton
PA Univ Waikato, Private Bag 3105, Hamilton, NEW ZEALAND
SN 2538-1032
J9 INT J WORK-INTEGR L
JI Int. J. Work-Integr. L.
PY 2019
VL 20
IS 3
BP 309
EP 319
PG 11
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 6Y2YA
UT WOS:000896964400008
DA 2024-02-21
ER

PT J
AU Kamphuis, P
   Glebbeek, AC
AF Kamphuis, Pascal
   Glebbeek, Arie C.
TI Job (In)Security and Workers' Training Decisions: A Framing Approach
SO INTERNATIONAL JOURNAL FOR RESEARCH IN VOCATIONAL EDUCATION AND
   TRAINING-IJRVET
LA English
DT Article
DE VET; Vocational Education and Training; Further Training; Training
   Investment; Employability; Employment Security; Perception
ID FACTORIAL SURVEYS; IMPACT; SECURITY; GENDER
AB Context: In this study, we attempt to contribute to the scarce evidence about the relationship between perceived labour market insecurity and worker training investments. Drawing on existing research into framing in decision-making, we investigate whether framing the labour market as insecure increases the willingness of workers to invest in training. We also investigate whether this effect is larger when training contract terms are favourable, such as when training is done mostly in an employer's time, or when no payback clause is included.
   Approach: Data are gathered through a vignette-study under a sample of senior Dutch students, with experimental manipulation of frames. Respondents are given a questionnaire in which they are asked to imagine themselves working for a fictitious firm (but presented to them as real). The security/insecurity frames are elicited by randomly stressing either the positive or negative side of a series of events related to the labour market position of people working in this firm. Respondents are then asked to respond to five vignettes, each of these a randomly generated combination of training contract terms. For each vignette, respondents are asked to state whether or not they would be willing to go along with the specified training program under the conditions outlined in that vignette. Data are analysed with multilevel logistic regression.
   Findings: The willingness to train is not invariably greater under an insecurity frame. Instead, we find a crucial interaction: the willingness to train is greater under an insecurity frame when training-contract terms are favourable (e.g when no payback clause is included), but smaller when training-contract terms are unfavourable. Since the positive and negative effects are approximately equal in size, in a balanced design such as ours they cancel each other out, resulting in a close to zero overall effect for the frame variable.
   Conclusion: Our results suggest that, when workers are aware of the insecurity in their situation, this only makes them more willing to follow training when the risk of losing their investment is low.
C1 [Kamphuis, Pascal] Hanze Univ Appl Sci, Fac Law, Marian van Os Ctr Entrepreneurship, Postbus 70030, NL-9704 AA Groningen, Netherlands.
   [Glebbeek, Arie C.] Univ Groningen, Dept Sociol, Grote Kruisstr 2-1, NL-9712 TS Groningen, Netherlands.
C3 University of Groningen
RP Kamphuis, P (corresponding author), Hanze Univ Appl Sci, Fac Law, Marian van Os Ctr Entrepreneurship, Postbus 70030, NL-9704 AA Groningen, Netherlands.
EM pa.j.kamphuis@pl.hanze.nl
NR 65
TC 0
Z9 0
U1 0
U2 0
PU VETNET-EUROPEAN RESEARCH NETWORK VOCATIONAL EDUCATION & TRAINING
PI BREMEN
PA C/O UNIV BREMEN, INST TECHNOLOGY & EDUCATION-ITB, AM FALLTURN 1, BREMEN,
   GERMANY
SN 2197-8638
EI 2197-8646
J9 INT J RES VOCAT EDUC
JI Int. J. Res. Vocat. Educ. Train-IJRVET
PD DEC
PY 2020
VL 7
IS 3
BP 361
EP 387
DI 10.13152/IJRVET.7.3.6
PG 27
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA VL6LH
UT WOS:000899709300006
OA Green Submitted, gold, Green Published
DA 2024-02-21
ER

PT J
AU Habets, O
   Van der Heijden, B
   Ramzy, O
   Stoffers, J
   Peters, P
AF Habets, Omar
   Van der Heijden, Beatrice
   Ramzy, Omar
   Stoffers, Jol
   Peters, Pascale
TI Employable through Social Media: An Intervention Study
SO SUSTAINABILITY
LA English
DT Article
DE social media use for professional development; learning intervention
   study; motivation; employability; sustainable human resource management
ID KNOWLEDGE MANAGEMENT; PERFORMANCE; EDUCATION; TECHNOLOGY; CREATION;
   SUPPORT; SUCCESS
AB This longitudinal, quantitative study contributes to the debate on technology-based professional development by examining the extent to which a learning (LinkedIn) intervention in a university setting affects an individual's social media use for professional development, and the extent to which this relates to self-reported employability. In addition, we investigated how this relationship is moderated by an individual's motivation to communicate through social media (LinkedIn). Based on social capital theory and the conservation of resources theory, we developed a set of hypotheses that were tested based on longitudinal data collected from university employees (N = 101) in middle- and high-level jobs. First, in line with our expectations, social media use for professional development was significantly higher after the learning intervention than before. Second, partially in line with our expectations, social media use for professional development was positively related with the employability dimension anticipation and optimization. Third, contrary to our expectations, motivation to communicate through social media (LinkedIn) did not have a moderating role in this relationship. We concluded that the learning intervention has the potential to foster social media use for professional development, and in turn, can contribute to individuals' human capital in terms of their employability. Hence, the intervention that forms the core of this empirical research can be a sustainable and promising human resource management (HRM) practice that fits the human capital agenda.
C1 [Habets, Omar; Stoffers, Jol] Zuyd Univ Appl Sci, Res Ctr Employabil, NL-6131 MT Sittard, Netherlands.
   [Van der Heijden, Beatrice; Peters, Pascale] Radboud Univ Nijmegen, Inst Management Res, NL-6500 HK Nijmegen, Netherlands.
   [Van der Heijden, Beatrice; Stoffers, Jol] Open Univ, Fac Management, NL-6419 AT Heerlen, Netherlands.
   [Van der Heijden, Beatrice] Univ Ghent, Dept Mkt Innovat & Org, B-9000 Ghent, Belgium.
   [Van der Heijden, Beatrice] Hubei Univ, Business Sch, Wuhan 430062, Peoples R China.
   [Van der Heijden, Beatrice] Kingston Univ, Kingston Business Sch, London KT2 7LB, England.
   [Ramzy, Omar] Heliopolis Univ Sustainable Dev, Fac Business & Econ, Cairo Governorate 11785, Egypt.
   [Stoffers, Jol] Maastricht Univ, Res Ctr Educ & Labour Market ROA, NL-6211 LM Maastricht, Netherlands.
   [Peters, Pascale] Nyenrode Business Univ, Ctr Strategy Org & Leadership, NL-3621 BG Breukelen, Netherlands.
C3 Radboud University Nijmegen; Open University Netherlands; Ghent
   University; Hubei University; Kingston University; Maastricht
   University; Maastricht University Medical Centre (MUMC); Nyenrode
   Business University
RP Habets, O (corresponding author), Zuyd Univ Appl Sci, Res Ctr Employabil, NL-6131 MT Sittard, Netherlands.
EM omar.habets@zuyd.nl; b.vanderheijden@fm.ru.nl; omar.ramzy@hu.edu.eg;
   jol.stoffers@zuyd.nl; p.peters@nyenrode.nl
RI Peters, Pascale/HFZ-9267-2022
OI Stoffers, Jol/0000-0003-3427-7238; Habets, Omar/0000-0003-3344-0259; Van
   der Heijden, Beatrice/0000-0001-8672-5368
NR 59
TC 4
Z9 4
U1 0
U2 14
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD MAY
PY 2021
VL 13
IS 9
AR 5093
DI 10.3390/su13095093
PG 17
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA SC7KM
UT WOS:000650845000001
OA Green Published, gold, Green Accepted
DA 2024-02-21
ER

PT J
AU Reich, SE
AF Reich, Suzanne E.
TI Making Desistance Recognizable: How Ex-Offenders Can Signal Their
   Desistance From Crime to Employers by Strategic Design
SO BRITISH JOURNAL OF CRIMINOLOGY
LA English
DT Article; Early Access
DE desistance signalling; ex-offender employment; employers; redeemability
ID LIFE-COURSE; TURNING-POINT; EMPLOYMENT; REENTRY; WORK; EMPLOYABILITY;
   ATTITUDES; MARRIAGE; GENDER; IMPACT
AB One of the primary concerns employers hold about hiring an ex-offender is the potential reoffending risk they pose. However, criminological literature shows that an ex-offender may be able to mitigate employers' concerns by signalling their desistance from crime. Less understood is how ex-offenders can signal their desistance to (a) make desistance recognizable and (2) communicate desistance signals that employers value. This article draws on the results from the second phase of an Explanatory Sequential Mixed Methods study with a sample of Australian employers who participated in semi-structured interviews (n = 43). The findings show desistance signals can be communicated to employers via strategic design. These findings along with the theoretical and policy implications are then discussed.
C1 [Reich, Suzanne E.] Univ Southern Queensland, West St, Darling Hts, Qld 4350, Australia.
C3 University of Southern Queensland
RP Reich, SE (corresponding author), Univ Southern Queensland, West St, Darling Hts, Qld 4350, Australia.
EM Suzanne.Reich@usq.edu.au
RI Reich, Suzanne/HKM-5784-2023
OI Reich, Suzanne/0000-0003-1291-3336
NR 84
TC 3
Z9 3
U1 1
U2 1
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0007-0955
EI 1464-3529
J9 BRIT J CRIMINOL
JI Br. J. Criminol.
PD 2023 AUG 17
PY 2023
VL 63
IS 5
BP 1274
EP 1292
DI 10.1093/bjc/azac094
EA JAN 2023
PG 19
WC Criminology & Penology
WE Social Science Citation Index (SSCI)
SC Criminology & Penology
GA P3LJ1
UT WOS:000908334200001
OA hybrid
DA 2024-02-21
ER

PT J
AU Bloch, A
AF Bloch, Alice
TI Refugees in the UK labour market: The conflict between economic
   integration and policy-led labour market restriction
SO JOURNAL OF SOCIAL POLICY
LA English
DT Article
AB This article draws on data from a survey of 400 refugees and shows low levels of labour market activity. The minority of refugees who are working are in secondary sector jobs with little opportunity for progression. Moreover, refugees with high levels of skills who are working are not in jobs commensurate with their skills and qualifications. The article examines the human capacity and personal characteristics that have an impact on refugee employment, and finds the greatest difference in employment is between men and women, although English language fluency and training are also very important. Employment is a major part of the refugee integration strategy, and employment initiatives focus on capacity-building rather than discrimination or reversing restrictive policies. The article concludes that strategies need to focus on individual employability as well as measures to overcome personal and structural barriers to the tabour market.
C1 City Univ London, Dept Sociol, London EC1V 0HB, England.
C3 City University London
RP Bloch, A (corresponding author), City Univ London, Dept Sociol, Northampton Sq, London EC1V 0HB, England.
EM a.bloch@city.ac.uk
NR 29
TC 95
Z9 107
U1 2
U2 41
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 0047-2794
J9 J SOC POLICY
JI J. Soc. Policy
PD JAN
PY 2008
VL 37
BP 21
EP 36
DI 10.1017/S004727940700147X
PN 1
PG 16
WC Public Administration; Social Issues; Social Work
WE Social Science Citation Index (SSCI)
SC Public Administration; Social Issues; Social Work
GA 316AO
UT WOS:000256921500002
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Lloyd, R
   Martin, MJ
   Hyatt, J
   Tritt, A
AF Lloyd, Robert
   Martin, Michael J.
   Hyatt, James
   Tritt, Addison
TI A cold call on work-based learning: a "live" group project for the
   strategic selling classroom
SO HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING
LA English
DT Article
DE Workplace learning; Recruiting; Cold calling; Liberal arts colleges;
   Strategic sales
ID GRADUATE EMPLOYABILITY; ENTREPRENEURSHIP; DIMENSIONS; ENTERPRISE;
   EDUCATION; STUDENTS; CENTERS; SKILLS; MODEL
AB Purpose The purpose of this paper is to describe a case study used in a strategic sales class that employs the use of work-based learning pedagogy to expose students to real-life cold calling experiences. This real-life cold calling experience involves students within the course building a target list of prospective students for a small liberal arts college. The students must then construct pre-call strategies, build rapport with prospective students and finally "close the deal" by having the prospective student visit campus. Design/methodology/approach This paper begins by describing work-based learning as a unique pedagogical method and the importance of cold-calling skills in the context of workplace skills in demand. Theoretical foundations in Lichtenstein and Lyon's (1996) entrepreneurial skillset is analyzed, as is the application of "live" group projects. The case is then described in detail and focuses on the project itself, the personal and group incentives used in the course of the project, and finally, a review of the learning outcomes and desired skillset outcomes for the class. Findings The case shows that students can learn and implement the behaviors, attitudes and practices that make professional cold-callers successful. The impact on the university can also be seen since real contributions were made to the recruiting efforts of the college vis-a-vis higher matriculation numbers. The entrepreneurial skillsets and "live" group project literature is contextualized in light of the findings of the project. This research found that students engaged in varying levels of progress in their managerial, entrepreneurial, technical skillsets as well as levels of personal maturity. Finally, the authors provide guidance for future research to expound the findings of this project by testing the variables using quantitative methodologies. Originality/value The paper showcases an innovative pedagogic approach to exposing students to the best practices of cold-calling and allows them to exercise these tools real time as they make actual cold calls and work toward sales incentives. The focus on recruiting new students as customers of the college serves is not only active classroom learning, but it also serves mission-based outcomes to help the college achieve desired recruiting goals. This case study will provide a tool for small, liberal arts colleges to use which mobilizes faculty and students in the effort to recruit new students, in an environment where enrollment numbers are falling for this market sector in higher education.
C1 [Lloyd, Robert; Hyatt, James] Ft Hays State Univ, Robbins Coll Business & Entrepreneurship, Management, Hays, KS 67601 USA.
   [Martin, Michael J.] Ft Hays State Univ, Robbins Coll Business & Entrepreneurship, Mkt, Hays, KS 67601 USA.
   [Tritt, Addison] Ft Hays State Univ, Hays, KS 67601 USA.
RP Lloyd, R (corresponding author), Ft Hays State Univ, Robbins Coll Business & Entrepreneurship, Management, Hays, KS 67601 USA.
EM ralloyd@fhsu.edu
RI Martin, Michael J/A-1174-2007
OI Martin, Michael J/0000-0002-6526-4408
NR 72
TC 5
Z9 6
U1 1
U2 7
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2042-3896
EI 2042-390X
J9 HIGH EDUC SKILL WORK
JI High Educ. Skills Work-based Learn
PD AUG 12
PY 2019
VL 9
IS 3
BP 329
EP 346
DI 10.1108/HESWBL-12-2017-0098
PG 18
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA IK7AN
UT WOS:000476740700007
DA 2024-02-21
ER

PT J
AU Li, XD
AF Li, Xiangdong
TI Tailoring T&I curriculum for better employability: An exploratory case
   study of using internship surveys to inform curriculum modification
SO ONOMAZEIN
LA English
DT Article
DE internship; employability; market needs; curriculum development;
   curriculum modification
ID HIGHER-EDUCATION; EXPERIENCES; INTERPRETERS; COMPETENCE; BUSINESS;
   MARKET
AB T&I scholars advocate an experiential approach, for example, internships, to bridge curriculum-employability gap. However, the advantage of using internships to diagnose curriculum problems and tailor it to market needs is under-researched. This exploratory case study aimed at investigating interpreting students' internship responsibilities, the effect of internships and their inadequacies in internships, and ultimately diagnosing curriculum problems and making modifications accordingly. Twelve third-year MA students interning as interpreters contributed to the study through online questionnaires. The survey highlights that interpreters are supposed to provide both interpreting (mostly consecutive) and translation services in the local market, that internships can effectively upgrade their interpreting skills particularly professionalism, and that the interns' linguistic competence still needs improving. Accordingly, translation courses should be available for interpreting students; consecutive interpreting should be given more pedagogical attention; more internship opportunities should be introduced to the T&I curriculum and language enhancement courses should be added. This contribution provides a conceptual model for T&I curriculum development and demonstrates how to diagnose curriculum problems and tailor the curriculum to market needs. As an initial effort, the present study will hopefully lead to changes in curriculum development norms in collegiate T&I communities.
C1 [Li, Xiangdong] Xian Int Studies Univ, Sch Translat Studies, Xian, Shaanxi, Peoples R China.
C3 Xi'an International Studies University
RP Li, XD (corresponding author), Xian Int Studies Univ, Sch Translat Studies, Xian, Shaanxi, Peoples R China.
EM xiangdong813@gmail.com
RI Li, Xiangdong/H-2163-2015
OI Li, Xiangdong/0000-0002-7483-6076
NR 76
TC 5
Z9 5
U1 0
U2 31
PU PONTIFICIA UNIV CATOLICA CHILE, FAC LETRAS
PI SANTIAGO
PA AV VICUNA MACKENNA 4860, SANTIAGO, 00000, CHILE
SN 0717-1285
EI 0718-5758
J9 ONOMAZEIN
JI Onomazein
PD JUN
PY 2018
IS 40
BP 159
EP 182
DI 10.7764/onomazein.40.10
PG 24
WC Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Linguistics
GA GM0JL
UT WOS:000437735200009
DA 2024-02-21
ER

PT J
AU Lawson, A
AF Lawson, Alison
TI Learner identities in the context of undergraduates: a case study
SO EDUCATIONAL RESEARCH
LA English
DT Article
DE learner identity; higher education; widening participation
ID STUDENTS
AB Background: A 'learner identity' can be broadly defined as how an individual feels about himself/herself as a learner and the extent to which he/she describes himself/herself as a 'learner'. The literature suggests that those from non-traditional backgrounds may struggle to adapt to a university environment with all its related expectations (e. g. Reay, Crozier, and Clayton 2009). This paper examines the idea of learner identity in the context of marketing undergraduates. Learner identity is investigated from a widening participation (WP) perspective.
   Purpose: This small-scale study investigates the links between marketing students' learner identities, backgrounds and subject choice. It was hypothesised that marketing students, having selected a degree in a specific business discipline, were likely to be aware of employability issues and may be committed to their learning, leading to relatively strong learning identities. This hypothesis was based on an assumption that those students who have chosen a degree subject allied to a specific career may have thought about the end result of their study and may have a more deliberate approach to employability.
   Sample: The sample was composed of undergraduate marketing students at a university in England. A total of 99 students participated in a questionnaire survey, resulting in 83 completed questionnaires for analysis. A sample of six self-selected students participated in follow-up interviews.
   Design and methods: The research consisted of a questionnaire about learning experiences/attitudes administered to undergraduate marketing students and follow-up semi-structured interviews with a small number of students. The interviews examined issues in more depth and sought individual narratives of educational experience. The particular topics for exploration in the interview were the study of marketing, future employment and whether subject choice was in any way affected by previous educational experience, family background or ideas about employability.
   Findings: On the basis of questionnaire responses, students were categorised in terms of learner identity. Nearly half the sample was identified as having positive learner identities. Students' perspectives from the interview data are presented within this framework.
   Conclusions: This exploratory study suggests that students of business disciplines are not necessarily strongly focussed on employability. It is hoped that this case-study examination adds to the growing body of knowledge about learner identity by providing specific examples from a defined group.
C1 Univ Derby, Derby Business Sch, Derby DE22 1GB, England.
C3 University of Derby
RP Lawson, A (corresponding author), Univ Derby, Derby Business Sch, Derby DE22 1GB, England.
EM A.Lawson@derby.ac.uk
NR 27
TC 18
Z9 22
U1 0
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0013-1881
EI 1469-5847
J9 EDUC RES-UK
JI Educ. Res.
PY 2014
VL 56
IS 3
BP 343
EP 356
DI 10.1080/00131881.2014.934557
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AP8EH
UT WOS:000342310900006
DA 2024-02-21
ER

PT J
AU Stefánik, M
   Karasová, K
   Studená, I
AF Stefanik, Miroslav
   Karasova, Katarina
   Studena, Ivana
TI Can supporting workplace insertions of unemployed recent graduates
   improve their long-term employability? Evidence on the treatment effects
   of the Contribution for the graduate practice in Slovakia
SO EMPIRICA
LA English
DT Article
DE Active labour market policy; Youth unemployment; On-the-job training;
   Treatment effects; Programme evaluation; Economic crisis
ID EARLY-CAREER UNEMPLOYMENT; WORK
AB This paper contributes to the literature with evidence on the effectiveness of a particular active labour market policy programme, whose traditional design allows international comparisons within the family of programmes facilitating workplace insertions of the unemployed youth. Available evidence on the effectiveness of comparable programmes throughout the world is not consensual. We argue and show that it is crucial to inspect the long-term effects of participation in the funded trainee schemes. We demonstrate this by exploring the treatment effects in the case of the most popular active labour market policy programme targeting the unemployed youth in Slovakia. The empirical analysis is based on a detailed administrative dataset applying three alternative methodological approaches: propensity score matching, inverse probability weighting, and two-stage least squares estimations using an instrumental variable. The results of the empirical analysis show that participation in the programme increases the employment chances of participants during the post-participation period. Yielded estimations are consistent across all three applied methodological approaches. Estimated positive, and statistically significant, employment effects increase 30 months following participation. The positive employment effect is in contrast to a negative income effect on employed participants. The potential association between the increase in the measured effects and the hit of the economic crisis is further explored.
C1 [Stefanik, Miroslav] Slovak Acad Sci, Inst Econ Res, Sancova 56, Bratislava 81105, Slovakia.
   [Karasova, Katarina] Univ Econ Bratislava, Fac Econ Informat, Dept Stat, Dolnozemska Cesta 1, Bratislava 85235, Slovakia.
   [Studena, Ivana] Slovak Acad Sci, Ctr Social & Psychol Sci, Sancova 56, Bratislava 81105, Slovakia.
C3 Slovak Academy of Sciences; University of Economics Bratislava; Slovak
   Academy of Sciences
RP Stefánik, M (corresponding author), Slovak Acad Sci, Inst Econ Res, Sancova 56, Bratislava 81105, Slovakia.
EM miroslav.stefanik@savba.sk
RI Stefanik, Miroslav/AAC-6279-2020; Studena, Ivana/ABD-8135-2020
OI Stefanik, Miroslav/0000-0002-9993-7885; Studena,
   Ivana/0000-0002-1174-2056
NR 39
TC 11
Z9 11
U1 0
U2 19
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0340-8744
EI 1573-6911
J9 EMPIRICA
JI Empirica
PD MAY
PY 2020
VL 47
IS 2
BP 245
EP 265
DI 10.1007/s10663-018-9413-y
PG 21
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA LE2FC
UT WOS:000526537800002
DA 2024-02-21
ER

PT J
AU Nair, BB
AF Nair, Bipithalal Balakrishnan
TI The new normal of tourism higher education: endorsing gamification
   pedagogy for nurturing employability skills
SO ANATOLIA-INTERNATIONAL JOURNAL OF TOURISM AND HOSPITALITY RESEARCH
LA English
DT Article; Early Access
C1 [Nair, Bipithalal Balakrishnan] Woosong Univ, Sol Int Hotel Management SIHOM, Daejeon, South Korea.
C3 Woosong University
RP Nair, BB (corresponding author), Woosong Univ, Sol Int Hotel Management SIHOM, Daejeon, South Korea.
EM bipi.nair@wsu.ac.kr
OI Balakrishnan Nair, Bipithalal/0000-0001-5381-4073
FU Woosong University
FX The research was conducted with the support of the 2021 Woosong
   University in-school academic research grant.
NR 10
TC 0
Z9 0
U1 2
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1303-2917
EI 2156-6909
J9 ANATOLIA
JI Anatolia
PD 2022 APR 3
PY 2022
VL 33
IS 2
BP 281
EP 284
DI 10.1080/13032917.2021.1999282
EA NOV 2021
PG 4
WC Hospitality, Leisure, Sport & Tourism
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA 2X3ZY
UT WOS:000715161200001
DA 2024-02-21
ER

PT J
AU Stout, SM
   Olson-Buchanan, JB
AF Stout, Sydney M.
   Olson-Buchanan, Julie B.
TI It's All Greek to Me: Recruiters' Perceptions of Resume Items
SO JOURNAL OF CAREER DEVELOPMENT
LA English
DT Article
DE resume screening; selection; extracurricular college activities; Greek
   collegiate organizations
ID EXTRACURRICULAR ACTIVITIES; SKILL DEVELOPMENT; BUSINESS; EMPLOYABILITY;
   INFORMATION
AB Resumes are often used as a screening device for employment purposes, yet there have been very few recent empirical examinations of how recruiters perceive resume content items, particularly extracurricular college activities such as involvement in Greek social organizations. This study examined 152 recruiters' perceptions of applicant involvement in three type of extracurricular activities: Greek organizations (social, professional, and honors), non-Greek organizations (social, professional, and honors), and other applied experiences (internships, mentoring programs, and study abroad). Results indicated that recruiters perceive applied experiences more favorably than non-Greek organization involvement in terms of technical skills, interpersonal skills, overall employability, and personal impression. Recruiters perceived non-Greek organization involvement more favorably than Greek organization involvement with respect to technical skills, overall employability, and personal impression. There was no significant overall effect for perceptions among the three types of Greek organizations (social, professional, and honors), suggesting recruiters viewed the three types of Greek organizations similarly.
C1 [Stout, Sydney M.; Olson-Buchanan, Julie B.] Calif State Univ Fresno, Craig Sch Business, Dept Management, 5245 N Backer Ave,M-S PB 7, Fresno, CA 93740 USA.
C3 California State University System; California State University Fresno
RP Olson-Buchanan, JB (corresponding author), Calif State Univ Fresno, Craig Sch Business, Dept Management, 5245 N Backer Ave,M-S PB 7, Fresno, CA 93740 USA.
EM julieo@csufresno.edu
NR 31
TC 2
Z9 4
U1 0
U2 10
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0894-8453
EI 1556-0856
J9 J CAREER DEV
JI J. Career Dev.
PD AUG
PY 2019
VL 46
IS 4
BP 366
EP 380
DI 10.1177/0894845318757916
PG 15
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA IF6GB
UT WOS:000473178000002
DA 2024-02-21
ER

PT J
AU Iversen, V
   Raghavendra, PS
AF Iversen, Vegard
   Raghavendra, P. S.
TI What the signboard hides: Food, caste and employability in small South
   Indian eating places
SO CONTRIBUTIONS TO INDIAN SOCIOLOGY
LA English
DT Article
AB In India, there are strong and intimate links between traditional notions of caste, purity and pollution and the preparation and consumption of food. This article studies trajectories of social change within small South Indian eating places, popularly known as Udupi hotels. During the second half of the 20th century such enterprises absorbed a large number of unskilled migrants, mainly from Karnataka's coastal belt. We explore the relationship between caste and employability within the industry and the impact of caste on individual career progress. Combining case studies of enterprises from villages, small towns and cities with data from in-depth interviews with a sample of hotel workers, we argue that small South Indian eating places are elusive social arenas that can shed new light on the nature, persistence and change in caste-based exclusion in important markets for unskilled labour in modem India.
C1 Inst Social & Econ Change, Bangalore 560072, Karnataka, India.
   Univ E Anglia, Sch Dev Studies, Norwich NR4 7TJ, Norfolk, England.
C3 University of East Anglia
RP Iversen, V (corresponding author), Inst Social & Econ Change, Bangalore 560072, Karnataka, India.
EM v.iversen@cgiar.org; raghu_drc2004@yahoo.co.in
NR 17
TC 23
Z9 25
U1 0
U2 9
PU SAGE PUBLICATIONS INDIA  PVT LTD
PI NEW DELHI
PA B-1-I-1 MOHAN CO-OPERATIVE INDUSTRIAL AREA, MATHURA RD, POST BAG NO 7,
   NEW DELHI 110 044, INDIA
SN 0069-9667
EI 0973-0648
J9 CONTRIB INDIAN SOC
JI Contrib. India. Sociol.
PD SEP-DEC
PY 2006
VL 40
IS 3
BP 311
EP 341
DI 10.1177/006996670604000302
PG 31
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA 142XZ
UT WOS:000244685900002
DA 2024-02-21
ER

PT J
AU du Toit, C
   Mostert, K
AF du Toit, Charlize
   Mostert, Karina
TI The relationship of university student's proactive behaviour with
   demands, resources and outcomes
SO SA JOURNAL OF HUMAN RESOURCE MANAGEMENT
LA English
DT Article
DE proactive behaviour; strengths use; deficit improvement; study demands;
   study resources; higher education; university students
ID SOCIAL SUPPORT; MEDIATING ROLE; ACADEMIC-PERFORMANCE; POSITIVE
   PSYCHOLOGY; STRUCTURAL MODEL; CUTOFF CRITERIA; JOB RESOURCES;
   SATISFACTION; ENGAGEMENT; STRENGTHS
AB Orientation: This study investigated the presence and significance of the relationships between proactive behaviour towards strengths use (PBSU) and proactive behaviour towards deficit improvement (PBDI) and study demands, study resources and important student outcomes.Research purpose: To determine how students' PBSU and PBDI relate to study demands, study resources, and student outcomes.Motivation for the study: This study aims to provide universities with insights into how study demands and resources affect students' proactive behaviour to use their strengths and deficits, as well as the impact of these behaviours on student outcomes.Research approach/design and method: This study used a cross-sectional quantitative research approach with 511 participants from three campuses in a South African university. Correlation coefficients were calculated, and structural equation modelling was used to examine regression weights in the structural model.Main findings: PBSU and PBDI showed significant relationships with most study-related demands, resources, and outcomes. Overall, strengths use was stronger related to pace and amount of work, cognitive demands and family support, whereas deficit improvement had a stronger relationship with lecturer support, life satisfaction, satisfaction with studies and intention to drop out.Practical/managerial implications: Knowledge of the relationship between PBSU and PBDI and important student variables may aid HEIs in incorporating these behaviours into student support initiatives as a strategic imperative to enhance student success and graduate employability.Contribution/value-add: This study contributes to limited research on PBSU and PBDI among first-year students in South African universities and the Human Resource Management field in general.
C1 [du Toit, Charlize; Mostert, Karina] North West Univ, Fac Econ & Management Sci, Dept Management Cybernet, Potchefstroom, South Africa.
C3 North West University - South Africa
RP Mostert, K (corresponding author), North West Univ, Fac Econ & Management Sci, Dept Management Cybernet, Potchefstroom, South Africa.
EM karina.mostert@nwu.ac.za
RI Mostert, Karina/B-3401-2018
OI Mostert, Karina/0000-0001-5673-5784; du Toit,
   Charlize/0000-0002-4676-9590
FU Office of Deputy Vice-Chancellor: Teaching and Learning at North-West
   University
FX The material described in this article is based on work supported by the
   office of the Deputy Vice-Chancellor: Teaching and Learning at the
   North-West University.
NR 90
TC 0
Z9 0
U1 0
U2 0
PU AOSIS
PI Durbanville
PA Postnet Suite 110, Private Bag x 19, Durbanville, SOUTH AFRICA
SN 1683-7584
EI 2071-078X
J9 SA J HUM RESOUR MANA
JI SA J. Hum. Resour. Manag.
PD NOV 22
PY 2023
VL 21
AR a2296
DI 10.4102/sajhrm.v21i0.2296
PG 12
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA AG1W8
UT WOS:001117231500001
OA gold
DA 2024-02-21
ER

PT J
AU Paris, CM
AF Paris, Cody Morris
TI Social constructivism and tourism education
SO JOURNAL OF HOSPITALITY LEISURE SPORT & TOURISM EDUCATION
LA English
DT Article
DE problem-based learning; theory; employability; collaboration
AB There is general agreement that tourism education should strive to balance vocational and liberal characteristics of tourism in order to cultivate well-rounded and employable students. In order for students to be successful in the "real world", tourism educators strive to provide a space that nurtures critical and technical skills; knowledge of the theoretical and conceptual underpinnings of tourism; and, the ability to translate the skills and knowledge in occupationally functional and relevant situations. The purpose of this paper is to critically explore factors involved in "successful" learning in tourism education by drawing from Vygostky's (1978) "situated social constructivism" learning model and examples from the author's own teaching.
C1 Middlesex Univ Dubai, Dubai, U Arab Emirates.
C3 Middlesex University
RP Paris, CM (corresponding author), Middlesex Univ Dubai, Dubai, U Arab Emirates.
EM c.paris@mdx.ac
RI Paris, Cody/GSN-7722-2022
OI Paris, Cody/0000-0002-0339-2471
NR 27
TC 13
Z9 18
U1 6
U2 47
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1473-8376
J9 J HOSP LEIS SPORT TO
JI J. Hosp. Leis. Sport Tour. Educ.
PD OCT
PY 2011
VL 10
IS 2
BP 103
EP 108
DI 10.3794/johlste.102.385
PG 6
WC Education & Educational Research; Hospitality, Leisure, Sport & Tourism
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Social Sciences - Other Topics
GA 893UH
UT WOS:000300381300010
DA 2024-02-21
ER

PT J
AU Murillo-Zamorano, LR
   Sánchez, JAL
   Godoy-Caballero, AL
AF Murillo-Zamorano, Luis R.
   Lopez Sanchez, Jose Angel
   Luisa Godoy-Caballero, Ana
TI How the flipped classroom affects knowledge, skills, and engagement in
   higher education: Effects on students' satisfaction
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Flipped classroom; Knowledge; Skills; Engagement; Satisfaction; Higher
   education
ID UNIVERSITY ONLINE EDUCATION; PERCEIVED LEARNING OUTCOMES; STRUCTURAL
   EQUATION MODELS; CRITICAL THINKING; PERCEPTIONS; PERFORMANCE; SCIENCE;
   IMPACT; EXPERIENCE; DETERMINANTS
AB The aim of this research is to present a successful flipped classroom proposal in higher education to better understand its influence in terms of knowledge, skills and engagement. The reason why we focus on these three dimensions is because of their core roles in the international learning conceptual frameworks presented above to increase the employability of Generation Z students in the digital society of the 21st century. In doing so, first, we first develop a measurement scale (4D_FLIPPED) to explore the degree of flipped classroom presence in our higher education learning experience. Then, we present a structural equation model to analyze the causal relationships of knowledge, skills, and engagement with students' satisfaction. The empirical results point out that there are four fundamental dimensions that should be present in the flipped classroom to be successful in the 21st century with Generation Z. This study also confirms that the flipped classroom has positive effects on students' knowledge, skills, and engagement. Our research provides useful recommendations and insights for academia.
C1 [Murillo-Zamorano, Luis R.; Lopez Sanchez, Jose Angel] Univ Extremadura, Fac Ciencias Econ & Empresariales, Avda Elvas S-N, E-06071 Badajoz, Extremadurca, Spain.
   [Luisa Godoy-Caballero, Ana] Univ Extremadura, Fac Empresa Finanzas & Turismo, Avda Univ S-N, Caceres 10071, Extremadura, Spain.
C3 Universidad de Extremadura; Universidad de Extremadura
RP Murillo-Zamorano, LR (corresponding author), Univ Extremadura, Fac Ciencias Econ & Empresariales, Avda Elvas S-N, E-06071 Badajoz, Extremadurca, Spain.
EM lmurillo@unex.es; jangel@unex.es; anagodoycaballero@unex.es
RI Murillo-Zamorano, Luis R./E-1171-2016; López-Sánchez, José
   Ángel/G-4875-2015
OI Murillo-Zamorano, Luis R./0000-0002-0540-4296; López-Sánchez, José
   Ángel/0000-0003-1889-0307
FU European Regional Development Fund [GR15044]; Government of Extremadura
   (Junta de Extremadura) [SEJ016]
FX Our warm thanks to Prof. Dr. Subramaniam Ramanathan, Prof. Dr. Nuria
   Hernandez Nanclares, Prof. Dr. Carmelo Petraglia and Prof. Dr. Manuel
   Montanero for the feedback provided on earlier versions of this
   manuscript. We also thank the comments and suggestions from four
   anonymous referees. All remaining errors are our own. We would like to
   acknowledge the funding of the European Regional Development Fund
   [GR15044], the Government of Extremadura (Junta de Extremadura)
   [SEJ016].
NR 144
TC 112
Z9 124
U1 18
U2 224
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
EI 1873-782X
J9 COMPUT EDUC
JI Comput. Educ.
PD NOV
PY 2019
VL 141
AR 103608
DI 10.1016/j.compedu.2019.103608
PG 18
WC Computer Science, Interdisciplinary Applications; Education &
   Educational Research
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science; Education & Educational Research
GA IW0LI
UT WOS:000484653000002
OA Green Published
DA 2024-02-21
ER

PT J
AU Marreros, RRA
   Dionisio, KVN
   Tuanama, LAR
   Gutarra, JAQ
   Andrade-Arenas, L
AF Arias Marreros, Richard Ronny
   Nalvarte Dionisio, Keyla Vanessa
   Romero Tuanama, Luis Alberto
   Quiroz Gutarra, Juber Alfonso
   Andrade-Arenas, Laberiano
TI Study of Post-COVID-19 Employability in Peru through a Dynamic Model,
   Between 2020 and 2025
SO INTERNATIONAL JOURNAL OF ADVANCED COMPUTER SCIENCE AND APPLICATIONS
LA English
DT Article
DE Employability; forrester diagram; population; system dynamics; vensim
AB The research work is focused on the sector of the population that will have a job, taking into account that the pandemic was a problem that resulted in many people losing their jobs due to the economic crisis that affected all countries because the first half of the year 2020 the equivalent of 400 million full-time jobs were lost and there was a 14% drop in working hours worldwide, also in Lima 1.2 million people were left without work. For this reason, a dynamic analysis was developed for the projection of post-COVID19 employability in Peru from 2020 to 2025 to obtain an approximate knowledge of the population's labor outlook, implementing system dynamics as a methodology since it includes this recommendation, given that any model built through its application will be based on the opinion of those involved in the system to be represented. In this work, system dynamics is presented as a very useful methodology for the analysis of complex problems, developing the Forrester and causal diagram with the help of Vensim software. As a result, the approximate number of jobs that will be available was visualized, and it was observed that the future of employability will be at risk, which is why a good government strategy is necessary so that this does not happen since people need to satisfy their professional, economic and development needs.
C1 [Arias Marreros, Richard Ronny; Nalvarte Dionisio, Keyla Vanessa; Romero Tuanama, Luis Alberto; Quiroz Gutarra, Juber Alfonso; Andrade-Arenas, Laberiano] Univ Ciencias & Humanidades, Fac Ciencias & Ingn, Los Olivos, Peru.
C3 Universidad de Ciencias y Humanidades
RP Marreros, RRA (corresponding author), Univ Ciencias & Humanidades, Fac Ciencias & Ingn, Los Olivos, Peru.
RI Andrade Arenas, Laberiano/AFX-7404-2022
OI Andrade Arenas, Laberiano/0000-0001-6797-6815; Arias Marreros, Richard
   Ronny/0000-0001-7503-2574; Nalvarte Dionisio, Keyla Vanessa
   Milagros/0009-0007-8109-2312
NR 27
TC 2
Z9 2
U1 0
U2 8
PU SCIENCE & INFORMATION SAI ORGANIZATION LTD
PI WEST YORKSHIRE
PA 19 BOLLING RD, BRADFORD, WEST YORKSHIRE, 00000, ENGLAND
SN 2158-107X
EI 2156-5570
J9 INT J ADV COMPUT SC
JI Int. J. Adv. Comput. Sci. Appl.
PD JAN
PY 2021
VL 12
IS 1
BP 620
EP 625
PG 6
WC Computer Science, Theory & Methods
WE Emerging Sources Citation Index (ESCI)
SC Computer Science
GA QM3QT
UT WOS:000621697400070
DA 2024-02-21
ER

PT J
AU Mauno, S
   Feldt, T
   Tolvanen, A
   Hyvönen, K
   Kinnunen, U
AF Mauno, Saija
   Feldt, Taru
   Tolvanen, Asko
   Hyvonen, Katriina
   Kinnunen, Ulla
TI Prospective relationships between career disruptions and subjective
   well-being: evidence from a three-wave follow-up study among Finnish
   managers
SO INTERNATIONAL ARCHIVES OF OCCUPATIONAL AND ENVIRONMENTAL HEALTH
LA English
DT Article
DE Career disruptions; Subjective well-being; Longitudinal study; Causation
   hypothesis; Selection hypothesis; Managers
ID SOCIOECONOMIC-STATUS; JOB INSECURITY; SOCIAL CAUSATION; HEALTH
   SELECTION; COHERENCE SCALE; WHITEHALL-II; SENSE; WORK; UNEMPLOYMENT;
   WOMEN
AB Objectives The objective of this study was to examine the prospective relationships between career disruptions and subjective well-being by using a three-way follow-up data with a 10-year time lag. Specifically, we investigated the causation and selection hypotheses by examining the directions of causal associations between career disruptions and subjective well-being. The causation hypothesis states that negative career changes will result in poorer well-being, whereas the selection hypothesis expects this linkage to be vice versa, that is, employees' well-being impacts their career line.
   Methods The sample consisted of Finnish managers (n = 528) who participated in this questionnaire study 3 times: in 1996 (T1), 1999 (T2), and 2006 (T3). Career disruptions covered the periods of unemployment, layoffs, and redundancies. Subjective well-being was assessed with sense of coherence (SOC) and psychosomatic symptoms (PSS). The causation versus selection hypotheses were tested with Structural Equation Modeling using a full-panel design, that is, the variables of career disruptions, SOC, and PSS were measured in each wave.
   Results Support was found for both the causation and selection hypotheses. First, career disruptions experienced before T1 predicted increased PSS at T1, providing support for the causation hypothesis. Second, low SOC in T2 predicted subsequent career disruptions 7 years later at T3, supporting the selection hypothesis. Furthermore, SOC and PSS showed high stability over time, whereas career disruptions accumulated over time: those who reported career disruptions at T1 had a higher risk to experience disruptions also at T2 and T3.
   Conclusions Negative career changes seem to associate with low subjective well-being (PSS) on short term and, in turn, low subjective well-being (SOC) seems to associate with negative career changes on long term among managers. The different results depending on the well-being measure might relate to the conceptual differences between the well-being indicators used (PSS, SOC) and the different time frame needed for causation and selection. Thus, in examining the causation versus selection hypotheses, it is important to evaluate subjective well-being using different indicators and time lags. Managers may benefit from interventions targeting to enhance their mental resilience and employability in the cases of negative career changes.
C1 [Mauno, Saija; Feldt, Taru; Tolvanen, Asko; Hyvonen, Katriina] Univ Jyvaskyla, Dept Psychol, Jyvaskyla 40014, Finland.
   [Kinnunen, Ulla] Univ Tampere, Dept Psychol, Tampere 33014, Finland.
C3 University of Jyvaskyla; Tampere University
RP Mauno, S (corresponding author), Univ Jyvaskyla, Dept Psychol, POB 35, Jyvaskyla 40014, Finland.
EM saija.mauno@jyu.fi
OI Feldt, Taru/0000-0001-7354-0487; Kinnunen, Ulla/0000-0002-2578-7271
FU Finnish Work Environment Fund [105363]; Academy of Finland [125422];
   Academy of Finland (AKA) [125422] Funding Source: Academy of Finland
   (AKA)
FX This study was supported by the Finnish Work Environment Fund (Grant No.
   105363) and the Academy of Finland (Grant No. 125422).
NR 62
TC 5
Z9 5
U1 0
U2 24
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0340-0131
EI 1432-1246
J9 INT ARCH OCC ENV HEA
JI Int. Arch. Occup. Environ. Health
PD JUN
PY 2011
VL 84
IS 5
BP 501
EP 512
DI 10.1007/s00420-010-0583-6
PG 12
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 765BZ
UT WOS:000290679700004
PM 20938675
DA 2024-02-21
ER

PT J
AU Leijten, FRM
   de Wind, A
   van den Heuvel, SG
   Ybema, JF
   van der Beek, AJ
   Robroek, SJW
   Burdorf, A
AF Leijten, Fenna R. M.
   de Wind, Astrid
   van den Heuvel, Swenne G.
   Ybema, Jan Fekke
   van der Beek, Allard J.
   Robroek, Suzan J. W.
   Burdorf, Alex
TI The influence of chronic health problems and work-related factors on
   loss of paid employment among older workers
SO JOURNAL OF EPIDEMIOLOGY AND COMMUNITY HEALTH
LA English
DT Article
ID FINNISH PUBLIC-SECTOR; DISABILITY PENSION; EARLY RETIREMENT; SICKNESS
   ABSENCE; FOLLOW-UP; POOR HEALTH; COHORT; EMPLOYEES; PARTICIPATION;
   QUESTIONNAIRE
AB Background With an ageing society and increasing retirement ages, it is important to understand how employability can be promoted in older workers with health problems. The current study aimed to determine whether (1) different chronic health problems predict transitions from paid employment to disability benefits, unemployment and early retirement, and (2) how work-related factors modify these associations.
   Methods Self-report questionnaire data was used from the Dutch longitudinal Study on Transitions in Employment, Ability and Motivation with 3 years of follow-up (2010-2013), among employees aged 45-64 years (N=8149). The influence of baseline chronic health problems and work-related factors on transitions from paid employment to disability benefits, unemployment and early retirement during follow-up was estimated in a competing risks proportional hazards model. Relative excess risk of transitions due to the interaction between chronic health problems and work-related factors was assessed.
   Results Severe headache, diabetes mellitus and musculoskeletal, respiratory, digestive and psychological health problems predicted an increased risk of disability benefits (HR range 1.78-2.79). Circulatory (HR=1.35) and psychological health problems (HR=2.58) predicted unemployment, and musculoskeletal (HR=1.23) and psychological health problems (HR=1.57) predicted early retirement. Work-related factors did not modify the influence of health problems on unemployment or early retirement. Psychosocial work-related factors, especially autonomy, modified the influence of health problems on disability benefits. Specifically, among workers with health problems, higher autonomy, higher support and lower psychological job demands reduced the risk of disability benefits by 82%, 49%, and 11%, respectively.
   Conclusions All health problems affected disability benefits to a similar extent, but psychological health problems especially predicted unemployment and early retirement. For older workers with health problems, promoting an optimal work environment has the potential to contribute to sustainable employment.
C1 [Leijten, Fenna R. M.; Robroek, Suzan J. W.; Burdorf, Alex] Univ Med Ctr Rotterdam, Dept Publ Hlth, Erasmus MC, NL-3000 CA Rotterdam, Netherlands.
   [Leijten, Fenna R. M.; de Wind, Astrid; van den Heuvel, Swenne G.] TNO, Netherlands Org Appl Sci Res, Leiden, Netherlands.
   [de Wind, Astrid; van der Beek, Allard J.] Vrije Univ Amsterdam Med Ctr, Dept Publ & Occupat Hlth, EMGO Inst Hlth & Care Res, Amsterdam, Netherlands.
   [de Wind, Astrid; van der Beek, Allard J.] TNO VUmc, Body Work, Res Ctr Phys Act Work & Hlth, Amsterdam, Netherlands.
   [Ybema, Jan Fekke] Univ Utrecht, Dept Social & Org Psychol, Utrecht, Netherlands.
C3 Erasmus University Rotterdam; Erasmus MC; Netherlands Organization
   Applied Science Research; Vrije Universiteit Amsterdam; VU UNIVERSITY
   MEDICAL CENTER; Netherlands Organization Applied Science Research;
   Utrecht University
RP Burdorf, A (corresponding author), Univ Med Ctr Rotterdam, Dept Publ Hlth, Erasmus MC, POB 2040, NL-3000 CA Rotterdam, Netherlands.
EM a.burdorf@erasmusmc.nl
RI Burdorf, Alex/A-2226-2008
OI Burdorf, Alex/0000-0003-3129-2862; Robroek, Suzan/0000-0002-9427-9676;
   de Wind, Astrid/0000-0003-0022-3805; van der Beek,
   Allard/0000-0002-4672-9062
FU Dutch Ministry of Social Affairs and Employment
FX Dutch Ministry of Social Affairs and Employment.
NR 37
TC 81
Z9 85
U1 1
U2 33
PU BMJ PUBLISHING GROUP
PI LONDON
PA BRITISH MED ASSOC HOUSE, TAVISTOCK SQUARE, LONDON WC1H 9JR, ENGLAND
SN 0143-005X
EI 1470-2738
J9 J EPIDEMIOL COMMUN H
JI J. Epidemiol. Community Health
PD NOV
PY 2015
VL 69
IS 11
BP 1058
EP 1065
DI 10.1136/jech-2015-205719
PG 8
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA CW4VQ
UT WOS:000364995100008
PM 26112957
OA Green Published
DA 2024-02-21
ER

PT J
AU Kumar, S
   Verma, P
   Patel, P
   Rajesh, JI
AF Kumar, Sanjeev
   Verma, Prikshat
   Patel, Parth
   Rajesh, J. Irudhaya
TI Perceptions of Indian managers on the impact of convergent technologies
   on work and resultant organisational performance in service industry
SO INTERNATIONAL JOURNAL OF EMERGING MARKETS
LA English
DT Article; Early Access
DE Future of work; CTs; Technology adoption; Organisational performance;
   Enterprise development; Skills; And employability
ID INFORMATION-TECHNOLOGY; COMMUNICATION TECHNOLOGY; FIRM PERFORMANCE;
   INNOVATION; ICT; BUSINESS; ADOPTION; SYSTEMS; CAPABILITY; QUALITY
AB Purpose This research examines Indian service managers' perceptions on impact of convergent technologies on their work and resultant organisational performance. The research uses four dimensions - task productivity, task innovation, customer satisfaction and management control - taken together, to investigate the perceived impact of convergent technologies adoption in service organisations context and further examines the resultant organisational performance, based on these dimensions. Design/methodology/approach The study used partial least squares (PLS) approach to evaluate the measurement model and the structural model. The study was conducted in service industry firms that have made a significant progression towards adopting convergent technologies. Findings The results of the study demonstrated higher levels of perceived impact of adoption of convergent technologies on all the four dimensions (i.e. task productivity, task innovation, customer satisfaction and management control). The results of the study also indicate that all the impact dimensions positively influence organisational performance. Research limitations/implications The results of the study suggest that all the impact dimensions positively influence organisation, therefore the service sector managers should be aware about the role of adopting latest convergent technologies so as to enhance the task productivity, innovation, customer satisfaction and management control in their job roles. Practical implications The practical implications of this research are derived on the basis of Future of Work, Labour Market Information Systems, Productivity, Enterprise Development, Enhancing skills of service employees and Employability themes. Originality/value To researchers best knowledge is to first study of its kind to evaluate the perceived impact of convergent technologies on organisational performance in Indian context.
C1 [Kumar, Sanjeev] Sohar Univ, Fac Business, Sohar, Oman.
   [Verma, Prikshat] Cardiff Metropolitan Univ, Cardiff Sch Management, Cardiff, Wales.
   [Patel, Parth] Newcastle Univ, Sch Business, Newcastle Upon Tyne, Tyne & Wear, England.
   [Rajesh, J. Irudhaya] Flinders Univ S Australia, Coll Business Govt & Law, Adelaide, SA, Australia.
C3 Sohar University; Cardiff Metropolitan University; Newcastle University
   - UK; Flinders University South Australia
RP Kumar, S (corresponding author), Sohar Univ, Fac Business, Sohar, Oman.
EM ska231@gmail.com; vermaprikshat@gmail.com; parthpatel81@outlook.com;
   irujohnsam@gmail.com
RI Patel, Parth/J-1482-2016; Prikshat, Verma/O-1149-2015; Kumar,
   Sanjeev/AAD-7741-2021
OI Patel, Parth/0000-0003-3359-977X; Prikshat, Verma/0000-0002-3688-910X;
   Irudhaya Rajesh, J/0000-0003-2316-9119; kumar,
   sanjeev/0000-0003-3623-4098
NR 130
TC 5
Z9 5
U1 7
U2 24
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1746-8809
EI 1746-8817
J9 INT J EMERG MARK
JI Int. J. Emerg. Mark.
PD 2022 JAN 26
PY 2022
VL 17
IS 2
BP 550
EP 573
DI 10.1108/IJOEM-06-2020-0658
EA OCT 2020
PG 24
WC Business; Economics; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA YT4BP
UT WOS:000586960200001
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Habets, O
   Peters, P
   van der Heijden, B
   Stoffers, J
   Blomme, R
   Liao, SD
AF Habets, Omar
   Peters, Pascale
   Van der Heijden, Beatrice
   Stoffers, Jol
   Blomme, Robert
   Liao, Shudi
TI Do you really want to hurt me? The impact of contextual factors on the
   moderating role of dark leadership in the relationships between learning
   climate facilitation, employability and turnover intention in the
   Netherlands and China
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE learning climate facilitation; dark leadership; employability; turnover
   intention; cross-national
ID HUMAN-RESOURCE PRACTICES; ORGANIZATIONAL COMMITMENT; PERCEIVED
   EMPLOYABILITY; JOB RESOURCES; MODEL; WORKPLACE; KNOWLEDGE; ENHANCEMENT;
   EXPATRIATE; MANAGEMENT
AB IntroductionBoth the Dutch and Chinese labor markets experience severe shortages of skilled personnel and high turnover rates, being distressing socio-economic factors. At the same time, large cross-cultural studies indicate that these national contexts are highly different from a socio-cultural perspective. When considering issues on employee development and retainment, the public debate opens for negative attributes as dark leadership, wondering if employees accept to be hurt. This study contributes to the employability research and, moreover, it contributes to the call for the ability to contextualize theories and to the convergence/divergence debate. We applied Western theories to investigate possible contextual differences in the relationships between learning climate facilitation and turnover intention, and to investigate whether this relationship is mediated by employability, and whether dark leadership is a possible moderator. MethodsTo test our hypotheses, we collected data from 368 Dutch and 319 Chinese respondents who participate in an executive master's program, which was analyzed using PLS-Structural Equation Modeling. ResultsEmployees in the Netherlands and China were found to interpret our study variables differently. Separate analyses revealed that, in both contexts, learning climate facilitation was both directly and indirectly, via the balance dimension of employability, negatively related to turnover intention. In addition, in the Dutch sample, dark leadership appeared to weaken the relationship between learning climate facilitation and the corporate sense dimension of employability, but the latter did not seem to be a mediator in the relationship with turnover intention. In the Chinese sample, no moderation effects were found. DiscussionOur results show that both learning climate facilitation and dark leadership are important factors in the development and retainment of personnel and that particularly focusing on 'balancing group and individual goals' is important to retain personnel, regardless of national context. The latter may indicate the need for convergence of HR practices. At the same time, however, the different interpretations of the study's variables may indicate divergence in the meaning of HR concepts. In the discussion section, we elaborate on the study's implications for HR-researchers and -practitioners in national and global business contexts.
C1 [Habets, Omar; Stoffers, Jol] Zuyd Univ Appl Sci, Res Ctr Employabil, Sittard, Netherlands.
   [Peters, Pascale; Blomme, Robert] Nyenrode Business Univ, Ctr Strategy Org & Leadership, Breukelen, Netherlands.
   [Peters, Pascale] Inland Sch Business & Social Sci, Dept Org Leadership & Management, Lillehammer, Norway.
   [Van der Heijden, Beatrice] Radboud Univ Nijmegen, Inst Management Res, Nijmegen, Netherlands.
   [Van der Heijden, Beatrice; Stoffers, Jol; Blomme, Robert] Open Univ, Fac Management, Heerlen, Netherlands.
   [Van der Heijden, Beatrice] Univ Ghent, Dept Mkt Innovat & Org, Ghent, Belgium.
   [Van der Heijden, Beatrice; Liao, Shudi] Hubei Univ, Business Sch, Wuhan, Peoples R China.
   [Van der Heijden, Beatrice] Kingston Univ, Kingston Business Sch, Kingston Upon Thames, England.
   [Stoffers, Jol] Maastricht Univ, Res Ctr Educ & Labour Market ROA, Maastricht, Netherlands.
   [Liao, Shudi] Hubei Ctr Studies Human Capital Dev Strategy & Pol, Wuhan, Peoples R China.
   Key Res Base Humanities & Social Sci Hubei Prov, Wuhan, Peoples R China.
C3 Nyenrode Business University; Radboud University Nijmegen; Open
   University Netherlands; Ghent University; Hubei University; Kingston
   University; Maastricht University; Maastricht University Medical Centre
   (MUMC)
RP Habets, O (corresponding author), Zuyd Univ Appl Sci, Res Ctr Employabil, Sittard, Netherlands.
EM omar.habets@zuyd.nl
OI Stoffers, Jol/0000-0003-3427-7238
NR 94
TC 0
Z9 0
U1 11
U2 11
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD AUG 3
PY 2023
VL 14
AR 1148294
DI 10.3389/fpsyg.2023.1148294
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA P3OX1
UT WOS:001049780800001
PM 37599720
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Gamage, A
AF Gamage, Ancy
TI An inclusive multifaceted approach for the development of electronic
   work-integrated learning (eWIL) curriculum
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE EWIL; transition pedagogy; intentional curriculum; community of inquiry;
   signaling theory; COVID-19
ID STUDENT
AB The need for inclusive and equitable teaching and learning approaches is widely accepted in higher education literature. Surprisingly, the notion of inclusion appears to be neglected within the context of eWIL. This paper uses insights from multi-disciplinary theories to propose a framework for the development of an eWIL framework. Its key features include an inclusive, intentional approach that integrates content (the 'what') and process (the 'how') aspects of delivery using technology. The primary considerations of the framework are anticipating and responding to the diverse backgrounds, abilities, aspirations, and needs of students, and primary partners (academics and employers). The desired outcomes of the curriculum include 'hard' outcomes (like student employability) and 'soft' outcomes (like involvement and inclusion). The framework highlights particular student-related obstacles for electronically mediated experiences and learning, and issues with employers are also likely as they evolve new ways to work in a digitalized environment. Anticipating some tensions in translating the intended eWIL curriculum into practice, a 'transition prism' is suggested. Overall, the eWIL framework offers a multifaceted approach for active discussion, implementation and evaluation of eWIL programs. This is a timely consideration given dramatic shifts to remote work and online instruction observed during COVID-19.
C1 [Gamage, Ancy] Victoria Univ, Sch Business, Melbourne, Vic, Australia.
C3 Victoria University
RP Gamage, A (corresponding author), Victoria Univ, Sch Business, Melbourne, Vic, Australia.
EM ancy.gamage@vu.edu.au
RI Gamage, Ancy/AAM-2064-2021
NR 58
TC 6
Z9 6
U1 1
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD 2022 JUL 3
PY 2022
VL 47
IS 7
BP 1357
EP 1371
DI 10.1080/03075079.2021.1894116
EA MAR 2021
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 2O9ET
UT WOS:000625519800001
OA Green Accepted, hybrid
DA 2024-02-21
ER

PT J
AU Anderson, J
AF Anderson, Jon
TI Evaluating student-generated film as a learning tool for qualitative
   methods: geographical "drifts" and the city
SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
LA English
DT Article
DE Film; qualitative methods; mobile methods; psychogeography; drift
ID FIELDWORK; PHOTOGRAPHY; EDUCATION
AB Film as a tool for learning offers considerable opportunity for enhancing student understanding. This paper reflects on the experiences of a project that required students to make a short film demonstrating their practical understanding of qualitative methods. In the psychogeographical tradition, students were asked to drift across the urban environment and record their own experiences of the places encountered. The findings suggest this drift-film strategy can be successful in sensitizing individuals to the benefits of qualitative methods, can enhance students' ability to story-board and structure their arguments, and develop key editing skills which can be transferred to future employability.
C1 Cardiff Univ, Sch City & Reg Planning, Cardiff CF10 3AX, S Glam, Wales.
C3 Cardiff University
RP Anderson, J (corresponding author), Cardiff Univ, Sch City & Reg Planning, Cardiff CF10 3AX, S Glam, Wales.
EM andersonj@cf.ac.uk
NR 44
TC 28
Z9 28
U1 1
U2 21
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0309-8265
EI 1466-1845
J9 J GEOGR HIGHER EDUC
JI J. Geogr. High. Educ.
PD FEB 1
PY 2013
VL 37
IS 1
BP 136
EP 146
DI 10.1080/03098265.2012.694070
PG 11
WC Education & Educational Research; Geography
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Geography
GA 081VK
UT WOS:000314350300011
DA 2024-02-21
ER

PT J
AU Törnroos, K
   Bernhard-Oettel, C
   Leineweber, C
AF Tornroos, Kaisa
   Bernhard-Oettel, Claudia
   Leineweber, Constanze
TI Perceived employability trajectories: A Swedish cohort study
SO JOURNAL OF OCCUPATIONAL HEALTH
LA English
DT Article
DE Depressive Symptoms; Factor Mixture Modeling; Perceived Employability;
   Sleeping Difficulties; Swedish Cohort Study
ID DEPRESSIVE SYMPTOMS; GAIN
AB Objectives: This study identified perceived employability trajectories and their associations with sleeping difficulties and depressive symptoms over time. Methods: The sample was part of the Swedish Longitudinal Survey on Health from 2008 to 2014 (n=4,583). Results: Two stable trajectories (high and low perceived employability over time) and three trajectories with changes (increasing, decreasing, and V-shaped perceived employability over time) were identified. Workers with stable low perceived employability reported more sleeping difficulties and depressive symptoms than those who perceived high or increasing employability. Conclusion: Perceived employability is a rather stable personal resource, which is associated with well-being over time. However, changes in perceived employability do not seem to be echoed in well-being, at least not as immediately as theoretically expected.
C1 [Tornroos, Kaisa] Finnish Inst Occupat Hlth, PL 18, FI-00391 Helsinki, Finland.
   [Bernhard-Oettel, Claudia; Leineweber, Constanze] Stockholm Univ, Stockholm, Sweden.
C3 Finnish Institute of Occupational Health; Stockholm University
RP Törnroos, K (corresponding author), Finnish Inst Occupat Hlth, PL 18, FI-00391 Helsinki, Finland.
EM kaisa.tornroos@ttl.fi
RI Leineweber, Constanze/Z-1330-2019; Bernhard-Oettel, Claudia/J-6755-2015;
   Leineweber, Constanze/G-7052-2012
OI Leineweber, Constanze/0000-0001-8433-2405
FU Swedish Research Council for Health, Working Life and Welfare (FORTE)
   [2004-2021, 2005-0734, 2009-1077, 2012-0979]; Swedish Research Council
   (VR) [2009-6192, 2013-1645]; FORTE
FX This study was financially supported by the Swedish Research Council for
   Health, Working Life and Welfare (FORTE grant no. 2004-2021, 2005-0734,
   2009-1077, 2012-0979), by the Swedish Research Council (VR, grant no.
   2009-6192, 2013-1645), and by FORTE funding for the Stockholm Stress
   Center, a center of excellence.
NR 25
TC 11
Z9 13
U1 4
U2 18
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1341-9145
EI 1348-9585
J9 J OCCUP HEALTH
JI J. Occup. Health
PD JUL
PY 2017
VL 59
IS 4
BP 336
EP 344
DI 10.1539/joh.16-0295-OA
PG 9
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA FC3KO
UT WOS:000406737700003
PM 28539535
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Williams-Diehm, KL
   Miller, CR
   Sinclair, TE
   Wronowski, ML
AF Williams-Diehm, Kendra L.
   Miller, Christina R.
   Sinclair, Tracy E.
   Wronowski, Meredith L.
TI Technology-Based Employability Curriculum and Culturally Diverse
   Learners With Disabilities
SO JOURNAL OF SPECIAL EDUCATION TECHNOLOGY
LA English
DT Article
DE TechNow; students with disabilities; technology; culturally diverse
   students; transition education
ID SELF-DETERMINATION; SCIENCE-EDUCATION; ADULT OUTCOMES; HIGH-SCHOOL;
   STUDENTS; TRANSITION; MINORITY; IMPACT; TRAJECTORIES; INSTRUCTION
AB As technology continues to permeate our culture and society, K-12 educators search for strategies to build student capacity and engagement with technology. Although the digital divide around access to technology has been decreasing, there is still a significant gap in the utilization of technology for educational purposes by culturally diverse learners. Even more vulnerable to unequal access to technology for educational use are culturally diverse students with a documented disability. TechNow is a promising transition-focused technology training class for high school students with disabilities. A three-factor analysis of variance revealed significant improvements in perceptions of technology skill acquisition and use of software by Latino and Native American high school students with disabilities enrolled in TechNow compared to the control group. Implications of these results suggest acquisition of critical transition skills for culturally diverse learners are enhanced through the TechNow program.
C1 [Williams-Diehm, Kendra L.; Miller, Christina R.; Sinclair, Tracy E.] Univ Oklahoma, 820 Van Vleet Oval, Norman, OK 73019 USA.
   [Wronowski, Meredith L.] Univ Oklahoma, Educ Leadership & Policy Studies, Norman, OK 73019 USA.
C3 University of Oklahoma System; University of Oklahoma - Norman;
   University of Oklahoma System; University of Oklahoma - Norman
RP Williams-Diehm, KL (corresponding author), Univ Oklahoma, 820 Van Vleet Oval, Norman, OK 73019 USA.
EM klwd@ou.edu
RI Wronowski, Meredith/AAJ-4167-2020
OI Wronowski, Meredith/0000-0001-6791-5473; Williams-Diehm,
   Kendra/0000-0001-9749-2598
NR 74
TC 2
Z9 5
U1 1
U2 23
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0162-6434
EI 2381-3121
J9 J SPEC EDUC TECHNOL
JI J. Spec. Educ. Technol.
PD SEP
PY 2018
VL 33
IS 3
BP 159
EP 170
DI 10.1177/0162643417749933
PG 12
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA GO0GV
UT WOS:000439604300003
DA 2024-02-21
ER

PT J
AU Hashimoto, K
AF Hashimoto, Kayoko
TI Language, Mobility and Employability among Southeast Asian Migrant
   Workers in Japan
SO ASIAN STUDIES REVIEW
LA English
DT Article; Early Access
DE Japanese language; mobility; employability; Southeast Asia;
   transnational migration
ID ENGLISH; POLICY
AB There have been widespread concerns about the decline of modern languages and the waning interest in learning languages other than English around the world. The Association of Southeast Asian Nations officially adopted English as its working language in 2008, in stark contrast to the European Union, which has 24 official languages. This decision has changed the nature of multilingualism in the region, but its impact on other foreign languages is largely unknown. In recent decades, Japan, which has not exercised economic and cultural influence in Southeast Asia through its language, has increasingly relied on foreign labour due to its declining population. On the one hand, this has encouraged transnational migration between Southeast Asia and Japan as well as a Japanese language boom for work purposes, but on the other, it has exposed Japan's reluctance to change its immigration policy and its indifference to taking responsibility for the language learning of foreign residents in Japan. This cross-disciplinary Special Issue offers diverse perspectives on Japanese language teaching and learning in relation to mobility and employability. Bringing them together in one issue presents a more rounded picture of Japan's instrumental approach to developing the language skills of workers from Southeast Asia.
C1 [Hashimoto, Kayoko] Univ Queensland, Brisbane, Qld, Australia.
C3 University of Queensland
RP Hashimoto, K (corresponding author), Univ Queensland, Brisbane, Qld, Australia.
EM k.hashimoto@uq.edu.au
RI Hashimoto, Kayoko/B-7866-2016
OI Hashimoto, Kayoko/0000-0001-5080-5702
NR 72
TC 0
Z9 0
U1 3
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1035-7823
EI 1467-8403
J9 ASIAN STUD REV
JI Asian Stud. Rev.
PD 2022 OCT 2
PY 2022
VL 46
IS 4
SI SI
BP 635
EP 649
DI 10.1080/10357823.2022.2103645
EA AUG 2022
PG 15
WC Area Studies; Cultural Studies; Asian Studies
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Area Studies; Cultural Studies; Asian Studies
GA 5E0KB
UT WOS:000836959000001
DA 2024-02-21
ER

PT J
AU Trullas, I
   Simo, P
   Fusalba, OR
   Fito, A
   Sallan, JM
AF Trullas, Irene
   Simo, Pep
   Fusalba, Oriol R.
   Fito, Angels
   Sallan, Jose M.
TI Student-perceived organizational support and perceived employability in
   the marketing of higher education
SO JOURNAL OF MARKETING FOR HIGHER EDUCATION
LA English
DT Article
DE University marketing; perceived organizational support; perceived
   employability; satisfaction; higher education
ID IDENTIFICATION; UNIVERSITY; RESPONSES
AB In the current context, the need for marketing in institutions of higher education is undeniable. The specification of the student not merely as a 'customer' means that traditional marketing no longer has sufficient capacity to explain the behavior of the student body. In this study, a four-level relationship marketing model is tested to check the influence of perceived organizational support (POS) and perceived employability on identification with the institution and the perceived price-quality ratio and how these influence student satisfaction. In addition, the constructs prior to POS and perceived employability are identified, which are explicit enough to enable specific marketing actions to be carried out. As POS is a construct defined for the labor market, its use applied to relational marketing comes up as something innovative.
   To this end, Likert scales have been designed and validated to measure these constructs. The results of this test show how the perception of organizational support depends on the relationship of the student body with the administration and management of the center. Likewise, the perception of employability depends on the perceived reputation and the perception of the promotion of employability. Furthermore, it is confirmed that satisfaction is positively related to identification and the perceived price-quality ratio, which in turn are positively related to organizational support and perceived employability.
C1 [Trullas, Irene; Simo, Pep; Fusalba, Oriol R.; Sallan, Jose M.] Univ Politecn Cataluna, Barcelona, Spain.
   [Fito, Angels] Univ Oberta Catalunya, Barcelona, Spain.
C3 Universitat Politecnica de Catalunya; UOC Universitat Oberta de
   Catalunya
RP Simo, P (corresponding author), Univ Politecn Cataluna, Barcelona, Spain.
EM pep.simo@upc.edu
RI Fitó-Bertran, Àngels/HSG-6752-2023; Sallan, Jose M/O-8722-2014
OI Fitó-Bertran, Àngels/0000-0002-7782-7685; Sallan, Jose
   M/0000-0002-4835-0152; Trullas, Irene/0000-0002-8010-3178; Simo,
   Pep/0000-0003-4803-7550
NR 33
TC 11
Z9 16
U1 5
U2 28
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0884-1241
EI 1540-7144
J9 J MARK HIGH EDUC
JI J. Mark. High. Educ.
PY 2018
VL 28
IS 2
BP 266
EP 281
DI 10.1080/08841241.2018.1488334
PG 16
WC Business; Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA HK0HP
UT WOS:000457580000007
OA Green Published
DA 2024-02-21
ER

PT J
AU Tan, CY
   Abdullah, AGK
   Ali, AJ
AF Tan, Cheng Yoke
   Abdullah, Abdul Ghani Kanesan
   Ali, Abdul Jalil
TI Soft Skill Integration for Inspiring Critical Employability Skills in
   Private Higher Education
SO EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE Interpersonal skills; innovation; embedding; policies
ID UNDERGRADUATES PERCEPTIONS; ACCOUNTING EDUCATION; STUDENTS; CURRICULUM;
   UNIVERSITY; UNEMPLOYMENT; EXPECTATIONS; COMPETENCES; ATTRIBUTES;
   PROFESSION
AB Purpose: The study aims to examine the influence of soft skill integration on the interpersonal soft skill levels of diploma business students in the private higher education institutions based in the northern region of Peninsular Malaysia. Research Methods: The study was guided by the Soft Skill Development Model (2006) and the Soft Skill Integration method, according to Devadason, Subramaniam and Daniel (2010). This paper applied a descriptive quantitative survey method to assess the levels and relationships between the variables. A set of self-administered questionnaires were adapted based on Devadason, Subramaniam and Daniel's (2010) instruments. The questionnaires were distributed through a proportionate stratified ranom sampling method to 429 respondents from 12 private higher learning institutions in three northern states of Peninsular Malaysia. Descriptive analysis, correlation, and regression analyses were applied in the findings. Findings: The results revealed a significant influence of the overall soft skill integration towards communication and teamwork levels. The study also advocated the significant impact of soft skill integration in problem-solving and critical thinking on all of the four essential soft skills elements. Implications for Research and Practice: Despite decades of emphasis on soft skill development, soft skill integration in Malaysia is still not at an optimal level. Embedding soft skills would lead to more real-life experiences, and they will horn students' skills, especially their problem-solving ability. The empirical evidence of soft skill integration contributes towards innovative teaching and learning experiences, social innovation, and the impact on school policies to develop what is required in the industry. (C) 2021 Ani Publishing Ltd. All rights reserved
C1 [Tan, Cheng Yoke] DISTED Coll, Sdn Bhd, George Town, Malaysia.
   [Abdullah, Abdul Ghani Kanesan; Ali, Abdul Jalil] Univ Sains Malaysia, Gelugor, Malaysia.
C3 Universiti Sains Malaysia
RP Tan, CY (corresponding author), DISTED Coll, Sdn Bhd, George Town, Malaysia.
EM taryon_tan@yahoo.com
RI Tan, Cheng_Yoke/AAK-9085-2021
OI Tan, Cheng_Yoke/0000-0003-1029-632X
NR 88
TC 3
Z9 3
U1 3
U2 28
PU ANI YAYINCILIK
PI BAKANLIKLAR
PA KIZILIRMAK SOK NO 10-A, BAKANLIKLAR, ANKARA 00000, TURKEY
SN 1302-597X
EI 2528-8911
J9 EURASIAN J EDUC RES
JI Egit. Arast.
PY 2021
IS 92
BP 23
EP 40
DI 10.14689/ejer.2021.92.2
PG 18
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA RO7AG
UT WOS:000641194300002
OA gold
DA 2024-02-21
ER

PT J
AU Jones, K
   Scullion, L
   Hynes, C
   Martin, P
AF Jones, Katy
   Scullion, Lisa
   Hynes, Celia
   Martin, Philip
TI Accessing and sustaining work after Service: the role of Active Labour
   Market Policies (ALMP) and implications for HRM
SO INTERNATIONAL JOURNAL OF HUMAN RESOURCE MANAGEMENT
LA English
DT Article; Early Access
DE Veterans; Active Labour Market Policy; employability; longitudinal
   research; HRM
ID QUALITATIVE LONGITUDINAL RESEARCH; EMPLOYER ENGAGEMENT; MILITARY
   VETERANS; SOCIAL-POLICY; EXPERIENCES; TRANSITION
AB This article considers the extent to which Active Labour Market Policies (ALMPs) support the sustained inclusion of veterans in the civilian labour market. Drawing on the first in-depth research into veteran's interactions with the UK's Public Employment Services (PES) and other contracted providers, we present analysis of qualitative longitudinal data from 68 veterans. We demonstrate the important role ALMPs play in mediating the employment relationship, showing how veterans claiming out-of-work benefits are typically either 'pushed' towards inappropriate jobs or 'parked' through their exclusion from employment support when deemed unfit for work. This not only exposes veterans and other jobseekers to poor quality work but undermines both job match and inclusive employment practices. Furthermore, the potential for more positive outcomes through engagement with employers and HRM practitioners is not being realised. This is significant for veterans in the UK and beyond, where policymakers make broader commitments to post-Service integration into civilian employment. We critique Work First approaches centred on those deemed work ready and contribute to broader theorisation around interactions between the state and HRM, arguing the need for pluralist approaches which incorporate ALMPs.
C1 [Jones, Katy] Manchester Metropolitan Univ, Manchester, England.
   [Scullion, Lisa; Martin, Philip] Univ Salford, Salford, England.
   [Hynes, Celia] Univ Cent Lancashire, Preston, England.
C3 Manchester Metropolitan University; University of Salford; University of
   Central Lancashire
RP Jones, K (corresponding author), Manchester Metropolitan Univ, Manchester, England.
OI Martin, Phil/0000-0002-2888-4261; Jones, Katy/0000-0002-8090-4557
FU Forces in Mind Trust (FiMT)
FX This paper is an output from the Forces in Mind Trust (FiMT) funded
   project: Sanctions, Support & Service Leavers: Welfare conditionality,
   social security and transitions from military to civilian life.
NR 76
TC 2
Z9 2
U1 1
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0958-5192
EI 1466-4399
J9 INT J HUM RESOUR MAN
JI Int. J. Hum. Resour. Manag.
PD 2022 NOV 17
PY 2022
DI 10.1080/09585192.2022.2133574
EA NOV 2022
PG 22
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 6N9SA
UT WOS:000889887100001
OA Green Published, hybrid, Green Accepted
DA 2024-02-21
ER

PT J
AU Eyjólfsdóttir, HS
   Peristera, P
   Agahi, N
   Fritzell, J
   Westerlund, H
   Lennartsson, C
AF Eyjolfsdottir, Harpa S.
   Peristera, Paraskevi
   Agahi, Neda
   Fritzell, Johan
   Westerlund, Hugo
   Lennartsson, Carin
TI Are trajectories of self-rated health and physical working capacity
   during the retirement transition predicted by work-related factors and
   social class?
SO WORK AGING AND RETIREMENT
LA English
DT Article; Early Access
DE retirement; socioeconomic differences; job control; job demand;
   longitudinal study; Sweden; B-spline group-based trajectory models
   (BGBTM)
ID PSYCHOSOCIAL FACTORS; DISABILITY PENSION; PAID EMPLOYMENT; JOB DEMANDS;
   AGE; ABILITY; MEN; DETERMINANTS; QUALITY; MODELS
AB We aimed to identify short and long-term trajectories of self-rated health (SRH) and physical working capacity during the retirement transition, and investigate whether work-related factors and social class predict belonging to these trajectories. We used the representative, biennial Swedish Longitudinal Occupational Survey of Health (SLOSH) 2006-2018. We applied group-based trajectory modeling with B-spline smoothers to model trajectories of SRH (n = 2,183) and physical working capacity (n = 2,152) during the retirement transition. Multinomial logistic regression analyses were conducted to investigate trajectory belonging by work-related factors and social class. There was a small "honeymoon effect" in SRH for the total sample. We found four trajectories of SRH and five of physical working capacity. The large majority sustained excellent or good SRH and physical working capacity throughout the study period. Almost 6% had Fairly poor SRH and physical working capacity starting from years before retirement, which remained throughout the study period. High job demands, low job control, adverse physical working conditions, and being in manual occupation increased the likelihood of belonging to the trajectory groups Deteriorating or Fairly poor when compared with the Excellent trajectory group for both SRH and physical working capacity. Our findings suggest that for most people health status is already established some years' preretirement and maintained for years after retirement, except a short improvement in SRH in accordance with a honeymoon effect. In order to improve health and employability, interventions focusing on working environment should be aimed at younger and midlife employees as well as older workers.
C1 [Eyjolfsdottir, Harpa S.] Univ Iceland, Fac Med, Ctr Publ Hlth Sci, Reykjavik, Iceland.
   [Eyjolfsdottir, Harpa S.; Agahi, Neda; Fritzell, Johan; Lennartsson, Carin] Karolinska Inst, Aging Res Ctr, Dept Neurobiol Care Sci & Soc, Stockholm, Sweden.
   [Eyjolfsdottir, Harpa S.; Agahi, Neda; Fritzell, Johan; Lennartsson, Carin] Stockholm Univ, Stockholm, Sweden.
   [Peristera, Paraskevi; Westerlund, Hugo] Stockholm Univ, Stress Res Inst, Dept Psychol, Stockholm, Sweden.
   [Lennartsson, Carin] Stockholm Univ, Swedish Inst Social Res, Stockholm, Sweden.
   [Eyjolfsdottir, Harpa S.] Karolinska Inst, Dept Neurobiol Care Sci & Soc, Aging Res Ctr, Tomtebodavagen 18A, SE-17165 Stockholm, Sweden.
C3 University of Iceland; Karolinska Institutet; Stockholm University;
   Stockholm University; Stockholm University; Karolinska Institutet
RP Eyjólfsdóttir, HS (corresponding author), Karolinska Inst, Dept Neurobiol Care Sci & Soc, Aging Res Ctr, Tomtebodavagen 18A, SE-17165 Stockholm, Sweden.
EM harpa.eyjolfsdottir@ki.se
OI Fritzell, Johan/0000-0003-0496-3085
FU NordForsk [74637]; Swedish Research Council for Health, Working Life and
   Welfare (FORTE) [2019-01100]; FORTE [2016-07206, 2017-00099, 2005-0734,
   2009-1077]; Stockholm Stress Center [2009-1758]; Swedish Research
   Council (VR) [825-2009-6192, 2013-1645, 2013-1646, 2015-6013]; National
   research infrastructure REWHARD [2017-0624]; Regional Ethical Review
   Board in Stockholm, Sweden [2016/1823-31/5]; Swedish Research Council
FX H.S.E., N.A., J.F., and C.L. were supported by NordForsk (Grant no.
   74637), H.S.E., N.A., and C.L. were also supported by the Swedish
   Research Council for Health, Working Life and Welfare (FORTE) (Grant no.
   2019-01100), and J.F. by FORTE (Grant no. 2016-07206). P.P. was
   supported by FORTE (Grant no. 2017-00099). The Swedish Longitudinal
   Occupational Survey of Health (SLOSH) was supported by FORTE (Grant nos.
   2005-0734 and 2009-1077), partly through Stockholm Stress Center (Grant
   no. 2009-1758), as well as by the Swedish Research Council (VR) (Grant
   no. 825-2009-6192, 2013-1645, 2013-1646, and 2015-6013), since 2018
   through the national research infrastructure REWHARD (www.rewhard.se,
   Grant no. 2017-0624). Participants gave informed consent by responding
   to the questionnaires. This study has an ethical permit (Dnr
   2016/1823-31/5) from the Regional Ethical Review Board in Stockholm,
   Sweden. This study was accomplished within the context of the Swedish
   National Graduate School for Competitive Science on Ageing and Health
   (SWEAH), which is funded by the Swedish Research Council. The funding
   sources had no role in the writing of the manuscript or the decision to
   submit it for publication.
NR 74
TC 0
Z9 0
U1 1
U2 1
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 2054-4642
EI 2054-4650
J9 WORK AGING RETIRE
JI Work Aging Retire.
PD 2024 JAN 4
PY 2024
DI 10.1093/workar/waad031
EA JAN 2024
PG 15
WC Industrial Relations & Labor; Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Psychology
GA EL3Z3
UT WOS:001139055000001
OA hybrid
DA 2024-02-21
ER

PT J
AU Sánchez-Hernández, MI
   Maldonado-Briegas, JJ
AF Sanchez-Hernandez, M. Isabel
   Maldonado-Briegas, Juan Jose
TI The EntreComp Framework in Practice: A Case Study Linking Employability,
   Entrepreneurship, and Regional Development
SO SUSTAINABILITY
LA English
DT Article
DE EntreComp; employability; entrepreneurship; regional development;
   university; higher education; responsible growth; inclusive education;
   environment; Extremadura
ID EDUCATION; ATTITUDES; INTENTION; HELIX
AB The objective of this study is to explore the interconnections among three pertinent topics in contemporary public policy, particularly within the European context: employability, entrepreneurship, and regional development. Initially, we conduct a bibliometric analysis to identify the primary trends in this field. Subsequently, we present and analyze a case study, namely the Innovation and Talent Retour Program (PIRT 2022), which is a public initiative aimed at attracting university graduates with prior international experience. This program is part of the Entrepreneurial Culture Programs offered by the Autonomous Community of Extremadura, located in Spain. By employing a questionnaire based on the EntreComp framework and involving a sample of university graduates' beneficiaries of the program, we validate the measurement scale and investigate whether this project contributes to the development of entrepreneurial competencies among the participants. The insights gained from the obtained results inform future programs within the region, as well as other regions undergoing similar processes. This study delves into the theoretical and practical aspects of the role played by universities as key agents in fostering the sustainability of their respective territories. It is concluded that higher education must even assume a more proactive role in the future concerning the employability of its graduates and the overall development of the surrounding region in which it is located.
C1 [Sanchez-Hernandez, M. Isabel; Maldonado-Briegas, Juan Jose] Univ Extremadura, Fac Econ & Business Sci, Ave Elvas s-n, Badajoz 06006, Spain.
C3 Universidad de Extremadura
RP Sánchez-Hernández, MI (corresponding author), Univ Extremadura, Fac Econ & Business Sci, Ave Elvas s-n, Badajoz 06006, Spain.
EM isanchez@unex.es; jjmaldonado@unex.es
RI SÁNCHEZ-HERNÁNDEZ, M. ISABEL/K-1383-2014
OI SÁNCHEZ-HERNÁNDEZ, M. ISABEL/0000-0002-6806-1606
NR 51
TC 0
Z9 0
U1 10
U2 10
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD AUG
PY 2023
VL 15
IS 15
AR 12022
DI 10.3390/su151512022
PG 20
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA O7VQ0
UT WOS:001045848600001
OA gold
DA 2024-02-21
ER

PT J
AU Sheikh, RA
   Abdalkrim, GM
   Shehawy, YM
AF Sheikh, Riyaz Abdullah
   Abdalkrim, Gaafar Mohamed
   Shehawy, Yasser Moustafa
TI Assessing the impact of business simulation as a teaching method for
   developing 21st century future skills
SO JOURNAL OF INTERNATIONAL EDUCATION IN BUSINESS
LA English
DT Article; Early Access
DE Business simulation; Higher education; Blended learning; 21st-century
   skills; Teaching pedagogy; Experiential learning
ID EDUCATION; SUSTAINABILITY; ENTREPRENEURSHIP; GAMES; GAMIFICATION;
   ACQUISITION; STUDENTS
AB Purpose - Higher education institutions are undergoing a change in their teaching-learning practices, with the core goal of giving students the necessary skills and competencies to succeed in a complex and uncertain society. This study aims to evaluate the effectiveness of business simulation as a pedagogical strategy for teaching 21st-century competencies to undergraduate students. The study looks at students' self-perception on how business simulation impacts future skills such as entrepreneurship, employability and sustainability.Design/methodology/approach - The research incorporates a one-week workshop for undergraduate business students using AnyLogic business simulation. For this study, a 24-item skills-based survey was used as the instrument for eliciting input about students' self-perceptions. To measure the impact of business simulation on overall student learning, a theoretical framework was developed and tested using SmartPLS version 4 for construct reliability, validity and hypotheses testing.Findings - Based on the students' feedback, the finding shows that most of the 24 soft skills were facilitated by the business simulation used. The simulation significantly affects the development of entrepreneurial and employable skills. On the contrary, it has little effect on enhancing sustainability skills. In addition, the study suggests that factors like gender and expertise had little overall impact on the results.Practical implications - The most apparent practical implication of this study is that business schools should focus more on skill development by stressing on experiential teaching methods like business simulation to help students build various skills and become more prepared for the actual world of business.Originality/value - The research presents fresh empirical data that add to the continuing discussion on active learning in business education and assist educators in avoiding some potential drawbacks of these innovative teaching techniques. With the right direction and criticism throughout the simulation, this learning experience has shown to be useful for everyone involved.
C1 [Sheikh, Riyaz Abdullah] Jazan Univ, Coll Business Adm, Jazan, Saudi Arabia.
   [Abdalkrim, Gaafar Mohamed] Prince Sattam Bin Abdulaziz Univ, Coll Sci & Humanities Sulayyil, Kharj, Saudi Arabia.
   [Shehawy, Yasser Moustafa] Jazan Univ, Coll Business Adm, Business Adm Dept, Jazan, Saudi Arabia.
   [Shehawy, Yasser Moustafa] Univ Sadat City, Fac Tourism & Hotels, Dept Tourism Studies, El Sadat City, Egypt.
C3 Jazan University; Prince Sattam Bin Abdulaziz University; Jazan
   University; Egyptian Knowledge Bank (EKB); University of Sadat City
RP Sheikh, RA (corresponding author), Jazan Univ, Coll Business Adm, Jazan, Saudi Arabia.
EM dr.riyazsheikh@gmail.com
RI Shehawy, Yasser Moustafa/E-4007-2017
OI Shehawy, Yasser Moustafa/0000-0001-5713-3582
FU The authors extends their appreciation to the Deputyship for Research
   amp; Innovation, Ministry of Education in Saudi Arabia for funding this
   research work through the project number: ISP22-37. [ISP22-37];
   Deputyship for Research amp; Innovation, Ministry of Education in Saudi
   Arabia
FX The authors extends their appreciation to the Deputyship for Research &
   Innovation, Ministry of Education in Saudi Arabia for funding this
   research work through the project number: ISP22-37.
NR 79
TC 0
Z9 0
U1 7
U2 7
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 2046-469X
EI 1836-3261
J9 J INT EDUC BUS
JI J. Int. Educ. Bus.
PD 2023 NOV 7
PY 2023
VL 16
IS 3
BP 351
EP 370
DI 10.1108/JIEB-11-2022-0085
EA OCT 2023
PG 20
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA W5RE1
UT WOS:001085411000001
DA 2024-02-21
ER

PT J
AU Leblon, B
   Spiecker, H
   Neuvonen, J
   Möttönen, M
   Hamann, A
   Karlsson, A
   Cahalan, C
   Stadler, M
   Drummond, A
   Valinger, E
AF Leblon, Brigitte
   Spiecker, Heinrich
   Neuvonen, Jorma
   Mottonen, Marjoriitta
   Hamann, Andreas
   Karlsson, Anders
   Cahalan, Christine
   Stadler, Marianne
   Drummond, Alex
   Valinger, Erik
TI TRANSFOR-M: A unique transatlantic forestry Master program leading to a
   dual European and Canadian degree
SO FORESTRY CHRONICLE
LA English
DT Article
DE international forestry Master program; graduate forestry students;
   internships; field courses; international forestry; dual-degree Master
   program
AB To educate their students in modern sustainable forest and environmental management approaches sensitive to cultural and situational differences, three Canadian (Alberta, British Columbia, New Brunswick) and four European (Albert-Ludwigs-Universitat, Freiburg, Germany; University of Eastern Finland, Joensuu, Finland; Swedish University of Agricultural Sciences, Umea, Sweden; and Bangor University, Wales) universities have developed a new transatlantic forestry Master program leading to a dual European and Canadian post-graduate degree (TRANSFOR-M). The two-year English language program has the following key characteristics: 1) the optimal use of expertise at partner institutions to deliver effective, globally oriented programs in forestry and environmental management; 2) one intensive language course in the language of the host country for the Canadian students; 3) e-learning courses accessible among all partner institutions (and once tested through TRANSFOR-M, to a broader audience); 4) a "thesis" or research project report that is co-supervised by both a Canadian and a European professor; 5) access to work internships to provide practical experience in an international context and increase the employability of the graduate students and 6) two mandatory three-week field courses (one across the four European countries and one across the three Canadian provinces), where all program participants meet.
C1 [Leblon, Brigitte] Univ New Brunswick, Fac Forestry & Environm Management, Fredericton, NB E3B 5A3, Canada.
   [Spiecker, Heinrich; Stadler, Marianne] Univ Freiburg, Inst Forest Growth, D-79106 Freiburg, Germany.
   [Neuvonen, Jorma] Univ British Columbia, Fac Forestry, Vancouver, BC V6T 1Z4, Canada.
   [Mottonen, Marjoriitta] Univ Eastern Finland, Fac Sci, FI-80101 Joensuu, Finland.
   [Mottonen, Marjoriitta] Univ Eastern Finland, Forestry Sch Forest Sci, FI-80101 Joensuu, Finland.
   [Hamann, Andreas; Drummond, Alex] Univ Alberta, Dept Renewable Resources, Edmonton, AB T6G 2H1, Canada.
   [Karlsson, Anders; Valinger, Erik] Swedish Univ Agr Sci, Dept Forest Ecol & Management, SE-90183 Umea, Sweden.
   [Cahalan, Christine] Bangor Univ, Sch Environm Nat Resources & Geog, Bangor LL57 2UW, Gwynedd, Wales.
C3 University of New Brunswick; University of Freiburg; University of
   British Columbia; University of Eastern Finland; University of Eastern
   Finland; University of Alberta; Swedish University of Agricultural
   Sciences; Bangor University
RP Leblon, B (corresponding author), Univ New Brunswick, Fac Forestry & Environm Management, POB 4400,28 Dineen Dr, Fredericton, NB E3B 5A3, Canada.
EM bleblon@unb.ca; instww@uni-freiburg.de; jorma.neuvo-nen@ubc.ca;
   marjoriitta.mottonen@uef.fi; andreas.hamann@ualberta.ca;
   anders.karlsson@slu.se; c.m.cahalan@bangor.ac.uk
OI Hamann, Andreas/0000-0003-2046-4550
FU Transatlantic Degree Partnership (TDP) initiative of the European
   Union-Canada Program for Cooperation in Higher Education, Training and
   Youth; Human Resources and Skills Development Canada (HRSDC); European
   Education, Audiovisual and Culture Executive Agency (EACEA); Alberta and
   British Columbia; Fundy Model Forest in New Brunswick
FX TRANSFOR-M would not have been possible without funding from the
   Transatlantic Degree Partnership (TDP) initiative of the European
   Union-Canada Program for Cooperation in Higher Education, Training and
   Youth that is sponsored by Human Resources and Skills Development Canada
   (HRSDC) and the European Education, Audiovisual and Culture Executive
   Agency (EACEA). The TRANSFOR-M partners gratefully acknowledge
   additional funding for the field courses from various sources
   (participating universities and their government and industrial partners
   in Europe, Alberta and British Columbia; Fundy Model Forest in New
   Brunswick). The authors thank Prof. Dr. Donald Floyd for his support.
NR 1
TC 2
Z9 2
U1 0
U2 7
PU CANADIAN INST FORESTRY
PI MATTAWA
PA C/O CANADIAN ECOLOGY CENTRE, PO BOX 430, 6905 HWY 17 W, MATTAWA, ONTARIO
   P0H 1V0, CANADA
SN 0015-7546
J9 FOREST CHRON
JI For. Chron.
PD MAR-APR
PY 2013
VL 89
IS 2
BP 205
EP 210
DI 10.5558/tfc2013-039
PG 6
WC Forestry
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Forestry
GA 217XE
UT WOS:000324395500023
OA Bronze
DA 2024-02-21
ER

PT J
AU Yimer, BM
   Herut, AH
   Demissie, MM
   Bareke, ML
   Agezew, BH
   Dedho, NH
   Lebeta, MF
AF Yimer, Berhanu Mekonnen
   Herut, Adane Hailu
   Demissie, Mesfin Molla
   Bareke, Misganu Legesse
   Agezew, Birhanu Haile
   Dedho, Negash Haile
   Lebeta, Mulugeta Fufa
TI Trends of higher education enrolment, graduation, and employment in
   Ethiopia: an empirical analysis
SO COGENT EDUCATION
LA English
DT Article
DE Higher education; enrolment; graduation; employment; Ethiopia
ID EMPLOYABILITY; SEARCH
AB To deal with the dynamic nature of global and socioeconomic conditions, it is critical to rethink the interplay between the efficiency of the higher education system and the employability outcomes of graduates. The purpose of this study was to investigate trends in undergraduate enrolment, graduation, and employment in Ethiopia. It looked at data from the past 15 years of enrolment and graduation and unemployment trends. For enrolment, we used the ARIMA (0, 1, and 0), Holt-Winter, and Simple models. Results showed that enrolment increased dramatically, whereas graduation went the other way, and this pattern is expected to continue. It is expected that higher education enrolment and graduation will continue to rise over the next ten years, while labor market demand will fall. Rethinking competence-based and job-driven education policy formulation, strengthening graduation-labor market alignment, and sustaining development qualification systems were all strongly recommended as ways to improve these trends.
C1 [Yimer, Berhanu Mekonnen] Dilla Univ, Dept Curriculum & Instruct Supervis, Dilla, Ethiopia.
   [Herut, Adane Hailu; Lebeta, Mulugeta Fufa] Dilla Univ, Ctr Educ Studies & Res, Dilla, Ethiopia.
   [Demissie, Mesfin Molla; Bareke, Misganu Legesse; Agezew, Birhanu Haile] Dilla Univ, Dept Educ Planning & Management, Dilla, Ethiopia.
   [Dedho, Negash Haile] Dilla Univ, Dept Econ, Dilla, Ethiopia.
C3 Dilla University; Dilla University; Dilla University; Dilla University
RP Yimer, BM (corresponding author), Dilla Univ, Dept Curriculum & Instruct Supervis, Dilla, Ethiopia.
EM berhanu.my@gmail.com
RI ; Herut, Adane Hailu/AAD-9805-2022
OI /0000-0001-6611-1027; Herut, Adane Hailu/0000-0002-2795-7473; Bareke,
   Misganu Legesse/0000-0002-9774-5863
FU Dilla University; Dilla University under the broad heading "Education
   and Development in Ethiopia: Existing Realities, Pressing Concerns;
   Office of Research and Dissemination (RDO)
FX The research was funded by Dilla University under the broad heading
   "Education and Development in Ethiopia: Existing Realities, Pressing
   Concerns, and Its Implications to Policy Reform," which is acknowledged
   by the authors. Regarding this, we sincerely appreciate the support and
   encouragement provided by the Office of Research and Dissemination (RDO)
   and the Office of Vice President for Research and Technology Transfer
   (RTTVP) for the research activities. Finally, we would like to
   acknowledge that a preprint of the first version of this article has
   previously been presented on
   https://www.preprints.org/manuscript/202206.0093/v1
NR 118
TC 0
Z9 0
U1 0
U2 0
PU TAYLOR & FRANCIS AS
PI OSLO
PA KARL JOHANS GATE 5, NO-0154 OSLO, NORWAY
SN 2331-186X
J9 COGENT EDUC
JI Cogent Educ.
PD DEC 31
PY 2024
VL 11
IS 1
AR 2302623
DI 10.1080/2331186X.2024.2302623
PG 16
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA HF7S3
UT WOS:001158149000001
OA gold
DA 2024-02-21
ER

PT J
AU Donald, WE
AF Donald, William E.
TI The Conceptualisation of Weather as a Career Metaphor
SO SUSTAINABILITY
LA English
DT Article
DE career counselling; career development; metaphor; sustainable careers;
   conservation of resources
ID PERCEIVED EMPLOYABILITY; CHANCE EVENTS; CHAOS THEORY; DECENT WORK;
   CONSERVATION; RESOURCES; STUDENTS; UNIVERSITY; PERCEPTIONS; TRANSITION
AB This paper aims to offer an accessible, flexible, and homogenised approach to career counselling and career development via the conceptualisation of a new metaphor in response to evolving careers and labour markets. The research question asks: How can Weather as a Career Metaphor (WCM) offer an accessible tool for career counsellors to use with their clients across their lifespans? The theoretical framework draws together sustainable career theory and conservation of resources theory, and is complemented by the author's decade of experience providing mentoring and career coaching to individuals across the globe. The WCM is constructed of ten elements of weather that apply to different contexts and across the lifespan. These include sun, rain, drought, thunder and lightning, ice, fog, tailwind, headwind, tornado, and rainbow. The contribution comes from the conceptualisation of a new metaphor which is theoretically grounded whilst also ensuring practical relevance via accessibility and flexibility. The WCM offers a versatile tool as part of a more comprehensive toolkit for career counsellors to help their clients to understand potential challenges within contemporary labour markets. This facilitates individuals to take ownership of their careers, acquire personal resources, and take proactive steps to prepare themselves for sustainable careers across their lifespans.
C1 [Donald, William E.] Univ Southampton, Southampton Business Sch, Southampton SO17 1BJ, Hants, England.
   [Donald, William E.] Ronin Inst, Montdair, NJ 07043 USA.
C3 University of Southampton; Solent University
RP Donald, WE (corresponding author), Univ Southampton, Southampton Business Sch, Southampton SO17 1BJ, Hants, England.; Donald, WE (corresponding author), Ronin Inst, Montdair, NJ 07043 USA.
EM w.e.donald@soton.ac.uk
RI Donald, William E./AAO-5206-2020
OI Donald, William E./0000-0002-3670-5374
NR 85
TC 0
Z9 0
U1 1
U2 9
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD JUL
PY 2022
VL 14
IS 14
AR 8856
DI 10.3390/su14148856
PG 13
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA 3G6DV
UT WOS:000831443700001
OA gold, Green Accepted
DA 2024-02-21
ER

PT J
AU Forret, ML
   Sullivan, SE
   Mainiero, LA
AF Forret, Monica L.
   Sullivan, Sherry E.
   Mainiero, Lisa A.
TI Gender role differences in reactions to unemployment: Exploring
   psychological mobility and boundaryless careers
SO JOURNAL OF ORGANIZATIONAL BEHAVIOR
LA English
DT Article
DE boundaryless career; unemployment; generation; children; mobility
ID JOB LOSS; FAMILY TIES; WORK; RESPONSES; EMPLOYABILITY; ORIENTATION;
   CONSTRUCT; CONFLICT; CULTURE; WOMENS
AB Using Sullivan and Arthur's (Sullivan & Arthur, 2006) refinement of the boundaryless career concept, this study examines whether there are gender role differences in psychological mobility (i.e., the career actor's capacity to envision a variety of career options) in response to the same physical transition of unemployment. We surveyed 1095 individuals across numerous organizations and industries, and analyzed our data by generational cohort in light of evolving societal attitudes toward child rearing and breadwinning responsibilities. We found that for both Gen Xers and Baby Boomers, men with children were more likely to perceive unemployment as a defeat than women with children; and women with children were more likely to perceive unemployment as an opportunity than men with children. Despite the many historical, economic, social, and cultural changes in the environment over the past decades, traditional gender roles remain pervasive in response to unemployment. Based on the study's empirical findings, we suggest critical issues for the future study of gender role differences and psychological mobility. Copyright (C) 2010 John Wiley & Sons, Ltd.
C1 [Forret, Monica L.] St Ambrose Univ, Coll Business, Dept Managerial Studies, Davenport, IA 52803 USA.
   [Sullivan, Sherry E.] Bowling Green State Univ, Dept Management, Bowling Green, OH 43403 USA.
   [Mainiero, Lisa A.] Fairfield Univ, Dept Management, Fairfield, CT 06430 USA.
C3 Saint Ambrose University; University System of Ohio; Bowling Green State
   University; Fairfield University
RP Forret, ML (corresponding author), St Ambrose Univ, Coll Business, Dept Managerial Studies, Davenport, IA 52803 USA.
EM forretmonical@sau.edu
NR 68
TC 60
Z9 77
U1 2
U2 74
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0894-3796
EI 1099-1379
J9 J ORGAN BEHAV
JI J. Organ. Behav.
PD JUL
PY 2010
VL 31
IS 5
SI SI
BP 647
EP 666
DI 10.1002/job.703
PG 20
WC Business; Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Psychology
GA 627EB
UT WOS:000280020900002
DA 2024-02-21
ER

PT J
AU Drishti, E
   Kopliku, B
   Imami, D
AF Drishti, Elvisa
   Kopliku, Bresena
   Imami, Drini
TI Active political engagement, political patronage and local labour
   markets - The example of Shkoder
SO INTERNATIONAL JOURNAL OF MANPOWER
LA English
DT Article; Early Access
DE Political clientelism; Albania; Higher education; Sequence analysis;
   University to work transitions
ID BUSINESS CYCLES; TRANSITION; EMPLOYMENT; PATHWAYS; BEHAVIOR;
   TRAJECTORIES; EXPERIENCE; EDUCATION; WORK; AGE
AB Purpose This paper aims to contribute to the understanding of the effects of active political engagement in port-of-entry jobs and employment pathways for graduate students in a post-communist context which is characterized by clientelism. The data are derived from a structured survey of a small local labour market where political clientelism is pronounced due to the strong network ties. Controlling for both demand and supply factors, the authors identify a profile for those who are more prone to engage politically in exchange for public sector jobs, which are in turn vulnerable to regime changes. Design/methodology/approach The authors use data from a sample of 191 students that records month-to-month employment states for three consecutive years (2012-2014). The method attempts to replicate an experimental design with repeated measures before and after the June 2013 government elections. The data is analysed using sequence analysis with optimal matching and difference-in-difference methods. Findings The analysis provides evidence of links between political engagement and selection onto different employment pathways under conditions of political clientelism. The pathways themselves are also shown to be differentially impacted by the 2013 election (positively or negatively). Together, these results are supportive of claims that jobs in Albania, particularly those in the public sector, are linked to the short-term presence of vote-buying. This is shown to be the case even for this sample of educated members of the labour force (i.e. university graduates). The analysis also finds evidence of accumulative disadvantages over time, in relation to subjective perceptions of life satisfaction, migration intentions, employability and success in life, as a result of active political engagement. Originality/value The study uses a unique data set and a novel methodological approach, sequence analysis. Occupational history calendars were used to capture quantitative information recording detailed work histories. To the best of the authors' knowledge, this innovative method has not been used before to measure the temporal effects of political engagement on employment pathways.
C1 [Drishti, Elvisa] Univ Shkodra Luigj Gurakuqi, Dept Business Adm, Shkoder, Albania.
   [Kopliku, Bresena] Univ Shkodra Luigj Gurakuqi, Dept Geog, Shkoder, Albania.
   [Imami, Drini] Agr Univ Tirana, Dept Econ, Tirana, Albania.
C3 University of Shkoder Luigj Gurakuqi; University of Shkoder Luigj
   Gurakuqi
RP Drishti, E (corresponding author), Univ Shkodra Luigj Gurakuqi, Dept Business Adm, Shkoder, Albania.
EM elvisa.drishti@unishk.edu.al
RI Drishti, Elvisa/O-7091-2019; Drishti, Elvisa/E-9888-2014; Imami,
   Drini/Q-6843-2017
OI Drishti, Elvisa/0000-0001-6530-1777; Drishti,
   Elvisa/0000-0001-6530-1777; Imami, Drini/0000-0002-4716-792X
NR 72
TC 1
Z9 1
U1 0
U2 7
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 0143-7720
EI 1758-6577
J9 INT J MANPOWER
JI Int. J. Manpow.
PD 2023 NOV 9
PY 2023
VL 44
IS 6
SI SI
BP 1118
EP 1142
DI 10.1108/IJM-06-2021-0362
EA APR 2022
PG 25
WC Industrial Relations & Labor; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA X4IF3
UT WOS:000776221300001
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Burman, I
   Som, S
   Hossain, SA
   Sharma, M
AF Burman, Iti
   Som, Subhranil
   Hossain, Syed Akhter
   Sharma, Mayank
TI Student Performance Measurement on Psychometric Parameters
SO INTERNATIONAL JOURNAL OF INFORMATION AND COMMUNICATION TECHNOLOGY
   EDUCATION
LA English
DT Article
DE Academic Performance; Educational Data Mining; Multivariate Analysis;
   Psychometric Measures; Structured Equation Modeling; Student
ID ACADEMIC-PERFORMANCE; SELF-DETERMINATION; PERSONALITY; MOTIVATION;
   MODEL; INTELLIGENCE; ACHIEVEMENT; METAANALYSIS; PERSPECTIVE; PREDICTORS
AB Educational data mining provides various advantages to the education systems in many ways. It enhances the teaching process, the learning process, the scholastic performance of students, career selection, employability, and more. The differences in attitude of students' behavior lead to difference in their academic performance. The article covers the non-intellectual parameters of students to enhance their academic performance. The study tests the relationship between psychometric constructs of students and their academic correlate. The models for enhancing intellectual performance which involves various non-intellectual parameters are analyzed using structural equation modeling. It is observed that the values of the models were retrieved near to fit values. The results entail that the models will be beneficial for students in improving their academic performance by revising their psychological parameters.
C1 [Burman, Iti; Som, Subhranil; Sharma, Mayank] Amity Univ, Noida, India.
   [Hossain, Syed Akhter] Daffodil Int Univ, Fac Sci & Informat Technol, Dept Comp Sci & Engn, Dhaka, Bangladesh.
C3 Amity University Noida; Daffodil International University
RP Burman, I (corresponding author), Amity Univ, Noida, India.
RI Sharma, Dr Mayank/N-8852-2018
OI Sharma, Dr Mayank/0000-0003-3137-9845
NR 58
TC 0
Z9 0
U1 0
U2 1
PU IGI GLOBAL
PI HERSHEY
PA 701 E CHOCOLATE AVE, STE 200, HERSHEY, PA 17033-1240 USA
SN 1550-1876
EI 1550-1337
J9 INT J INF COMMUN TEC
JI Int. J. Inf. Commun. Technol. Educ.
PD OCT-DEC
PY 2020
VL 16
IS 4
BP 68
EP 85
DI 10.4018/IJICTE.2020100105
PG 18
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA PV4MM
UT WOS:000609963700005
OA Bronze
DA 2024-02-21
ER

PT J
AU Mahoney, RC
   Fisher, JH
AF Mahoney, Robert C.
   Fisher, James H.
TI A SURVEY OF CIS ALUMNI TO ASSESS CURRICULUM: FINDINGS, IMPLICATIONS, AND
   FUTURE DIRECTIONS
SO JOURNAL OF INFORMATION TECHNOLOGY EDUCATION-RESEARCH
LA English
DT Article
DE CIS curriculum development; IT careers; email surveys; Cooperative
   education; STEM; curriculum assessment
AB Aim/Purpose At a public, higher education program in information technology, faculty are frequently asked to evaluate their curricula concerning: course content, the matriculation experience, where and in what capacity graduates are employed, and future academic initiatives developed to keep pace with changes in technology. The problem is determining the best process or mechanism to accumulate the responses.
   Background The increased importance of STEM programs (science, technology, engineering, and mathematics), reduced state support, and the need for greater accountability are driving academic technology programs to justify their existence. This paper explores one process for evaluating a Computer Information Systems (CIS) program in a state-supported university in the Midwest USA, through an email survey designed for graduates to capture their unique perspective as 'customers'.
   Methodology An email survey was developed, field tested, and sent to 550 email addresses obtained from university alumni affairs. Results were accumulated in a Qualtrics program and analyzed for research purposes.
   Contribution The contribution of this research is outlining one program's experience gleaning information on the employment of graduates, assessing the CIS and business core curriculum, and collecting suggestions for future academic courses and experiences through the utilization of an email survey. This is a valuable source of curriculum feedback that is often overlooked by programs that want to enhance their academic offerings.
   Findings Among the findings are the following: the CIS program is and has been a viable and relevant information technology program that prepares graduates for meaningful careers in this field; the business core curriculum of accounting, finance and business communication is essential to the career success of CIS graduates; graduates of the CIS program are prepared to assume managerial roles throughout their careers; and Cooperative (Co-op) education is an extremely valuable experience and should be required in the CIS curriculum.
   Recommendations for Practitioners Graduates of an academic program are an excellent source of evaluation material. A well-constructed email survey can gather relevant data on employment and employability, the curriculum, the college experience, and other academic program information. This type of survey is an easy, inexpensive, and expedient means for gathering this information.
   Recommendation for Researchers The current study surveyed CIS graduates to assess the appropriateness of the curriculum. Future researchers should seek input from IT managers and HR managers who will be hiring CIS graduates in the near future to find their perspectives on the CIS curriculum.
   Further research Further research needs to investigate the link between alumni surveys and accreditation. There is also a need to improve and refine survey instruments, increase survey response rates, incorporate survey responses into program marketing initiatives, and define a process for incorporating these results into the development/creation of academic courses.
C1 [Mahoney, Robert C.] Eastern Kentucky Univ, Sch Business, Comp Informat Syst, Richmond, KY 40475 USA.
   [Fisher, James H.] Eastern Kentucky Univ, Cooperat Educ, Richmond, KY 40475 USA.
C3 Eastern Kentucky University; Eastern Kentucky University
RP Mahoney, RC (corresponding author), Eastern Kentucky Univ, Sch Business, Comp Informat Syst, Richmond, KY 40475 USA.
EM bob.mahaney@eku.edu; jim.fisher@eku.edu
RI Fisher, James/JCP-1569-2023
NR 27
TC 0
Z9 0
U1 1
U2 10
PU INFORMING SCIENCE INST
PI SANTA ROSA
PA 131 BROOKHILL CT, SANTA ROSA, CA 95409 USA
SN 1547-9714
EI 1539-3585
J9 J INF TECHNOL EDUC-R
JI J. Inf. Technol. Educ.-Res.
PY 2019
VL 18
BP 571
EP 587
DI 10.28945/4464
PG 17
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA KE0CU
UT WOS:000508229700001
OA gold
DA 2024-02-21
ER

PT J
AU Khan, J
   Gilbert, J
   Sharma, A
   LeManach, Y
   Yee, D
AF Khan, James
   Gilbert, Jaclyn
   Sharma, Abhinav
   LeManach, Yannick
   Yee, Doreen
TI Perspectives of anesthesia residents training in Canada on fellowship
   training, research, and future practice location
SO CANADIAN JOURNAL OF ANESTHESIA-JOURNAL CANADIEN D ANESTHESIE
LA English
DT Article
ID REGIONAL ANESTHESIA; OTOLARYNGOLOGY-HEAD; MEDICINE; TRAINEES; CAREERS;
   WOMEN
AB We conducted this study to determine the preferences of anesthesia residents training in Canada for fellowship training, research, and future practice location and to identify the factors that influence those preferences.
   Using a cross-sectional study design, a survey was sent to all anesthesia residents enrolled at an accredited Canadian anesthesiology residency program (N = 629). Data were collected on demographics and preferences for fellowship training, research, and future practice location. A multivariable logistic regression model was used to determine significant associations.
   Two hundred forty-four residents (39%) responded to the survey. Seventy percent of residents intended to pursue fellowship training. The top three fellowships they favoured were regional anesthesia, intensive care, and cardiac anesthesia. Male sex was positively associated with the decision to pursue fellowship training, whereas having an additional graduate degree was negatively associated with this choice. Among those pursuing fellowship training, the most influential factors were personal interest, enhancing employability, and an interest in an academic career. Fifty-seven percent of residents preferred to work at an academic hospital. Thirty-four percent of residents intended to incorporate research into their future practice, and personal interest, employability, and colleagues were most influential in their decision. Research activity and publishing in residency were associated with the desire to pursue future research initiatives.
   The majority of anesthesia residents training in Canada choose to pursue fellowship training and work at an academic hospital. Approximately one-third of residents have an interest in incorporating research into their future careers.
C1 [Khan, James; Yee, Doreen] Sunnybrook Hlth Sci Ctr, Dept Anesthesia, Toronto, ON M4N 3M5, Canada.
   [Khan, James; Yee, Doreen] Univ Toronto, Dept Anesthesia, Toronto, ON, Canada.
   [Khan, James; LeManach, Yannick] McMaster Univ, Populat Hlth Res Inst, Hamilton, ON, Canada.
   [Khan, James; LeManach, Yannick] McMaster Univ, Dept Clin Epidemiol & Biostat, Hamilton, ON, Canada.
   [Gilbert, Jaclyn; LeManach, Yannick] McMaster Univ, Dept Anesthesia, Hamilton, ON, Canada.
   [Sharma, Abhinav] Univ Alberta, Mazankowski Heart Inst, Div Cardiol, Edmonton, AB, Canada.
C3 University of Toronto; Sunnybrook Research Institute; Sunnybrook Health
   Science Center; University of Toronto; Population Health Research
   Institute; McMaster University; McMaster University; McMaster
   University; University of Alberta
RP Khan, J (corresponding author), Univ Toronto, Dept Anesthesia, Toronto, ON, Canada.
EM james.khan@medportal.ca
RI Le Manach, Yannick/AAE-5700-2019
OI Le Manach, Yannick/0000-0003-0474-8545
NR 28
TC 24
Z9 26
U1 0
U2 1
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0832-610X
EI 1496-8975
J9 CAN J ANESTH
JI Can. J. Anesth.
PD SEP
PY 2015
VL 62
IS 9
BP 956
EP 963
DI 10.1007/s12630-015-0420-1
PG 8
WC Anesthesiology
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Anesthesiology
GA CP2YC
UT WOS:000359742900004
PM 26108534
OA Bronze
DA 2024-02-21
ER

PT J
AU Weninger, C
AF Weninger, Csilla
TI Skill versus Social Practice? Some Challenges in Teaching Digital
   Literacy in the University Classroom
SO TESOL QUARTERLY
LA English
DT Article; Early Access
AB Digital literacy is viewed by many governments as an educational priority area, resulting in policies and curricula aimed at developing students' digital literacy skills. This can present many challenges, including lacking teacher professional development, uneven digital infrastructure across school districts or unequal access to digital media among students. In this article, I focus on a different challenge that stems from differing definitions of digital literacy among educational researchers, teachers, and educational policy makers and the tensions that can arise from these differences for teachers who are tasked with developing learners' digital literacy. Specifically, I discuss how I have merged a curricular mandate for a skills-heavy digital literacy policy with my theoretical conviction of literacy as social practice in my teaching of a tertiary course on digital literacy. To do so, I first critically examine Singapore's recent digital literacy curriculum reform with reference to a larger divide between conceptualizations of digital literacy as technical, decontextualized skills related to employability on the one hand and as social practice rooted in students' lived experiences on the other. Second, I discuss my efforts at combining these two perspectives in teaching digital media literacy, highlighting how we can foster digital 'skills' and critical engagement with digital media while providing space for playful and creative communicative practice.
C1 [Weninger, Csilla] Nanyang Technol Univ, Natl Inst Educ, Singapore, Singapore.
C3 Nanyang Technological University; National Institute of Education (NIE)
   Singapore
RP Weninger, C (corresponding author), Nanyang Technol Univ, Natl Inst Educ, Singapore, Singapore.
NR 32
TC 5
Z9 5
U1 18
U2 63
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0039-8322
EI 1545-7249
J9 TESOL QUART
JI Tesol Q.
PD 2022 SEP
PY 2022
VL 56
IS 3
BP 1016
EP 1028
DI 10.1002/tesq.3134
EA MAR 2022
PG 13
WC Education & Educational Research; Linguistics
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Linguistics
GA 4A0GQ
UT WOS:000769075400001
DA 2024-02-21
ER

PT J
AU Concha-Díaz, V
   Jornet, J
   Bakieva, M
AF Concha-Diaz, Valeska
   Jornet, Jesus
   Bakieva, Margarita
TI Overview of Initial Training and Employability of ECEC Teachers in Chile
SO REVISTA ELECTRONICA INTERUNIVERSITARIA DE FORMACION DEL PROFESORADO
LA English
DT Article
DE Initial training; early childhood education and care; teacher
   employability; Initial training; early childhood education and care;
   teacher employability
AB Initial teacher training has been central in determining the quality of education, leaving behind basic training for more solid theoretical foundations, making improvements in the status of teachers, increasing salaries and greater social valuation (Pedro, 2020). This study examines the initial training received by ECEC professionals in Chile, analyzing the level of training achieved by Chilean universities and the employment situation of their graduates, in order to identify the entry conditions and processes associated with professional quality. Being exploratory in nature, the characteristics of the IDF and the criteria associated with employability were examined, yielding categorical results on the deficient training of professionals.
C1 [Concha-Diaz, Valeska; Jornet, Jesus; Bakieva, Margarita] Univ Valencia, Valencia, Spain.
C3 University of Valencia
RP Concha-Díaz, V (corresponding author), Univ Valencia, Valencia, Spain.
EM vale.concha.cd@gmail.com
NR 28
TC 1
Z9 1
U1 0
U2 2
PU UNIV MURCIA
PI Murcia
PA Edificio Pleiades Campus de Espinardo, Murcia, 30071, SPAIN
EI 1575-0965
J9 REV ELECTRON INTERUN
JI Rev. Electron. Interuniv. Formacion Profr.
PD SEP
PY 2022
VL 25
IS 3
BP 75
EP 93
DI 10.6018/reifop.531401
PG 19
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA A6NQ0
UT WOS:000956272700006
OA gold, Green Submitted
DA 2024-02-21
ER

PT J
AU Zivkovic, A
   Fosic, I
   Pap Vorkapic, A
AF Zivkovic, Ana
   Fosic, Ivana
   Pap Vorkapic, Ana
TI Perceived alternative job opportunities and turnover intention as
   preliminary steps in employee withdrawal
SO STRATEGIC MANAGEMENT
LA English
DT Article; Early Access
DE Croatia; employee turnover; organizational behavior; perceived
   alternative job opportunities; turnover intention
ID ORGANIZATIONAL COMMITMENT; SATISFACTION; SUPPORT; IMPACT
AB Background: Employee turnover represents permanent withdrawal from the organization, which brings longterm unfavorable consequences, especially when it comes to the voluntary early departure of quality employees. Turnover intention is a preliminary step that can predict the employee's intention to leave and is very often the main precursor to the final decision to leave or stay. In addition to internal organizational influences, a strong influencing factor on such a decision is represented by perceived alternative job opportunities. Purpose: The goal of the paper is, therefore, to examine the employee's perception of the possibilities of alternative employment and their turnover intention to determine that the main factor of the environment strongly shapes thinking in the context of leaving. Study design/methodology/approach: The primary research was conducted on a convenience sample of 423 in 15 medium and large enterprises in Croatia (Slavonia and Baranja region) and in various economic sectors: Agriculture, Industry, Energy, Construction, Services, Trade, Transport, Education, and Tourism and Hospitality. The data were subjected to univariate and bivariate analysis. The influence of sociodemographic variables was also tested to identify possible differences between different groups of employees. Findings/conclusions: The results of the research indicate fairly low rates of turnover intention, with a simultaneous perception of very few or weak possibilities for alternative employment. There are no statistically significant differences between the sociodemographic groups, so all employees, for the most part, do not intend to leave the organization in which they are currently employed, but they also do not think that they could easily be employed elsewhere. Limitations/future research: The biggest limitation is the examination of only these two variables without studying cause-effect relationships, which is also a recommendation for future research. It could be helpful to analyze competitiveness on the labor market, because the situation of the market can also affect the perception of employability, which would determine whether the perceptions are close to the real picture.
C1 [Zivkovic, Ana; Fosic, Ivana; Pap Vorkapic, Ana] Josip Juraj Strossmayer Univ Osijek, Fac Econ Osijek, Osijek, Croatia.
C3 University of JJ Strossmayer Osijek
RP Zivkovic, A (corresponding author), Josip Juraj Strossmayer Univ Osijek, Fac Econ Osijek, Trg Ljudevita Gaja 7, Osijek 31000, Croatia.
EM ana.zivkovic@efos.hr
RI Živković, Ana/AAJ-4412-2020
OI Živković, Ana/0000-0002-6469-4377; Fosic, Ivana/0000-0003-4893-3654
NR 64
TC 0
Z9 0
U1 11
U2 20
PU UNIV NOVI SAD, FAC ECONOMICS SUBOTICA
PI SUBOTICA
PA SEGEDINSKI PUT 9-11, SUBOTICA, 24000, SERBIA
SN 1821-3448
EI 2334-6191
J9 STRATEG MANAG
JI Strateg. Manag.
PD 2023 
PY 2023
VL 28
IS 3
BP 4
EP 17
DI 10.5937/StraMan2300042Z
EA MAR 2023
PG 14
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA U7DI6
UT WOS:000956211200001
OA gold
DA 2024-02-21
ER

PT J
AU Oktaviani, L
   Ginting, M
   Sunardi, O
AF Oktaviani, Laura
   Ginting, Meriastuti
   Sunardi, Oki
TI Voluntary behaviour, knowledge sharing and quality management system
   implementation in pharmaceutical industry: a preliminary study
SO INTERNATIONAL JOURNAL OF KNOWLEDGE MANAGEMENT STUDIES
LA English
DT Article
DE voluntary behaviour; perceived employability; trust; knowledge sharing;
   quality management system
ID PERCEIVED EMPLOYABILITY; PROSOCIAL BEHAVIOR; PERFORMANCE; EMPLOYEES;
   IMPACT
AB The implementation of quality management system requires voluntary motivation from each organisation's member to achieve organisational perfection. In practice, quality management system implementations are often based on customer demands as a business to business requirement. Certified companies are often no better than firms that do not yet have quality management system certifications. This study aims to develop and to confirm a model of effective quality management system implementation by using internal motive factors, such as voluntary behaviour, prosocial behaviour, perceived employability, and trust. By conducting a survey to a leading Indonesian pharmaceutical firm as a preliminary study, 49 responds revealed that perceived employability and trust had significant effect to form voluntary behaviour amongst employees. Voluntary behaviour has shown the ability to foster effective quality management system implementation, and the effect could be more promising through the existence of knowledge sharing practice.
C1 [Oktaviani, Laura; Ginting, Meriastuti; Sunardi, Oki] Krida Wacana Christian Univ, Dept Ind Engn, 4 Tanjung Duren Raya St, Jakarta 11470, Indonesia.
RP Sunardi, O (corresponding author), Krida Wacana Christian Univ, Dept Ind Engn, 4 Tanjung Duren Raya St, Jakarta 11470, Indonesia.
EM laura.oktaviani@gmail.com; meriastuti.ginting@ukrida.ac.id;
   oki.sunardi@ukrida.ac.id
RI Sunardi, Oki/AAB-8991-2021
OI Sunardi, Oki/0000-0002-0973-9464
NR 49
TC 1
Z9 1
U1 1
U2 6
PU INDERSCIENCE ENTERPRISES LTD
PI GENEVA
PA WORLD TRADE CENTER BLDG, 29 ROUTE DE PRE-BOIS, CASE POSTALE 856, CH-1215
   GENEVA, SWITZERLAND
SN 1743-8268
EI 1743-8276
J9 INT J KNOWL MAN STUD
JI Int. J. Knowl. Manag. Stud.
PY 2020
VL 11
IS 2
BP 137
EP 152
PG 16
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA WL6VW
UT WOS:000710541900003
DA 2024-02-21
ER

PT J
AU Valencia-Forrester, F
   Backhaus, B
AF Valencia-Forrester, Faith
   Backhaus, Bridget
TI Service learning as supported, social learning for international
   students: an Australian case study
SO INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
LA English
DT Article; Early Access
DE International students; service learning; work-integrated learning;
   higher education; volunteering
AB Studying in a foreign country can be a valuable experience for international students, but it may also involve uncertainty, loneliness, and questionable graduate outcomes. Given the importance of the international student market to higher education institutions, there is a clear incentive to find ways of engaging international students in meaningful learning experiences that contribute to employability, facilitate social connections, and help students find their place in society. This article reflects on an Australian pilot project that aimed to facilitate international student engagement with local social issues through service learning. Drawing on a framework that emphasised social support and social connectedness, the students were offered group placements with local non-profits as a way of learning more about social issues, forging social ties, and gaining valuable transferable experience. Students appreciated the multiple layers of support available and reported increased confidence in terms of communicating in English and making social connections across peer groups.
C1 [Valencia-Forrester, Faith] Griffith Univ, Serv Learning Unit, Nathan, Qld, Australia.
   [Backhaus, Bridget] Griffith Univ, Sch Humanities Languages & Social Sci, Nathan, Qld, Australia.
C3 Griffith University; Griffith University
RP Valencia-Forrester, F (corresponding author), Griffith Univ, Serv Learning Unit, Nathan, Qld, Australia.
EM faith.valencia-forrester@griffith.edu.au
RI Backhaus, Bridget/AAZ-3592-2020; Backhaus, Bridget/GQN-9990-2022
OI Backhaus, Bridget/0000-0002-8244-2237; 
NR 34
TC 2
Z9 2
U1 3
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1360-3116
EI 1464-5173
J9 INT J INCLUSIVE EDUC
JI Int. J. Incl. Educ.
PD 2023 FEB 23
PY 2023
VL 27
IS 3
BP 403
EP 417
DI 10.1080/13603116.2020.1864789
EA DEC 2020
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AO7E6
UT WOS:000601366000001
DA 2024-02-21
ER

PT J
AU Wake, S
   Pownall, M
   Harris, R
   Birtill, P
AF Wake, Stephanie
   Pownall, Madeleine
   Harris, Richard
   Birtill, Pam
TI Balancing pedagogical innovation with psychological safety? Student
   perceptions of authentic assessment
SO ASSESSMENT & EVALUATION IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Authentic; assessment; psychological safety; undergraduate
ID QUALITATIVE CONTENT-ANALYSIS; HEALTH
AB Authentic assessments are designed to evaluate knowledge and skills that are relevant for students' life beyond university, emphasising practical, applied skills. They offer an alternative to assessments that don't explicitly foster transferability of skills. The present study examined undergraduate student perceptions of authentic and traditional assessments (N = 150). We used a qualitative story completion methodology to examine three domains: student's emotional responses to authentic and traditional assessment forms, student's perceptions of how different assessment types may benefit their employability, and student's preferences for pedagogical support with authentic assessments. A qualitative content analysis revealed students generally perceive authentic, novel assessments to be exciting, motivating and inspirational; however, this was accompanied by feelings of uncertainty and unfamiliarity. More traditional assessments (e.g. essays and multiple-choice-question examinations) elicited feelings of comfort and preparedness, but students also felt worried, bored and unexcited by these assessments. Students appreciated creative freedom when lecturers set traditional assessments but would like more consideration of their feelings and need for support in authentic assessments. Hence, we argue, when advocating for authentic assessment, there is a balance to be struck between innovation and challenge, ensuring sufficient support for student's psychological safety and feelings of comfort. Implications for practice are discussed.
C1 [Wake, Stephanie; Pownall, Madeleine; Harris, Richard; Birtill, Pam] Univ Leeds, Sch Psychol, Leeds, England.
C3 University of Leeds
RP Wake, S (corresponding author), Univ Leeds, Sch Psychol, Leeds, England.
EM s.wake@leeds.ac.uk
OI Pownall, Madeleine/0000-0002-3734-8006; Birtill, Pam/0000-0002-4690-2558
NR 48
TC 0
Z9 0
U1 4
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0260-2938
EI 1469-297X
J9 ASSESS EVAL HIGH EDU
JI Assess. Eval. High. Educ.
PD 2023 OCT 24
PY 2023
AR 2275519
DI 10.1080/02602938.2023.2275519
EA OCT 2023
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA W2YK8
UT WOS:001090334600001
OA hybrid
DA 2024-02-21
ER

PT J
AU Hanson, J
   Burke, C
AF Hanson, Jill
   Burke, Ciaran
TI Addressing unrealistic optimism with counterfactual reasoning in an
   employability module in higher education
SO JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Employability; Attainment; Counterfactual reasoning; Unrealistic
   optimism
ID POSSIBLE SELVES; ACADEMIC-ACHIEVEMENT; SELF-ASSESSMENT; STUDENTS;
   ATTAINMENT; GENDER; METACOGNITION; ACCURACY; AGE
AB Purpose - The study aimed to explore the effect of second year business students engaging in counterfactual reasoning on their unrealistic optimism regarding attainment on an employability module.
   Design/methodology/approach - Using an experimental design, the study compared the module performance of those who generated reasons why they would and would not achieve a series of specific grades. A control group who did not generate any reasons also took part.
   Findings - Students who generated reasons why they would not achieve a good grade were less likely to be unrealistically optimistic and more likely to attain a good grade on their assessment.
   Research limitations/implications - This is a small sample of students from one form of programme, so replication with a greater sample drawn from other programmes would increase reliability.
   Practical implications- The results suggest an easily applied and practical way of engaging students in employability modules to support their development of a range of capitals.
   Social implications - The findings are considered in relation to the theory of possible selves, the value for students, particularly widening participation of students, of improved engagement with employability modules and the possibility of applying this technique in wider educational settings.
   Originality/value - This paper extends Hoch's (1985) original study by considering the use of counterfactual reasoning for assessment performance and offering a an easy-to-apply tool for module leaders to support student attainment in employability development modules.
C1 [Hanson, Jill] Univ Derby, iCeGS, Derby, England.
   [Burke, Ciaran] Univ West England Bristol, Dept Sociol, Bristol, Avon, England.
C3 University of Derby
RP Hanson, J (corresponding author), Univ Derby, iCeGS, Derby, England.
EM j.hanson@derby.ac.uk; Ciaran.Burke@uwe.ac.uk
OI Hanson, Jill/0000-0002-3886-7043
NR 50
TC 3
Z9 3
U1 0
U2 4
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2050-7003
EI 1758-1184
J9 J APPL RES HIGH EDUC
JI J. Appl. Res. High. Educ.
PD 2021 JUN 7
PY 2021
VL 13
IS 3
BP 830
EP 848
DI 10.1108/JARHE-02-2019-0047
EA SEP 2020
PG 19
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA SR2EV
UT WOS:000566831800001
DA 2024-02-21
ER

PT J
AU Silva, JHD
   Mendes, GHD
   Ganga, GMD
   Mergulhao, RC
   Lizarelli, FL
AF de Oliveira Silva, Jorge Henrique
   de Sousa Mendes, Glauco Henrique
   Devos Ganga, Gilberto Miller
   Mergulhao, Ricardo Coser
   Lizarelli, Fabiana Leticia
TI Antecedents and consequents of student satisfaction in higher
   technical-vocational education: evidence from Brazil
SO INTERNATIONAL JOURNAL FOR EDUCATIONAL AND VOCATIONAL GUIDANCE
LA English
DT Article
DE Higher Technical-Vocational Education; Student satisfaction;
   Employability
ID SERVICE QUALITY; LEARNING OUTCOMES; CORPORATE IMAGE; LOYALTY; MODEL;
   PERCEPTIONS
AB This article proposes a model of antecedents and consequences of student satisfaction in Higher Technical-Vocational Education (HTVE) colleges. To validate the model, a survey was conducted with 505 students enrolled in Brazilian HTVE colleges. Structural equation modelling was used to investigate the constructs and their relations. Results indicate that the critical antecedents to student satisfaction are service quality, learning outcomes, employability, image and perceived value. Practical implications include potential curriculum revision aligned with the needs of the labour market and finding ways to monitor and improve the quality of the HTVE system, taking students' views and employability outcomes into consideration.
C1 [de Oliveira Silva, Jorge Henrique] Fed Inst Educ Sci & Technol Sao Paulo, Araraquara, SP, Brazil.
   [de Sousa Mendes, Glauco Henrique; Devos Ganga, Gilberto Miller; Lizarelli, Fabiana Leticia] Univ Fed Sao Carlos, Prod Engn Dept, Sao Carlos, Brazil.
   [Mergulhao, Ricardo Coser] Univ Fed Sao Carlos, Prod Engn Dept, Sorocaba, Brazil.
C3 Instituto Federal de Sao Paulo (IFSP); Universidade Federal de Sao
   Carlos; Universidade Federal de Sao Carlos
RP Mendes, GHD (corresponding author), Univ Fed Sao Carlos, Prod Engn Dept, Sao Carlos, Brazil.
EM glauco@dep.ufscar.br
RI Ganga, Gilberto Miller Devós/B-1120-2013; Mendes, glauco/N-3108-2016
OI Ganga, Gilberto Miller Devós/0000-0001-9328-5727; Mendes,
   glauco/0000-0001-8086-3321; Lizarelli, Fabiane/0000-0002-8959-9982
NR 62
TC 14
Z9 15
U1 11
U2 42
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1873-0388
EI 1573-1782
J9 INT J EDUC VOCAT GUI
JI Int. J. Educ. Vocat. Guid.
PD JUL
PY 2020
VL 20
IS 2
BP 351
EP 373
DI 10.1007/s10775-019-09407-1
PG 23
WC Education & Educational Research; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA LU4KG
UT WOS:000537725300007
DA 2024-02-21
ER

PT J
AU Sofritti, F
   Benozzo, A
   Carey, N
   Pizzorno, MC
AF Sofritti, Federico
   Benozzo, Angelo
   Carey, Neil
   Pizzorno, Maria Chiara
TI Working precarious careers trajectories: tracing neoliberal discourses
   in younger workers' narratives
SO JOURNAL OF YOUTH STUDIES
LA English
DT Article; Early Access
DE Discourse analysis; neoliberalism; place; precarity; younger workers
ID NEO-LIBERALISM; YOUTH; TRANSFORMATION; TRANSITIONS; CAPITALISM; IDENTITY
AB The aim of this article is to explore how, in the context of the post Global Financial Crisis (GFC), some Italian younger workers in a specific geographical region in Italy recount their work trajectories. Drawing on narrative interviews with ten participants (aged between 24 and 30) as part of a research project carried out in the Autonomous region of Aosta Valley in Italy, the article traces discourses closely associated with neoliberalism - the discourses of the entrepreneurial self, employability and self-responsibilisation - through which subjects' work experiences take shape. Moreover, the analysis highlights how locality, one's personal relation with the geographical territory, makes more complex the younger people's negotiations in crafting themselves vis-a-vis precarious employment opportunities and wider socio-economic dynamics in respect of precarious employment opportunities.
C1 [Sofritti, Federico] Polytech Univ Marche, Dept Econ & Social Sci, Ancona, Italy.
   [Benozzo, Angelo] Univ Valle Aosta, Dept Human & Social Sci, Aosta, Italy.
   [Benozzo, Angelo] Univ East Anglia, Norwich Business Sch, Norwich, Norfolk, England.
   [Carey, Neil] Manchester Metropolitan Univ, Fac Hlth Psychol & Social Care, Manchester, Lancs, England.
   [Pizzorno, Maria Chiara] Univ Turin, Dept Philosophy & Educ, Turin, Italy.
C3 Marche Polytechnic University; Universita Della Valle D'aosta;
   University of East Anglia; Manchester Metropolitan University;
   University of Turin
RP Sofritti, F (corresponding author), Polytech Univ Marche, Dept Econ & Social Sci, Ancona, Italy.
EM f.sofritti@staff.univpm.it
RI Carey, Neil/HPD-3442-2023
FU Regione Autonoma Valle d'Aosta [Project "FAR - Formazione alla Ricerca"]
   [14/04AG100000]
FX This work was supported by the Regione Autonoma Valle d'Aosta [Project
   "FAR - Formazione alla Ricerca". Code: 14/04AG100000].
NR 74
TC 8
Z9 8
U1 0
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1367-6261
EI 1469-9680
J9 J YOUTH STUD
JI J. Youth Stud.
PD 2020 SEP 13
PY 2020
VL 23
IS 8
BP 1054
EP 1070
DI 10.1080/13676261.2019.1654602
EA AUG 2019
PG 17
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA NR4EB
UT WOS:000481271900001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Pascual, A
   Guéguen, N
   Vallée, B
   Lourel, M
   Cosnefroy, O
AF Pascual, Alexandre
   Gueguen, Nicolas
   Vallee, Boris
   Lourel, Marcel
   Cosnefroy, Olivier
TI First Name Popularity as Predictor of Employability
SO NAMES-A JOURNAL OF ONOMASTICS
LA English
DT Article
DE first name and surname attractiveness; first name popularity; surname
   frequency; job market; recruitment; job interview; discrimination
ID ACADEMIC-ACHIEVEMENT; DESIRABILITY; FREQUENCY
AB For more than fifty years, research in psychology has demonstrated that our evaluation of others may be influenced by their surname or first name. In this study, we evaluated the impact of the attractiveness and frequency of names in situations of recruitment for low qualification level jobs. Using data from a recruitment agency, we tested (binomial regression) for effects associated with first name popularity, surname frequency, first name + surname attractiveness, ethnicity, gender, and age on job interview outcome of 507 low qualified French persons. The logistic regression analysis indicated that, among the various variables tested, first name popularity remained the best predictor of employability.
C1 [Pascual, Alexandre] Univ Bordeaux, Social Psychol, F-33076 Bordeaux, France.
   [Gueguen, Nicolas] Univ Bretagne Sud, Social Behav, Lorient, France.
   [Vallee, Boris] Univ Bordeaux, Psychol, F-33076 Bordeaux, France.
   [Vallee, Boris] Univ Bordeaux, Dept Psychol, F-33076 Bordeaux, France.
   [Lourel, Marcel] Univ Artois, Internal Dept, Arras, France.
   [Cosnefroy, Olivier] Univ Pierre Mendes France, Psychol Educ, St Martin Dheres, France.
C3 Universite de Bordeaux; Universite de Bordeaux; Universite de Bordeaux;
   Universite d'Artois; Communaute Universite Grenoble Alpes; Universite
   Grenoble Alpes (UGA)
RP Pascual, A (corresponding author), Univ Bordeaux, 3 Ter Pl Victoire, F-33076 Bordeaux, France.
EM alexandre.pascual@u-bordeaux.fr
OI pascual, alexandre/0000-0002-6454-8433; Vallee,
   Boris/0000-0001-8047-1782
NR 27
TC 7
Z9 7
U1 1
U2 21
PU MANEY PUBLISHING
PI LEEDS
PA STE 1C, JOSEPHS WELL, HANOVER WALK, LEEDS LS3 1AB, W YORKS, ENGLAND
SN 0027-7738
EI 1756-2279
J9 NAMES
JI Names
PD MAR
PY 2015
VL 63
IS 1
BP 30
EP 36
DI 10.1179/0027773814Z.00000000091
PG 7
WC Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Linguistics
GA CD7ZM
UT WOS:000351314900004
OA hybrid
DA 2024-02-21
ER

PT J
AU Barton, G
   Hartwig, K
   Le, AH
AF Barton, Georgina
   Hartwig, Kay
   Anh Hai Le
TI International Students' Perceptions of Workplace Experiences in
   Australian Study Programs: A Large-Scale Survey
SO JOURNAL OF STUDIES IN INTERNATIONAL EDUCATION
LA English
DT Article
DE international students; work placement; work integrated learning;
   practicum; employability; reflection; self-evaluation; large-scale
   survey
ID EMPLOYABILITY; MODEL
AB Across the globe, there are increased numbers of students undertaking university-level study in foreign countries. Many of the programs they enroll in include a workplace experience (also known as work integrated learning, internship, and/or practicum). The Work Placement for International Student Programs (WISP) project was conducted across Australia and aimed to identify current practices related to international students' workplace experiences as well as develop resources to improve these experiences overall. This article focuses on an Australian large-scale survey (n = 252) designed to explore international students perceptions of workplace experiences. Results showed that students rated overall workplace experience highly; however, their confidence in completing assessment items where reflection and self-evaluation were required was a concern. Students also rated self-perception of employability as uncertain despite having positive experiences in the workplace context. Findings showed that there is a need for universities to better support international students in completing reflective and self-evaluative assessment. In addition, more work needs to be done to improve confidence levels of international students around employability.
C1 [Barton, Georgina] Univ Southern Queensland, Sch Teacher Educ & Early Childhood, Brisbane, Qld, Australia.
   [Hartwig, Kay] Griffith Univ, Sch Educ & Profess Studies, Brisbane, Qld, Australia.
   [Anh Hai Le] Griffith Univ, Brisbane, Qld, Australia.
C3 University of Southern Queensland; Griffith University; Griffith
   University
RP Barton, G (corresponding author), Univ Southern Queensland, Sinnathamby Blvd, Brisbane, Qld 4300, Australia.
EM georgina.barton@usq.edu.au
RI Le, Anh/GLQ-9083-2022
OI Le, Anh/0000-0002-8449-0005
FU Office for Learning and Teaching [ID14-3837]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   project received funding from the Office for Learning and Teaching.
   Project ID14-3837.
NR 29
TC 9
Z9 9
U1 0
U2 16
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1028-3153
EI 1552-7808
J9 J STUD INT EDUC
JI J. Stud. Int. Educ.
PD MAY
PY 2019
VL 23
IS 2
BP 248
EP 264
DI 10.1177/1028315318786446
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HT3MT
UT WOS:000464468600004
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Baruch, Y
   Szucs, N
   Gunz, H
AF Baruch, Yehuda
   Szucs, Nora
   Gunz, Hugh
TI Career studies in search of theory: the rise and rise of concepts
SO CAREER DEVELOPMENT INTERNATIONAL
LA English
DT Article
DE Careers; Career development; Employability; Career studies; Literature
   analysis; Career success
ID H-INDEX; TALENT MANAGEMENT; SUCCESS; EXPATRIATION; FASHION; FIELD
AB The purpose of this paper is to introduce further clarity to career scholarship and to support the development of career studies by complementing earlier theoretical literature reviews with an evidence-based historical analysis of career-related terms.
   Design/methodology/approach - Data from 12 career scholars were collected using the historical Delphi method to find consensus on the career terms that have shaped career studies between 1990 and 2012. The authors then explored the literature by collecting data on the occurrence of these terms, analyzing frequencies and trends via citations and indexes of citation using a mixed-method combination of historical literature review and performance analysis.
   Findings - Career scholarship is indeed a descriptive field, in which metaphors dominate the discipline. Career success and employability are basic terms within the field. The discipline tends to focus narrowly on career agents. There is a plethora of terminology, and, contrary to the expectations, concepts introduced tend not to fade away.
   Originality/value - The authors offer an overarching perspective of the field with a novel mixed-method analysis which is useful for theory development and will help unify career studies. Earlier comprehensive literature reviews were mostly based on theoretical reasoning or qualitative data. The authors complement them with results based on quantitative data. Lastly, the authors identify new research directions for the career scholarship community.
C1 [Baruch, Yehuda] NEOMA Business Sch, Dept Management & Strategie, Mont St Aignan, France.
   [Szucs, Nora] WU Vienna, Inst Human Resource Management, Vienna, Austria.
   [Gunz, Hugh] Univ Toronto, Toronto, ON, Canada.
C3 NEOMA Business School; University of Toronto
RP Baruch, Y (corresponding author), NEOMA Business Sch, Dept Management & Strategie, Mont St Aignan, France.
EM y.baruch@soton.ac.uk
NR 80
TC 79
Z9 99
U1 1
U2 68
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1362-0436
EI 1758-6003
J9 CAREER DEV INT
JI Career Dev. Int.
PY 2015
VL 20
IS 1
BP 3
EP 20
DI 10.1108/CDI-11-2013-0137
PG 18
WC Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Psychology; Business & Economics
GA CC7VL
UT WOS:000350576400002
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Beas-Collado, MI
   Carbó-Badal, O
AF Beas-Collado, Maria-Isabel
   Carbo-Badal, Olga
TI Inclusive internships for students at Jaume I University: learning from
   the process and future challenges (ONCE Foundation-CRUE Spanish
   universities) (<i>Practicas inclusivas para el estudiantado de la
   Universitat Jaume I: aprendizaje de proceso y retos de futuro -Fundacion
   ONCE-CRUE, universidades espanolas-</i>)
SO CULTURE EDUCATION
LA English
DT Article; Early Access
DE employability; competences; inclusive internships; professional
   orientation; tutorial
AB The objective is to show the coordination of the career service and attention to diversity services at Jaume I University to work in favour of the employability of students with special educational needs and/or a recognized disability. This article will analyse the experiment carried out in 2016-17 with a pioneering programme in external internships for students with disabilities financed by the ONCE Foundation in coordination with CRUE, which has been applied at many Spanish universities. External internships are a non-work educational experience in a cooperating organization; they are a formal experience limited in time with defined objectives, either as part of the curriculum or outside it, with twofold supervision (professional and academic) which includes validation and recognition of learning. The phases of professional orientation, motivation, training and selection of participants, training of tutors and supervisors, assignment and adjustment in the organizations, mentoring, monitoring, evaluation, impact study and dissemination of results are discussed, as well as the sustainability of the project. The background of the project, an analysis of the obstacles/facilitators, improvement actions and future challenges are also discussed.
C1 [Beas-Collado, Maria-Isabel; Carbo-Badal, Olga] Univ Jaume 1, Castellon de La Plana, Spain.
C3 Universitat Jaume I
RP Beas-Collado, MI (corresponding author), Univ Jaume 1, Dept Psicol Evolut Educ Social & Metodol, Ave Sos Baynat S-N, Castellon de La Plana 12071, Spain.
EM Maribel.Beas@uji.es
RI Beas-Collado, Maria Isabel/B-1210-2017
OI Beas-Collado, Maria Isabel/0000-0001-8584-3565
FU European Social Fund via the Once Foundation
FX This study was conducted within the ONCE Foundation-CRUE Internship
   Scholarship Programme 2016/17 project subsidized by the European Social
   Fund via the Once Foundation as the Intermediary Organism of the Social
   Inclusion and Social Economy Operating Programme 2014-20./Esta
   investigacion se ha realizado dentro del proyecto Programa de Becas
   Practicas Fundacion Once CRUE 2016/17 subvencionado por el Fondo Social
   Europeo a traves de la Fundacion Once en calidad de Organismo Intermedio
   del Programa Operativo de Inclusion Social y Economia Social 2014-20.
NR 9
TC 1
Z9 1
U1 1
U2 14
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1135-6405
EI 1578-4118
J9 CULT EDUC-UK
JI Cult. Educ.
PD 2020 JAN 2
PY 2020
VL 32
IS 1
SI SI
BP 123
EP 146
DI 10.1080/11356405.2019.1705594
EA FEB 2020
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA LO9PK
UT WOS:000519171700001
DA 2024-02-21
ER

PT J
AU Tésits, R
   Alpek, L
   Hovanyi, G
   Lendvai, T
AF Tesits, Robert
   Alpek, Levente
   Hovanyi, Gabor
   Lendvai, Tamas
TI A possible new direction for employment strategies in rural areas:
   theoretical foundation for the assessment of employability
SO EASTERN EUROPEAN COUNTRYSIDE
LA English
DT Article
DE employability; labour market; disadvantaged groups; rural; Hungary
AB The aim of this study is to develop a theoretical framework for measuring an important segment of labour economics, namely the spatial structure of employability, especially for disadvantaged groups and regions. Based on secondary sources, it summarises the main factors of employability, providing a starting point for researchers working on the econometric branch of social sciences to develop an employability index using this conceptual background. The base of the primary research is the complex questionnaire survey administered to a group of the most disadvantaged job seekers. The study evaluates the factors hindering the employability of human resources that can be activated in the most disadvantaged districts. The research results are useful for those who are interested in increasing employment and reducing the impact of employability-limiting factors.
C1 [Tesits, Robert; Alpek, Levente] Univ Pecs, Inst Geog, Pecs, Hungary.
   [Hovanyi, Gabor; Lendvai, Tamas] Univ Pecs, Doctoral Sch Earth Sci, Pecs, Hungary.
C3 University of Pecs; University of Pecs
RP Tésits, R (corresponding author), Univ Pecs, Inst Geog, Pecs, Hungary.
RI B. Levente, Alpek/JLM-0488-2023
OI B. Levente, Alpek/0000-0001-9637-3693
FU University of Pecs; Szentagothai Research Centre; Research Centre of
   Historical and Political Geography; PADME Foundation
FX The publication was supported by the University of Pecs, Szentagothai
   Research Centre, Research Centre of Historical and Political Geography
   and the PADME Foundation.
NR 34
TC 1
Z9 1
U1 0
U2 5
PU SCIENDO
PI WARSAW
PA BOGUMILA ZUGA 32A, WARSAW, MAZOVIA, POLAND
SN 1232-8855
EI 2300-8717
J9 EAST EUR COUNTRYSIDE
JI East. Eur. Countrys.
PD DEC 1
PY 2021
VL 27
IS 1
BP 37
EP 63
DI 10.12775/eec.2021.002
PG 27
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA YI9BA
UT WOS:000744135100002
OA gold
DA 2024-02-21
ER

PT J
AU Heijkants, CH
   van Hooff, MLM
   Geurts, SAE
   Boot, CRL
AF Heijkants, Ceciel H.
   van Hooff, Madelon L. M.
   Geurts, Sabine A. E.
   Boot, Cecile R. L.
TI A team level participatory approach aimed at improving sustainable
   employability of long-term care workers: a study protocol of a
   randomised controlled trial
SO BMC PUBLIC HEALTH
LA English
DT Article
DE Participatory workplace intervention; Self-managing teams; Study
   protocol; Randomised controlled trial; Need for recovery; Basic
   psychological needs; Autonomy; Relatedness; Competence
ID SELF-DETERMINATION THEORY; INTRACLASS CORRELATION; JOB CHARACTERISTICS;
   NURSING-HOMES; LOW-BACK; NEED; RECOVERY; BURNOUT; QUALITY; IMPACT
AB Background: Staff currently working in long-term care experience several difficulties. Shortage of staff and poor working conditions are amongst the most prominent, which pose a threat to staff's sustainable employability. To improve their sustainable employability it is important to create working conditions that fulfil workers' basic psychological need for autonomy, relatedness and competence in line with Self-Determination Theory. Since many long-term care organisations work with self-managing teams, challenges exist at team level. Therefore, there is a need to implement an intervention aimed at maintaining and improving the sustainable employability of staff on team level.
   Methods: We developed a participatory workplace intervention, the Healthy Working Approach. In this intervention teams will uncover what problems they face related to autonomy, relatedness and competence in their team, come up with solutions for those problems and evaluate the effects of these solutions. We will evaluate this intervention by means of a two-arm randomized controlled trial with a follow-up of one year. One arm includes the intervention group and one includes the waitlist control group, each consisting of about 100 participants. The primary outcome is need for recovery as proxy for sustainable employability. Intervention effects will be analysed by linear mixed model analyses. A process evaluation with key figures will provide insight into barriers and facilitators of the intervention implementation. The Ethical Committee Social Sciences of the Radboud University approved the study.
   Discussion: This study will provide insight in both the effectiveness, and the barriers/facilitators of the implementation process of the Healthy Working Approach. The approach is co-created with long-term care workers, focuses on team-specific challenges, and is rooted in the evidence-based participatory workplace approach and Self-Determination Theory. First results are expected in 2022.
C1 [Heijkants, Ceciel H.; van Hooff, Madelon L. M.; Geurts, Sabine A. E.; Boot, Cecile R. L.] Radboud Univ Nijmegen, Behav Sci Inst, Thomas van Aquinostr 4, NL-6525 GD Nijmegen, Netherlands.
C3 Radboud University Nijmegen
RP Heijkants, CH (corresponding author), Radboud Univ Nijmegen, Behav Sci Inst, Thomas van Aquinostr 4, NL-6525 GD Nijmegen, Netherlands.
EM Ceciel.Heijkants@ru.nl
OI Heijkants, Ceciel/0000-0001-6148-1088
FU Foundation Joannes de Deo [24001506, 243207]
FX This work was supported by the Foundation Joannes de Deo, 24001506 (ID
   243207). This foundation aims to support research activities
   contributing to knowledge and quality of long-term care. This funding
   source did not peer review the study, had no role in the design of this
   study and will not have any role during its execution, analyses,
   interpretation of the data, or decision to submit results.
NR 52
TC 2
Z9 2
U1 3
U2 10
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1471-2458
J9 BMC PUBLIC HEALTH
JI BMC Public Health
PD MAY 16
PY 2022
VL 22
IS 1
AR 984
DI 10.1186/s12889-022-13312-8
PG 9
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 1H5CO
UT WOS:000796560000008
PM 35578213
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Smith, M
   Polglase, G
   Parry, C
AF Smith, Mark
   Polglase, Giles
   Parry, Carolyn
TI Construction of Student Groups Using Belbin: Supporting Group Work in
   Environmental Management
SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
LA English
DT Article
DE Group work; team role analysis; employability; Belbin
ID SELF-PERCEPTION INVENTORY; TEAM ROLES; OBSERVERS ASSESSMENT; VALIDATION;
   GEOGRAPHY; VALIDITY
AB Belbin team role self and observer perceptions were applied to a large cohort (145) of Geography, Earth and Environmental Sciences undergraduates in a module assessed through two separate group projects. Students self-selected groups for the first project; for the second, groups were more 'balanced.' Results show slight improvement in group performance compared with that of previous years, with a significant increase in first-class grades. No evidence was found linking group balance to performance; however, students recognized the value of their Belbin report when entering the job market. Belbin usefully contextualizes regularly occurring group work issues and provides students with ways of managing these issues.
C1 [Smith, Mark] Aberystwyth Univ, Inst Geog & Earth Sci, Aberystwyth SY23 3DB, Dyfed, Wales.
   [Polglase, Giles] Aberystwyth Univ, Ctr Dev Staff & Acad Practice, Aberystwyth SY23 3DB, Dyfed, Wales.
   [Parry, Carolyn] Aberystwyth Univ, Careers Advisory Serv, Aberystwyth SY23 3DB, Dyfed, Wales.
C3 Aberystwyth University; Aberystwyth University; Aberystwyth University
RP Smith, M (corresponding author), Aberystwyth Univ, Inst Geog & Earth Sci, Aberystwyth SY23 3DB, Dyfed, Wales.
EM mark.smith@aber.ac.uk
OI Polglase, Giles/0000-0003-3305-6150; Smith, Mark/0000-0003-4361-9527
NR 46
TC 8
Z9 10
U1 1
U2 68
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0309-8265
EI 1466-1845
J9 J GEOGR HIGHER EDUC
JI J. Geogr. High. Educ.
PY 2012
VL 36
IS 4
BP 585
EP 601
DI 10.1080/03098265.2012.692156
PG 17
WC Education & Educational Research; Geography
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Geography
GA 017SG
UT WOS:000309610600006
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Cushing, DF
   Pennings, M
   Willox, D
   Gomez, R
   Dyson, C
   Coombs, C
AF Cushing, Debra Flanders
   Pennings, Mark
   Willox, Dino
   Gomez, Rafael
   Dyson, Clare
   Coombs, Courtney
TI Measuring intangible outcomes can be problematic: The challenge of
   assessing learning during international short-term study experiences
SO ACTIVE LEARNING IN HIGHER EDUCATION
LA English
DT Article
DE assessment; Delphi method; employability; intangible characteristics;
   international learning; learning; soft skills; study tour
ID ABROAD
AB Short-term international study experiences, or study tours, aim to increase students' global awareness, educate and empower them to be productive global citizens, and contribute to their future employability. Learning outcomes from study tours often include intangible personal characteristics or soft skills, as opposed to specific disciplinary skills and knowledge, and yet, these are not easily identified. Using an iterative Delphi process, this study aimed to understand the pedagogical experience of tour leaders (experts) and assist in future development of effective assessment. Findings include four key areas of agreement among the experts: (1) both discipline-based knowledge and the acquisition of intangible personal characteristics are important learning outcomes and are considered to be almost equally important, (2) assessment almost always occurs on tour, (3) formative assessment for learning is predominantly used (rather than learning for summative assessment to test the learning), and (4) facilitated reflection is an important way to encourage learning during a study tour. Yet, the findings also reveal uncertainty about assessing outcomes that include intangible personal characteristics and soft skills. The article concludes with pedagogical implications and recommendations for future research.
C1 [Cushing, Debra Flanders; Gomez, Rafael] Queensland Univ Technol, Sch Design, 2 George St,GPO Box 2434, Brisbane, Qld 4001, Australia.
   [Pennings, Mark; Coombs, Courtney] Queensland Univ Technol, Sch Creat Practice, Brisbane, Qld, Australia.
   [Willox, Dino] Univ Queensland, Student Employabil Ctr, St Lucia, Qld 4072, Australia.
   [Dyson, Clare] Queensland Univ Technol, WIL, Brisbane, Qld, Australia.
C3 Queensland University of Technology (QUT); Queensland University of
   Technology (QUT); University of Queensland; Queensland University of
   Technology (QUT)
RP Cushing, DF (corresponding author), Queensland Univ Technol, Sch Design, 2 George St,GPO Box 2434, Brisbane, Qld 4001, Australia.
EM debra.cushing@qut.edu.au
RI Pennings, Mark W/I-9889-2012
OI Dyson, Clare/0000-0002-8443-816X
NR 33
TC 6
Z9 9
U1 5
U2 35
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1469-7874
EI 1741-2625
J9 ACT LEARN HIGH EDUC
JI Act. Learn. High. Educ.
PD NOV
PY 2019
VL 20
IS 3
BP 203
EP 217
DI 10.1177/1469787417732259
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA IU8BR
UT WOS:000483807500003
DA 2024-02-21
ER

PT J
AU Duncan, MJ
   Smith, M
   Cook, K
AF Duncan, Michael J.
   Smith, Mike
   Cook, Kathryn
TI Implementing online problem based learning (PBL) in postgraduates new to
   both online learning and PBL: An example from strength and conditioning
SO JOURNAL OF HOSPITALITY LEISURE SPORT & TOURISM EDUCATION
LA English
DT Article
DE Discussion boards; Employability; Constructivism; Sports science
AB Recent research has focused on the development of effective online problem based learning (PBL). However, there is a need for research to examine experiences of online PBL in those new to online learning. This study used a single module blended approach to examine the student experience of online PBL in a group of postgraduates new to online learning. This employed one problem scenario for each group (four students per group) as the central component of the module. Asynchronous discussion boards were used to facilitate the learning process with other forms of delivery used as appropriate. Focus group interviews revealed that students believed online PBL developed skills related to employability and information retrieval/evaluation. Online PBL was seen as beneficial for developing ideas and critiquing information. However, the artificial nature of the discussion board space was a barrier for some students, as was anxiety about online participation in the PBL tasks. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Duncan, Michael J.; Smith, Mike; Cook, Kathryn] Coventry Univ, Dept Biomol & Sports Sci, Coventry CV1 5HB, W Midlands, England.
C3 Coventry University
RP Duncan, MJ (corresponding author), Coventry Univ, Dept Biomol & Sports Sci, Priory St, Coventry CV1 5HB, W Midlands, England.
EM michael.duncan@coventry.ac.uk
OI Cook, Kathryn/0000-0002-7387-4636; Duncan, Michael/0000-0002-2016-6580
NR 20
TC 13
Z9 17
U1 0
U2 37
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1473-8376
J9 J HOSP LEIS SPORT TO
JI J. Hosp. Leis. Sport Tour. Educ.
PD APR
PY 2013
VL 12
IS 1
BP 79
EP 84
DI 10.1016/j.jhlste.2012.11.004
PG 6
WC Education & Educational Research; Hospitality, Leisure, Sport & Tourism
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Social Sciences - Other Topics
GA 258NA
UT WOS:000327464800008
DA 2024-02-21
ER

PT J
AU Yu, LH
   Zhong, JA
   Lam, W
   Wang, YE
   Chen, HY
AF Yu, Linhan
   Zhong, Jianan
   Lam, Wing
   Wang, Yonger
   Chen, Haoyun
TI Healthy lifestyle is a signal: How applicants' healthy lifestyle
   information affects recruiter judgments
SO JOURNAL OF BUSINESS RESEARCH
LA English
DT Article; Early Access
DE Healthy lifestyle; Recruiter judgments; Vigor; Similarity-attraction
ID PHYSICAL-ACTIVITY; ORGANIZATIONAL CITIZENSHIP; PERCEIVED EMPLOYABILITY;
   PERSONNEL-SELECTION; JOB-SATISFACTION; SLEEP QUALITY; SIMILARITY;
   CHINESE; OBESITY; ADULTS
AB Maintaining a healthy lifestyle can promote the quality of individuals' performance in professional domains. Based on signaling theory and similarity-attraction theory, we examined whether information concerning job applicants' lifestyles can influence recruiter evaluations. In Pilot Study 1a, a field survey revealed that applicants' healthy lifestyles were positively associated with job performance in the workplace via vigor. We then conducted follow-up experiments, which revealed that if the professional participants (e.g., hiring managers) and full-time employees received information that indicated that applicants had a healthy lifestyle, they were more likely to provide favorable hirability-related judgments via perceptions of applicants' vigor. Furthermore, recruiters' healthy lifestyles can moderate the relationship between applicants' healthy lifestyles and recruiter evaluations, in such a way that recruiters are more likely to evaluate healthy applicants positively when they have healthier lifestyles. We end by discussing the theoretical and practical implications of this research.
C1 [Yu, Linhan; Wang, Yonger; Chen, Haoyun] Zhejiang Univ, Dept Psychol & Behav Sci, Hangzhou, Peoples R China.
   [Zhong, Jianan] Zhejiang Univ, Dept Psychol & Behav Sci, Psychol, Yuhangtang Rd 866, Hangzhou 310027, Peoples R China.
   [Lam, Wing] Univ Manchester, Alliance Manchester Business Sch, Org Psychol, Manchester, England.
C3 Zhejiang University; Zhejiang University; University of Manchester;
   Alliance Manchester Business School
RP Zhong, JA (corresponding author), Zhejiang Univ, Dept Psychol & Behav Sci, Psychol, Yuhangtang Rd 866, Hangzhou 310027, Peoples R China.
EM 12039013@zju.edu.cn; jiananzhong@zju.edu.cn; wing.lam@manchester.ac.uk;
   22039026@zju.edu.cn; 22039025@zju.edu.cn
RI wang, yi/KBB-3614-2024
FU China Scholarship Council [202206320215]
FX Acknowledgments We acknowledge the financial support from the China
   Scholarship Council (Grant number: 202206320215) .
NR 80
TC 0
Z9 0
U1 18
U2 18
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0148-2963
EI 1873-7978
J9 J BUS RES
JI J. Bus. Res.
PD 2023 NOV
PY 2023
VL 167
AR 114148
DI 10.1016/j.jbusres.2023.114148
EA JUL 2023
PG 11
WC Business
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA O4KC6
UT WOS:001043510200001
DA 2024-02-21
ER

PT J
AU Browne, GR
   Bender, H
   Bradley, J
   Pang, A
AF Browne, Geoffrey R.
   Bender, Helena
   Bradley, James
   Pang, Alexis
TI Evaluation of a tertiary sustainability experiential learning program
SO INTERNATIONAL JOURNAL OF SUSTAINABILITY IN HIGHER EDUCATION
LA English
DT Article
DE Sustainability; Experiential learning; Work-integrated learning;
   Tertiary education; Pedagogy; Program evaluation
ID HIGHER-EDUCATION; STUDENTS; COLLEGE
AB Purpose This paper aims to describe the development, promotion and evaluation of sustainability learning experience database (SLED), a university-curated database of sustainability experiences to augment formal student learning. Its purpose was to encourage students to participate in experiential learning, to facilitate students' critical appraisal of programs ostensibly designed to create sustainability and to, thus, develop students' sustainability self-efficacy and employability.
   Design/methodology/approach In total, 55 sustainability experiences were curated and placed into the SLED database, which was promoted to students in nine subjects. Supporting materials designed to assist critical evaluation, reflection on experiences and to build student employability were also developed. A comprehensive mixed-methods evaluation of the program was conducted.
   Findings The quantitative evaluation revealed some changes in environmental behaviors, depth of critical sustainability thinking and graduate attributes. The qualitative evaluation revealed that students see the value of a university-curated database of experiences and provided ideas for improvements to the database. It also revealed examples of higher-order learning facilitated by SLED.
   Research limitations/implications Recruitment and attrition of research subjects, common challenges in pedagogical research, were experienced. "Opt-out" is one response to this but it comes with ethical challenges.
   Originality/value This exploratory study demonstrates the potential of SLED to build students' sustainability efficacy and suggests ways in which it and similar programs can be developed for improved student and sustainability outcomes. Namely, the use of an online platform closely associated with existing learning management systems, higher-level institutional stewardship, closer curriculum integration and close partnering with credentialing programs.
C1 [Browne, Geoffrey R.; Bender, Helena] Univ Melbourne, Fac Sci, Sch Ecosyst & Forest Sci, Melbourne, Vic, Australia.
   [Bradley, James] Univ Melbourne, Fac Arts, Sch Hist & Philosoph Studies, Melbourne, Vic, Australia.
   [Pang, Alexis] Univ Melbourne, Fac Vet & Agr Sci, Sch Agr & Food, Melbourne, Vic, Australia.
C3 University of Melbourne; University of Melbourne; University of
   Melbourne
RP Browne, GR (corresponding author), Univ Melbourne, Fac Sci, Sch Ecosyst & Forest Sci, Melbourne, Vic, Australia.
EM geoffrey.browne@unimelb.edu.au; hbender@unimelb.edu.au;
   jbradley@unimelb.edu.au; alexis.pang@unimelb.edu.au
RI Pang, Alexis/GXV-9670-2022; Browne, Geoffrey/ABA-3139-2020; Bradley,
   James/JYP-2174-2024
OI Browne, Geoffrey R/0000-0003-1990-3050; Bradley,
   James/0000-0003-4146-471X; Pang, Alexis/0000-0003-3929-3456; Bender,
   Helena/0000-0003-3424-0494
NR 57
TC 8
Z9 8
U1 3
U2 12
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1467-6370
EI 1758-6739
J9 INT J SUST HIGHER ED
JI Int. J. Sustain. High. Educ.
PY 2020
VL 21
IS 4
BP 699
EP 715
DI 10.1108/IJSHE-08-2019-0241
PG 17
WC Green & Sustainable Science & Technology; Education & Educational
   Research
WE Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Education & Educational Research
GA LY6BX
UT WOS:000540613800005
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Solberg, E
   Lapointe, É
   Dysvik, A
AF Solberg, Elizabeth
   Lapointe, Emilie
   Dysvik, Anders
TI You care about me, but can I count on you? Applying a psychological
   contract perspective to investigate what makes employees <i>willing</i>
   to be internally employable
SO INTERNATIONAL JOURNAL OF HUMAN RESOURCE MANAGEMENT
LA English
DT Article; Early Access
DE Internal employability; employee willingness to be internally
   employable; psychological contracts; developmental promise fulfillment;
   developmental supervisor support
ID PERCEIVED SUPERVISOR SUPPORT; ORGANIZATIONAL COMMITMENT; EMPLOYMENT
   RELATIONSHIP; PROACTIVE BEHAVIOR; ANTECEDENTS; PERCEPTIONS; INVESTMENT;
   OUTCOMES; WORK; MANAGEMENT
AB For this study, we adopted a psychological contract-based perspective to investigate whether the fulfillment of perceived developmental promises made to employees is positively related to their willingness to accept internal job-related changes when needed by the organization, a construct we refer to as the willingness to be internally employable. We also examined the role played by line managers in facilitating employees' willingness to be internally employable by fulfilling perceived developmental promises. We tested our conceptual model with data collected from ninety-eight recently hired employees in a Norwegian organization under an initiative emphasizing employee development. We found that developmental promise fulfillment is more important for employees' willingness to be internally employable in this context than any perceived provision of developmental inducements in isolation. Further, we found that employee perceptions of the developmental support provided by their line manager related positively to their willingness to be internally employable by way of developmental promise fulfillment; however, this was not the case with perceived developmental inducements. Our findings support the importance of developmental promise fulfillment in fostering employee willingness to be internally employable and the critical role played by line managers in fulfilling developmental promises that employees believe have been made by their organization.
C1 [Solberg, Elizabeth; Lapointe, Emilie; Dysvik, Anders] BI Norwegian Business Sch, Dept Leadership & Org Behav, N-0484 Oslo, Norway.
C3 BI Norwegian Business School
RP Solberg, E (corresponding author), BI Norwegian Business Sch, Dept Leadership & Org Behav, N-0484 Oslo, Norway.
EM Elizabeth.Solberg@bi.no
OI Solberg, Elizabeth/0000-0003-3325-3015; Lapointe,
   Emilie/0000-0001-8333-3756
NR 72
TC 6
Z9 8
U1 1
U2 18
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0958-5192
EI 1466-4399
J9 INT J HUM RESOUR MAN
JI Int. J. Hum. Resour. Manag.
PD 2020 MAY 14
PY 2020
VL 31
IS 9
SI SI
BP 1157
EP 1179
DI 10.1080/09585192.2020.1737832
EA MAR 2020
PG 23
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA LK6BP
UT WOS:000519180000001
DA 2024-02-21
ER

PT J
AU Rameez, A
AF Rameez, A.
TI English Language Proficiency and Employability of University Students: A
   Sociological Study of Undergraduates at the Faculty of Arts and Culture,
   South Eastern University of Sri Lanka (SEUSL)
SO INTERNATIONAL JOURNAL OF ENGLISH LINGUISTICS
LA English
DT Article
DE employability; inexperienced teaching panel; lack of physical resources;
   psychological factors; rural areas
AB Gaining mastery over the English language by undergraduates of universities has acquired much significance today because it plays a significant role in ensuring their future employability. This is highly relevant to the students of the Faculty of Arts and Culture (FAC), SEUSL, as a majority of them are from rural areas and pursue their degrees in the Tamil medium. Results of English language examinations held in recent years at the faculty indicate the poor command of English language of undergraduates, and the trend appears to be set firmly. Thus, the objective of this study is to explore the factors contributing to the poor performance of students in English language and to examine the ways in which this problem could be addressed. This is a qualitative study consisting of observation, interviews and focus group discussions employed as techniques of data collection. The study argues that the enrolment of students from rural background, psychological dimension of students, and the lack of reading habit among them are the key factors responsible for their poor level of English knowledge. Lack of physical resources such as visual aids, lack of learner centered teaching (LCT) method, and inexperienced teaching panel are also highlighted as additional factors contributing to the poor command of the language that inevitably leads to poor employment prospects for graduates after they pass out. Therefore, this study suggests that the prevailing trend can be reversed by enhancing the students' self-confidence and changing their attitudes so they will be motivated to learn the language willingly; upgrading the physical as well as human resources available to students in the faculty will provide an additional impetus to enhance their proficiency in English language.
C1 [Rameez, A.] South Eastern Univ Sri Lanka, Dept Sociol, Sociol, Oluvil, Sri Lanka.
C3 South Eastern University of Sri Lanka
RP Rameez, A (corresponding author), South Eastern Univ Sri Lanka, Dept Sociol, Oluvil, Sri Lanka.
EM arameez@seu.ac.lk
NR 23
TC 0
Z9 0
U1 0
U2 2
PU CANADIAN CENTER SCIENCE & EDUCATION
PI TORONTO
PA 1120 FINCH AVE W, STE 701-309, TORONTO, ON M3J 3H7, CANADA
SN 1923-869X
EI 1923-8703
J9 INT J ENGL LINGUIST
JI Int. J. Engl. Linguist.
PY 2019
VL 9
IS 2
BP 199
EP 209
DI 10.5539/ijel.v9n2p199
PG 11
WC Linguistics
WE Emerging Sources Citation Index (ESCI)
SC Linguistics
GA HS3BI
UT WOS:000463737100019
OA gold, Green Submitted
DA 2024-02-21
ER

PT J
AU An, N
   Vesty, G
   Cheong, CS
AF An, Nancy
   Vesty, Gillian
   Cheong, Chris
TI Defining Digital Wellbeing Literacy in Remote Work Integrated Learning
SO AUSTRALASIAN JOURNAL OF INFORMATION SYSTEMS
LA English
DT Article
DE Wellbeing; Wellbeing Literacy; Digital Wellbeing Literacy;
   Computer-Supported Cooperative Work; Work Integrated Learning; Pandemic;
   Employability; Higher Education
AB The pandemic has accelerated the adoption of remote Work-Integrated Learning (WIL) programs for Higher Education (HE) students, fostered by advances in digital technologies. Emerging as a new post-covid normal, the 'remote workplace' and remote WIL brings further challenges with students expressing anxiety in dealing with this new form of working environment. Having the capacity to talk about wellbeing issues with others is an important wellbeing literacy (WL) skill. This paper addresses the need for a better understanding of wellbeing literacy (WL) skills in remote WIL workplaces. Interpreting WL in remote settings can further the definition of WL by extending it to a digital context. In contributing to Computer-Supported Cooperative Work (CSCW) research and the emerging field of WL, this paper explores how WIL students develop WL skills in a remote setting, which we define as Digital Wellbeing Literacy (DWL). In-depth interviews were held with WIL academics, WIL professionals, WIL students and wellbeing experts on digital and pedagogical factors that support WL in remote work. We found that students proactively use digital communication tools and social media to communicate wellbeing concerns, which in turn helps them practice DWL. We propose four strategies toward improving DWL in HE WIL offerings.
C1 [An, Nancy; Vesty, Gillian] RMIT Univ, Melbourne, Australia.
   [Cheong, Chris] Brimbank City Council, Sunshine, Vic, Australia.
C3 Royal Melbourne Institute of Technology (RMIT)
RP An, N (corresponding author), RMIT Univ, Melbourne, Australia.
EM Anle1001.super@gmail.com
FU  [23420];  [24187]
FX Acknowledgement This research was conducted with ethics approval from
   the RMIT University Ethics Advisory Network under register number 23420
   and 24187. We acknowledge the great support from all the interview
   participants, who have contributed valuable insights to our research.
NR 0
TC 0
Z9 0
U1 0
U2 0
PU UNIV CANBERRA, FAC INFORMATION SCIENCES & ENGINEERING
PI BRUCE
PA BLDG 11, KIRINARI ST, BRUCE, ACT 2617, AUSTRALIA
SN 1449-8618
EI 1326-2238
J9 AUSTRALAS J INF SYST
JI Australas. J. Inf. Syst.
PY 2023
VL 27
BP 1
EP 24
DI 10.3127/ajis.v27i0.3969
PG 24
WC Computer Science, Information Systems
WE Emerging Sources Citation Index (ESCI)
SC Computer Science
GA AC3Y4
UT WOS:001116234600003
OA gold
DA 2024-02-21
ER

PT J
AU Kwok, MLJ
   Kwong, R
AF Kwok, Man Lung Jonathan
   Kwong, Raymond
TI "I will learn from my mistakes if we are close and supportive": a
   moderated-mediating model of learning from mistakes
SO EDUCATION AND TRAINING
LA English
DT Article; Early Access
DE Team-member exchange; Person-focused interpersonal citizenship
   behaviours; Learning from mistakes; Intellect
ID TEAM-MEMBER EXCHANGE; PERSONALITY; BEHAVIOR; QUALITY; ANTECEDENTS;
   RECIPROCITY; CONSTRUCT; CONFLICT; CONTEXT; SAFETY
AB PurposeThis study aims to identify the antecedents of learning from mistakes within the student group work setting. Specifically, this study provides empirical evidence of how team-member exchange (TMX) positively leads to learning from mistakes via person-focused interpersonal citizenship behaviours (ICBs) and of the boundary condition of intellect of this indirect relationship.Design/methodology/approachCross-sectional survey data were collected from 189 new business undergraduate students at a Hong Kong higher education institute. PROCESS Macro (Hayes, 2013) and bootstrapping with 5,000 resamples were conducted to analyse the moderated mediation model.FindingsThe authors found that high levels of TMX within a group positively related to person-focused ICBs and learning from mistakes. Moreover, the bootstrapping results showed that there was an indirect effect of TMX and learning from mistakes via person-focused ICBs. The presence of students with high intellect strengthened this indirect relationship.Originality/valueWhereas many studies have examined the development of students' employability skills, most have ignored the importance of learning from mistakes, which is considered to be a soft employability skill and an important attribute in the workplace. Moreover, the factors that facilitate students' learning from mistakes are unclear. This study is the first to identify the antecedents of learning from mistakes by adopting social exchange, reciprocity and social information processing (SIP) theories.
C1 [Kwok, Man Lung Jonathan] Hong Kong Polytech Univ, Sch Profess Educ & Execut Dev, Kowloon, Hong Kong, Peoples R China.
   [Kwong, Raymond] Hong Kong Polytech Univ, Hong Kong Community Coll, Kowloon, Hong Kong, Peoples R China.
C3 Hong Kong Polytechnic University; Hong Kong Polytechnic University
RP Kwok, MLJ (corresponding author), Hong Kong Polytech Univ, Sch Profess Educ & Execut Dev, Kowloon, Hong Kong, Peoples R China.
EM jonathan.kwok@cpce-polyu.edu.hk; raymond.kwong@cpce-polyu.edu.hk
RI Kwong, Raymond/E-3940-2015
OI Kwong, Raymond/0000-0002-1401-7116; Man Lung Jonathan,
   Kwok/0000-0001-6069-4778
NR 84
TC 0
Z9 0
U1 12
U2 15
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0040-0912
EI 1758-6127
J9 EDUC TRAIN
JI Educ. Train.
PD 2023 FEB 3
PY 2023
VL 65
IS 1
BP 58
EP 73
DI 10.1108/ET-01-2022-0030
EA DEC 2022
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 8F0NX
UT WOS:000899784300001
DA 2024-02-21
ER

PT J
AU Souto-Otero, M
   Shields, R
AF Souto-Otero, Manuel
   Shields, Robin
TI The investment model of volunteering in the EU-27 countries:
   volunteering, skills development and employability. A multi-level
   analysis
SO EUROPEAN SOCIETIES
LA English
DT Article
DE Skills; employability; volunteering; Europe; investment model; social
   views
ID APPLICANT RESUME INFORMATION; RECRUITERS PERCEPTIONS; HIRING
   RECOMMENDATIONS; BENEFITS; EMPLOYMENT; MOTIVATIONS; ORGANIZATIONS;
   PARTICIPATION; PERSPECTIVE; EMPLOYEES
AB This article contributes to a better understanding of the social acceptance of the investment model of volunteering, that is, the view that volunteering can enhance employability through the development of professionally relevant knowledge and competences. Based on the analysis of Eurobarometer data, the article explores (1) the prevalence of the investment model of volunteering in the EU-27 countries and the extent to which this varies between individuals with the potential to make hiring decisions (IHP) and the general population, (2) the demographic factors associated with the acceptance of this model, (3) whether national differences in the acceptance of the model are better explained by variation between countries or cross-national demographic factors and (4) whether national institutional characteristics related to the competitiveness of the national labour market, the specificity of the education system, the strength of the continuing vocational training system and cultural factors influence acceptance. The results show that the acceptance of the investment model of volunteering is relatively widespread in Europe and that variation in the acceptance of the investment model among the general population is driven by both individual (age and class) and between-country differences (related to the strength of training for unemployed people), but variation is more attributable to differences between countries than cross-national demographic groups. IHP, on the other hand, tend to be more homogenous in their acceptance of the investment model than the general population.
C1 [Souto-Otero, Manuel] Cardiff Univ, Sch Social Sci, Glamorgan Bldg, Cardiff CF10 3WT, S Glam, Wales.
   [Shields, Robin] Univ Bath, Dept Educ, Bath, Avon, England.
C3 Cardiff University; University of Bath
RP Souto-Otero, M (corresponding author), Cardiff Univ, Sch Social Sci, Glamorgan Bldg, Cardiff CF10 3WT, S Glam, Wales.
EM manuelsoutootero@gmail.com
OI Shields, Robin/0000-0002-0201-6458
NR 83
TC 10
Z9 11
U1 0
U2 31
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1461-6696
EI 1469-8307
J9 EUR SOC
JI Eur. Soc.
PY 2016
VL 18
IS 5
BP 487
EP 513
DI 10.1080/14616696.2016.1228991
PG 27
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA EA1DM
UT WOS:000386332700004
OA Green Submitted, Green Accepted
DA 2024-02-21
ER

PT J
AU Davies, AJ
   Trystan, D
AF Davies, Andrew James
   Trystan, Dafydd
TI 'Build it and they shall come?' An evaluation of qualitative evidence
   relating to student choice and Welsh-medium higher education
SO INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM
LA English
DT Article
DE Wales; Welsh; bilingualism; Welsh-medium education; higher education
AB This paper seeks to evaluate the factors influencing students' choice of Higher Education provision with specific reference to language of study. Placing the recent development of the Coleg Cymraeg Cenedlaethol (the National Welsh-Medium College) in an appropriate historical and theoretical perspective, this paper evaluates a major qualitative study relating to student choice in Wales. It argues that while location, reputation, finance and employability are the primary drivers for student choice, there is considerable evidence to demonstrate a latent demand for Welsh-medium provision in specific subjects and locations. Furthermore there is a clear link to future job prospects in patterns of linguistic choice amongst prospective Higher Education students.
C1 [Davies, Andrew James] Aberystwyth Univ, Sch Educ & Lifelong Learning, Aberystwyth, Dyfed, Wales.
   [Trystan, Dafydd] Coleg Cymraeg Cenedlaethol, Carmarthen, Dyfed, Wales.
C3 Aberystwyth University
RP Davies, AJ (corresponding author), Aberystwyth Univ, Sch Educ & Lifelong Learning, Aberystwyth, Dyfed, Wales.
EM ajd2@aber.ac.uk
OI Davies, Andrew James/0009-0008-1324-3913
NR 44
TC 6
Z9 6
U1 0
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1367-0050
EI 1747-7522
J9 INT J BILING EDUC BI
JI Int. J. Biling. Educ. Biling.
PY 2012
VL 15
IS 2
BP 147
EP 164
DI 10.1080/13670050.2011.607230
PG 18
WC Education & Educational Research; Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Education & Educational Research; Linguistics
GA 913EN
UT WOS:000301857200002
DA 2024-02-21
ER

PT J
AU Shrivastava, A
   Kabra, S
   Kapoor, M
AF Shrivastava, Archana
   Kabra, Shradha
   Kapoor, Meera
TI Reappraising the Relationship Between Interview Anxiety and Performance
   Outcome in a Computer-Mediated Setting
SO BUSINESS AND PROFESSIONAL COMMUNICATION QUARTERLY
LA English
DT Article; Early Access
DE remote job interviews; anxiety; COVID-19 pandemic; career; technology;
   practice interview process
ID SELECTION TEST ANXIETY; SELF-EFFICACY; COACHING INTERVIEWEES; VALIDITY;
   STUDENTS; EMPLOYABILITY; APPLICANTS; EXPERIENCE; PERSONNEL; SEXES
AB By adapting methods used to measure anxiety in physical employment interview, this study in the first stage identifies levels of anxiety induced in a computer-mediated interview setting. In the second stage, the study examines the mediating role of practice interview process in reducing interview anxiety and explores the moderating effects of gender and prior work experience on the relationship between remote interview anxiety and performance outcome. It utilizes partial least squares structural equation modeling to test the direct and mediation effect based on 245 responses received from job aspirants. As in a physical interview, anxiety in a remote situation is related to one's level of preparation and perception of interviewing self-efficacy. The results reveal a significant positive effect of preparation satisfaction on self-efficacy perception of interview performance and significant negative effect of self-efficacy perception and preparation satisfaction on remote interview anxiety. Practice-interview process significantly mediated the performance outcome; however, the moderating effect of gender and work experience was found to be insignificant. Practical implications: Findings from this study have far-reaching implications for educators and professionals working toward mitigating anxiety during the employment selection processes in computer-mediated setting.
C1 [Shrivastava, Archana; Kabra, Shradha; Kapoor, Meera] Birla Inst Management Technol, Noida, India.
   [Shrivastava, Archana] BIMTECH, Birla Inst Management Technol, Knowledge Pk 2, Noida 201306, Uttar Pradesh, India.
RP Shrivastava, A (corresponding author), BIMTECH, Birla Inst Management Technol, Knowledge Pk 2, Noida 201306, Uttar Pradesh, India.
EM archana.shrivastava@bimtech.ac.in
RI Kapoor, Meera/JKI-9344-2023
OI Shrivastava, Archana/0000-0002-5877-9980
NR 71
TC 0
Z9 0
U1 14
U2 18
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 2329-4906
EI 2329-4922
J9 BUS PROF COMMUN Q
JI Bus. Prof. Commun. Q.
PD 2023 APR 7
PY 2023
DI 10.1177/23294906231160672
EA APR 2023
PG 24
WC Communication
WE Emerging Sources Citation Index (ESCI)
SC Communication
GA D3RG0
UT WOS:000967925900001
DA 2024-02-21
ER

PT J
AU Yousef, W
AF Yousef, Wael
TI An assessment of critical thinking in the Middle East: Evaluating the
   effectiveness of special courses interventions
SO PLOS ONE
LA English
DT Article
ID SKILLS; ENGAGEMENT; STUDENTS
AB Critical thinking is a requisite skill for college success, employability, and conducive active civic participation. Empirical studies have noted to the low achievement of Arab students on critical thinking assessments. Insufficient endeavors have attempted to propose effective interventions enhancing critical thinking abilities among Arab students. The current analysis provides a preliminary overview of a special course designed to improve critical thinking skills among Arab college students. Results indicated a great improvement in all areas of critical thinking including explanation of information, identification of strategies, implementing solutions, and formulating logical inferences. Students' scores on a critical thinking assessment increased from sufficient to good as a result of participating in the program. The gains are consistent after controlling for gender, major, class seniority, and nationality. Notwithstanding these promising results, this paper is limited in several respects including the choice of critical thinking assessments represented by two questions, the highly contextualized setting making it difficult to be replicated, and the convenient sampling strategy used to recruit participants. This set of limitations, however, does not discourage proactive attempts like designing special courses to enhance students' critical thinking acquisition in the Middle East.
C1 [Yousef, Wael] Qatar Univ, Core Curriculum Program, Doha, Qatar.
C3 Qatar University
RP Yousef, W (corresponding author), Qatar Univ, Core Curriculum Program, Doha, Qatar.
EM wyousef@qu.edu.qa
OI Yousef, Wael/0000-0003-4297-1887
NR 33
TC 1
Z9 3
U1 0
U2 3
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD DEC 31
PY 2021
VL 16
IS 12
AR e0262088
DI 10.1371/journal.pone.0262088
PG 19
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics
GA ZZ9AO
UT WOS:000773555700094
PM 34972187
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Pigden, L
   Moore, AG
AF Pigden, Louise
   Moore, Andrew Garford
TI Exploring educational advantage in the UK via graduate employment of
   joint honours degrees by examining pre-university tariff and degree
   classification
SO HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING
LA English
DT Article; Early Access
DE Graduate employment; Educational attainment; Educational advantage;
   Degree classification; Joint and combined degrees
ID EMPLOYABILITY
AB Purpose In the UK, the majority of university students specialise and study just one subject at bachelor degree level, commonly known in the UK as a single honours degree. However, nearly all British universities will permit students if they wish to study two or even three subjects, so-called joint or combined honours degrees, internationally known as a double major. The purpose of this paper is to explore the relationship between graduate employment, pre-university educational attainment and degree classification achieved. The study also explored student choice with respect to university prestige. Design/methodology/approach The authors analysed the complete data set provided from the Higher Education Statistics Agency Destination of Leavers from the Higher Education survey, and combined this with data from the POLAR4 quintiles, Universities and Colleges Admissions Service (UCAS) tariff points and degree classification. The data were analysed to establish whether there was a difference in the choices and highly skilled graduate employment of the joint honours students, focussing particularly on Russell Group and Post-92 Universities, in order to build on previous published work. Findings For any UCAS tariff band, the higher the POLAR4 quintile the higher the rate of highly skilled destination. Russell Group outperform the Post-92 graduates in their rates of highly skilled destinations, for any tariff band and for both joint and single honours degrees. Higher POLAR4 quintile graduates are more likely to study at the Russell Group, with this effect increasing the higher the UCAS tariff. With the exception of first class honours graduates from Post-92 universities, joint and single honours from the Russell Group have a higher rate of highly skilled destination than Post-92 in the next higher degree classification. Originality/value This study adds new insights into joint honours degrees and also reinforces the literature around educational advantage and achievement prior to university, and the impact on graduate employment. Educational disadvantage persists over the course of a university degree education, from the perspective of gaining graduate employment. Higher quintile graduates are proportionately more likely to achieve the highest degree classifications, and proportionately less likely to achieve the lowest classifications, than graduates from the lower quintiles. Joint honours graduates are less likely to achieve a first class honours degree than single honours, and this will affect their rate of highly skilled destination.
C1 [Pigden, Louise] Univ Derby, Sch Engn & Technol, Derby, England.
   [Moore, Andrew Garford] Univ Derby, Dept Corp Planning & Performance, Derby, England.
C3 University of Derby; University of Derby
RP Pigden, L (corresponding author), Univ Derby, Sch Engn & Technol, Derby, England.
EM l.pigden@derby.ac.uk; A.G.Moore@derby.ac.uk
OI Richards, Elisabeth Louise/0000-0002-9749-7855; Moore, Andrew
   Garford/0000-0002-1774-6621
NR 42
TC 0
Z9 0
U1 1
U2 8
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2042-3896
EI 2042-390X
J9 HIGH EDUC SKILL WORK
JI High Educ. Skills Work-based Learn
PD 2020 APR 29
PY 2020
VL 10
IS 2
BP 400
EP 419
DI 10.1108/HESWBL-07-2019-0093
EA DEC 2019
PG 20
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA LD5LJ
UT WOS:000505078000001
DA 2024-02-21
ER

PT J
AU McDonald, DL
AF McDonald, DL
TI Career counseling strategies to facilitate the welfare-to-work
   transition: The case of Jeanetta
SO CAREER DEVELOPMENT QUARTERLY
LA English
DT Article
ID MOTHERS
AB Changes in welfare policy require recipients to find employment and created a need for effective career counseling strategies. Welfare recipients face both environmental and personal barriers that affect employability and career development. Issues such as the employment market, the availability of needed community resources, and the stress of being a single parent need to be understood before appropriate career counseling can occur. In this article, the author discusses possible barriers to career counseling and suggests effective career counseling methods for individuals who receive public assistance payments.
C1 Portage Path Behav Hlth, Akron, OH 44308 USA.
RP McDonald, DL (corresponding author), Portage Path Behav Hlth, 340 S Broadway, Akron, OH 44308 USA.
NR 21
TC 4
Z9 4
U1 1
U2 4
PU NATL CAREER DEVELOPMENT ASSOC
PI COLUMBUS
PA 4700 REED RD, STE M, COLUMBUS, OH 43220 USA
SN 0889-4019
J9 CAREER DEV Q
JI Career Dev. Q.
PD JUN
PY 2002
VL 50
IS 4
BP 326
EP 330
DI 10.1002/j.2161-0045.2002.tb00579.x
PG 5
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 566FY
UT WOS:000176417300006
DA 2024-02-21
ER

PT J
AU Hente, L
   Hodeck, A
   Schlesinger, T
AF Hente, Luisa
   Hodeck, Alexander
   Schlesinger, Torsten
TI The importance of workplace health management in the context of skills
   shortage in small and medium-sized companies
SO JOURNAL OF HUMAN SPORT AND EXERCISE
LA English
DT Article
DE Workplace health management (WHM); Small and medium-sized enterprises
   (SME); Demographic change; Skills shortage
AB Demographic change is leading to changes and challenges in the world of work. The result of that phenomenon is a shortage of skilled workers and an upward shift in the age structure of employees. Therefore, companies are faced with the challenge of both attracting young qualified junior staff and keeping the ageing staff in the company for as long as possible. A prolongation of employability can be achieved through systematic workplace health management (WHM). In addition, WHM can increase the attractiveness of the company. This study examines the importance and characteristics of WHM in connection with demographic change and the shortage of skilled workers in small and medium-sized enterprises (SMEs) in rural areas of the eastern part of Germany. German SMEs (n = 244) in the federal state of Saxony (region: Ore Mountains) were surveyed by telephone using a standardized questionnaire on their activities in the area of WHM. The findings show that the shortage of skilled workers is a considerable problem for the majority of the surveyed companies. Although the companies assess WHM as increasingly important, only a few of the companies have implemented a systematically WHM (10.1 %) or health-promoting individual measures (28.3 %) in their company. For more than 60 % of the companies, health-promoting measures have so far played no role at all. Bivariate analyses, however, show structural differences. The findings indicate that there is still a discrepancy between the importance of WHM on the one hand and the implementation of health-promoting measures on the other.
C1 [Hente, Luisa; Hodeck, Alexander] Tech Univ Chemnitz, Chemnitz, Germany.
   [Hodeck, Alexander] EBC Hamburg, Hamburg, Germany.
   [Schlesinger, Torsten] Ruhr Univ Bochum, Bochum, Germany.
C3 Technische Universitat Chemnitz; Ruhr University Bochum
RP Hente, L (corresponding author), TU Chemnitz, Inst Angew Bewegungswissensch, Thuringer Weg 11, D-09126 Chemnitz, Germany.
EM luisa.hente@hsw.tu-chemnitz.de
NR 5
TC 1
Z9 1
U1 0
U2 5
PU UNIV ALICANTE
PI ALICANTE
PA APARTADO DE CORREOS 99, ALICANTE, 3080, SPAIN
SN 1988-5202
J9 J HUM SPORT EXERC
JI J. Hum. Sport Exerc.
PY 2019
VL 14
SU S
BP S1556
EP S1558
PG 3
WC Sport Sciences
WE Emerging Sources Citation Index (ESCI)
SC Sport Sciences
GA VK3WF
UT WOS:000685988000101
DA 2024-02-21
ER

PT J
AU Nylund, M
   Rosvall, PÅ
   Ledman, K
AF Nylund, Mattias
   Rosvall, Per-Ake
   Ledman, Kristina
TI The vocational-academic divide in neoliberal uppersecondary curricula:
   the Swedish case
SO JOURNAL OF EDUCATION POLICY
LA English
DT Article
DE Curriculum evaluation; vocational education; equal education; social
   class
ID EDUCATION; KNOWLEDGE; FRAMEWORK; SWEDEN
AB A historical tension between a more general and a more specific focus in post-compulsory education is made visible in some educational systems by the division into more academic and more vocational programmes. Embedded in this tension are questions of social justice and the purposes of education. In addition, division into academic and vocational programmes has class dimensions since youth with working class backgrounds are often over-represented in vocational programmes. This study investigates how this tension is handled in the Swedish upper secondary curriculum, which reflects an international neoliberal policy trend in promoting competition, employability and employer influence over the curriculum. By analysing how the educational content of vocational educational and training (VET) programmes and higher educational preparatory (HEP) programmes is contextualised, we found that the two programme types were based on very different logics. In VET programmes, knowledge is strongly context-bound and often related to regulating behaviours. This contrasts sharply with the way knowledge is contextualised in HEP programmes in which less context-bound knowledge and skills such as using concepts, models and critical thinking are dominant. Students in VET programmes are trained to do' and to adapt', while the students in HEP programmes are trained to think' and to imagine possibilities'. Thus, students from different social classes are prepared for very different roles in society.
C1 [Nylund, Mattias] Univ Gothenburg, Dept Educ & Special Educ, Gothenburg, Sweden.
   [Rosvall, Per-Ake] Umea Univ, Dept Appl Educ Sci, Umea, Sweden.
   [Ledman, Kristina] Umea Univ, Dept Hist Philosoph & Religious Studies, Umea, Sweden.
C3 University of Gothenburg; Umea University; Umea University
RP Rosvall, PÅ (corresponding author), Umea Univ, Dept Appl Educ Sci, Umea, Sweden.
RI Nylund, Mattias/AAA-3259-2021; Ledman, Kristina/IQW-5416-2023
OI Nylund, Mattias/0000-0003-0530-6378; Ledman,
   Kristina/0000-0001-5222-6229
FU Vetenskapsradet [Swedish Research Council] [2015-02002]; Vinnova
   [2015-02002] Funding Source: Vinnova; Swedish Research Council
   [2015-02002] Funding Source: Swedish Research Council
FX This work was supported by the Vetenskapsradet [Swedish Research
   Council] [grant number 2015-02002].
NR 45
TC 45
Z9 46
U1 2
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0268-0939
EI 1464-5106
J9 J EDUC POLICY
JI J. Educ. Policy
PY 2017
VL 32
IS 6
BP 788
EP 808
DI 10.1080/02680939.2017.1318455
PG 21
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FD6ML
UT WOS:000407642500005
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Xu, P
   Peng, MYP
   Anser, MK
AF Xu, Ping
   Peng, Michael Yao-Ping
   Anser, Muhammad Khalid
TI Effective Learning Support Towards Sustainable Student Learning and
   Well-Being Influenced by Global Pandemic of COVID-19: A Comparison
   Between Mainland China and Taiwanese Students
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE social capital; learning support; self-efficacy; student employability;
   subjective well-being
ID SOCIAL-COGNITIVE MODEL; SELF-EFFICACY; ACADEMIC-ACHIEVEMENT;
   MENTAL-HEALTH; EMPLOYABILITY; ENGAGEMENT; COMPETENCES; PERFORMANCE;
   EMPLOYMENT; MOTIVATION
AB The novel coronavirus disease that emerged at the end of 2019 began threatening the health and lives of millions of people after a few weeks. However, social and educational problems derived from COVID-19 have changed the development of individuals and the whole country. This study examined the learning method of Taiwanese versus mainland China college students, and evaluated the relationship between learning support mechanism and subjective well-being from a social cognition theory perspective. In this study, a total of 646 Taiwanese questionnaires and 537 mainland China questionnaires were collected to compare the two sample groups in development of students' subjective well-being. The results showed that social capital and learning support had significant positive correlations with self-efficacy, student employability and well-being and self-efficacy and student employability had significant positive correlations with well-being in Taiwanese sample. In mainland China sample, except paths among social capital, learning support, student employability and well-being, all paths were significant and positive related. Finally, based on the conclusions this study proposed some suggestions specific to theoretical mode for future study.
C1 [Xu, Ping] Shanwei Polytech, Sch Teacher Educ, Shanwei, Peoples R China.
   [Peng, Michael Yao-Ping] Foshan Univ, Sch Econ & Management, Foshan, Peoples R China.
   [Peng, Michael Yao-Ping] Yango Univ, Business Sch, Fuzhou, Peoples R China.
   [Anser, Muhammad Khalid] Xian Univ Architecture & Technol, Sch Publ Adm, Xian, Peoples R China.
C3 Foshan University; Xi'an University of Architecture & Technology
RP Peng, MYP (corresponding author), Foshan Univ, Sch Econ & Management, Foshan, Peoples R China.; Peng, MYP (corresponding author), Yango Univ, Business Sch, Fuzhou, Peoples R China.
EM s91370001@mail2000.com.tw
RI Xu, Ping/IZQ-4587-2023
FU Fujian Province Social Sciences Plan Project [FJ2019B106]
FX This research was supported by the Fujian Province Social Sciences Plan
   Project in 2019 (FJ2019B106).
NR 84
TC 11
Z9 11
U1 5
U2 21
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 22
PY 2021
VL 12
AR 561289
DI 10.3389/fpsyg.2021.561289
PG 13
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA TE4VD
UT WOS:000670008300001
PM 34239466
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Rice, S
   Leahy, M
   Klatt, G
AF Rice, Suzanne
   Leahy, Mary
   Klatt, Gosia
TI Navigating the matrix: career development and the responsibilisation of
   employability in Australia
SO BRITISH JOURNAL OF GUIDANCE & COUNSELLING
LA English
DT Article; Early Access
DE Responsibilisation; career development; policy; inequalities; social
   justice; employability
ID IMPACT; AGENCY
AB In this paper we seek to understand how structural, contextual and institutional conditions influence the construction of individual agency in career development policy. We focus on responsibilisation, the process by which responsibility for outcomes is transferred from the state to the individual, through a combination of policy actions and the framing of public discourse. We use Australia as a case study to examine how the state has recast its role in the creation and regulation of employment. We outline how the role of the state now involves guiding the citizen towards the "right choice", with individuals responsible for and active managers of risk in the labour market. To determine the complex narratives around agency, we examine the assumptions embedded in some current Australian government career guidance websites, to highlight how jobseeker autonomy, self-direction, agency, and self-management are framed. The implications for socially just career development provision are discussed.
C1 [Rice, Suzanne; Leahy, Mary; Klatt, Gosia] Univ Melbourne, Melbourne Grad Sch Educ, Melbourne, Vic, Australia.
C3 University of Melbourne
RP Rice, S (corresponding author), Level 8,100 Leicester St, Carlton, Vic 3010, Australia.
EM s.rice@unimelb.edu.au
RI Klatt, Malgorzata/AAM-3165-2020
OI Klatt, Malgorzata/0000-0002-0207-2548; Leahy, Mary/0000-0002-5955-0432
NR 79
TC 0
Z9 0
U1 0
U2 2
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0306-9885
EI 1469-3534
J9 BRIT J GUID COUNS
JI Brit. J. Guid. Couns.
PD 2022 JUL 4
PY 2022
VL 50
IS 4
SI SI
BP 557
EP 576
DI 10.1080/03069885.2022.2057923
EA MAY 2022
PG 20
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 5C8CT
UT WOS:000793944800001
DA 2024-02-21
ER

PT J
AU Patricio, MT
   Santos, P
AF Patricio, Maria Teresa
   Santos, Patricia
TI Collaborative research projects in doctoral programs: a case study in
   Portugal
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE Doctoral programs; doctoral students; collaborative research;
   university-industry linkages; social capital
ID GRADUATE-STUDENTS; EDUCATION; SCIENCE; INTERNATIONALIZATION;
   PARTNERSHIPS; FRAMEWORK; PHD
AB Universities are renovating the formats and configurations of their doctoral programs to become more international, collaborative and attentive to labor market needs. In a competitive global setting doctoral programs compete to attract students, promote international partnerships, engage with industry and provide students with the social capital necessary for future employability. A quantitative study of 149 PhD students in 15 collaborative doctoral programs between Portugal and three US universities offers insight into doctoral programs structured around international mobility, collaborative research projects, and university-industry collaborations. The survey results show that doctoral students in Science, Technology, Engineering and Mathematics (STEM) fields value programs that promote academic opportunities with international networks and participation in research projects. Social capital seems to have been acquired mainly through networks and contacts with other researchers and peers. The results reveal the limitations of the university-industry collaborations and that most students continue to anticipate employment in academia.
C1 [Patricio, Maria Teresa; Santos, Patricia] ISCTE Lisbon Univ Inst, Dept Sch Sociol & Publ Policy, Lisbon, Portugal.
   [Patricio, Maria Teresa; Santos, Patricia] CIES IUL, Dept Sch Sociol & Publ Policy, Lisbon, Portugal.
C3 Instituto Universitario de Lisboa; Instituto Universitario de Lisboa
RP Santos, P (corresponding author), ISCTE Lisbon Univ Inst, Dept Sch Sociol & Publ Policy, Lisbon, Portugal.; Santos, P (corresponding author), CIES IUL, Dept Sch Sociol & Publ Policy, Lisbon, Portugal.
EM ana.patricia.santos@iscte-iul.pt
OI Patricio, Teresa/0000-0003-0765-4501; Santos,
   Patricia/0000-0002-6113-2539
NR 62
TC 7
Z9 7
U1 1
U2 31
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD NOV 1
PY 2020
VL 45
IS 11
BP 2311
EP 2323
DI 10.1080/03075079.2019.1607282
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA OM4YF
UT WOS:000586031600014
DA 2024-02-21
ER

PT J
AU Henri, DC
   Morrell, LJ
   Scott, GW
AF Henri, D. C.
   Morrell, L. J.
   Scott, G. W.
TI Student perceptions of their autonomy at University
SO HIGHER EDUCATION
LA English
DT Article
DE Autonomy; Self-efficacy; Independent learning; Employability;
   Student-led learning; Autonomous Learning Scale
ID SELF-EFFICACY; HIGHER-EDUCATION; PERFORMANCE; SCIENCE; ACHIEVEMENT;
   COMPETENCE; MOTIVATION; FEEDBACK; GOALS
AB Learner autonomy is a primary learning outcome of Higher Education in many countries. However, empirical evaluation of how student autonomy progresses during undergraduate degrees is limited. We surveyed a total of 636 students' self-perceived autonomy during a period of two academic years using the Autonomous Learning Scale. Our analysis suggests that students do not perceive themselves as being any more autonomous as they progress through University. Given the relativity of self-perception metrics, we suggest that our results evince a "red queen" effect. In essence, as course expectations increase with each year, each student's self-perceived autonomy relative to their ideal remains constant; we term this the "moving goalpost" hypothesis. This article corroborates pedagogical literature suggesting that providing students with opportunities to act autonomously and develop confidence is key to developing graduates who have the independence that they need in order to be successful in the workplace.
C1 [Henri, D. C.; Morrell, L. J.; Scott, G. W.] Univ Hull, Sch Biol Biomed & Environm Sci, Kingston Upon Hull HU6 7RX, Yorks, England.
C3 University of Hull
RP Henri, DC (corresponding author), Univ Hull, Sch Biol Biomed & Environm Sci, Kingston Upon Hull HU6 7RX, Yorks, England.
EM d.henri@hull.ac.uk
RI Morrell, Lesley J/A-4311-2008; Henri, Dominic/U-6530-2019
OI Morrell, Lesley J/0000-0003-0256-7871; Henri,
   Dominic/0000-0002-7574-5846; Scott, Graham/0000-0003-0896-0287
FU University of Hull's Bioscience Education Research group; University of
   Hull's Innovations in Student Learning Scheme
FX The authors would like to thank the support of the University of Hull's
   Bioscience Education Research group for their support in our research.
   The Autonomous Learner Project was funded by the University of Hull's
   Innovations in Student Learning Scheme. Thanks to Luke Rothery for his
   support in typing up the questionnaires.
NR 49
TC 33
Z9 43
U1 2
U2 34
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD MAR
PY 2018
VL 75
IS 3
BP 507
EP 516
DI 10.1007/s10734-017-0152-y
PG 10
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FW0TZ
UT WOS:000425009700008
OA Green Accepted, hybrid
DA 2024-02-21
ER

PT J
AU Thomson, TJ
   Thomas, G
   Irvine, L
AF Thomson, T. J.
   Thomas, Glen
   Irvine, Lesley
TI Conceptualising communication: a survey of introduction to communication
   university units
SO COMMUNICATION RESEARCH AND PRACTICE
LA English
DT Article; Early Access
DE Communication; communication education; teaching communication;
   introduction to communication; Australian communication education;
   communication assessment; communication modality; multi-modal
   communication; written communication; spoken communication; visual
   communication
ID SKILLS; EMPLOYABILITY
AB Communication skills are essential to employment and to society's smooth functioning. Universities are a prime environment for students to learn and hone these skills. However, communication within the academy has historically been conceptualised narrowly due to logocentric forces. When students experience different communication modes, it tends to be in a siloed fashion where they learn about one skill at a time, leading to a fragmented, uneven experience. As such, this study seeks to understand how communication is defined, assessed, and supported in Australian university introduction to communication classes. It does this first through reviewing relevant unit outlines to see how they define and position communication by mode (written, spoken, or visual). Second, using a national survey, academics who coordinate relevant units provided more concrete details about how their units are structured, supported, and about barriers that exist for equipping communication students to work in today's multi-modal digital world.
C1 [Thomson, T. J.; Thomas, Glen; Irvine, Lesley] Queensland Univ Technol, Sch Commun, Brisbane, Qld, Australia.
C3 Queensland University of Technology (QUT)
RP Thomson, TJ (corresponding author), Queensland Univ Technol, Sch Commun, Brisbane, Qld, Australia.
EM tj.thomson@qut.edu.au
OI Irvine, Lesley/0000-0002-7709-8929; Thomson, T.J./0000-0003-3913-3030
NR 34
TC 2
Z9 2
U1 17
U2 64
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 2204-1451
EI 2206-3374
J9 COMMUN RES PRACT
JI Commun. Res. Pract.
PD 2021 APR 3
PY 2021
VL 7
IS 2
BP 111
EP 127
DI 10.1080/22041451.2021.1964049
EA AUG 2021
PG 17
WC Communication
WE Emerging Sources Citation Index (ESCI)
SC Communication
GA UR4OD
UT WOS:000687534900001
OA Green Published
DA 2024-02-21
ER

PT J
AU Pinzone, M
   Fantini, P
   Taisch, M
AF Pinzone, Marta
   Fantini, Paola
   Taisch, Marco
TI Skills for Industry 4.0: a structured repository grounded on a
   generalized enterprise reference architecture and methodology-based
   framework
SO INTERNATIONAL JOURNAL OF COMPUTER INTEGRATED MANUFACTURING
LA English
DT Article; Early Access
DE Industry 4.0; skill; competency; foresight; human resource; training
ID CYBER-PHYSICAL SYSTEMS; MANAGEMENT; FUTURE
AB This paper outlines a conceptual framework and a repository of skills for Industry 4.0 that manufacturing managers and other stakeholders can use for training, hiring and developing human resources. The framework and the repository of Industry 4.0 skills were developed by involving industrial practitioners, technology providers, recruitment agencies, research and education organizations in scenario-based focus groups and semi-structured interviews. The results of this study contribute to improving our current understanding of the skills required for Industry 4.0, and they can be used for the identification and assessment of workers' skills as well as the design of skill development programs that match the needs of the industry and for the definition of policies that support the development of human capital to improve the employability of individuals and the performance of manufacturing companies.
C1 [Pinzone, Marta; Taisch, Marco] Politecn Milan, Dept Management Econ & Ind Engn, Via Lambruschini 4b, I-20156 Milan, Italy.
   [Fantini, Paola] Paris Saclay, EIT Mfg, Palaiseau, France.
C3 Polytechnic University of Milan; Universite Paris Saclay
RP Pinzone, M (corresponding author), Politecn Milan, Dept Management Econ & Ind Engn, Via Lambruschini 4b, I-20156 Milan, Italy.
EM marta.pinzone@polimi.it
OI PINZONE, MARTA/0000-0001-5629-6718
FU The Authors wish to thank the "Industry 4.0" Observatory of the School
   of Management of Politecnico di Milano, the experts and all the actors
   participating in the focus groups for their valuable inputs to the work.
FX The Authors wish to thank the "Industry 4.0" Observatory of the School
   of Management of Politecnico di Milano, the experts and all the actors
   participating in the focus groups for their valuable inputs to the work.
NR 65
TC 0
Z9 0
U1 2
U2 2
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0951-192X
EI 1362-3052
J9 INT J COMPUT INTEG M
JI Int. J. Comput. Integr. Manuf.
PD 2023 NOV 16
PY 2023
DI 10.1080/0951192X.2023.2278105
EA NOV 2023
PG 20
WC Computer Science, Interdisciplinary Applications; Engineering,
   Manufacturing; Operations Research & Management Science
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science; Engineering; Operations Research & Management Science
GA X8XW8
UT WOS:001101227300001
DA 2024-02-21
ER

PT J
AU Vaughan, K
AF Vaughan, Karen
TI Learning Workers: Young New Zealanders and Early Career Development
SO VOCATIONS AND LEARNING
LA English
DT Article
DE Youth transition; Career development; Lifelong learning; Workplace
   learning; Knowledge society; Mixed methods
AB Young adults' early career development is an increasingly important field of inquiry. With the complexity of modern transitions from school and the lifelong learning demands of emerging knowledge societies, governments are concerned to improve learning pathways into, and through, tertiary education and work. Young adults are exploring new learning and work possibilities and understanding these create a challenge for governments trying to validate their experiences and enhance their employability. This paper draws on integrated qualitative and statistical cluster analyses of young New Zealanders' narratives about navigating learning and work. It draws out theoretical and policy implications, suggesting that work life learning in and outside the workplace is a key feature of young adults' lives, though it is experienced differently by different groups. These experiences need to be taken into account in government policy as the value of providing a range of different learning settings, and of learning as necessarily lifelong, features increasingly in those policies-albeit in a fairly narrowly defined way.
C1 New Zealand Council Educ Res, Wellington 6140, New Zealand.
RP Vaughan, K (corresponding author), New Zealand Council Educ Res, POB 3237, Wellington 6140, New Zealand.
EM Karen.vaughan@nzcer.org.nz
OI Vaughan, Karen/0000-0002-6771-3297
NR 60
TC 2
Z9 2
U1 0
U2 14
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1874-785X
EI 1874-7868
J9 VOCAT LEARN
JI Vocat. Learn.
PD JUL
PY 2010
VL 3
IS 2
BP 157
EP 178
DI 10.1007/s12186-010-9039-0
PG 22
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 664UK
UT WOS:000282988100004
DA 2024-02-21
ER

PT J
AU Kee, DMH
   Anwar, A
   Gwee, SL
   Ijaz, MF
AF Kee, Daisy Mui Hung
   Anwar, Aizza
   Gwee, Sai Ling
   Ijaz, Muhammad Fazal
TI Impact of Acquisition of Digital Skills on Perceived Employability of
   Youth: Mediating Role of Course Quality
SO INFORMATION
LA English
DT Article
DE digital skills; digital competency; course quality; perceived
   employability
ID COMPETENCE; VALIDATION
AB Penang Youth Development Corporation took the "Penang Young Digital Talent Program" initiative to bridge the gap between Malaysian youth's current digital skills and emerging technologies market demands. The program comprises different online courses such as web design, digital marketing, etc. The objective of this study is to understand the level of participants' digital competency and, secondly, investigate the impact of participants' digital competency on their perceived employability and examine the mediating role of course quality. This study employed a cross-section design method, and data were collected using purposive sampling. The participants (Nn= 385) of this program range from 18 to 22 years old, either born in Penang or have resided in Penang for a minimum of 3 years. The data were analyzed using Smart PLS 3.0. Post-online course findings show that digital content creation, information and data literacy, and problem-solving have a significant and positive relationship with perceived employability. Moreover, course quality significantly mediates the impact of communication and collaboration, digital safety and information and data literacy on the perceived employability of Malaysian youth. The findings of this research have implications for policymakers responsible for education, emphasizing youth's acquisition of digital skills to help them succeed in the current workplace.
C1 [Kee, Daisy Mui Hung; Anwar, Aizza] Univ Sains Malaysia, Sch Management, George Town 11800, Malaysia.
   [Gwee, Sai Ling] Penang Youth Dev Corp, George Town 11800, Malaysia.
   [Ijaz, Muhammad Fazal] Sejong Univ, Dept Intelligent Mechatron Engn, Seoul 05006, South Korea.
C3 Universiti Sains Malaysia; Sejong University
RP Kee, DMH (corresponding author), Univ Sains Malaysia, Sch Management, George Town 11800, Malaysia.; Ijaz, MF (corresponding author), Sejong Univ, Dept Intelligent Mechatron Engn, Seoul 05006, South Korea.
EM daisy@usm.my; fazal@sejong.ac.kr
RI ; Kee, Daisy Mui Hung/B-9021-2013
OI Anwar, Aizza/0000-0002-4178-5495; Kee, Daisy Mui
   Hung/0000-0002-7748-8230; Ijaz, Muhammad Fazal/0000-0001-5206-272X
FU Penang Youth Development Corporation [304/PMGT/6501158/P164]
FX This research was funded by Penang Youth Development Corporation, grant
   number 304/PMGT/6501158/P164. The funding source did not play a role in
   the study design, the collection, analysis, and interpretation of data,
   the writing of the report, or the decision to submit this manuscript for
   publication.
NR 39
TC 1
Z9 1
U1 6
U2 11
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2078-2489
J9 INFORMATION
JI Information
PD JAN
PY 2023
VL 14
IS 1
AR 42
DI 10.3390/info14010042
PG 12
WC Computer Science, Information Systems
WE Emerging Sources Citation Index (ESCI)
SC Computer Science
GA 7Z0XK
UT WOS:000915289700001
OA gold
DA 2024-02-21
ER

PT J
AU Witt, CM
   Sandoe, K
   Dunlap, JC
   Leon, K
AF Witt, Christine M.
   Sandoe, Kent
   Dunlap, Joanna C.
   Leon, Kendall
TI Exploring MBA student perceptions of their preparation and readiness for
   the profession after completing real-world industry projects
SO INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION
LA English
DT Article
DE business process management (BPM); Process improvement; Lean;
   Contextualized knowledge; Authentic activity; Autonomy
ID BUSINESS PROCESS MANAGEMENT; EMPLOYABILITY; ENGAGEMENT; MOTIVATION;
   EXPERIENCE; SCHOOLS; DESIGN; ERP
AB This paper describes the development and evaluation of a capstone project implemented in an MBA level Operations Management course being offered at an AACSB accredited College of Business in the Pacific Northwest. The capstone project was designed with two constructs that influence professional preparation: authentic learning and student choice. We surveyed 20 graduate business students to evaluate how the proposed artifact, The Process Improvement Capstone Project, supports student learning. Using a survey with six open-ended questions, students were asked to reflect on the project, their experience working with a real-world client, and their preparedness for the workforce. The authors mined the text of the survey responses and developed a co-occurrence network to identify potential relationships between terms that students used and the major constructs of the instructional design. The paper discusses implications for this correspondence in designing authentic projects that integrate industry partners in MBA classes.
C1 [Witt, Christine M.; Sandoe, Kent] Calif State Univ Chico, Dept Business Informat Syst, Chico, CA 95929 USA.
   [Dunlap, Joanna C.] Univ Colorado, Sch Educ & Human Dev, Denver, CO 80204 USA.
   [Leon, Kendall] Calif State Univ Chico, Dept English, Chico, CA 95929 USA.
C3 California State University System; California State University Chico;
   University of Colorado System; University of Colorado Denver; California
   State University System; California State University Chico
RP Witt, CM (corresponding author), Calif State Univ Chico, Dept Business Informat Syst, Chico, CA 95929 USA.
EM cwitt3@csuchico.edu; ksandoe@csuchico.edu; Joni.Dunlap@ucdenver.edu;
   kleon1@csuchico.edu
OI Dunlap, Joanna/0000-0003-0556-5150
NR 68
TC 10
Z9 11
U1 1
U2 15
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1472-8117
EI 2352-3565
J9 INT J MANAG EDUC-OXF
JI Int. J. Manag. Educ.
PD JUL
PY 2019
VL 17
IS 2
BP 214
EP 225
DI 10.1016/j.ijme.2019.02.003
PG 12
WC Business; Education & Educational Research; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA IB2WS
UT WOS:000470130000007
DA 2024-02-21
ER

PT J
AU van der Klink, JJL
   Bültmann, U
   Burdorf, A
   Schaufeli, WB
   Zijlstra, FRH
   Abma, FI
   Brouwer, S
   van der Wilt, GJ
AF van der Klink, Jac J. L.
   Bultmann, Ute
   Burdorf, Alex
   Schaufeli, Wilmar B.
   Zijlstra, Fred R. H.
   Abma, Femke I.
   Brouwer, Sandra
   van der Wilt, Gert Jan
TI Sustainable employability - definition, conceptualization, and
   implications: A perspective based on the capability approach
SO SCANDINAVIAN JOURNAL OF WORK ENVIRONMENT & HEALTH
LA English
DT Article
DE Amartya Sen; model; quality of working life; work
ID TEMPORARY EMPLOYMENT; RISK-FACTOR; WORK; DISABILITY; EMPLOYEES
AB Objectives The aim of this paper is to propose anew model of sustainable employability based on the capability approach, encompassing the complexity of contemporary work, and placing particular emphasis on work-related values.
   Methods Having evaluated existing conceptual models of work, health, and employability, we concluded that prevailing models lack an emphasis on important work-related values. Amartya Sen's capability approach (CA) provides a framework that incorporates a focus on values and reflects the complexity of sustainable employability.
   Results We developed a model of sustainable employability based on the CA. This model can be used as starting point for developing an assessment tool to investigate sustainable employability.
   Conclusions A fundamental premise of the CA is that work should create value for the organization as well as the worker. This approach challenges researchers, policy-makers, and practitioners to investigate what people find important and valuable what they would like to achieve in a given (work) context and moreover to ascertain whether people are able and enabled to do so. According to this approach, it is not only the individual who is responsible for achieving this; the work context is also important. Rather than merely describing relationships between variables, as existing descriptive models often do, the CA depicts a valuable goal: a set of capabilities that constitute valuable work. Moreover, the CA fits well with recent conceptions of health and modern insights into work, in which the individual works towards his or her own goals that s/he has to achieve within the broader goals of the organization.
C1 [van der Klink, Jac J. L.] Tilburg Univ, Tilburg Sch Social & Behav Sci, NL-5000 LE Tilburg, Netherlands.
   [van der Klink, Jac J. L.; Bultmann, Ute; Abma, Femke I.; Brouwer, Sandra] Univ Groningen, Univ Med Ctr Groningen, Dept Hlth Sci Community & Occupat Med, Groningen, Netherlands.
   [Burdorf, Alex] Erasmus MC, Dept Publ Hlth, Rotterdam, Netherlands.
   [Schaufeli, Wilmar B.] Univ Leuven, Res Unit Occupat & Org Psychol & Profess Learning, Leuven, Belgium.
   [Schaufeli, Wilmar B.] Univ Utrecht, Dept Social & Org Psychol, Utrecht, Netherlands.
   [Zijlstra, Fred R. H.] Maastricht Univ, Dept Work & Social Psychol, NL-6200 MD Maastricht, Netherlands.
   [van der Wilt, Gert Jan] Radboud Univ Nijmegen, Med Ctr, Radboud Inst Hlth Sci, NL-6525 ED Nijmegen, Netherlands.
C3 Tilburg University; University of Groningen; Erasmus University
   Rotterdam; Erasmus MC; KU Leuven; Utrecht University; Maastricht
   University; Radboud University Nijmegen
RP van der Klink, JJL (corresponding author), Tilburg Univ, Tilburg Sch Social & Behav Sci, Sci Ctr Care & Welf, POB 90153, NL-5000 LE Tilburg, Netherlands.
EM j.j.l.vdrklink@uvt.nl
RI Zijlstra, Fred/JNR-6367-2023; Schaufeli, Wilmar B/B-9645-2013; van der
   Wilt, G.J./H-8120-2014; Brouwer, Sandra/AAH-3182-2020; Burdorf,
   Alex/A-2226-2008
OI Zijlstra, Fred/0000-0002-3505-9753; Schaufeli, Wilmar
   B/0000-0002-6070-7150; van der Wilt, G.J./0000-0002-5856-762X; Burdorf,
   Alex/0000-0003-3129-2862; Bultmann, Ute/0000-0001-9589-9220
NR 62
TC 158
Z9 164
U1 11
U2 117
PU SCANDINAVIAN JOURNAL WORK ENVIRONMENT & HEALTH
PI HELSINKI
PA TOPELIUKSENKATU 41A, SF-00250 HELSINKI, FINLAND
SN 0355-3140
EI 1795-990X
J9 SCAND J WORK ENV HEA
JI Scand. J. Work Environ. Health
PD JAN
PY 2016
VL 42
IS 1
BP 71
EP 79
DI 10.5271/sjweh.3531
PG 9
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA DB5LB
UT WOS:000368554500009
PM 26595874
OA Green Submitted, Green Accepted, hybrid
DA 2024-02-21
ER

PT J
AU Imam, T
AF Imam, Tasadduq
TI Curriculum coherence when subject-specific standards are absent: a case
   study using coursework-based master of finance programs at Australian
   universities
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE Postgraduate finance curriculum; curriculum standardisation; graduate
   employability; curriculum coherence; multi-disciplinary curriculum
ID EDUCATION
AB The standardisation of a curriculum is a contentious issue, with critics complaining it leads to a loss of control and creativity. What is less clear, however, is how the lack of standardisation impacts a discipline's curriculum. This article, taking the coursework-based Master of Finance programs at Australian universities as the case study, demonstrates that lack of standardisation results in graduates with non-uniform employability, ignorance of essential professional knowledge and the incorporation of non-integrated non-discipline subjects. Further, such lack of standards causes high disparity in the structures of the programs - an issue outlined in this article through a proposed similarity metric. Overall, this article calls for subject-specific standards to overcome these issues.
C1 [Imam, Tasadduq] CQUniversity, Sch Business & Law, Melbourne, Vic, Australia.
C3 Central Queensland University
RP Imam, T (corresponding author), CQUniversity, Sch Business & Law, Melbourne, Vic, Australia.
EM t.imam@cqu.edu.au
RI Imam, Tasadduq/O-2016-2013
OI Imam, Tasadduq/0000-0002-8864-4155
NR 37
TC 1
Z9 1
U1 0
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2018
VL 43
IS 7
BP 1135
EP 1147
DI 10.1080/03075079.2016.1225710
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GJ9GW
UT WOS:000435708200003
DA 2024-02-21
ER

PT J
AU Belwal, R
   Belwal, S
   Sufian, AB
   Al Badi, A
AF Belwal, Rakesh
   Belwal, Shweta
   Sufian, Azlinor Binti
   Al Badi, Amal
TI Project-based learning (PBL): outcomes of students' engagement in an
   external consultancy project in Oman
SO EDUCATION AND TRAINING
LA English
DT Article; Early Access
DE Lifelong learning; Professional development; Project based learning;
   Employability skills; Research and consultancy projects
ID HIGHER-EDUCATION; ENTREPRENEURSHIP EDUCATION; ENTERPRISE EDUCATION;
   WORK; INNOVATION; COMPETENCE; MANAGEMENT; KNOWLEDGE; SCHOOL; WEB
AB Purpose Project-Based Learning (PBL) is an innovative approach to learning that employs a multitude of strategies critical for success in the twenty-first century. It exposes students to the real world, opens an extended inquiry process, and boosts their communication skills and interdisciplinary learning. However, the extant literature on PBL places more emphasis on learning through internal rather than external projects. Industrial collaboration projects build partnerships and provide opportunities to work on real problems, often seeking multidisciplinary approaches. This study explores and suggests the benefits that students derived from their participation in an external research and consultancy project at a University in Oman. Design/methodology/approach The study follows a qualitative analysis approach founded on an exploratory research design. In-depth interviews were conducted with ten research assistants, two research coordinators, and two project leaders involved in the project. The data from the interview were subjected to the thematic inductive qualitative analysis using Atlas.ti 8 software. Findings The results of the study revealed that students derived some direct academic benefits, mainly in the area of conducting research. The major learning happened mostly in non-academic areas, for they learned many things necessary for success in real-life work situations. The students benefited largely on behavioural skills and abilities such as communication, self-confidence, English language skills, planning, thinking, and time management skills. Altogether, project-based learning offered them a different skillset beyond what they usually acquire in the conventional teaching and learning environment. Practical implications The outcomes of this research support the development of curriculum design and instructional pedagogy in higher education in a specific context, concluding that PBL has much to do with the practical aspects of learning and employability. The finding suggests that by engaging in PBL, students can develop certain skills that cannot be acquired in a conventional teaching environment. PBL enables self-learning and prepares students to deal with different situations and challenges on the ground while inculcating professionalism to act in real-life situations. This study advocates the introduction of some PBL based courses in the curriculum to nurture a balanced set of skills and abilities among business students. Social implications The research outcomes support Oman's Vision 2040 and one of its strategies for capacity building that aims to adopt innovative methods for individual/collective development of students, as well as for their life-long learning. Originality/value Project-based learning described in this study provides a pedagogical way to connect university education to a real-life situation. These results offer promising prospects for infusing outdoor multidisciplinary projects in the course curriculum. This work bears significant value for educators in designing curriculum and facilitating projects, particularly in environments where students exhibit weaknesses or inhibitions to receive the knowledge, appropriately, from the conventional mode of teaching.
C1 [Belwal, Rakesh; Belwal, Shweta; Al Badi, Amal] Sohar Univ, Fac Business, Sohar, Oman.
   [Belwal, Rakesh] Univ Queensland, UQ Business Sch, Brisbane, Qld, Australia.
   [Sufian, Azlinor Binti] Management & Sci Univ, Fac Business Management & Profess Studies, Shah Alam, Malaysia.
C3 Sohar University; University of Queensland; Management Science
   University
RP Belwal, R (corresponding author), Sohar Univ, Fac Business, Sohar, Oman.; Belwal, R (corresponding author), Univ Queensland, UQ Business Sch, Brisbane, Qld, Australia.
EM rakesh_belwal@hotmail.com; shweta.belwal@gmail.com;
   azlinor_sufian@msu.edu.my; asbadi@su.edu.om
RI Belwal, Shweta/M-4590-2015
OI Belwal, Shweta/0000-0001-9971-7930
FU Oman Environmental Service Holding Company S.A.O.C (be'ah) [C/7/2019]
FX The research team acknowledges Oman Environmental Service Holding
   Company S.A.O.C (be'ah) for awarding a research consultancy (Contract
   No. C/7/2019) to Sohar University and for granting permission to take up
   this research work for academic purpose.
NR 117
TC 11
Z9 13
U1 12
U2 100
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0040-0912
EI 1758-6127
J9 EDUC TRAIN
JI Educ. Train.
PD 2021 APR 13
PY 2021
VL 63
IS 3
SI SI
BP 336
EP 359
DI 10.1108/ET-01-2020-0006
EA JUN 2020
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA RV1LJ
UT WOS:000541647200001
DA 2024-02-21
ER

PT J
AU Lawton, V
   Ilhan, E
   Pacey, V
   Jones, TM
   Walker, A
AF Lawton, Vidya
   Ilhan, Emre
   Pacey, Verity
   Jones, Taryn M.
   Walker, Arlene
TI A Work Readiness Scale for Allied Health Graduates
SO INTERNET JOURNAL OF ALLIED HEALTH SCIENCES AND PRACTICE
LA English
DT Article
DE allied health; education; employability; work readiness; scale
   development
ID CLINICAL WISDOM; TRANSITION; IMPACT; EMPLOYABILITY; SATISFACTION;
   PERCEPTIONS; REFINEMENT; NURSES
AB Purpose: The transition for allied health graduates from university to the workforce has been perceived to be difficult and overwhelming, leading to early attrition within healthcare professions. Work readiness is a crucial aspect of successful transition to the workforce, however, the elements of work readiness are not clearly defined. The purpose of this project was to refine the measurement of work-readiness in allied health graduates. Method: A 62-item Work Readiness Scale for Allied Health Professionals (WRS-AH), based on a work readiness scale for a generic population of graduates, was validated and refined using an exploratory factor analysis. Results: Participants were 245 Australian allied health professional graduates who completed the WRS-AH. An exploratory factor analysis supported a four-factor solution with domains (interpersonal capabilities, practical wisdom, personal attributes, and organisational acumen) similar to the original WRS. The final WRS-AH32 had 32 items, demonstrated good reliability, and explained 38% of the total variance. Using the WRS-AH32, on average, the Australian allied health graduates reported an overall work readiness score of 80% (SD 8) with scores highest for practical wisdom (Mean 90%, SD 8) and lowest for personal attributes (Mean 65%, SD 14). Conclusions: The WRS-AH32 confirms that work readiness is a multi-dimensional construct, reflecting that work within a dynamic, 21st century healthcare system requires more than just profession specific work competence. The WRS-AH may provide a more targeted approach to interventions to improve work readiness in future allied health professional graduates. Recommendations: The WRS-AH32 is a reliable scale to measure the perceived work readiness of allied health graduates as they transition from university to the workforce however ongoing validation is needed to establish construct validity.
C1 [Lawton, Vidya; Ilhan, Emre; Pacey, Verity; Jones, Taryn M.] Macquarie Univ, Sydney, Australia.
   [Walker, Arlene] Deakin Univ, Geelong, Australia.
C3 Macquarie University; Deakin University
RP Lawton, V (corresponding author), Macquarie Univ, Sydney, Australia.
EM vidya.lawton@mq.edu.au; emre.ilhan@mq.edu.au; verity.pacey@mq.edu.au;
   taryn.jones@mq.edu.au; arlene.walker@deakin.edu.au
NR 52
TC 0
Z9 0
U1 0
U2 0
PU NOVA SOUTHEASTERN UNIV
PI FORT LAUDERDALE-DAVIE
PA 3301 COLLEGE AVE, FORT LAUDERDALE-DAVIE, FL 33314 USA
SN 1540-580X
J9 INTERNET J ALLIED HE
JI Internet J. Allied Health Sci. Pract.
PD DEC
PY 2023
VL 22
IS 1
AR 16
PG 13
WC Health Care Sciences & Services
WE Emerging Sources Citation Index (ESCI)
SC Health Care Sciences & Services
GA HA9Z6
UT WOS:001156897200025
DA 2024-02-21
ER

PT J
AU Sundstrup, E
   Jakobsen, MD
   Mortensen, OS
   Andersen, LL
AF Sundstrup, Emil
   Jakobsen, Markus Due
   Mortensen, Ole Steen
   Andersen, Lars Louis
TI Joint association of multimorbidity and work ability with risk of
   long-term sickness absence: a prospective cohort study with register
   follow-up
SO SCANDINAVIAN JOURNAL OF WORK ENVIRONMENT & HEALTH
LA English
DT Article
DE back disorder; back pain; cancer; cardiovascular disease; CVD; chronic
   disease; diabetes; depression; occupational health; WAI; work ability
   index
ID LOW-BACK-PAIN; CHRONIC DISEASES; PREVALENCE; DETERMINANTS; COMORBIDITY;
   ENVIRONMENT; POPULATION; DISABILITY; DEPRESSION; VALIDITY
AB Objectives The aim of this study was to determine the joint association of multimorbidity and work ability with the risk of long-term sickness absence (LTSA) in the general working population.
   Methods Cox regression analysis censoring for competing events (statutory retirement, early retirement, disability pension, immigration, or death) was performed to estimate the joint association of chronic diseases and work ability in relation to physical and mental demands of the job with the prospective risk for LTSA (defined as >= 6 consecutive weeks during 2-year follow-up) among 10 427 wage earners from the general working population (2010 Danish Work Environment Cohort Study). Control variables were age, gender, psychosocial work environment, smoking, leisure physical activity, body mass index, job group, and previous LTSA.
   Results Of the 10 427 respondents, 56.8% had experienced >= 1 chronic disease at baseline. The fully adjusted model showed an association between number of chronic diseases and risk of LTSA. This association was stronger among employees with poor work ability (either physical or mental). Compared to employees with no diseases and good physical work ability, the risk estimate for LTSA was 1.95 [95% confidence interval (95% CI) 1.50-2.52] for employees with >= 3 chronic diseases and good physical work ability, whereas it was 3.60 (95% CI 2.50-5.19) for those with >= 3 chronic diseases and poor physical work ability. Overall, the joint association of chronic disease and work ability with LTSA appears to be additive.
   Conclusions Poor work ability combined with >= 1 chronic diseases is associated with high risk of long-term sickness absence in the general working population. Initiatives to improve or maintain work ability should be highly prioritized to secure sustainable employability among workers with >= 1 chronic diseases.
C1 [Sundstrup, Emil; Jakobsen, Markus Due; Andersen, Lars Louis] Natl Res Ctr Working Environm, Lerso Pk Alle 105, Copenhagen, Denmark.
   [Mortensen, Ole Steen] Holbaek Cent Hosp, Dept Occupat Med, Holbaek, Denmark.
   [Andersen, Lars Louis] Aalborg Univ, Phys Act & Human Performance Grp, SMI, Dept Hlth Sci & Technol, Aalborg, Denmark.
C3 National Research Centre for the Working Environment; Holbaek Hospital;
   Aalborg University
RP Sundstrup, E (corresponding author), Natl Res Ctr Working Environm, Lerso Pk Alle 105, Copenhagen, Denmark.
EM esu@nrcwe.dk
RI Andersen, Lars Louis/AAQ-4802-2020
OI Mortensen, Ole Steen/0000-0002-4655-8048; Andersen, Lars
   L./0000-0003-2777-8085
FU Danish Government (Finansloven)
FX This research received funding from the Danish Government (Finansloven).
   The authors declare no conflicts of interest.
NR 50
TC 45
Z9 46
U1 0
U2 14
PU SCANDINAVIAN JOURNAL WORK ENVIRONMENT & HEALTH
PI HELSINKI
PA TOPELIUKSENKATU 41A, SF-00250 HELSINKI, FINLAND
SN 0355-3140
EI 1795-990X
J9 SCAND J WORK ENV HEA
JI Scand. J. Work Environ. Health
PD MAR
PY 2017
VL 43
IS 2
BP 146
EP 154
DI 10.5271/sjweh.3620
PG 9
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA EN2OG
UT WOS:000395849200007
PM 28060994
OA Green Submitted, hybrid
DA 2024-02-21
ER

PT J
AU de Wet, T
   Rothmann, S
AF de Wet, Tessa
   Rothmann, Sebastiaan
TI Toward Perceived Sustainable Employability: Capabilities of Secondary
   School Teachers in a South African Context
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE capabilities; sustainable employability; flourishing at work;
   organizational citizenship behavior; intention to leave; South Africa;
   secondary school teachers
ID ORGANIZATIONAL COMMITMENT; JOB-SATISFACTION; MEANINGFUL WORK;
   MENTAL-HEALTH; TURNOVER; PERFORMANCE; DEFINITION; VALIDATION; RETENTION;
   INTENTION
AB This study aimed to identify the capabilities of secondary school teachers - valued aspects of work that are enabled and can be realized - and investigate the effects of these capabilities on three functionings: flourishing at work, organizational citizenship behavior, and intention to leave. A convenience sample of secondary school teachers (N = 144) in the Gauteng province in South Africa participated in the study. The teachers responded to the Capability Set for Work Questionnaire, Flourishing-at-Work Scale - Short Form, Organizational Citizenship Behavior Questionnaire, and Intention to Leave Scale. The results showed that three capabilities were most likely to form part of the capability set of teachers: using knowledge and skills, building and maintaining meaningful relationships at work, and contributing to something valuable. Capabilities least likely to form part of the capability set included having a good income, involvement in important decisions, and developing knowledge and skills. The capability set was a strong predictor of emotional, psychological, and social well-being, and a moderate predictor of organizational citizenship behavior and intention to leave. A capability set for work, rather than single work capabilities, seemed to be critical for the sustainable employability of secondary school teachers.
C1 [de Wet, Tessa; Rothmann, Sebastiaan] North West Univ, Optentia Res Unit, Vanderbijlpark, South Africa.
C3 North West University - South Africa
RP Rothmann, S (corresponding author), North West Univ, Optentia Res Unit, Vanderbijlpark, South Africa.
EM ian@ianrothmann.com
RI Rothmann, Sebastiaan/JGE-1766-2023; Rothmann, Sebastiaan/P-5291-2014
OI Rothmann, Sebastiaan/0000-0001-6065-4338; DE WET,
   TESSA/0000-0002-8513-7609
NR 74
TC 7
Z9 7
U1 1
U2 13
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD MAY 4
PY 2022
VL 13
AR 842045
DI 10.3389/fpsyg.2022.842045
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 1J3HP
UT WOS:000797811200001
PM 35602738
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU De, P
   Bakhshi, M
AF De, Papiya
   Bakhshi, Medha
TI An Experiential Learning Approach for Teaching Appropriate
   Assertiveness: An Example of Indian Management Students
SO JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS
LA English
DT Article
DE Appropriate assertiveness; pedagogy; experiential learning; role plays;
   international business; intercultural sensitivity; >
ID INTERNATIONAL-BUSINESS EDUCATION; POWER DISTANCE; CULTURES; SKILLS
AB The paper underscores the need for including assertiveness skills training for international business students amidst the growing demand for other interpersonal skills such as empathetic communication, strong listening capabilities, conflict handling, and tackling difficult conversations. While these skills increasingly dominate the screening criteria of recruiters, making these the most "sought after" employability skills across the globe, the authors contend that appropriate assertiveness is a critical skill especially in cross-cultural communication contexts to establish strong interpersonal relationships and align communication to the globally accepted norms of organizational behavior. The paper provides practitioners with insights to design an assertiveness teaching module and outlines a portfolio of experiential learning activities and approaches including assignment design, module architecture, deliverables and rubrics, models and frameworks, and role-play resources that can be used to impart assertiveness training. It further discusses the implications for curriculum design and presents a case for adopting an integrative approach to teaching appropriate assertiveness, embedding it across other communication modules to strengthen the efficacy of learning.
C1 [De, Papiya] NMIMS Univ, NMIMS Sch Business Management, Mumbai, India.
   [Bakhshi, Medha] Indian Inst Management Lucknow, Lucknow, India.
C3 SVKM's NMIMS (Deemed to be University); Indian Institute of Management
   (IIM System); Indian Institute of Management Lucknow
RP De, P (corresponding author), NMIMS Univ, NMIMS Sch Business Management, Mumbai, India.
EM papiya.de@sbm.nmims.edu
RI De, Papiya/JXM-7848-2024
OI De, Papiya/0000-0001-5743-6225; Bakhshi, Medha/0000-0002-5848-3215
NR 49
TC 0
Z9 0
U1 4
U2 5
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0897-5930
EI 1528-6991
J9 J TEACH INT BUS
JI J. Teach. Int. Bus.
PD APR 3
PY 2023
VL 34
IS 1-2
BP 7
EP 32
DI 10.1080/08975930.2023.2213456
PG 26
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA L7XA5
UT WOS:001025342000002
DA 2024-02-21
ER

PT J
AU Durazzi, N
AF Durazzi, Niccolo
TI Opening universities' doors for business? Marketization, the search for
   differentiation and employability in England
SO JOURNAL OF SOCIAL POLICY
LA English
DT Article
DE Higher education; skills; employability; marketisation; organisational
   change
AB The article investigates the causes and consequences of the increased engagement of British universities with employability and skills initiatives. By employing case studies of six universities based in England, it asks whether the increased engagement between higher education and the labour market is driven by universities or business and whether such engagement has increased the diversity of the higher education sector. Findings suggest that the alignment between labour market needs and educational provision in universities is strongly mediated by the competitive environment within which higher education institutions have been operating since the late 1990s: the higher education market - not the labour market - is the key driver for universities to engage in employability and skills initiatives. The article also questions the assumption that 'competition' leads to 'differentiation' in higher education. Rather, isomorphic tendencies seem to prevail over differentiation in the context of a highly competitive higher education market.
C1 [Durazzi, Niccolo] Univ Edinburgh, Sch Social & Polit Sci, Edinburgh, Midlothian, Scotland.
C3 University of Edinburgh
RP Durazzi, N (corresponding author), Univ Edinburgh, Sch Social & Polit Sci, Edinburgh, Midlothian, Scotland.
EM niccolo.durazzi@ed.ac.uk
OI Durazzi, Niccolo/0000-0001-7581-5595
NR 48
TC 7
Z9 9
U1 0
U2 12
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 0047-2794
EI 1469-7823
J9 J SOC POLICY
JI J. Soc. Policy
PD APR
PY 2021
VL 50
IS 2
BP 386
EP 405
AR PII S0047279420000276
DI 10.1017/S0047279420000276
PG 20
WC Public Administration; Social Issues; Social Work
WE Social Science Citation Index (SSCI)
SC Public Administration; Social Issues; Social Work
GA QP7UT
UT WOS:000624038600009
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Shan, HX
   Peikazadi, N
   Rahemtulla, Z
   Wilbur, A
   Sawkins, T
   Goossen, R
AF Shan, Hongxia
   Peikazadi, Nasim
   Rahemtulla, Zahida
   Wilbur, Amea
   Sawkins, Tanis
   Goossen, Rachel
TI <i>Entry to hospitality careers for women</i> and beyond: Immigrant
   training and feminist pedagogies and practices
SO STUDIES IN THE EDUCATION OF ADULTS-NIACE
LA English
DT Article
DE Employment training; immigrant and refugee women; community based
   participatory research; care-based pedagogy; feminist pedagogy
ID SKILL; SOLIDARITY
AB Employment training services are provided for immigrants to integrate them into the Canadian labour market. Evaluated on short-term labour market outcomes, these programs typically focus on enhancing individuals' employability, while risking naturalizing and reproducing the dominant social and cultural order. Entry to Hospitality Careers for Women is a government-funded program based on a partnership between a community organization and a community college specialised in vocational training. Uniquely, this program aims to expand immigrant and refugee women's employment skills as well as their social and cultural spaces. A community-based partnership research project was conducted to explore how the program worked towards these goals. It finds that the program contributed to the personal development of the women, expanded their social space and enhanced their social and economic opportunities to varying degrees. It also points to a set of women-centered pedagogical and programming practices that were conductive to women's learning through the program. Firstly, as a partnership, the program leveraged the resources and expertise accrued in both the community organization and the community college. Secondly, while navigating institutional mandate, the program was oriented towards the needs of the women. Finally, the women-centered and care-based pedagogy was found to be of immediate influence on the program participants. Theoretically, this paper adds to feminist pedagogy by grounding it in the actual work of immigrant service workers, which defies any abstract attempt to fix it within the binary frame of social reproduction and transformation.
C1 [Shan, Hongxia; Peikazadi, Nasim; Goossen, Rachel] Univ British Columbia, Dept Educ Studies, Vancouver, BC, Canada.
   [Rahemtulla, Zahida] Pacific Immigrant Resources Soc, Vancouver, BC, Canada.
   [Wilbur, Amea] Univ Fraser Valley, Fac Adult Educ, Abbotsford, BC, Canada.
   [Sawkins, Tanis] Simon Fraser Univ, Burnaby, BC, Canada.
C3 University of British Columbia; University of Fraser Valley; Simon
   Fraser University
RP Shan, HX (corresponding author), Ponderosa Commons, Educ Ctr, Dept Educ Studies, 6445 Univ Blvd, Vancouver, BC V6T 1Z2, Canada.
EM hongxia.shan@ubc.ca
RI Azevedo, Micheline/JHT-0825-2023
NR 38
TC 1
Z9 2
U1 1
U2 5
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0266-0830
EI 1478-9833
J9 STUD ED ADULTS-NIACE
JI Stud. Educ. Adults-NIACE
PD JAN 2
PY 2020
VL 52
IS 1
BP 67
EP 87
DI 10.1080/02660830.2019.1595340
PG 21
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA LH2DW
UT WOS:000528598700005
DA 2024-02-21
ER

PT J
AU McGowan, N
   López-Serrano, A
   Burgos, D
AF McGowan, Nadia
   Lopez-Serrano, Aida
   Burgos, Daniel
TI Serious Games and Soft Skills in Higher Education: A Case Study of the
   Design of <i>Compete!</i>
SO ELECTRONICS
LA English
DT Article
DE serious games; soft skills; game design; Compete!; gamification;
   Erasmus+; higher education
AB This article describes the serious game Compete!, developed within the European Erasmus+ framework, that aims to teach soft skills to higher education students in order to increase their employability. Despite the increasing relevance of soft skills for successful entry into the labour market, these are often overlooked in higher education. A participatory learning methodology based on a gamification tool has been used for this purpose. The game presents a series of scenarios describing social sustainability problems that require the application of soft skills identified as key competencies in a field study across different European countries. These competencies are creative problem-solving, effective communication, stress management, and teamwork. On completion of each game scenario and the game itself, students receive an evaluation of both their soft skills and the strategic and operational decisions they have made. In the evaluation of these decisions, both the economic and sustainability aspects of the decision are assessed. The teacher can then address the competencies and sustainability issues using the different game scenarios, thus creating higher motivation and deeper understanding amongst the students. This hybrid learning methodology incorporates digital tools for the cross-curricular teaching and learning of sustainability and soft skills. In conclusion, this article describes a possible method of incorporating soft skills in higher education; this complements students' technical knowledge while helping to achieve Sustainable Development Goals.
C1 [McGowan, Nadia] UNIR, Ctr Invest Transferencia & Innovac CITEI, Madrid 28224, Spain.
   [Lopez-Serrano, Aida; Burgos, Daniel] UNIR, Res Inst Innovat & Technol Educ UNIR iTED, Madrid 28224, Spain.
C3 Universidad Internacional de La Rioja (UNIR); Universidad Internacional
   de La Rioja (UNIR)
RP López-Serrano, A (corresponding author), UNIR, Res Inst Innovat & Technol Educ UNIR iTED, Madrid 28224, Spain.
EM aida.lopez@unir.net
RI McGowan, Nadia/AAQ-8406-2021; Burgos, Daniel/G-2435-2017
OI McGowan, Nadia/0000-0003-3584-4767; LOPEZ SERRANO,
   AIDA/0000-0001-9008-7960; Burgos, Daniel/0000-0003-0498-1101
FU European Union [GA 2019-1-IT02-KA203-062350]
FX This work has been partially co-funded by the European Union, through
   the Eramus+ Programme (GA 2019-1-IT02-KA203-062350).
NR 30
TC 1
Z9 1
U1 7
U2 10
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2079-9292
J9 ELECTRONICS-SWITZ
JI Electronics
PD MAR
PY 2023
VL 12
IS 6
AR 1432
DI 10.3390/electronics12061432
PG 13
WC Computer Science, Information Systems; Engineering, Electrical &
   Electronic; Physics, Applied
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science; Engineering; Physics
GA A8PC8
UT WOS:000957672600001
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Antoniadou, M
AF Antoniadou, Marilena
TI The House system: Evaluating its role in the experience of business
   students
SO INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
LA English
DT Article
DE Student experience; social support; higher education; house system
ID OF-CLASS EXPERIENCES; HIGHER-EDUCATION; UNIVERSITY; SUPPORT; TRANSITION;
   ENGAGEMENT; CONTEXT
AB This paper presents a case study of students' experiences of the House system, an innovative scheme introduced for business students, aiming to enhance student experience. The findings are based on a survey of 350 students and 4 group interviews. Analysis of the findings, both statistical and qualitative, indicated perceived clear benefits for the House system, including making friendships, being mentored by supportive staff and skills development. However, they also perceived disadvantages, particularly with regard to unawareness of the system, and limited extra-curriculum and employability activities. The paper concludes that active participation in the House system has a potentially useful role in creating a meaningful and collaborative environment amongst students and staff.
C1 [Antoniadou, Marilena] Manchester Metropolitan Univ, Fac Business & Law, Dept Management, Manchester, Lancs, England.
C3 Manchester Metropolitan University
RP Antoniadou, M (corresponding author), Manchester Metropolitan Univ, Fac Business & Law, Dept Management, Manchester, Lancs, England.
EM m.antoniadou@mmu.ac.uk
NR 36
TC 0
Z9 1
U1 0
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1470-3297
EI 1470-3300
J9 INNOV EDUC TEACH INT
JI Innov. Educ. Teach. Int.
PY 2017
VL 54
IS 4
BP 313
EP 324
DI 10.1080/14703297.2016.1146622
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EX1WZ
UT WOS:000403018800004
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Calamel, L
   Chabault, D
AF Calamel, Ludivine
   Chabault, Denis
TI The Role of Proximities in the Construction of Managerial Innovation in
   a Collaborative Context
SO JOURNAL OF INNOVATION ECONOMICS & MANAGEMENT
LA English
DT Article
DE Managerial Innovation; Interorganizational Collaboration; Labor Loan;
   HRM and Proximity
AB The dialogue between researchers in management and practitioners is increasingly intensive and regular. The objective of this research is to present a process of the co-creation of a new practice of human resources management: the labor loan for an ecosystem. For some time now, a number of French organizations have used an innovative human resources management system: the loan of labor. This system, which is regulated by French law, aims simultaneously at safeguarding local employment and at temporarily relieving companies of their payroll. The system also helps to develop the skills and employability of employees in an employment area. This research analyzes the emergence of this new practice in light of the analytical approach of proximity. A longitudinal and original methodological framework makes it possible to understand how the actors co-construct the devices of labor loan, in order to appropriate them and disseminate them within a pool of jobs. It also shows the significance of inter-organizational dynamics and the interactions between researchers and practitioners in the emergence of the system.
C1 [Calamel, Ludivine] Univ Grenoble Alpes ComUE, Grenoble Ecole Management, Grenoble, France.
   [Chabault, Denis] Univ Paris Saclay, Lab RITM EA 7360, St Aubin, France.
C3 Grenoble Ecole Management; Universite Paris Saclay
RP Calamel, L (corresponding author), Univ Grenoble Alpes ComUE, Grenoble Ecole Management, Grenoble, France.
EM ludivine.CALAMEL@grenoble-em.com; denis.chabault@u-psud.fr
NR 59
TC 2
Z9 2
U1 0
U2 5
PU DE BOECK UNIV
PI LOUVAIN-LA-NEUVE
PA FOND JEAN-PAQUES 4,, B-1348 LOUVAIN-LA-NEUVE, BELGIUM
EI 2032-5355
J9 J INNOV ECON MANAG
JI J. INNOV. ECON. MANAG.
PY 2020
IS 32
BP 107
EP 133
DI 10.3917/jie.032.0107
PG 27
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA LN2IM
UT WOS:000532767300005
DA 2024-02-21
ER

PT J
AU Picatoste, J
   Pérez-Ortiz, L
   Ruesga-Benito, SM
AF Picatoste, Jose
   Perez-Ortiz, Laura
   Miguel Ruesga-Benito, Santos
TI A new educational pattern in response to new technologies and
   sustainable development. Enlightening ICT skills for youth employability
   in the European Union
SO TELEMATICS AND INFORMATICS
LA English
DT Article
DE ICTs education; Youth employment; Higher education; Structural equation
   modelling
ID ENVIRONMENT; EMPLOYMENT; STUDENTS; POLICIES; HOME
AB The so-called fourth revolution is underway and its impact is appreciated in societies and in the way of life of people, particularly due to its effects on the labor market. The disruption generated by the fast changes point out to the immediacy of the needed changes in higher education for responding the new and changing world. The millenarians or digital natives are already used to living with technology, but the technological changes are so fast that if they do not prepare to face them, they will become obsolete soon. Hence the importance of continuous training and the need for institutions and companies to promote training courses for their employees. The higher education institutions have a key role on the promotion of knowledge and on the innovation, but this new scenario is an unexpected challenge that is difficult to face. Incorporating teaching of information and communications technology in universities within the curriculum, as a cross training topic, is a difficult but necessary challenge for preparing students for success in labor market. In this paper, the importance of training in ICTs to get a job is raised. An empirical study with EUROSTAT data is carried out and is limited to young people between 16 and 24 years old. Structural Equation Modelling is the applied method. The results indicate that informal ICTs training favors employment and training in computer management. The conclusions point to the need to providing channels of self-training or informal personal training to fit the needs and temporal and spatial availability of each.
C1 [Picatoste, Jose; Perez-Ortiz, Laura; Miguel Ruesga-Benito, Santos] Univ Autonoma Madrid, Dept Estruct Econ & Econ Desarrollo, Fac Ciencias Econ & Empresariales, Ciudad Univ Canto Blanco, E-28049 Madrid, Spain.
C3 Autonomous University of Madrid
RP Picatoste, J (corresponding author), Univ Autonoma Madrid, Dept Estruct Econ & Econ Desarrollo, Fac Ciencias Econ & Empresariales, Ciudad Univ Canto Blanco, E-28049 Madrid, Spain.
EM jose.picatoste@uam.es; laura.ortiz@uam.es; ruesga@uam.es
RI Picatoste, Xose/G-5078-2017; BENITO, SANTOS MIGUEL RUESGA/AAG-2003-2020;
   Rodrìguez, Antonio/C-5413-2018; Ortiz, Laura Pérez/C-9722-2012
OI Picatoste, Xose/0000-0002-9058-9044; Ortiz, Laura
   Pérez/0000-0003-3224-2269; RUESGA BENITO, SANTOS
   MIGUEL/0000-0002-9837-2261
NR 31
TC 35
Z9 40
U1 2
U2 58
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0736-5853
J9 TELEMAT INFORM
JI Telemat. Inform.
PD JUL
PY 2018
VL 35
IS 4
BP 1031
EP 1038
DI 10.1016/j.tele.2017.09.014
PG 8
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA GI8AL
UT WOS:000434744100029
DA 2024-02-21
ER

PT J
AU Van der Heijden, BIJM
   Van Vuuren, TCV
   Kooij, DTAM
   de Lange, AH
AF Van der Heijden, Beatrice I. J. M.
   Van Vuuren, Tinka C. V.
   Kooij, Dorien T. A. M.
   de lange, Annet H.
TI Tailoring professional development for teachers in primary education The
   role of age and proactive personality
SO JOURNAL OF MANAGERIAL PSYCHOLOGY
LA English
DT Article
DE Age; Proactive personality; Developmental opportunities; Self-perceived
   employability; Work engagement
ID COMMON METHOD VARIANCE; JOB DEMANDS; EMPLOYABILITY ENHANCEMENT; WORK
   ENGAGEMENT; RESOURCES; BEHAVIOR; MODEL; ANTECEDENTS; OUTCOMES; STRESS
AB Purpose - The aim of this survey study among N = 180 Dutch teachers was to examine the moderating role of calendar age and proactive personality in the relationships between developmental opportunities, on the one hand, and work engagement and self-perceived employability, on the other. The paper aims to discuss these issues.
   Design/methodology/approach - Hierarchical regression analyses have been used, illustrated by means of quotes - gathered through open questions in the survey - to support the quantitative findings.
   Findings - A significant interaction effect between calendar age and developmental opportunities in relation to self-perceived employability, but not to work engagement, has been found, revealing stronger positive effects for developmental opportunities among older workers than among younger ones.
   Research limitations/implications - The present study provides a starting-point for further research on professional development in other occupational settings.
   Practical implications - The use of age-conscious developmental opportunities is a powerful tool in encouraging life-long learning.
   Social implications - Improvement in teachers' engagement and employability will enhance their performance, will consequently lead to better pupil performance, and will contribute to the wider status of the profession, meaning that more young talented people will seriously consider working in the field and thereby helping to address the urgent need for more teaching staff.
   Originality/value - This study increases the knowledge of professional development among teachers and examines to what extent age and proactivity play a role in this regard. The results of the empirical work challenge dominant views on age-related declines and losses, and invite the authors to continue scholarly work in this field focussing upon long-term intra-individual development.
C1 [Van der Heijden, Beatrice I. J. M.] Radboud Univ Nijmegen, Inst Management Res, NL-6525 ED Nijmegen, Netherlands.
   [Van der Heijden, Beatrice I. J. M.; Van Vuuren, Tinka C. V.] Open Univ Netherlands, Sch Management, Heerlen, Netherlands.
   [Van der Heijden, Beatrice I. J. M.] Univ Twente, Sch Management & Governance, NL-7500 AE Enschede, Netherlands.
   [Van Vuuren, Tinka C. V.] APG Loyalis, Heerlen, Netherlands.
   [Kooij, Dorien T. A. M.] Tilburg Univ, Dept Human Resource Studies, Sch Social & Bahav Sci, NL-5000 LE Tilburg, Netherlands.
   [de lange, Annet H.] HAN Univ Appl Sci, Dept HRM, Fac Econ & Management, Arnhem, Netherlands.
   [de lange, Annet H.] HAN Univ Appl Sci, Dept HRM, Fac Econ & Management, Nijmegen, Netherlands.
   [de lange, Annet H.] Radboud Univ Nijmegen, Dept Psychol, NL-6525 ED Nijmegen, Netherlands.
   [de lange, Annet H.] Univ Stavanger, Norwegian Sch Hotel Management, Stavanger, Norway.
C3 Radboud University Nijmegen; Open University Netherlands; University of
   Twente; Tilburg University; Radboud University Nijmegen; Universitetet i
   Stavanger
RP Van der Heijden, BIJM (corresponding author), Radboud Univ Nijmegen, Inst Management Res, NL-6525 ED Nijmegen, Netherlands.
EM b.vanderheijden@fm.ru.nl
RI van Vuuren, Tinka C.V./I-2186-2018; de Lange, annet/GPF-7985-2022; Van
   der Heijden, Beatrice I.J.M./D-5537-2012
OI van Vuuren, Tinka/0000-0003-0052-3234
NR 67
TC 25
Z9 33
U1 1
U2 33
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0268-3946
EI 1758-7778
J9 J MANAGE PSYCHOL
JI J. Manage. Psychol.
PY 2015
VL 30
IS 1
SI SI
BP 22
EP 37
DI 10.1108/JMP-07-2014-0211
PG 16
WC Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Psychology; Business & Economics
GA CC7YG
UT WOS:000350584100003
DA 2024-02-21
ER

PT J
AU Ilmarinen, J
AF Ilmarinen, J
TI Ageing workers in Finland and in the European Union: Their situation and
   the promotion of their working ability, employability and employment
SO GENEVA PAPERS ON RISK AND INSURANCE-ISSUES AND PRACTICE
LA English
DT Article
C1 Finnish Inst Occupat Hlth, Helsinki, Finland.
C3 Finnish Institute of Occupational Health
RP Ilmarinen, J (corresponding author), Finnish Inst Occupat Hlth, Helsinki, Finland.
NR 6
TC 19
Z9 20
U1 0
U2 19
PU BLACKWELL PUBL LTD
PI OXFORD
PA 108 COWLEY RD, OXFORD OX4 1JF, OXON, ENGLAND
SN 1018-5895
J9 GENEVA PAP R I-ISS P
JI Geneva Pap. Risk Insur.-Issues Pract.
PD OCT
PY 2001
VL 26
IS 4
BP 623
EP 641
DI 10.1111/1468-0440.00144
PG 19
WC Business, Finance
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 487JQ
UT WOS:000171872300009
DA 2024-02-21
ER

PT J
AU Abadi, HA
   Coetzer, A
   Roxas, H
   Pishdar, M
AF Abadi, Hossein Ali
   Coetzer, Alan
   Roxas, Hernan 'Banjo'
   Pishdar, Mahsa
TI Informal learning and career identity formation: the mediating role of
   work engagement
SO PERSONNEL REVIEW
LA English
DT Article; Early Access
DE Career management; Career identity; Human resource management; Iran;
   Workplace learning
ID GOAL ORIENTATION; FEEDBACK ORIENTATION; EMPLOYABILITY; ANTECEDENTS;
   SEEKING; PERSPECTIVE; PERFORMANCE; ENVIRONMENT; MOTIVATION; BEHAVIORS
AB Purpose The aim of the study is to extend prior research on career identity formation by investigating whether individuals' participation in informal workplace learning activities positively relates to career identity. The study also examines whether work engagement significantly mediates the participation in informal learning and career identity relationship. Design/methodology/approach Using data from a survey of 313 individuals in Iran, the study developed and tested measurement and structural models and employed partial least squares structural equation modelling to test the hypotheses. Findings The findings suggest that work engagement substantially mediates the positive relationship between participation in informal learning and career identity. Furthermore, the learning potential of the workplace and the propensities of individuals to actively approach situations that provide them with opportunities to learn and seek feedback on their performance have positive although varying relations with levels of participation in informal learning. Practical implications Human resource management and career management specialists must be cognisant of the central role that employee participation in informal learning plays in strengthening their work engagement and career identity. Learning and development specialists should seek to create conditions in the work environment that are favourable to informal learning and work engagement. Originality/value Although the role of formal development programmes in career identity formation is well documented, studies that examine links between participation in informal learning activities and career identity are very rare. Furthermore, there are no known studies that examine the potential mediating role of work engagement in the relationship between participation in informal learning activities and career identity.
C1 [Abadi, Hossein Ali] Edith Cowan Univ, Sch Business & Law, Joondalup Campus, Joondalup, Australia.
   [Coetzer, Alan] Edith Cowan Univ, Sch Business & Law, Perth, WA, Australia.
   [Roxas, Hernan 'Banjo'] Deakin Univ, Fac Business & Law, Burwood, Australia.
   [Pishdar, Mahsa] Univ Tehran, Coll Farabi, Fac Management & Accounting, Dept Ind & Technol Management, Tehran, Iran.
C3 Edith Cowan University; Edith Cowan University; Deakin University;
   University of Tehran
RP Abadi, HA (corresponding author), Edith Cowan Univ, Sch Business & Law, Joondalup Campus, Joondalup, Australia.
EM h.aliabadi@ecu.edu.au
RI Coetzer, Alan/HHN-4077-2022; pishdar, Mahsa/JSK-6110-2023; Abadi,
   Hossein Ali/AAM-8044-2020; Ali Abadi, Hossein/AGP-5761-2022
OI pishdar, Mahsa/0000-0003-4517-8796; Abadi, Hossein
   Ali/0000-0003-4606-9962; Ali Abadi, Hossein/0000-0003-4606-9962;
   Coetzer, Alan/0000-0001-9681-0769
NR 90
TC 5
Z9 5
U1 10
U2 35
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0048-3486
EI 1758-6933
J9 PERS REV
JI Pers. Rev.
PD 2023 FEB 20
PY 2023
VL 52
IS 1
BP 363
EP 381
DI 10.1108/PR-02-2021-0121
EA FEB 2022
PG 19
WC Industrial Relations & Labor; Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Psychology
GA 9C1IZ
UT WOS:000763378300001
DA 2024-02-21
ER

PT J
AU Ricci, A
   Crivellaro, F
   Bolzani, D
AF Ricci, Aurora
   Crivellaro, Francesca
   Bolzani, Daniela
TI Perceived Employability of Highly Skilled Migrant Women in STEM:
   Insights from Labor Market Intermediaries' Professionals
SO ADMINISTRATIVE SCIENCES
LA English
DT Article
DE highly skilled migration; highly skilled migrants; international
   migrants; labor market intermediaries; women; gender and Europe
ID SELF-INITIATED EXPATRIATION; JOB INSECURITY; MIGRATION; EXPERIENCES;
   IMMIGRANTS; VALIDATION; EMPLOYMENT; DIMENSIONS; MANAGEMENT; MEDIATION
AB While global economies are in a tremendous need for talented workers that could fill vacancies in Science, Technology, Engineering, and Mathematics (STEM) fields, available evidence shows that highly skilled migrants with a background in these fields are not protected from brain waste and deskilling. In this paper, we add to the previous literature on the employability of highly skilled migrant women from the specific-and under-investigated-perspective of labor market intermediaries. We specifically investigate what the barriers and resources are for employability of highly skilled migrant women in STEM, as perceived by labor market intermediaries' professionals; and what the training needs are that labor market intermediaries' professionals perceive to effectively work with this target group. We use unique explorative survey data collected in 2018 in five countries (Greece, Hungary, Italy, Sweden, United Kingdom) from professionals working in diverse labor market intermediary organizations. We find that these professionals perceive the employability of migrant women in STEM as rather low, and strongly determined by migrant women's psychological capital. Professionals in Southern Europe perceive structural barriers as more important than those in other countries. Professionals display training needs related to ad-hoc mentoring and networking competences for this specific target group. We discuss theoretical and practical implications.
C1 [Ricci, Aurora; Crivellaro, Francesca] Univ Bologna, Dept Educ Studies Giovanni Maria Bertin, I-40126 Bologna, Italy.
   [Bolzani, Daniela] Univ Bologna, Dept Management, I-40126 Bologna, Italy.
C3 University of Bologna; University of Bologna
RP Bolzani, D (corresponding author), Univ Bologna, Dept Management, I-40126 Bologna, Italy.
EM aurora.ricci@unibo.it; francesca.crivellar4@unibo.it;
   daniela.bolzani@unibo.it
OI CRIVELLARO, FRANCESCA/0000-0002-7637-8865; Ricci,
   Aurora/0000-0002-2924-4688
FU Erasmus Plus Project EUMentorSTEM-Creation of a EUropean e-platform of
   MENTORing and coaching for promoting migrant women in Science,
   Technology, Engineering and Mathematics" [2017-1-IT02-KA204-036520]
FX The study was conducted as part of the Erasmus Plus Project
   EUMentorSTEM-Creation of a EUropean e-platform of MENTORing and coaching
   for promoting migrant women in Science, Technology, Engineering and
   Mathematics"(2017-1-IT02-KA204-036520) coordinated by the University of
   Bologna (2017-2019).
NR 87
TC 8
Z9 8
U1 2
U2 17
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2076-3387
J9 ADM SCI
JI Adm. Sci.
PD MAR
PY 2021
VL 11
IS 1
AR 7
DI 10.3390/admsci11010007
PG 17
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA RC7XI
UT WOS:000633008600001
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Sung, C
   Connor, A
   Chen, JE
   Lin, CC
   Kuo, HJ
   Chun, J
AF Sung, Connie
   Connor, Annemarie
   Chen, June
   Lin, Chien-Chun
   Kuo, Hung-Jen
   Chun, Jina
TI Development, feasibility, and preliminary efficacy of an
   employment-related social skills intervention for young adults with
   high-functioning autism
SO AUTISM
LA English
DT Article
DE adolescents; Assistive Soft Skills and Employment Training; autism
   spectrum disorder; employment; soft skills; work-related social skills;
   young adults
ID SPECTRUM DISORDERS; ASPERGER SYNDROME; ADOLESCENTS; INDIVIDUALS;
   CHILDREN; YOUTH; WORK; PERCEPTIONS; CHALLENGES; BELIEFS
AB This article details the iterative development, feasibility, and preliminary efficacy of an 8-week work-related social skills intervention, Assistive Soft Skills and Employment Training, for young adults with high-functioning autism spectrum disorder. In this mixed-methods study, pre- and post-intervention surveys, interviews, and functional measures were used to gather information on the program's feasibility, user acceptability, practicality, and preliminary efficacy. Results indicate that Assistive Soft Skills and Employment Training graduates showed significant improvements in work-related social skills knowledge, social functioning, and social/empathy self-efficacy. Participants and group facilitators also reported high satisfaction with program activities, training modalities, frequency, and duration of the intervention. Results support expanded use of group-based, work-related, social skills interventions for young adults with high-functioning autism spectrum disorder. Moreover, these findings, though preliminary, suggest that manualized, empirically based programs like Assistive Soft Skills and Employment Training promote improved social functioning, self-confidence, engagement, and adherence to training, as well as broader impacts, including improved sense of belonging and greater employability in this traditionally underserved population.
C1 [Sung, Connie; Chun, Jina] Michigan State Univ, 620 Farm Lane,Room 460, E Lansing, MI 48824 USA.
   [Connor, Annemarie] Florida Gulf Coast Univ, Ft Myers, FL USA.
   [Chen, June] East China Normal Univ, Shanghai, Peoples R China.
   [Lin, Chien-Chun] Western Oregon Univ, Monmouth, OR USA.
   [Kuo, Hung-Jen] Calif State Univ Los Angeles, Los Angeles, CA 90032 USA.
C3 Michigan State University; State University System of Florida; Florida
   Gulf Coast University; East China Normal University; Western Oregon
   University; California State University System; California State
   University Los Angeles
RP Sung, C (corresponding author), Michigan State Univ, 620 Farm Lane,Room 460, E Lansing, MI 48824 USA.
EM csung@msu.edu
RI Kuo, Hung Jen/AAS-4822-2020
OI Kuo, Hung Jen/0000-0001-8365-4760
FU Center for Research in Autism, Intellectual, and Other
   Neurodevelopmental Disabilities, Michigan State University
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was supported by the Center for Research in Autism, Intellectual, and
   Other Neurodevelopmental Disabilities, Michigan State University.
NR 59
TC 34
Z9 45
U1 2
U2 40
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1362-3613
EI 1461-7005
J9 AUTISM
JI Autism
PD AUG
PY 2019
VL 23
IS 6
BP 1542
EP 1553
DI 10.1177/1362361318801345
PG 12
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA II6ZH
UT WOS:000475341600019
PM 30582341
DA 2024-02-21
ER

PT J
AU Sim, AKS
   Tan, KL
   Sia, JKM
   Hii, ISH
AF Sim, Adriel K. S.
   Tan, Kim-Lim
   Sia, Joseph Kee-Ming
   Hii, Ivy S. H.
TI Students' choice of international branch campus in Malaysia: a gender
   comparative study
SO INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT
LA English
DT Article; Early Access
DE Partial least squares-multigroup analysis; Gender; Students'
   institutional choice; International branch campus; Higher education;
   Malaysia
ID HIGHER-EDUCATION; UNIVERSITY CHOICE; DECISION; CRITERIA; QUALITY; PLS;
   EMPLOYABILITY; PERCEPTIONS; ISSUES; CHOOSE
AB Purpose In the last decade, female students' enrolment in higher education has experienced significant growth. However, male and female students still differ in criteria set of choosing higher education institutions. While several studies have been disentangled in developed countries in analyzing gender differences in pursuing higher education, a similar area of studies conducted in developing countries is scarce. The purpose of this study is to examine gender differences and the factors that influence first-year students' choice of higher education in a developing country. Design/methodology/approach The study involved 575 students who were either enrolled in an undergraduate or foundation program of an international branch campus. We tested the hypotheses using partial least squares multigroup analysis (PLS-MGA). Findings Our results revealed that graduate employability, information sources, program characteristics, institution characteristics and campus safety were influential factors affecting the students' institutional choice. The MGA results also indicated that gender differences exist in selecting higher education institutions. Male students are more strongly influenced by information sources such as family, friends, media compared with female students. Originality/value Very few international branch campus choice studies explore gender differences in developing countries. This study enriches the current literature of institutional choice through the lens of an Asian developing country and extends the discourse regarding the role of gender in influencing students' institutional choice, of which they are commonly overlooked in most literature. The study has significant implications for student recruitment managers in higher education institution to develop marketing strategies targeting to potential male and female students.
C1 [Sim, Adriel K. S.; Sia, Joseph Kee-Ming; Hii, Ivy S. H.] Curtin Univ Malaysia, Miri, Malaysia.
   [Tan, Kim-Lim] BNU HKBU United Int Coll, Zhuhai, Peoples R China.
   [Tan, Kim-Lim] Univ Newcastle, Singapore, Singapore.
C3 Curtin University Malaysia; Beijing Normal University - Hong Kong
   Baptist University United International College; University of Newcastle
RP Tan, KL (corresponding author), BNU HKBU United Int Coll, Zhuhai, Peoples R China.; Tan, KL (corresponding author), Univ Newcastle, Singapore, Singapore.
EM adriel.sim@curtin.edu.my; tan.kim.lim@postgrad.curtin.edu.my;
   joseph@curtin.edu.my; ivy.hii@postgrad.curtin.edu.my
RI sia, joseph/HPC-0265-2023; Sim, Adriel K S/AGH-1969-2022; Sim, Adriel K
   S/JAD-2378-2023; Sia, Joseph Kee-Ming/ABM-1421-2022
OI sia, joseph/0000-0002-7829-2635; Sim, Adriel K S/0000-0003-0550-2096;
   Tan, Kim Lim/0000-0001-8343-5103
FU Office of Research and Development, Curtin University Malaysia
FX The authors acknowledge the funding from the Office of Research and
   Development, Curtin University Malaysia, for the conduct of this study.
NR 71
TC 14
Z9 14
U1 1
U2 17
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0951-354X
EI 1758-6518
J9 INT J EDUC MANAG
JI Int. J. Educ. Manag.
PD 2021 JAN 4
PY 2021
VL 35
IS 1
BP 87
EP 107
DI 10.1108/IJEM-01-2020-0027
EA SEP 2020
PG 21
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA PM1TA
UT WOS:000568063600001
DA 2024-02-21
ER

PT J
AU van Leeuwen, EH
AF van Leeuwen, Evelien H.
TI Take care of your professionals: Managerial attention for sustainable
   employability
SO GEDRAG & ORGANISATIE
LA English
DT Article
DE sustainable employability; managerial support; people management;
   professionals
ID PERCEIVED EMPLOYABILITY; HYBRID PROFESSIONALISM; PERFORMANCE; WORK;
   MANAGEMENT
AB The sustainable employability of healthcare professionals, that is the extent to which they are able and willing to continue working until retirement age, is being challenged. Managers can play an important role in supporting employees in their employability, according to the HRM literature. However, the central role of managers is discussed in the literature on professionalism, where the autonomous and self-directed professional has a central position. This explorative study investigated what role managers (can) play in the sustainable employability of medical specialists and factors that promote and hinder this. This was investigated in 21 qualitative interviews with 6 medical leaders and 15 medical specialists. The results show that many medical specialists would like more personal attention and tailor-made policies in order to continue working. Many medical specialists feel they do not get enough support from their line manager in their sustainable employability. Most managers also indicate that they pay little attention to these matters. According to medical specialists, many managers lack the knowledge and competences for their managerial tasks, because of their professional background. According to some line managers, medical specialists themselves are responsible for their sustainable employability. In addition, a strong emphasis on production prevents managers from discussing sustainable employability. The respondents make various sug-gestions in order to improve the support given to medical specialists as far as sustainable employability is concerned.
C1 [van Leeuwen, Evelien H.] Univ Utrecht, UMC, Utrecht, Netherlands.
   [van Leeuwen, Evelien H.] Univ Utrecht, Fac Bestuurs & Organisatiewetenschap, Utrecht, Netherlands.
   [van Leeuwen, Evelien H.] Univ Utrecht, Fac Bestuurs & Organisatiewetenschap USBO, Bijlhouwerstr 6, NL-3511 ZC Utrecht, Netherlands.
C3 Utrecht University; Utrecht University; Utrecht University
RP van Leeuwen, EH (corresponding author), Univ Utrecht, Fac Bestuurs & Organisatiewetenschap USBO, Bijlhouwerstr 6, NL-3511 ZC Utrecht, Netherlands.
EM e.h.vanleeuwen@uu.nl
NR 45
TC 1
Z9 1
U1 4
U2 21
PU UITGEVERIJ LEMMA B V
PI DEN HAAG
PA POSTBUS 85576, DEN HAAG, 2508 CG, NETHERLANDS
SN 0921-5077
EI 1875-7235
J9 GEDRAG ORGAN
JI Gedrag Organ.
PD JUN
PY 2022
VL 35
IS 2
BP 194
EP 219
DI 10.5117/Go2022.2.004.LEEU
PG 26
WC Psychology, Applied; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA 4U6EL
UT WOS:000858884700004
DA 2024-02-21
ER

PT J
AU López, IC
   Rodríguez-López, B
AF Calero Lopez, Inmaculada
   Rodriguez-Lopez, Beatriz
TI The relevance of transversal competences in vocational education and
   training: a bibliometric analysis
SO EMPIRICAL RESEARCH IN VOCATIONAL EDUCATION AND TRAINING
LA English
DT Article
DE Transversal competences; Soft skills; Employability; Vocational
   education and training
ID SKILLS; STUDENTS; KNOWLEDGE; YOUTH
AB Vocational Education and Training (VET) programmes have included the acquisition of transversal competences in their curricula as a tool to increase employability. The number of researches has exponentially grown in the last years, emphasizing its relevance and the multiple approaches and factors involved in the learning process. The present bibliometric study aims to provide an overview of the scientific research carried out during the last 10 years and to shed some light on several relevant topics in this field. The results indicate the need to improve students' transversal competences in order to meet the demands of the labour market, the importance of the collaboration of all the actors involved in the process (policy makers, industry and educators) and from a pedagogical point of view, the necessity of introducing new teaching approaches to implement and assess the acquisition of transversal competences. However, and despite the surge of interest in the study of transversal competences in the last decade, further empirical research is needed, especially at Vocational Education and Training level, to understand how transversal competences develop and what kind of initiatives have an impact of their acquisition.
C1 [Calero Lopez, Inmaculada; Rodriguez-Lopez, Beatriz] Univ Nacl Educ Distancia, Madrid, Spain.
C3 Universidad Nacional de Educacion a Distancia (UNED)
RP López, IC (corresponding author), Univ Nacl Educ Distancia, Madrid, Spain.
EM icalero11@alumno.uned.es
RI Rodríguez-López, Beatriz/HTL-3435-2023
OI Rodriguez-Lopez, Beatriz/0000-0001-9449-6948
NR 56
TC 12
Z9 13
U1 7
U2 21
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
EI 1877-6345
J9 EMPIR RES VOCAT EDUC
JI Empir. Res. Vocat. Educ.
PD NOV 6
PY 2020
VL 12
IS 1
AR 12
DI 10.1186/s40461-020-00100-0
PG 19
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA ON7TB
UT WOS:000586897200001
PM 34777637
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Handley, F
AF Handley, Fiona
TI Developing Archaeological Pedagogies in Higher Education: Addressing
   Changes in the Community of Practice of Archaeology
SO HISTORIC ENVIRONMENT-POLICY & PRACTICE
LA English
DT Article
DE archaeology; communities of practice; curriculum development;
   employability; heritage; pedagogy; situated learning
AB This paper considers how the pedagogy of archaeological teaching in higher education should respond to the changing employment profile of archaeology and the heritage sector. It uses Wenger's model of communities of practice (CoPs) to explore changes in the archaeological CoP and to generate ideas about new archaeological pedagogies. CoPs is a model of learning that is particularly useful for vocational subjects where learning focuses on creating new members through legitimising peripheral participation. This model is based on social learning and the transformation of identity, and is especially relevant to understanding archaeological teaching with its distinctive pedagogic activities such as fieldwork that bridges the professional/novice divide. This paper proposes that archaeology teaching prepares students for a variety of different and dynamic engagements within and outside their CoP in response to fewer full-time permanent career opportunities, for example, temporary employment, re-training, and campaigning, with the aim of ensuring the CoP's sustainability. This involves developing a range of sophisticated pedagogic solutions that move beyond a focus on transferable skills.
C1 [Handley, Fiona] Univ Brighton, Brighton BN1 9PH, E Sussex, England.
C3 University of Brighton
RP Handley, F (corresponding author), Univ Brighton, Ctr Learning & Teaching, M104 Mayfield House, Brighton BN1 9PH, E Sussex, England.
EM f.handley@brighton.ac.uk
NR 51
TC 1
Z9 1
U1 0
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1756-7505
EI 1756-7513
J9 HIST ENVIRON POLICY
JI Hist. Env.-Policy Pract.
PD SEP
PY 2015
VL 6
IS 2
BP 156
EP 166
DI 10.1179/1756750515Z.00000000080
PG 11
WC Humanities, Multidisciplinary
WE Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Arts & Humanities - Other Topics
GA CX0LS
UT WOS:000365388700004
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Gonzálvez, C
   Marhuenda-Fluixá, F
AF Gonzalvez, Carolina
   Marhuenda-Fluixa, Fernando
TI Programs' Efficacy to Develop Employable Skills for People With
   Functional Diversity: A Meta-Analysis
SO INTERNATIONAL JOURNAL FOR RESEARCH IN VOCATIONAL EDUCATION AND
   TRAINING-IJRVET
LA English
DT Article
DE Employability; Transition From Education and Training to Employment;
   People; With Disability; Career Planning; Vocational Education and
   Training; VET
ID SELF-DETERMINATION; YOUNG-ADULTS; VOCATIONAL INTERVENTIONS; SECONDARY
   STUDENTS; EMPLOYMENT SKILLS; AUTISM; DISABILITIES; TRANSITION; SCHOOL;
   YOUTH
AB Purpose: Promoting the labour integration of people with functional diversity is a key element to achieve their social inclusion. This meta-analysis aims to examine the effectiveness of experimental programs in developing employable skills for people with disabilities.
   Methods: Literature searches up to June 2019 were conducted in four databases (Web of Science, Scopus, PsycINFO and ERIC). Studies that met the following criteria were selected: (1) The program should develop employable skills; (2) the participants should be people with functional diversity; (3) the study should have a design with an experimental group and a control group as well as pretest and posttest measurements; (4) the study had to provide enough data to calculate the effect sizes; and (5) the study had to be written in English or Spanish. 67 independent studies met the selection criteria, among 14 articles published between 1998 and 2019.
   Results: The results revealed mean effect sizes in favour of the experimental group for the set of all studies according to data reported by people with functional diversity, as well as according their relatives and teachers. The two dimensions of the programs with a significant effect size in favour of the experimental group were interview skills and careerplanning. Furthermore, it was found that the programs showed a higher degree of effectiveness in groups formed only by people with intellectual disabilities, with a lower educational level, whose duration ranged from six to twelve months. This was particularly the case with participants from Spain and Australia.
   Conclusion: Promoting the labour insertion of people with disability is a key element to achieve their social inclusion. Programs that support and develop employability and that are conducted upon experimental conditions do have a positive impact upon young people with functional diversity. Upon the results, we discuss practical implications for integrating disabled persons into the labour market.
C1 [Gonzalvez, Carolina] Univ Alicante, Dept Dev Psychol & Teaching, Ctra San Vicente S-N, San Vicent Del Raspeig 03690, Spain.
   [Marhuenda-Fluixa, Fernando] Univ Valencia, Dept Didact, Avda Blasco Ibanez 30, Valencia 46010, Spain.
   [Marhuenda-Fluixa, Fernando] Univ Valencia, Sch Org, Avda Blasco Ibanez 30, Valencia 46010, Spain.
C3 Universitat d'Alacant; University of Valencia; University of Valencia
RP Gonzálvez, C (corresponding author), Univ Alicante, Dept Dev Psychol & Teaching, Ctra San Vicente S-N, San Vicent Del Raspeig 03690, Spain.
EM carolina.gonzalvez@ua.es
RI Marhuenda-Fluixá, Fernando/JZE-5475-2024; Dubisetty, Mallikarjuna
   Rao/JWO-4481-2024
OI Marhuenda-Fluixá, Fernando/0000-0001-5168-2804; 
FU Department of Didactics and School Organization (University of Valencia)
FX The authors thank the Department of Didactics and School Organization
   (University of Valencia) for its support for Carolina Gonzalvez to
   conduct a postdoctoral research stay under the supervision of Professor
   Fernando Marhuenda from 27 May 2019 to 28 June 2019, when Carolina
   Gonzalvez enjoyed a research-leave from the University of Alicante,
   where she is located. This article is the result of the research work
   initiated and developed to a relevant stage during that period:
   Definition of the research question, selection criteria and first
   analysis of results.
NR 109
TC 1
Z9 1
U1 5
U2 12
PU VETNET-EUROPEAN RESEARCH NETWORK VOCATIONAL EDUCATION & TRAINING
PI BREMEN
PA C/O UNIV BREMEN, INST TECHNOLOGY & EDUCATION-ITB, AM FALLTURN 1, BREMEN,
   GERMANY
SN 2197-8638
EI 2197-8646
J9 INT J RES VOCAT EDUC
JI Int. J. Res. Vocat. Educ. Train-IJRVET
PD DEC
PY 2021
VL 8
IS 3
BP 300
EP 333
DI 10.13152/IJRVET.8.3.3
PG 34
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 7C3SR
UT WOS:000899737000003
OA Green Published, Green Submitted, gold
DA 2024-02-21
ER

PT J
AU Pace, F
   Sciotto, G
AF Pace, Francesco
   Sciotto, Giulia
TI Undergraduate students' career resources: Validation of the Italian
   version of the career resources questionnaire
SO INTERNATIONAL JOURNAL FOR EDUCATIONAL AND VOCATIONAL GUIDANCE
LA English
DT Article; Early Access
DE Career resources; Career preparedness; Employability
ID SELF-EFFICACY SCALE; PREDICTORS; SUCCESS; WORK; CONSTRUCTION;
   EXPLORATION; COMPETENCES; MANAGEMENT; IDENTITY; MODEL
AB In recent years, to better face university paths, the first approaches to the labor market, and then the actual university-to-work transition, university students are asked to have broader skills, such as the ability to network, to be involved in career-related issues, and to explore the characteristics of occupations as much as personal ones. This study aims to verify the psychometric properties of the Italian translation of the Career Resources Questionnaire-Adolescent version (CRQ-A; Marciniak et al., 2020) among two samples of undergraduate students (N-1 = 270; N-2 = 184). Differently from the original version, exploratory factor analysis and confirmatory factor analysis suggested a 10-factor structure. Reliability and validity were confirmed. The results indicate that the Italian version of CRQ-A is a valid multidimensional instrument for exploring undergraduate students' career preparedness, consequently favoring universities in their role of preparing students for the decoding of the labor market and themselves as future workers. Resume. Ces dernieres annees, pour mieux affronter les parcours universitaires, les premieres approches du marche du travail, puis la transition universite-travail proprement dite, on demande aux etudiants universitaires d'avoir des competences plus larges, telles que la capacite a travailler en reseau, a s'impliquer dans les questions liees a la carriere et a explorer les caracteristiques des professions autant que les caracteristiques personnelles. Cette etude vise a verifier les proprietes psychometriques de la traduction italienne du Career Resources Questionnaire-Adolescent version (CRQ-A ; Marciniak et al., 2020) aupres de deux echantillons d'etudiants de premier cycle (N1 = 270 ; N2 = 184). Contrairement a la version originale, l'analyse factorielle exploratoire et l'analyse factorielle confirmatoire ont suggere une structure a 10 facteurs. La fiabilite et la validite ont ete confirmees. Les resultats indiquent que la version italienne du CRQ-A est un instrument multidimensionnel valable pour explorer la preparation a la carriere des etudiants de premier cycle, ce qui favorise les universites dans leur role de preparation des etudiants au decodage du marche du travail et d'eux-memes en tant que futurs travailleurs. Zusammenfassung. In den letzten Jahren wird von Universitatsstudenten verlangt, dass sie uber umfassendere Fahigkeiten verfugen, wie z. B. die Fahigkeit, sich zu vernetzen, sich mit berufsbezogenen Fragen zu befassen und die Merkmale von Berufen sowie personliche Eigenschaften zu erkunden, um den ubergang von der Universitat ins Berufsleben besser bewaltigen zu konnen. Diese Studie zielt darauf ab, die psychometrischen Eigenschaften der italienischen ubersetzung des Career Resources Questionnaire-Adolescent Version (CRQ-A; Marciniak et al., 2020) unter zwei Stichproben von Studenten (N1 = 270; N2 = 184) zu uberprufen. Anders als bei der Originalversion ergaben die explorative Faktorenanalyse und die konfirmatorische Faktorenanalyse eine 10-Faktoren-Struktur. Reliabilitat und Validitat wurden bestatigt.
   Die Ergebnisse deuten darauf hin, dass die italienische Version des CRQ-A ein valides multidimensionales Instrument zur Erforschung der Berufsvorbereitung von Studenten ist und somit die Universitaten in ihrer Rolle unterstutzt, Studenten auf die Entschlusselung des Arbeitsmarktes und auf sich selbst als zukunftige Arbeitnehmer vorzubereiten. Resumen. En los ultimos anos, para afrontar mejor las trayectorias universitarias, los primeros acercamientos al mercado laboral y, posteriormente, la propia transicion universidad-trabajo, se pide a los estudiantes universitarios que tengan habilidades mas amplias, como la capacidad de establecer redes de contactos, de implicarse en cuestiones relacionadas con la carrera profesional y de explorar las caracteristicas de las ocupaciones tanto como las personales. Este estudio tiene como objetivo verificar las propiedades psicometricas de la traduccion italiana del Cuestionario de Recursos de Carrera-Version para Adolescentes (CRQ-A; Marciniak et al., 2020) entre dos muestras de estudiantes universitarios (N1 = 270; N2 = 184). A diferencia de la version original, el analisis factorial exploratorio y el analisis factorial confirmatorio sugirieron una estructura de 10 factores. Se confirmaron la fiabilidad y la validez. Los resultados indican que la version italiana del CRQ-A es un instrumento multidimensional valido para explorar la preparacion profesional de los estudiantes universitarios, favoreciendo en consecuencia a las universidades en su papel de preparar a los estudiantes para la decodificacion del mercado laboral y a ellos mismos como futuros trabajadores.
C1 [Pace, Francesco] Univ Palermo, Dept Econ Business & Stat, Viale Sci, I-90128 Palermo, Italy.
   [Sciotto, Giulia] Univ Palermo, Dept Psychol Educ Sci & Human Movement, Viale Sci, I-90128 Palermo, Italy.
C3 University of Palermo; University of Palermo
RP Pace, F (corresponding author), Univ Palermo, Dept Econ Business & Stat, Viale Sci, I-90128 Palermo, Italy.
EM francesco.pace@unipa.it; giulia.sciotto@unipa.it
RI pace, francesco/I-7400-2012; Sciotto, Giulia/JOK-0394-2023
OI pace, francesco/0000-0002-9112-9576; Sciotto, Giulia/0000-0003-1704-423X
NR 37
TC 0
Z9 0
U1 11
U2 11
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1873-0388
EI 1573-1782
J9 INT J EDUC VOCAT GUI
JI Int. J. Educ. Vocat. Guid.
PD 2023 AUG 18
PY 2023
DI 10.1007/s10775-023-09616-9
EA AUG 2023
PG 23
WC Education & Educational Research; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA P4QM5
UT WOS:001050508900001
OA hybrid
DA 2024-02-21
ER

PT J
AU Yiend, J
   Tracy, DK
   Sreenan, B
   Cardi, V
   Foulkes, T
   Koutsantoni, K
   Kravariti, E
   Tchanturia, K
   Willmott, L
   Shergill, S
   Reedy, G
AF Yiend, Jenny
   Tracy, Derek K.
   Sreenan, Brian
   Cardi, Valentina
   Foulkes, Tina
   Koutsantoni, Katerina
   Kravariti, Eugenia
   Tchanturia, Kate
   Willmott, Lucy
   Shergill, Sukhi
   Reedy, Gabriel
TI Post graduate clinical placements: evaluating benefits and challenges
   with a mixed methods cross sectional design
SO BMC MEDICAL EDUCATION
LA English
DT Article
DE Clinical placements; Postgraduate clinical education; Academic
   psychology
ID SOCIAL-LEARNING SYSTEMS; COMMUNITIES; TEACHERS; SKILLS
AB Background: Systematic evaluations of clinical placements are rare, especially when offered alongside academic postgraduate courses. An evidence-based approach is important to allow pedagogically-driven provision, rather than that solely governed by opinion or market demand. Our evaluation assessed a voluntary clinical placement scheme allied to a mental health course.
   Methods: Data were collected over academic years 2010/11- 2013/14, from participating students (n = 20 to 58) and clinician supervisors (n = 10-12), using a mixed-methods cross-sectional design. Quantitative evaluation captured information on uptake, dropout, resource use, attitudes and experience, using standardized (the Placement Evaluation Questionnaire; the Scale To Assess the Therapeutic Relationship - Clinical version and the University of Toronto Placement Supervisor Evaluation) and bespoke questionnaires and audit data. Qualitative evaluation comprised two focus groups (5 clinicians, 5 students), to investigate attitudes, experience, perceived benefits, disadvantages and desired future developments. Data were analysed using framework analysis to identify a priori and emergent themes.
   Results: High uptake (around 70 placements per annum), low dropout (2-3 students per annum; 5 %) and positive focus group comments suggested placements successfully provided added value and catered sufficiently to student demand. Students' responses confirmed that placements met expectations and the perception of benefit remained after completion with 70 % (n = 14) reporting an overall positive experience, 75 % (n = 15) reporting a pleasant learning experience, 60 % (n = 12) feeling that their clinical skills were enhanced and 85 % (n = 17) believing that it would benefit other students. Placements contributed the equivalent of seven full time unskilled posts per annum to local health care services. While qualitative data revealed perceived 'mutual benefit' for both students and clinicians, this was qualified by the inherent limitations of students' time and expertise. Areas for development included fostering learning around professionalism and students' confidence on placement.
   Conclusions: The addition of healthcare placements to academic postgraduate taught courses can improve their attractiveness to applicants, benefit healthcare services and enhance students' perception of their learning experiences. Well-positioned and supported placement learning opportunities could become a key differentiator for academic courses, over potential competitors. However, the actual implications for student employability and achievement remain to be established.
C1 [Yiend, Jenny; Tracy, Derek K.; Sreenan, Brian; Kravariti, Eugenia; Shergill, Sukhi] Kings Coll London, Dept Psychosis Studies, Denmark Hill, London WC2R 2LS, England.
   [Foulkes, Tina; Koutsantoni, Katerina] Kings Coll London, Educ Support Team, Denmark Hill, London WC2R 2LS, England.
   [Cardi, Valentina; Tchanturia, Kate] Kings Coll London, Dept Psychol Med, Denmark Hill, London WC2R 2LS, England.
   [Tracy, Derek K.] Oxleas NHS Fdn Trust, London, England.
   [Willmott, Lucy] Univ Cambridge, Inst Criminol, London, England.
   [Reedy, Gabriel] Kings Coll London, Kings Learning Inst, London WC2R 2LS, England.
C3 University of London; King's College London; University of London;
   King's College London; University of London; King's College London;
   University of Cambridge; University of London; King's College London
RP Yiend, J (corresponding author), Kings Coll London, Dept Psychosis Studies, Denmark Hill, London WC2R 2LS, England.
EM jenny.yiend@kcl.ac.uk
RI Shergill, Sukhi S/G-7725-2011; Yiend, Jenny/AAQ-8439-2020; Tchanturia,
   Kate/H-1474-2011; Tracy, Derek/AAE-1155-2021
OI Yiend, Jenny/0000-0002-1967-6292; Tchanturia, Kate/0000-0001-8988-3265;
   Tracy, Derek/0000-0002-3609-9407; Cardi, Valentina/0000-0002-7763-7099;
   shergill, sukhi/0000-0003-4928-9100; Reedy, Gabriel/0000-0002-1839-1949
FU Maudsley Charity [514]
FX This work was funded by a grant from the South London and Maudsley
   Charitable Fund (now the Maudsley Charity) to the first author and team
   members; grant reference 514.
NR 22
TC 5
Z9 6
U1 0
U2 16
PU BIOMED CENTRAL LTD
PI LONDON
PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND
SN 1472-6920
J9 BMC MED EDUC
JI BMC Med. Educ.
PD FEB 16
PY 2016
VL 16
AR 64
DI 10.1186/s12909-016-0575-7
PG 11
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DD7BL
UT WOS:000370078600005
PM 26882894
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Kelleher, S
   FitzGerald, S
   Hegarty, J
AF Kelleher, Sean
   FitzGerald, Serena
   Hegarty, Josephine
TI Factors that influence nursing and midwifery students' intentions to
   study abroad: A qualitative study using the theory of planned behaviour
SO NURSE EDUCATION TODAY
LA English
DT Article
DE Belief elicitation; Midwifery students; Intentions; Nursing students;
   Study abroad; Theory of planned behaviour
ID PROFESSIONAL IDENTITY; HEALTH; DECISIONS; LANGUAGE; BARRIERS; CHOICE
AB Background: Future health care professionals need to be broadly-educated, adaptable individuals who have significant experience in the world beyond the classroom. Study abroad is an ideal means of developing some of the skills and attitudes that are not only valued among health professionals, but also have global applicability. Although internationalisation through study abroad is widely publicised as a preferred means of developing globally competent third level graduates very little is known about the factors that influence students' predisposition to study abroad, students decision making process and how various factors influence that process.
   Objectives: To explore the motivating factors that influence nursing and midwifery student's intentions to study abroad.
   Design: Qualitative descriptive.
   Setting: A third level institution in Ireland.
   Participants: A purposive sample (n = 25) of undergraduate nursing and midwifery students.
   Methods: Data were obtained individually and in a free response format by means of an open ended belief elicitation questionnaire. The theory of planned behaviour was used a theoretical framework to guide both the structure of the questionnaire and the content analysis.
   Results: The study's findings support earlier works in identifying the main behavioural, normative and control factors that influence a student's decision to study abroad and is the first study to recognise enhanced professional identity as a potential benefit of study abroad. Factors such as cultural sensitivity, employability, language and cost emerged as important issues in need of further investigation.
   Conclusions: The findings of this study have implications for administrators, academics, and others involved in the development of third level study abroad programmes for nursing and midwifery students. New methods which promote the perceived benefits of study abroad, address the perceived barriers and ultimately increase student participation are needed. (C) 2016 Elsevier Ltd. All rights reserved.
C1 [Kelleher, Sean; FitzGerald, Serena; Hegarty, Josephine] Univ Coll Cork, Sch Nursing & Midwifery, Cork, Ireland.
C3 University College Cork
RP Kelleher, S (corresponding author), Univ Coll Cork, Sch Nursing & Midwifery, Cork, Ireland.
EM s.kelleher@ucc.ie; serena.fitzgerald@ucc.ie; J.Hegarty@ucc.ie
OI Hegarty, Josephine/0000-0002-1663-4820
NR 52
TC 14
Z9 20
U1 2
U2 28
PU CHURCHILL LIVINGSTONE
PI EDINBURGH
PA JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE,
   LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND
SN 0260-6917
EI 1532-2793
J9 NURS EDUC TODAY
JI Nurse Educ. Today
PD SEP
PY 2016
VL 44
BP 157
EP 164
DI 10.1016/j.nedt.2016.05.019
PG 8
WC Education, Scientific Disciplines; Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Nursing
GA DV5YX
UT WOS:000383007700025
PM 27429346
DA 2024-02-21
ER

PT J
AU Zhong, LF
   Qian, ZC
   Wang, DD
AF Zhong, Lifeng
   Qian, Zhichao
   Wang, Dongdong
TI How does the servant supervisor influence the employability of
   postgraduates? Exploring the mechanisms of self-efficacy and academic
   engagement
SO FRONTIERS OF BUSINESS RESEARCH IN CHINA
LA English
DT Article
DE Servant supervision; Self-efficacy; Academic engagement; Employability;
   Conservation of resource theory; Postgraduates; Leadership
ID PROCEDURAL JUSTICE CLIMATE; PERCEIVED EMPLOYABILITY; STUDENT ENGAGEMENT;
   MULTILEVEL MODEL; MONTE-CARLO; LEADERSHIP; PERFORMANCE; RESOURCES;
   BEHAVIOR; STRESS
AB Drawing on the conservation of resource theory, this study investigates the mediating effects of self-efficacy and academic engagement in the relationship between servant supervision and postgraduates' employability. We conducted a field study with 598 postgraduates (students for the research-based master's degree and PhD candidates) enrolled in universities in China to test our hypotheses. We developed and tested a model contending that servant supervisors propagate servant supervision among postgraduates through postgraduates' self-efficacy and academic engagement, which indirectly influences postgraduates' employability. The results support the mediating effects of both self-efficacy and academic engagement on the relationship between servant supervision and postgraduates' employability. Finally, the theoretical and practical implications are discussed.
C1 [Zhong, Lifeng; Qian, Zhichao] Renmin Univ China, Business Sch, Beijing 100872, Peoples R China.
   [Wang, Dongdong] Nanjing Univ Finance & Econ, Nanjing 210046, Jiangsu, Peoples R China.
C3 Renmin University of China; Nanjing University of Finance & Economics
RP Qian, ZC (corresponding author), Renmin Univ China, Business Sch, Beijing 100872, Peoples R China.
EM qianzhichao2014@163.com
FU National Natural Science Foundation of China [71672190]
FX This research is supported by a grant from the National Natural Science
   Foundation of China (Contract/Grant Number: 71672190).
NR 86
TC 9
Z9 10
U1 2
U2 33
PU HIGHER EDUCATION PRESS
PI BEIJING
PA CHAOYANG DIST, 4, HUIXINDONGJIE, FUSHENG BLDG, BEIJING 100029, PEOPLES R
   CHINA
SN 1673-7326
EI 1673-7431
J9 FRONT BUS RES CHINA
JI Front. Bus. Res. China
PD MAY 15
PY 2020
VL 14
IS 1
AR 11
DI 10.1186/s11782-020-00079-1
PG 20
WC Business
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA LN5KR
UT WOS:000532976700001
OA hybrid, Green Published
DA 2024-02-21
ER

PT J
AU Dubel, P
   Pawlowska, A
AF Dubel, Przemyslaw
   Pawlowska, Anna
TI The Beneficiaries of Training Co-Financed by the ESF and Their
   Employability Market Orientation in Creating Labour Market
   Competitiveness
SO SUSTAINABILITY
LA English
DT Article
DE labour market; human capital; Employability Market Orientation;
   workpreneur; ESF; training; regional policy; labour market
   competitiveness
ID JOB-SEARCH; CAREER EXPLORATION; REEMPLOYMENT; IMPACT
AB The key objective of this article is to present the importance of human capital in the training process co-financed by the European Social Fund (ESF) in shaping sustainable economic development attitudes from the perspective of the labour market competitiveness. The presented research process focuses on the role of the psychological and competitive potential of individuals as workpreneurs on the modern labour market, showing an adaptive set of behaviours referred to as Employability Market Orientation. It has been assumed that one of its dimensions, which is Career Exploration, is of importance for the use of training as ESF interventions and is a manifestation of the scope of realization of the assumed goals under the European Union (EU) cohesion policy. CAWI type of research was carried out on a group of 840 Poles at the ages 18-60. The analysis of Pearson's r correlations led to the establishment of the existence of a relationship between participation in ESF training and Career Exploration (CE). Persons with high CE indicated more frequently than the remaining respondents that ESF training had increased their competitiveness on the labour market, whilst there were fewer of those who noted they had brought them no benefits. On the other hand, no relationship was identified between CE and non-participation in EFS training on account of poor adjustment of the offer to the needs of the labour market. A conclusion may thus be drawn from the obtained results that regions in which individuals show diverse levels of CE features will avail of the training co-financed from the ESF to a varying degree, regardless of their form or efficiency of their procedures. The role of human capital potential was thus confirmed in realizing the basic goals of the EU cohesion policy.
C1 [Dubel, Przemyslaw; Pawlowska, Anna] Univ Warsaw, Fac Management, PL-02678 Warsaw, Poland.
C3 University of Warsaw
RP Dubel, P; Pawlowska, A (corresponding author), Univ Warsaw, Fac Management, PL-02678 Warsaw, Poland.
EM pdubel@wz.uw.edu.pl; annap@wz.uw.edu.pl
OI Dubel, Przemyslaw/0000-0002-4658-6137
NR 30
TC 0
Z9 0
U1 1
U2 4
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD NOV
PY 2020
VL 12
IS 22
AR 9712
DI 10.3390/su12229712
PG 21
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA OZ0KB
UT WOS:000594624100001
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Picco, E
   Gragnano, A
   Miglioretti, M
AF Picco, Eleonora
   Gragnano, Andrea
   Miglioretti, Massimo
TI Italian Entertainment Professionals' Sustainable Employability: What
   Factors to Consider? A Network Analysis
SO SUSTAINABILITY
LA English
DT Article
DE entertainment professionals; sustainable employability; conversion
   factors; network analysis; precariousness
ID PERSPECTIVE; WORK; FRAMEWORK; VALIDITY
AB Sustainable employability (SE) refers to a worker's extensive set of capabilities to make a valuable and healthy contribution over time. Due to the high fragmentation and precariousness of their working conditions, entertainment professionals' SE is at risk. Methods: By considering valuable work, health, productivity, and long-term perspective capabilities as expressing entertainment professionals' SE, this study explored the unique pattern of associations among entertainment professionals' SE, conversion factors at personal (i.e., intrinsic motivation) and contextual levels (i.e., work-health balance external support and health climate, SE policies and social policies), and SE outcomes (i.e., life and job satisfaction and task performance), descriptive and network analyses were conducted in a sample of 123 Italian entertainment professionals. Results: Italian entertainment professionals' SE was associated with factors at all levels of conversion. Conversion factors at the organizational level (i.e., SE policies and social policies) had a higher predictability (i.e., practical potential) in the SE network, compared to factors at the personal level (i.e., intrinsic motivation). Conclusion. This study added empirical evidence to SE models based on the capability approach, by showing the central role of contextual factors in the development of an extensive set of entertainment professionals' capabilities.
C1 [Picco, Eleonora; Gragnano, Andrea; Miglioretti, Massimo] Univ Milano Bicocca, Dept Psychol, I-20126 Milan, Italy.
C3 University of Milano-Bicocca
RP Picco, E (corresponding author), Univ Milano Bicocca, Dept Psychol, I-20126 Milan, Italy.
EM eleonora.picco@unimib.it; andrea.gragnano@unimib.it;
   massimo.miglioretti@unimib.it
OI Miglioretti, Massimo/0000-0001-6719-1137
NR 50
TC 0
Z9 0
U1 0
U2 0
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD JAN
PY 2024
VL 16
IS 2
AR 663
DI 10.3390/su16020663
PG 16
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA GF9F6
UT WOS:001151361400001
OA gold
DA 2024-02-21
ER

PT J
AU Higdon, RD
   Stevens, J
AF Higdon, Rachel Delta
   Stevens, Jayne
TI Redefining employability: student voices mapping their dance journeys
   and futures
SO RESEARCH IN DANCE EDUCATION
LA English
DT Article
DE Higher education; employability; dance; cultural and creative
   industries; undergraduates
ID WORK
AB This paper explores dance students' understanding of employability and their views about their dance futures in order to inform higher education curricula and workforce development. The investigation focuses on the student experience on a Bachelor of Arts Honours degree course in Dance at an English university. First and final year undergraduate voices were sought, transcribed and analysed using grounded theory methodology. A key theme, explicit in the student data was that of journeying. Students referred to metaphors that related to journeys, travel, routes, roads and paths. The undergraduate students interviewed conceived of employability in dance as a journey from the beginning of the dance experience towards gaining and sustaining employment. The beginning stage of the journey was getting to university and in the liminal space of the first year, students focused solely on their dance experiences. By the final year, the students perceive their dance futures as diverse journeys of continuous development. The onward journey out of university for final year students is fuelled by a passion for dance, self-reliance and continuous learning. The student voice revealed a determination to forge a future in dance whilst recognising the obstacles; financial, emotional and physical that lay in their way.
C1 [Higdon, Rachel Delta] De Montfort Univ, Sch Appl Social Sci, Leicester, Leics, England.
   [Stevens, Jayne] De Montfort Univ, Sch Visual & Performing Arts, Leicester, Leics, England.
C3 De Montfort University; De Montfort University
RP Higdon, RD (corresponding author), De Montfort Univ, Sch Appl Social Sci, Leicester, Leics, England.
EM rhigdon@dmu.ac.uk
OI Higdon, Rachel/0000-0001-7851-2004
NR 57
TC 5
Z9 7
U1 0
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1464-7893
EI 1470-1111
J9 RES DANC EDUC
JI Res. Danc. Educ.
PY 2017
VL 18
IS 3
BP 301
EP 320
DI 10.1080/14647893.2017.1370451
PG 20
WC Dance
WE Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Dance
GA FS6KB
UT WOS:000419905200007
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Komljenovic, J
AF Komljenovic, Janja
TI Linkedin, platforming labour, and the new employability mandate for
   universities
SO GLOBALISATION SOCIETIES AND EDUCATION
LA English
DT Article
DE Digital platform; higher education; labour market; employability;
   LinkedIn
ID SOCIAL MEDIA
AB Students, academics and university administrators are increasingly using and producing digital platforms, including social media. This paper focuses on LinkedIn to start tackling the question of the effects on higher education as a sector, its actors and the established social practices. It argues that LinkedIn moves beyond the passivity of advertising to its users towards actively structuring digital labour markets, in which it strategically includes universities and its constituents. By introducing the term qualification altmetrics', the paper suggests that LinkedIn is building a global marketplace for skills to run in parallel to, or instead of university degrees. Qualification altmetrics might challenge the established practices of knowledge production and valuation.
C1 [Komljenovic, Janja] Univ Lancaster, Educ Res, Lancaster, England.
C3 Lancaster University
RP Komljenovic, J (corresponding author), Univ Lancaster, Educ Res, Lancaster, England.
EM j.komljenovic@lancaster.ac.uk
OI Komljenovic, Janja/0000-0001-5951-5189
FU European Commission FP7 People programme: Marie Curie Initial Training
   Network UNIKE (Universities in Knowledge Economies) [317452]
FX I wish to thank Chris Muellerleile and Nick Lewis for their helpful
   comments in developing this paper; and to Susan Robertson and Roger Dale
   for their support in this research. The usual disclaimer applies. This
   paper was developed with the financial support of the European
   Commission FP7 People programme: Marie Curie Initial Training Network
   UNIKE (Universities in Knowledge Economies), grant agreement number
   317452.
NR 71
TC 25
Z9 27
U1 1
U2 20
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1476-7724
EI 1476-7732
J9 GLOB SOC EDUC
JI Glob. Soc. Educ.
PD JAN 1
PY 2019
VL 17
IS 1
SI SI
BP 28
EP 43
DI 10.1080/14767724.2018.1500275
PG 16
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA HZ7RW
UT WOS:000469052100003
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Zare, MN
   Parvin, E
AF Zare, Mohsen Nazarzadeh
   Parvin, Ehsan
TI The reasons for the gap between academic education and the required
   skills of the labor market in Iran
SO JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Academic education; Iran's academic system; Labour market; Required
   skills
ID INDUSTRY COLLABORATION; EMPLOYABILITY SKILLS; UNIVERSITY
AB PurposeThe present study aims to investigate the reasons for the gap between academic education and the required skills of the labor market in Iran.Design/methodology/approachFor this purpose, the authors adopted a thematic analysis method. The participants in the study were connoisseurs from universities and research institutes in Iran, who were selected with purposeful sampling methods of snowball type. To collect the data, the authors used a semi-structured interview and performed a thematic analysis for data analysis.FindingsThe findings showed that the views and perceptions of the connoisseurs participating in the study about the reasons for the gap between academic education and the skills required in the labor market in Iran can be classified into four main themes including lack of attention to labor market needs in the academic curricula, lack of attention to practical and entrepreneurial skills in the academic curricula, the weak link between universities and industry and society, and shortage of academic resources and equipment in some academic disciplines.Originality/valueThe present study had three implications. First, the human capital theory, the social closure theory, the positional conflict theory and the labor market segmentation theory are more compatible with the labor market of Iranian graduates, compared to other theories of the labor market. Second, the lack of coordination between academic education and the required skills in the labor market has weakened the Iranian economy. Third, the absence of practical and entrepreneurial skills in academic graduates has led to increased unemployment in Iranian society.
C1 [Zare, Mohsen Nazarzadeh; Parvin, Ehsan] Malayer Univ, Fac Literature & Humanities, Dept Educ Sci, Malayer, Iran.
RP Zare, MN (corresponding author), Malayer Univ, Fac Literature & Humanities, Dept Educ Sci, Malayer, Iran.
EM Nazarzadezare@malayeru.ac.ir; Ehsan_parvin@yahoo.com
RI ; Nazarzadeh Zare, Mohsen/N-4803-2017
OI parvin, Ehsan/0000-0003-2206-0373; Nazarzadeh Zare,
   Mohsen/0000-0002-6232-1761
NR 42
TC 0
Z9 0
U1 5
U2 5
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2050-7003
EI 1758-1184
J9 J APPL RES HIGH EDUC
JI J. Appl. Res. High. Educ.
PD 2023 AUG 1
PY 2023
DI 10.1108/JARHE-02-2023-0052
EA AUG 2023
PG 12
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA N7WU0
UT WOS:001039078600001
DA 2024-02-21
ER

PT J
AU Mahajan, R
   Bansal, D
AF Mahajan, Rashima
   Bansal, Dipali
TI Designing Performance Metrics and Rubrics to Assess Student Outcome
   Attainment in Engineering Project Design Course
SO JOURNAL OF EDUCATION-US
LA English
DT Article; Early Access
DE student outcome; performance indicators; outcome attainment; project
   course; project rubrics; ABET; EAC
ID INDICATORS; EDUCATION; UNIVERSITY
AB The identification and development of efficient assessment and evaluation procedures (Performance Metrics) is crucial for analyzing Student Outcome attainment in Engineering Programs. The present paradigm shift in the education system has diverted the focus from teacher-centric approach to learner-centric approach. It involves the active involvement of students for their respective learning. Students are intended to perform better when they get opportunity to develop skills through experiential learning. In an engineering curriculum, Project-based courses are embedded to incorporate "learning by doing" approach and provide additional orientation to the theoretical courses studied. With this vision, the objective of this article is to present a process for continuous assessment and evaluation of graduates learning in their respective Project Design course. A sequenced procedure from defining Performance Metrics/Indicators (as per Bloom's learning levels) for Project course to evaluate results for assessing subsequent student outcome attainment level is presented. This includes development of Rubrics for selected student outcome (ABET-EAC2) related to Project design course, collating the data using direct and indirect assessment tools and their result analysis. Engineering Accreditation Commission (EAC) as defined by ABET (Accreditation Board for Engineering and Technology) has listed seven student outcomes. EAC2 defines capability of student to produce problem-specific potential design solutions to address functional requirement of societal and environmental needs. The methodology is described and implemented by taking sample data of one pass out batch of one of the Engineering Program at our Institute. The results are evaluated and analyzed according to the expected attainment level. A comprehensive analysis leads to designing and incorporation of subsequent improvement measures to establish accountability for Outcome-Based Education in terms of student's employability.
C1 [Mahajan, Rashima] Manav Rachna Int Inst Res & Studies, Faridabad, India.
   [Bansal, Dipali] Graph Era Deemed Univ, Dehra Dun, Uttarakhand, India.
C3 Manav Rachna International Institute of Research & Studies; Graphic Era
   University
RP Mahajan, R (corresponding author), Manav Rachna Int Inst Res & Studies, Fac Engn & Technol, Delhi Suraj Kund Rd,Sect 43, Faridabad 121004, Haryana, India.
EM rashimamahajan@gmail.com
NR 19
TC 0
Z9 0
U1 0
U2 9
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0022-0574
EI 2515-5741
J9 J EDUC-US
JI J. Educ.-US
PD 2023 APR
PY 2023
VL 203
IS 2
BP 459
EP 467
DI 10.1177/00220574211032587
EA AUG 2021
PG 9
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA A2YK3
UT WOS:000686979200001
DA 2024-02-21
ER

PT J
AU Agovino, M
   Marchesano, K
   Garofalo, A
AF Agovino, Massimiliano
   Marchesano, Katia
   Garofalo, Antonio
TI Policies based on mandatory employment quotas for disabled workers: the
   case of Italy
SO MODERN ITALY
LA English
DT Article
DE labour economics policies; economics of disabled people; non-labour
   discrimination; public policy; Mandatory Employment Quotas; labour law
ID LABOR-MARKET; DISABILITY; PEOPLE; CONSEQUENCES; PROTECTION; INCLUSION
AB This article examines the Italian policy framework on the employment of disabled people. It discusses the strengths and limitations of Law 68 of 12 March 1999 (Regulation on the right to work of disabled people). Despite it having been enacted 16 years after being passed, Law 68/99 still faces problems in its implementation. The data analysis shows the propensity of firms to flout their obligations with regard to the recruitment of disabled people, preferring instead the risk of being sanctioned. In order for Law 68/99 to have a positive effect on the employment of disabled people, higher incentives (including subsidies for labour costs) must be introduced for employers, especially to enable the adaptation and adjustment of the workplace. With these inducements, firms would be encouraged to recruit disabled people and avoid penalties. In addition, disability management policies (still rarely implemented in the Italian workplace) and comprehensive training programmes can play a crucial role in overcoming discriminatory constraints regarding skills and physical ability, so as to increase the employability of disabled people in the labour market.
C1 [Agovino, Massimiliano; Garofalo, Antonio] Parthenope Univ Naples, Dept Econ & Legal Studies, Naples, Italy.
   [Marchesano, Katia] Federico II Univ Naples, Dept Polit Sci, Naples, Italy.
C3 Parthenope University Naples; University of Naples Federico II
RP Agovino, M (corresponding author), Parthenope Univ Naples, Dept Econ & Legal Studies, Naples, Italy.
EM agovino.massimo@gmail.com
NR 67
TC 5
Z9 5
U1 3
U2 29
PU CAMBRIDGE UNIV PRESS
PI CAMBRIDGE
PA EDINBURGH BLDG, SHAFTESBURY RD, CB2 8RU CAMBRIDGE, ENGLAND
SN 1353-2944
EI 1469-9877
J9 MOD ITALY
JI Mod. Italy
PD AUG
PY 2019
VL 24
IS 3
BP 295
EP 315
DI 10.1017/mit.2019.14
PG 21
WC Area Studies; History
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Area Studies; History
GA IM0CC
UT WOS:000477651400004
DA 2024-02-21
ER

PT J
AU Xu, XM
   Du, DY
   Johnson, RE
   Lu, CQ
AF Xu, Xiao-min
   Du, Danyang
   Johnson, Russell E.
   Lu, Chang-qin
TI Justice Change Matters: Approach and Avoidance Mechanisms Underlying the
   Regulation of Justice Over Time
SO JOURNAL OF APPLIED PSYCHOLOGY
LA English
DT Article; Early Access
DE organizational justice; self-regulation; change; approach; avoidance;
   group engagement model
ID COUNTERPRODUCTIVE WORK BEHAVIOR; LEADER-MEMBER EXCHANGE; GROUP
   ENGAGEMENT MODEL; ORGANIZATIONAL JUSTICE; SELF-REGULATION; JOB
   INSECURITY; PROCEDURAL JUSTICE; PERCEIVED EMPLOYABILITY; EMOTIONAL
   EXHAUSTION; SOCIAL IDENTITY
AB The experience of justice is a dynamic phenomenon that changes over time, yet few studies have directly examined justice change. In this article, we integrate theories of self-regulation and group engagement to derive predictions about the consequences of justice change. We posit that justice change is an important factor because, as suggested by self-regulation theory, people are particularly sensitive to change. Also consistent with self-regulation, we posit that experiencing justice change will influence behavior via separate approach and avoidance systems. Across three multiwave and multisource field studies, we found that justice change predicts employees' engagement in work via perceived insider status along an approach path, whereas it predicts employees' withdrawal from work via exhaustion along an avoidance path, after controlling for the effects of static justice level. Moreover, these approach and avoidance effects are bounded by employees' perception of their employment situation, consistent with a regulatory fit pattern. As expected, employees' perceptions of employment opportunity, which correspond to gains, strengthen the effects along the approach path. Meanwhile, their perceptions of threat of job continuity, which correspond to losses, strengthen the effects along the avoidance path. Importantly, our set of studies highlight the unique influence of justice change incremental to static justice level.
C1 [Xu, Xiao-min; Lu, Chang-qin] Peking Univ, Sch Psychol & Cognit Sci, 5 Yiheyuan Rd, Beijing 100871, Peoples R China.
   [Xu, Xiao-min; Lu, Chang-qin] Peking Univ, Beijing Key Lab Behav & Mental Hlth, 5 Yiheyuan Rd, Beijing 100871, Peoples R China.
   [Du, Danyang] Tongji Univ, Adv Inst Business, Shanghai, Peoples R China.
   [Johnson, Russell E.] Michigan State Univ, Dept Management, Broad Coll Business, E Lansing, MI 48824 USA.
C3 Peking University; Peking University; Tongji University; Michigan State
   University
RP Lu, CQ (corresponding author), Peking Univ, Sch Psychol & Cognit Sci, 5 Yiheyuan Rd, Beijing 100871, Peoples R China.; Lu, CQ (corresponding author), Peking Univ, Beijing Key Lab Behav & Mental Hlth, 5 Yiheyuan Rd, Beijing 100871, Peoples R China.
EM lucq@pku.edu.cn
RI Johnson, Russell/GXZ-5020-2022
OI Johnson, Russell/0000-0002-1123-9207
FU National Natural Science Foundation of China [71671006]
FX This research was fully supported by the National Natural Science
   Foundation of China (Project No. 71671006) awarded to Chang-qin Lu. We
   also thank Paul E. Spector and Stephen Woods for their insightful
   feedback on an earlier version of this article. We give special thanks
   to Mengyuan Wang for her assistance with survey administration and data
   collection. Portions of the paper were presented at the 78th Annual
   Meeting of the Academy of Management, Chicago, USA (August 10-14, 2018).
NR 160
TC 6
Z9 7
U1 24
U2 89
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0021-9010
EI 1939-1854
J9 J APPL PSYCHOL
JI J. Appl. Psychol.
PD 2022 JUL
PY 2022
VL 107
IS 7
BP 1070
EP 1093
DI 10.1037/apl0000973
EA DEC 2021
PG 24
WC Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Psychology; Business & Economics
GA 2H5QN
UT WOS:000733290200001
PM 34941288
DA 2024-02-21
ER

PT J
AU Mansfield, R
AF Mansfield, Rachel
TI The effect of placement experience upon final-year results for surveying
   degree programmes
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE workplace learning; sandwich placement; academic achievement; degree
   performance; quantitative research
AB It is well established that year-long industrial placements can bring workplace knowledge and increased employability. A body of recent studies has attempted to discern any effect on academic performance following the return to university, using a number of different data analysis approaches. This study discusses the difficulties of ascertaining differences in scores for students that have undertaken placement. The results of 417 students who graduated from property management and development courses are analysed, using an approach to correct for previous academic performance. A statistically significant enhancement in the final-year marks for students returning from placement is identified. Some evidence is also found to suggest that placement effects on academic performance may vary according to gender and age at course commencement.
C1 Nottingham Trent Univ, Nottingham, England.
C3 Nottingham Trent University
RP Mansfield, R (corresponding author), Nottingham Trent Univ, Nottingham, England.
EM rachel.mansfield@ntu.ac.uk
NR 8
TC 37
Z9 44
U1 0
U2 14
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0307-5079
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2011
VL 36
IS 8
BP 939
EP 952
DI 10.1080/03075079.2010.486073
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 857ER
UT WOS:000297699400005
DA 2024-02-21
ER

PT J
AU Stahl, G
   Wang, JN
AF Stahl, Garth
   Wang, Jianing
TI Where there's a WIL, there's a way: upwardly mobile young men pursuing
   non-formal WIL opportunities to enhance employability
SO JOURNAL OF EDUCATION AND WORK
LA English
DT Article; Early Access
DE Work-integrated learning (WIL); employability; aspirations;
   first-in-family males; case study
ID EDUCATION; STUDENTS; MASCULINITIES; NEOLIBERALISM; US
AB Historically, males from low socio-economic backgrounds have been a difficult demographic for educators to reach and engage. Despite efforts to widen participation in Australia, males who would be considered 'first-in-family', remain severely underrepresented in higher education. For those who do attend, they often encounter significant barriers and are at a higher risk of attrition. Experiences with employment can be a determiner of their success at university both in terms of informing or reaffirming their prospects for future employment. While recent policies in Australia have sought to integrate working-integrated learning (WIL) into university studies, these are not available to all students thus opportunities to develop skills and attributes through WIL remains a fragmented picture. As a result, we are witnessing many young people who are concerned about their future employability seeking out non-formal WIL opportunities to bolster their CVs. This paper explores the motivations of first-in-family males to pursue non-formal WIL opportunities and the effects these endeavours had upon their aspirations.
C1 [Stahl, Garth; Wang, Jianing] Univ Queensland, Sch Educ, Brisbane, Australia.
C3 University of Queensland
RP Stahl, G (corresponding author), Univ Queensland, Sch Educ, Brisbane, Australia.
EM garth.stahl@gmail.com
RI Stahl, Garth/F-8129-2015
OI Stahl, Garth/0000-0002-1800-8495; Wang, Jianing/0000-0003-4132-1022
NR 52
TC 0
Z9 0
U1 0
U2 0
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1363-9080
EI 1469-9435
J9 J EDUC WORK
JI J. Educ. Work
PD 2023 JUL 4
PY 2023
VL 36
IS 5
BP 366
EP 380
DI 10.1080/13639080.2023.2226074
EA JUN 2023
PG 15
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA L5BK2
UT WOS:001011776700001
OA hybrid
DA 2024-02-21
ER

PT J
AU Wen, W
   Zhou, L
   Hu, D
   Zhang, MY
   Yan, ZH
   Tang, XF
AF Wen, Wen
   Zhou, Lu
   Hu, Die
   Zhang, Mingyu
   Yan, Zehua
   Tang, Xiaofeng
TI The impact of college experience on female students' self-perceived
   employability in STEM majors
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE STEM education; female college students; Chinese higher education;
   hierarchical higher education system; gender disparities
ID PERSISTENCE; EDUCATION; GROWTH; FIELD
AB IntroductionThe under representation of women in STEM fields is a persistent issue worldwide. In China, although women have made significant progress in pursuing STEM degrees in recent years, they continue to face challenges in the workforce. Given the importance of the self-perceived employability (SPE) of female STEM students in China, the research questions are: How do curriculum experience, extracurricular experience, and faculty supportive activities affect the SPE of female STEM students in Chinese universities? To what extent does university stratification affect the relationship between college experience and female STEM students' SPE?MethodsWe analyzed the 2018 data of the Chinese College Student Survey (CCSS) consisting of a sample of 59,066 students, and six focus group interviews.ResultsThe findings suggest that curriculum experience, extracurricular experience and faculty supportive activities have a positive impact on the SPE of female students, but the gender gap in SPE is still valid as reflected by the fact that women have lower SPE than men in each tier of universities and that men benefit more in terms of the increase in SPE from most types of college activities and support except academic ones.DiscussionThis study reveals that the different tiers of universities in China affect female students' SPE in different ways, and provides valuable evidence for academic as well as university administrators and policymakers regarding how college experience affect women and how university stratification can affect female students' college experience and their career expectations and paths.
C1 [Wen, Wen; Zhou, Lu; Tang, Xiaofeng] Tsinghua Univ, Inst Educ, Beijing, Peoples R China.
   [Hu, Die] Xian Univ Technol, Hitech Coll, Xian, Peoples R China.
   [Zhang, Mingyu] Beijing Normal Univ, Fac Educ, Beijing, Peoples R China.
   [Yan, Zehua] Beijing Univ Technol, Fac Humanities & Social Sci, Beijing, Peoples R China.
C3 Tsinghua University; Xi'an University of Technology; Beijing Normal
   University; Beijing University of Technology
RP Hu, D (corresponding author), Xian Univ Technol, Hitech Coll, Xian, Peoples R China.
EM cjoier090831@126.com
RI Zhou, Lu/HPF-8133-2023
OI Zhou, Lu/0000-0002-9962-6948
FU Youth Science Project, National Natural Science Foundation of China
   [72104120]
FX The author(s) declare financial support was received for the research,
   authorship, and/or publication of this article. Youth Science Project,
   National Natural Science Foundation of China (72104120). The path of
   effective transformation of educational resources to student development
   in higher education: based on the mining of multi-source large-scale
   data.
NR 59
TC 0
Z9 0
U1 3
U2 3
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD DEC 21
PY 2023
VL 14
AR 1282934
DI 10.3389/fpsyg.2023.1282934
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA DZ4F2
UT WOS:001135895400001
PM 38187419
OA gold
DA 2024-02-21
ER

PT J
AU Donald, WE
   Mouratidou, M
   Nimmi, PM
   Ma, Y
AF Donald, William E.
   Mouratidou, Maria
   Nimmi, P. M.
   Ma, Yin
TI Strategies for enhancing entrepreneurial intention and wellbeing in
   higher education students: a cross-cultural analysis
SO HIGHER EDUCATION
LA English
DT Article; Early Access
DE Entrepreneurial Intention; Wellbeing; Academic Performance; Serious
   Leisure; Self-Perceived Employability
ID ACADEMIC SELF-CONCEPT; PERCEIVED EMPLOYABILITY; SERIOUS LEISURE;
   CONSERVATION; RESOURCES; PERFORMANCE; VALIDATION; EFFICACY; CONTEXT;
   IMPACT
AB Entrepreneurs play a crucial role in fostering innovation and fuelling economic growth. China has recently sought to increase entrepreneurial intention in university students by providing entrepreneurship education based on the model deployed by universities in Western cultures. Additionally, a longstanding challenge for universities has been the wellbeing of their students. The COVID-19 pandemic exacerbated this issue, leading to enhancing the wellbeing of university students being declared a global priority. Consequently, by drawing on a framework of conservation of resources theory, the purpose of this paper is to conceptually develop and empirically validate a model for enhancing entrepreneurial intention and wellbeing in university students. The data were collected in December 2022 and January 2023. A total of 952 undergraduate students completed the questionnaire, with 476 responses from China and 476 from the UK. Findings indicate (i) positive associations between self-perceived academic performance and individual entrepreneurial intention, whereby self-perceived employability mediates the relationship, (ii) positive associations between serious leisure and wellbeing, whereby self-perceived employability mediates the relationship, and (iii) the country moderates the association between (a) serious leisure and wellbeing, and (b) serious leisure and self-perceived employability, whereby the association is stronger for China than for the UK. The theoretical contribution comes from constructing and empirically validating a model, evidencing alignment and divergence by country concerning acquiring specific personal resources via self-perceived academic performance, serious leisure, and self-perceived employability. Practical and policy implications arise from suggesting how higher education institutions can support their students to enhance individual entrepreneurial intention and wellbeing.
C1 [Donald, William E.] Univ Southampton, Southampton Business Sch, Southampton, Hants, England.
   [Donald, William E.] Ronin Inst, Montclair, NJ 07043 USA.
   [Mouratidou, Maria] Univ Cumbria, Inst Business Ind & Leadership, Carlisle, Lanc, England.
   [Nimmi, P. M.] Amrita Vishwa Vidyapeetham, Amrita Sch Business, Coimbatore, India.
   [Ma, Yin] Lanzhou Univ, Sch Philosophy & Sociol, Lanzhou, Gansu, Peoples R China.
C3 University of Southampton; Solent University; University of Cumbria;
   Amrita Vishwa Vidyapeetham; Amrita Vishwa Vidyapeetham Coimbatore;
   Lanzhou University
RP Donald, WE (corresponding author), Univ Southampton, Southampton Business Sch, Southampton, Hants, England.; Donald, WE (corresponding author), Ronin Inst, Montclair, NJ 07043 USA.
EM w.e.donald@soton.ac.uk; maria.mouratidou@cumbria.ac.uk;
   nimmimohandas1985@gmail.com; mayin@lzu.edu.cn
RI Donald, William E./AAO-5206-2020
OI Donald, William E./0000-0002-3670-5374; Ma, Yin/0000-0001-9064-9361;
   Mouratidou, Maria/0000-0002-8144-3537
FU The authors would like to thank the Editor-in-Chiefs, the Coordinating
   Editor, and the two anonymous peer reviewers for their valuable feedback
   and support through the peer review process.
FX The authors would like to thank the Editor-in-Chiefs, the Coordinating
   Editor, and the two anonymous peer reviewers for their valuable feedback
   and support through the peer review process.
NR 89
TC 0
Z9 0
U1 7
U2 7
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD 2023 NOV 18
PY 2023
DI 10.1007/s10734-023-01133-6
EA NOV 2023
PG 21
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA Y0AL7
UT WOS:001101982500001
DA 2024-02-21
ER

PT J
AU Johnson, JE
   Jordan, ML
AF Johnson, Jeffrey E.
   Jordan, Matthew L.
TI The Development of Undergraduate International Business Practicums in
   Small Business Schools: An Experiential Learning Framework
SO JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS
LA English
DT Article
DE Experiential learning; practicum; curriculum; international business
   education; real-world experience
ID EDUCATION
AB The value of the inclusion of experiential learning opportunities in international business education has been well established in the literature. We set out to examine industry-identified skills and experiences that could lead to enhanced employability and early career performance. Through our extensive review of theory, empirical work, leading programs, practicum channels, and our own qualitative study, we proposed frameworks to help guide small business schools best structure their undergraduate international business experiential learning offerings. Specifically, we suggest the establishment of tracks or concentrations with supplemental skill focus, emphasis on foreign language proficiency, and requiring at least two international internship or service learning practicums, preferably abroad, that include mini-consulting projects, presentations, and deliverables.
C1 [Johnson, Jeffrey E.] St Marys Univ, Greehey Sch Business, Int Business, San Antonio, TX 78228 USA.
   [Jordan, Matthew L.] St Marys Univ, Residence Int Business, San Antonio, TX 78228 USA.
RP Johnson, JE (corresponding author), St Marys Univ, Greehey Sch Business, 1 Camino Santa Maria, San Antonio, TX 78228 USA.
EM jjohnson6@stmarytx.edu
OI Johnson, Jeffrey/0000-0002-9703-5255
NR 22
TC 6
Z9 8
U1 2
U2 5
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0897-5930
EI 1528-6991
J9 J TEACH INT BUS
JI J. Teach. Int. Bus.
PY 2019
VL 30
IS 1
BP 6
EP 32
DI 10.1080/08975930.2019.1628686
PG 27
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA JE2CA
UT WOS:000490501300002
DA 2024-02-21
ER

PT J
AU da Costa, MG
   Pinto, LH
   Martins, H
   Vieira, DA
AF da Costa, Mariana Gomes
   Pinto, Luisa Helena
   Martins, Helena
   Vieira, Diana Aguiar
TI Developing psychological capital and emotional intelligence in higher
   education: A field experiment with economics and management students
SO INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION
LA English
DT Article; Early Access
DE psychological Capital; Emotional intelligence; Academic performance;
   Management education; Tertiary education; Field experiment
ID ACADEMIC-PERFORMANCE; ANTECEDENTS; COMPETENCES; BEHAVIOR
AB This study examines the effectiveness of an educational intervention built upon the experiential learning model and positive psychology aimed at increasing management students' psychological capital (PsyCap) and emotional intelligence (EI) during higher education (HE). It also analyses how EI influences PsyCap and how both affect students' academic performance measured by self-reported grade point average (GPA). A field experiment was used employing a quasi-experimental design with a pre-test-post-test and a control group. Results confirm the effectiveness of the educational intervention in increasing management students' PsyCap and further influencing academic performance; however, the intervention was less effective in increasing students' overall EI. The findings of this paper contribute to the literature by examining the role of management education to develop students' psychological resources, which have key implications for graduates' academic success and future employability and institutions' engagement in responsible management education.
C1 [da Costa, Mariana Gomes; Pinto, Luisa Helena] Univ Porto, Sch Econ, Rua Dr Roberto Frias, P-4200464 Porto, Portugal.
   [Martins, Helena] Lusofona Univ, Sch Econ & Org Sci, P-376174902 Lisbon, Portugal.
   [Vieira, Diana Aguiar] Polytech Porto, Porto Accounting & Business Sch, Rua Jaime Lopes Amorim S-N, P-4465004 Porto, Portugal.
   [Martins, Helena] Polytech Porto, Porto Accounting & Business Sch, Ctr Social & Org Studies, Rua Jaime Lopes Amorim S-N, P-4465004 Porto, Portugal.
C3 Universidade do Porto; Lusofona University; Instituto Politecnico do
   Porto; Instituto Politecnico do Porto
RP Pinto, LH (corresponding author), Univ Porto, Sch Econ, Rua Dr Roberto Frias, P-4200464 Porto, Portugal.
EM a-anairama@hotmail.com; lhpinto@fep.up.pt; helenagmartins@gmail.com;
   dianaaguiarvieira@gmail.com
RI Pinto, Luisa/GXF-0087-2022; Martins, Helena/ABK-8986-2022; Pinto, Luisa
   Helena/B-4440-2016; Vieira, Diana Aguiar/HKE-2953-2023; Aguiar Vieira,
   Diana/M-3984-2017
OI Martins, Helena/0000-0002-0749-917X; Pinto, Luisa
   Helena/0000-0001-8323-9313; Aguiar Vieira, Diana/0000-0002-5191-4457
NR 51
TC 19
Z9 20
U1 1
U2 28
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1472-8117
EI 2352-3565
J9 INT J MANAG EDUC-OXF
JI Int. J. Manag. Educ.
PD 2021 NOV
PY 2021
VL 19
IS 3
AR 100516
DI 10.1016/j.ijme.2021.100516
EA MAY 2021
PG 13
WC Business; Education & Educational Research; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA US3TP
UT WOS:000697356200021
DA 2024-02-21
ER

PT J
AU Spurk, D
AF Spurk, Daniel
TI Vocational behavior research: Past topics and future trends and
   challenges
SO JOURNAL OF VOCATIONAL BEHAVIOR
LA English
DT Article; Early Access
DE Vocational behavior research; Review; Future topics; 50 years;
   Anniversary
ID CAREER SUCCESS; JOB INSECURITY; LEADER-MEMBER; PSYCHOLOGY; WORK;
   PREDICTORS; ADAPTABILITY; PERSPECTIVE; FAMILY
AB As part of the 50th anniversary special issue, this article aims to give an overview of the topics of past vocational behavior research and to reflect upon important future topics and challenges. Vocational behavior research as a discipline diversified to a substantial degree over the past 50 years. Starting with career choice and a matching approach as main topics of the field, recent review work showed that several topic areas (e.g., career success and well-being, employability, proactivity and career self-management, and socio-occupational context) emerged and dominate the field in recent years. The present article provides a short summary of recent review work. Additionally, the article identifies and suggests some future trends and challenges of vocational behavior research (e.g., life span approaches, historical and time-specific context, and interdisciplinarity). By doing so, this article provides a summary of the past and looks into the future, hoping that the next 50 years of JVB research will be as fruitful and promising as the past 50 years have already been.
C1 [Spurk, Daniel] Univ Bern, Bern, Switzerland.
C3 University of Bern
RP Spurk, D (corresponding author), Dept Work & Org Psychol, Fabrikstr 8, CH-3012 Bern, Switzerland.
EM daniel.spurk@psy.unibe.ch
NR 68
TC 10
Z9 12
U1 42
U2 97
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0001-8791
EI 1095-9084
J9 J VOCAT BEHAV
JI J. Vocat. Behav.
PD 2021 APR
PY 2021
VL 126
SI SI
AR 103559
DI 10.1016/j.jvb.2021.103559
EA APR 2021
PG 8
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA RS3KH
UT WOS:000643678700007
OA hybrid
DA 2024-02-21
ER

PT J
AU Sonnet, A
   Olsen, H
   Manfredi, T
AF Sonnet, Anne
   Olsen, Hilde
   Manfredi, Thomas
TI Towards More Inclusive Ageing and Employment Policies: The Lessons from
   France, The Netherlands, Norway and Switzerland
SO ECONOMIST-NETHERLANDS
LA English
DT Article
DE Older workers; Retirement incentives; Labour supply; Labour demand; OECD
ID OLDER WORKERS
AB Many countries have carried out over the past decade a series of reforms and measures to encourage longer working lives and to respond to the looming challenges of rapid population ageing. But have these steps gone far enough and have the necessary measures been taken? Much of the focus of this policy action has been on old-age pension reform but, as stressed in the report Live Longer, Work Longer (OECD 2006), a more comprehensive set of reform may be necessary to encourage work at an older age. This includes policy action in three broad areas to: (1) reward work, (2) change employer practices, and (3) improve the employability of workers. The aim of this paper is to provide an overview of recent policy initiatives to give older people better work incentives and choices implemented in France, The Netherlands, Norway and Switzerland since 2006 as well as to identify areas where more could be done, covering both supply-side and demand-side aspects.
EM anne.sonnet@oecd.org; hilde.olsen@oecd.org; thomas.manfredi@oecd.org
NR 40
TC 30
Z9 34
U1 0
U2 45
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0013-063X
EI 1572-9982
J9 ECONOMIST-NETHERLAND
JI Economist-Netherlands
PD DEC
PY 2014
VL 162
IS 4
BP 315
EP 339
DI 10.1007/s10645-014-9240-x
PG 25
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA AS3IE
UT WOS:000344170000002
DA 2024-02-21
ER

PT J
AU Van Geyte, E
   Hadjianastasis, M
AF Van Geyte, Els
   Hadjianastasis, Marios
TI Quality and qualifications: the value of centralised teaching courses
   for postgraduates who teach
SO INTERNATIONAL JOURNAL FOR ACADEMIC DEVELOPMENT
LA English
DT Article; Early Access
DE Accredited CPD; CPD impact; graduate teaching assistants; non-accredited
   CPD; PGTAs
AB The focus of this research is the centralised provision of professional development opportunities for postgraduate teaching assistants (PGTAs) through accredited and non-accredited courses (ACs and NACs), and their perceived and actual benefits. Evidence on the impact of courses at the University of Birmingham (UK) is synthesised with evidence from the wider sector and discussed within the context of UK higher education. The outcomes point to the positive impact of ACs for institutions and students with regard to learning, employability, professional confidence, and gaining a qualification. The consensus is that courses lead to a noticeable enhancement of professional knowledge, ability, and confidence.
C1 [Van Geyte, Els; Hadjianastasis, Marios] Univ Birmingham, Higher Educ Futures Inst, Birmingham, W Midlands, England.
C3 University of Birmingham
RP Van Geyte, E (corresponding author), Univ Birmingham, Higher Educ Futures Inst, Birmingham, W Midlands, England.
EM e.m.vangeyte@bham.ac.uk
RI Van Geyte, Els/AHB-7302-2022
OI Van Geyte, Els/0000-0003-1768-5942; Hadjianastasis,
   Marios/0000-0002-3660-1030
NR 33
TC 0
Z9 0
U1 0
U2 5
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1360-144X
EI 1470-1324
J9 INT J ACAD DEV
JI Int. J. Acad. Dev.
PD 2022 JAN 2
PY 2022
VL 27
IS 1
BP 4
EP 16
DI 10.1080/1360144X.2020.1863810
EA JAN 2021
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 0T6HM
UT WOS:000610359500001
DA 2024-02-21
ER

PT J
AU Callanan, G
   Perri, D
AF Callanan, Gerard
   Perri, David
TI Constructing construction careers: the case for the building trades
SO EDUCATION AND TRAINING
LA English
DT Article; Early Access
DE Construction trades; Career counseling; Career decision making;
   Employability; Contemporary careers
ID PERSON-ENVIRONMENT FIT; JOB-SATISFACTION; PERCEPTIONS; APPRENTICES;
   SCALE
AB Purpose This paper discusses the well-publicized labor shortages in the building trades, reviews the causes for the deficiencies, and presents prescriptions for how career counselors and schools can play a critical role in encouraging young adults to consider construction occupations. Design/methodology/approach Using data from government agencies, trade organizations, and scholarly publications, this paper describes the categories of the building trades as well as their employment trends and compensation prospects. It also reviews the personal and environmental factors that could lead to the "construction of a construction career." Findings This article documents the reasons for the labor shortages in the construction industry and then offers recommendation on how younger adults could be encouraged to consider the building trades as viable career alternatives.
   Social implications - Labor shortages in the construction industry have a direct and indirect deleterious effect on the economic well-being of every country. This article provides suggestions on how to inspire young adults to consider the building trades as worthwhile career pursuits.
   Originality/value There is a limited amount of scholarly attention given to career decision making related to occupations that do not require a college degree, including the building trades. This paper attempts to fill this gap in the literature by focusing on the individual characteristics and environmental factors that might prompt consideration of a career in the building trades. It also describes the educational, governmental, and corporate initiatives that work to encourage individuals, working in conjunction with their career counselors, to consider careers in the construction industry.
C1 [Callanan, Gerard; Perri, David] West Chester Univ, Dept Management, W Chester, PA 19380 USA.
C3 Pennsylvania State System of Higher Education (PASSHE); West Chester
   University of Pennsylvania
RP Perri, D (corresponding author), West Chester Univ, Dept Management, W Chester, PA 19380 USA.
EM GCALLANAN@WCUPA.EDU; dperri@wcupa.edu
NR 65
TC 2
Z9 3
U1 2
U2 9
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0040-0912
EI 1758-6127
J9 EDUC TRAIN
JI Educ. Train.
PD 2020 MAR 23
PY 2020
VL 62
IS 3
BP 201
EP 213
DI 10.1108/ET-06-2019-0117
EA MAR 2020
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA KZ6NH
UT WOS:000523302300001
DA 2024-02-21
ER

PT J
AU Witney, D
   Smallbone, T
AF Witney, Debbie
   Smallbone, Teresa
TI Wiki work: can using wikis enhance student collaboration for group
   assignment tasks?
SO INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
LA English
DT Article
DE wiki; collaborative learning; online collaboration; employability
ID TECHNOLOGY
AB Dissatisfaction with the quality of student group work, in terms of content and process, from both academics and students, is a constant challenge to the development of appropriate teaching, learning and assessment strategies. Developments in Web 2.0 technology could potentially offer a solution. This paper explores the experience of full-time undergraduate students using a wiki to support group assessments. The results suggest that student preference for traditional face-to-face co-operative working is a key limiting factor to the effective introduction of on-line tools. The paper questions whether wikis can enhance the experience of collaborative working in the absence of strategies for developing students' collaboration skills and without addressing their motivation to use wikis.
C1 [Witney, Debbie; Smallbone, Teresa] Oxford Brookes Univ, Sch Business, Oxford OX3 0BP, England.
C3 Oxford Brookes University
RP Witney, D (corresponding author), Oxford Brookes Univ, Sch Business, Oxford OX3 0BP, England.
EM dwitney@brookes.ac.uk
NR 32
TC 37
Z9 59
U1 0
U2 25
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1470-3297
EI 1470-3300
J9 INNOV EDUC TEACH INT
JI Innov. Educ. Teach. Int.
PY 2011
VL 48
IS 1
BP 101
EP 110
AR PII 934333753
DI 10.1080/14703297.2010.543765
PG 10
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 733PI
UT WOS:000288274500011
DA 2024-02-21
ER

PT J
AU Meged, JW
AF Meged, Jane Widtfeldt
TI Guides crafting meaning in a flexible working life
SO SCANDINAVIAN JOURNAL OF HOSPITALITY AND TOURISM
LA English
DT Article
DE Certified guides; working life; labour market; job crafting;
   employability
ID EMOTIONAL LABOR; TOURISM
AB Certified guides are exemplary, well-educated, self-employed, casual labourers in a liberal and competitive job market. Applying grounded theory, this exploratory study builds on in-depth qualitative interviews with Danish, Italian and French certified guides. Informed by the theory of job crafting and adding a critical perspective, we understand the guides' agency, and how they craft scope, tasks and relations in order to sustain a positive self-image and a meaningful working life. Comparing certified guides' job-crafting practices, we learn that guides are alike across the three countries, and they perceive themselves as natural-born who engage in self-actualization. They thrive on connecting with tourists, whom they empower or enlighten, as they craft idealistic or social objectives. At the same time, the guides work in individual workspaces, and they adapt to a competitive labour market, by assuming extra tasks and working for free or below tariffs, while they engage in fierce competition particularly with newcomers in order to make themselves employable. However, the study also indicates that organizational structures such as guide associations, which act as brokers to the market, may take the brunt of the individual competition in regard to the employers.
C1 [Meged, Jane Widtfeldt] Roskilde Univ, Dept People & Technol, Roskilde, Denmark.
C3 Roskilde University
RP Meged, JW (corresponding author), Roskilde Univ, Univ Vej 1,POB 260, DK-4000 Roskilde, Denmark.
EM janewm@ruc.dk
RI Meged, Jane/AAL-6432-2020
NR 33
TC 16
Z9 19
U1 2
U2 23
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1502-2250
EI 1502-2269
J9 SCAND J HOSP TOUR
JI Scand. J. Hosp. Tour.
PY 2017
VL 17
IS 4
SI SI
BP 374
EP 387
DI 10.1080/15022250.2017.1330845
PG 14
WC Hospitality, Leisure, Sport & Tourism; Sociology
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics; Sociology
GA FT6KO
UT WOS:000423263200005
DA 2024-02-21
ER

PT J
AU Waters, J
   Brooks, R
AF Waters, Johanna
   Brooks, Rachel
TI Accidental achievers? International higher education, class reproduction
   and privilege in the experiences of UK students overseas
SO BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
LA English
DT Article
DE international higher education; UK students; strategies; mobility;
   migration; class
ID EMPLOYABILITY; GEOGRAPHIES; EMPLOYMENT; CIRCUITS
AB To date, scholarship on international students has generally focused on flows from non-western economies to the main English-speaking destination countries ( such as the United States, the United Kingdom and Australia). In contrast, we draw on a qualitative study of 85 UK students who have either completed or are considering undertaking a degree programme overseas. We found that, in opposition to a common image of 'international students', UK students are not overtly motivated by 'strategic' concerns. Instead, they are seeking 'excitement' and 'adventure' from overseas study and often use the opportunity to delay the onset of a career and prolong a relatively carefree student lifestyle. Despite these ostensibly 'disinterested' objectives, however, UK students remain a highly privileged group and their experiences serve only to facilitate the reproduction of their privilege. The paper calls for a more critical analysis of the spatially uneven and socially exclusive nature of international higher education.
C1 [Waters, Johanna] Univ Liverpool, Dept Geog, Liverpool L69 7ZT, Merseyside, England.
   [Brooks, Rachel] Univ Surrey, Dept Polit Int & Policy Studies, Guildford GU2 7XH, Surrey, England.
C3 University of Liverpool; University of Surrey
RP Waters, J (corresponding author), Univ Liverpool, Dept Geog, Roxby Bldg, Liverpool L69 7ZT, Merseyside, England.
EM j.l.waters@liverpool.ac.uk
OI Brooks, Rachel/0000-0002-8692-1673; Waters, Johanna/0000-0002-4545-2495
NR 37
TC 116
Z9 138
U1 0
U2 41
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0142-5692
EI 1465-3346
J9 BRIT J SOCIOL EDUC
JI Br. J. Sociol. Educ.
PY 2010
VL 31
IS 2
BP 217
EP 228
DI 10.1080/01425690903539164
PG 12
WC Education & Educational Research; Sociology
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Sociology
GA 593NH
UT WOS:000277462200007
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Vandenberghe, V
   Waltenberg, F
   Rigo, M
AF Vandenberghe, V.
   Waltenberg, F.
   Rigo, M.
TI Ageing and employability. Evidence from Belgian firm-level data
SO JOURNAL OF PRODUCTIVITY ANALYSIS
LA English
DT Article
DE Ageing; Old labour productivity and employability; Panel data analysis
ID PRODUCTIVITY; RETIREMENT; WORKFORCE; WAGES
AB The Belgian population is ageing due to demographic changes, so does the workforce of firms active in the country. Such a trend is likely to remain for the foreseeable future. And it will be reinforced by the willingness of public authorities to expand employment among individuals aged 50 or more. But are older workers employable? The answer depends to a large extent on the gap between older workers' productivity and their cost to employers. To address this question we use a production function that is modified to reflect the heterogeneity of labour with workers of different age potentially diverging in terms of marginal products. Using unique firm-level panel data we produce robust evidence on the causal effect of ageing on productivity (value added) and labour costs. We take advantage of the panel structure of data and resort to first-differences to deal with a potential time-invariant heterogeneity bias. Moreover, inspired by recent developments in the production function estimation literature, we also address the risk of simultaneity bias (endogeneity of firm's age-mix choices in the short run) using (1) the structural approach suggested by Ackerberg et al. Structural identification of production functions. Department of Economics, UCLA, (2006), (2) alongside more traditional system-GMM methods (Blundell and Bond in J Econom 87:115-143, 1998) where lagged values of labour inputs are used as instruments. Our results indicate a negative impact of larger shares of older workers on productivity that is not compensated by lower labour costs, resulting in a lower productivity-labour costs gap. An increment of 10 %-points of their share causes a 1.3-2.8 % contraction of this gap. We conduct several robustness checks that largely confirm this result. This is not good news for older individuals' employability and calls for interventions in the Belgian private economy aimed at combating the decline of productivity with age and/or better adapting labour costs to age-productivity profiles.
C1 [Vandenberghe, V.; Rigo, M.] Catholic Univ Louvain, Econ Sch Louvain, Dept Econ, IRES, B-1348 Brussels, Belgium.
   [Waltenberg, F.] Univ Fed Fluminense, Dept Econ, Niteroi, RJ, Brazil.
   [Waltenberg, F.] Univ Fed Fluminense, Ctr Estudos Desigualdade & Desenvolvimento CEDE, Niteroi, RJ, Brazil.
   [Rigo, M.] Cent European Univ, Dept Econ, H-1051 Budapest, Hungary.
C3 Universite Catholique Louvain; Universidade Federal Fluminense;
   Universidade Federal Fluminense; Central European University
RP Vandenberghe, V (corresponding author), Catholic Univ Louvain, Econ Sch Louvain, Dept Econ, IRES, 3 Pl Montesquieu, B-1348 Brussels, Belgium.
EM vincent.vandenberghe@uclouvain.be; waltenberg@economia.uff.br;
   rigom@ceu.hu
RI Vandenberghe, V./L-9544-2013
OI Vandenberghe, V./0000-0002-1645-1127
NR 38
TC 25
Z9 29
U1 1
U2 57
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0895-562X
EI 1573-0441
J9 J PROD ANAL
JI J. Prod. Anal.
PD AUG
PY 2013
VL 40
IS 1
BP 111
EP 136
DI 10.1007/s11123-012-0297-8
PG 26
WC Business; Economics; Social Sciences, Mathematical Methods
WE Social Science Citation Index (SSCI)
SC Business & Economics; Mathematical Methods In Social Sciences
GA 171XB
UT WOS:000320962300009
DA 2024-02-21
ER

PT J
AU Mowbray, J
   Hall, H
   Raeside, R
   Robertson, PJ
AF Mowbray, John
   Hall, Hazel
   Raeside, Robert
   Robertson, Peter J.
TI Job search information behaviours: An ego-net study of networking
   amongst young job-seekers
SO JOURNAL OF LIBRARIANSHIP AND INFORMATION SCIENCE
LA English
DT Article
DE Employability; employment; information behaviour theory; job-seekers;
   networking; policy; social capital; social media; social network
   analysis; young people
ID SOCIAL NETWORKS; LABOR-MARKET; STRONG TIES; OCCUPATIONAL-STATUS; WEAK
   TIES; PREDICTORS; UNEMPLOYMENT; FACEBOOK; FRIENDS; CONCEPTUALIZATION
AB Networking is considered an integral feature of job search, yet its behavioural manifestation has received little attention in the extant literature. Here this is addressed in a study of young job-seekers that adopted an egocentric network approach underpinned by Information Behaviour theory, with specific reference to Wilson's model of information needs and seeking. The analysis of data from semi-structured interviews reveals that job-seekers acquire a broad range of job search information from contacts in their networks, and that the contributions of such contacts extend beyond the sharing of job vacancy alerts. In addition, in cases where social media platforms are accessed by job-seekers, these facilitate crucial ties to industry contacts, and provide valuable informational opportunities to those who adopt them. These findings contribute to a widened understanding of the information behaviours that support the effective mobilisation of contacts within social networks during job search, and are of particular interest to policy-makers whose remit includes the employability of the youth labour force.
C1 [Mowbray, John] Edinburgh Napier Univ, Sch Comp, 10 Colinton Rd, Edinburgh EH10 5DT, Midlothian, Scotland.
   [Hall, Hazel] Edinburgh Napier Univ, Sch Comp, Social Informat, Edinburgh, Midlothian, Scotland.
   [Raeside, Robert] Edinburgh Napier Univ, Business Sch, Edinburgh, Midlothian, Scotland.
   [Robertson, Peter J.] Edinburgh Napier Univ, Sch Appl Sci, Edinburgh, Midlothian, Scotland.
C3 Edinburgh Napier University; Edinburgh Napier University; Edinburgh
   Napier University; Edinburgh Napier University
RP Hall, H (corresponding author), Edinburgh Napier Univ, Sch Comp, 10 Colinton Rd, Edinburgh EH10 5DT, Midlothian, Scotland.
EM h.hall@napier.ac.uk
NR 66
TC 8
Z9 10
U1 4
U2 62
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0961-0006
EI 1741-6477
J9 J LIBR INF SCI
JI J. Libr. Inf. Sci.
PD SEP
PY 2018
VL 50
IS 3
SI SI
BP 239
EP 253
DI 10.1177/0961000618769965
PG 15
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA GS2CH
UT WOS:000443347600002
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Dougherty, M
AF Dougherty, Meaghan
TI Reconceptualising the transition from post-secondary education to work
SO JOURNAL OF EDUCATION AND WORK
LA English
DT Article; Early Access
DE School-to-work transition; critical narrative inquiry; labour market;
   employability
ID SKILLS; NEOLIBERALISM; EMPLOYMENT; INCLUSION; STUDENTS
AB Educational researchers identify the transition from post-secondary education to the labour market as a critical point for the success of the student, and for society more broadly. This transition is often explored as a distinct phase between education and work that can be assessed based on pre-determined outcomes (i.e. employment, income). From this perspective, it is the responsibility of individual students to effectively commodify themselves and navigate their transition into employment. This focus on individual responsibility fails to question social mobility discourse and current labour market realities that significantly influence transition. In order to re-conceptualise transition, I deconstruct social mobility discourse as the foundation of transition research. Then, I draw on narratives of social service workers in British Columbia, Canada, to complexify transition and allow for more nuanced research. The narratives contradict dominant conceptualisations of transition, critiquing transition as a linear process that can be assessed through economic indicators. Recognising transition as a continual process that is influenced by a multiplicity of factors opens new ways to research. Research exploring the nuance of transition moves away from a deficit-focused, intervention approach focused on students, to critically exploring education, the labour market, and the relationship between school and work.
C1 [Dougherty, Meaghan] Douglas Coll, Child & Youth Care Dept, New Westminster, BC, Canada.
RP Dougherty, M (corresponding author), Douglas Coll, Child & Youth Care Dept, New Westminster, BC, Canada.
EM doughertym@douglascollege.ca
OI Dougherty, Meaghan/0000-0003-1984-3094
NR 42
TC 1
Z9 1
U1 1
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1363-9080
EI 1469-9435
J9 J EDUC WORK
JI J. Educ. Work
PD 2022 APR 3
PY 2022
VL 35
IS 3
BP 241
EP 255
DI 10.1080/13639080.2022.2048251
EA MAR 2022
PG 15
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 0N6CH
UT WOS:000764967600001
DA 2024-02-21
ER

PT J
AU Singh, JKN
   Jack, G
AF Singh, Jasvir Kaur Nachatar
   Jack, Gavin
TI The benefits of overseas study for international postgraduate students
   in Malaysia
SO HIGHER EDUCATION
LA English
DT Article
DE International students; Postgraduate; Malaysia; Study abroad
ID HIGHER-EDUCATION; EXPERIENCES; MOBILITY; REPUTATION; FLOWS
AB This paper investigates the benefits of overseas tertiary education for international postgraduate students enrolled at a research-intensive university in Malaysia, an emerging yet under-researched Asian education hub. The study is based on 55 semi-structured qualitative interviews with international students and academic and professional support staff. Our analysis identified three sets of benefits linked to specific economic, educational, social and cultural pull factors: academic success, building knowledge and skills, and contributing to home country on return. Our analysis illustrates the interplay between macro and meso-level actors and policies in shaping the micro-level experiences of international students. The paper contributes new insights into vital nuances in the nature and lived experience of the key benefits of international education relating to academic success and time, language learning and friendship, and employability and 'giving back'.
C1 [Singh, Jasvir Kaur Nachatar] La Trobe Univ, Melbourne, Vic, Australia.
   [Jack, Gavin] Monash Univ, Melbourne, Vic, Australia.
C3 La Trobe University; Monash University
RP Singh, JKN (corresponding author), La Trobe Univ, Melbourne, Vic, Australia.
EM J.NachatarSingh@latrobe.edu.au; gavin.jack@monash.edu
OI Nachatar Singh, Jasvir/0000-0002-1388-4656; Jack,
   Gavin/0000-0002-0875-5331
NR 68
TC 23
Z9 24
U1 2
U2 44
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD APR
PY 2018
VL 75
IS 4
BP 607
EP 624
DI 10.1007/s10734-017-0159-4
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GC3EE
UT WOS:000429666300003
DA 2024-02-21
ER

PT J
AU Murangi, A
   Rothmann, S
   Nel, M
AF Murangi, Annelisa
   Rothmann, Sebastiaan
   Nel, Mirna
TI Sustainable Employability: Precariousness, Capabilities, and Functioning
   of Special Education Teachers in Namibia
SO SUSTAINABILITY
LA English
DT Article
DE precariousness; capabilities; flourishing; turnover intention; special
   education; inclusive education; teachers
ID JOB INSECURITY; MENTAL-HEALTH; EMPLOYMENT; QUALITY; WORK; METAANALYSIS;
   SCALE
AB Institutions cannot ignore the need for the sustainable employability of people. This study aimed to investigate the sustainable employability of special education teachers from the perspective of employment precariousness, capabilities, and functioning (flourishing and intention to leave) of special education teachers in Namibia. Using a cross-sectional survey design, teachers (n = 200) across seven Namibia regions took part in this study. The Precarity Position Profile, Capability for Work Questionnaire, Flourishing at Work Questionnaire, and Intention to Leave Questionnaire were administered. The results showed that precarious employment was negatively associated with the capability set and with flourishing (emotional, psychological, and social well-being) and positively associated with intention to leave. Low job insecurity and the capability set were associated with emotional well-being. Moreover, low job insecurity, professional development, and the capability set were associated with psychological well-being. Furthermore, precarious work conditions, job insecurity, low professional development, and low scores on the capability set were associated with low social well-being. Precarious work conditions and low scores on the capability set were associated with teachers' intentions to leave. Two dimensions of precarious employment, namely salary and precarious work conditions, indirectly affected teachers' emotional, psychological, and social well-being via the capability set.
C1 [Murangi, Annelisa; Rothmann, Sebastiaan; Nel, Mirna] North West Univ, Optentia Res Unit, ZA-1910 Vanderbijlpark, South Africa.
C3 North West University - South Africa
RP Rothmann, S (corresponding author), North West Univ, Optentia Res Unit, ZA-1910 Vanderbijlpark, South Africa.
EM ian@ianrothmann.com
RI Rothmann, Sebastiaan/JGE-1766-2023; Rothmann, Sebastiaan/P-5291-2014;
   Nel, Mirna/S-5748-2016
OI Rothmann, Sebastiaan/0000-0001-6065-4338; Nel,
   Mirna/0000-0003-0170-3296; Murangi, Annelisa/0000-0001-6675-8971
NR 71
TC 2
Z9 2
U1 0
U2 9
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD AUG
PY 2022
VL 14
IS 16
AR 10264
DI 10.3390/su141610264
PG 20
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA 4A7CM
UT WOS:000845254500001
OA gold
DA 2024-02-21
ER

PT J
AU Ravenscroft, A
AF Ravenscroft, Andrew
TI Participatory internet radio (RadioActive101) as a social innovation and
   co-production methodology for engagement and non-formal learning amongst
   socially excluded young people
SO INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
LA English
DT Article; Early Access
DE Social innovation; co-production; participatory radio; non-formal
   learning; twenty-first century skills; pedagogical issues
AB This paper describes an original interlinking of a conceptual frame and co-production methodology of a participatory internet radio intervention (RadioActive101) that supports engagement and non-formal learning amongst socially excluded young people. This considers the inclusive learning of socially excluded young people as a social innovation that is realised through a participation and co-production methodology that is inspired and informed by Paulo Freire. These are combined to develop an innovative pedagogy that has led to relatively high levels of participation (163 young people facilitated by 29 youth workers) and youth-led co-production (33 radio shows) that supports the reported development of psychosocial dimensions and twenty-first century (21C) and employability skills of young people in London in the UK. This approach and its evaluations suggest that our method (RadioActive101) involves harmonising emancipatory learning through co-production with an instrumental approach to skills development, to support a holistic approach to learning. The foundation and 'key' to this holistic learning appears to be the co-development of confidence and communication in ways that lead to the thoughtful and effective use of voice to underpin and support the development of 21C and employability skills.
C1 [Ravenscroft, Andrew] Univ East London, Cass Sch Educ & Communities, Educ, London, England.
C3 University of East London
RP Ravenscroft, A (corresponding author), Univ East London, Cass Sch Educ & Communities, London, England.
EM a.ravenscroft@uel.ac.uk
OI Ravenscroft, Andrew/0000-0003-0705-8427
FU Nominet Trust in the UK; EC's Lifelong Learning Program
   [531245-LLP1-2012-1-UK-KA3-KA3MP]
FX The research and development was supported by Nominet Trust in the UK,
   the Project: 'Radio-Active: Engagement, informal learning and
   employability of disenfranchised young people through internet radio and
   social media' and the EC's Lifelong Learning Program [grant number
   531245-LLP1-2012-1-UK-KA3-KA3MP].
NR 38
TC 0
Z9 0
U1 3
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1360-3116
EI 1464-5173
J9 INT J INCLUSIVE EDUC
JI Int. J. Incl. Educ.
PD 2022 MAY 12
PY 2022
VL 26
IS 6
BP 541
EP 558
DI 10.1080/13603116.2019.1700312
EA FEB 2020
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 0G1VP
UT WOS:000518285100001
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Gallego-Schmid, A
   Rivera, XCS
   Stamford, L
AF Gallego-Schmid, Alejandro
   Rivera, Ximena C. Schmidt
   Stamford, Laurence
TI Introduction of life cycle assessment and sustainability concepts in
   chemical engineering curricula
SO INTERNATIONAL JOURNAL OF SUSTAINABILITY IN HIGHER EDUCATION
LA English
DT Article
DE Education; Employability; Carbon footprint; Key transferable skills;
   Sustainable pedagogy; Teaching LCA
ID CARBON FOOTPRINT; ENERGY
AB Purpose The implementation of life cycle assessment (LCA) and carbon footprinting represents an important professional and research opportunity for chemical engineers, but this is not broadly reflected in chemical engineering curricula worldwide. This paper aims to present the implementation of a coursework that is easy to apply, free of cost, valid worldwide and flexible enough to cover such holistic topics.
   Design/methodology/approach An analysis of chemical engineering curricula worldwide, a literature review and the implementation of a coursework case study are detailed. The latter combines practical exercises using free LCA software, oral presentations and debates.
   Findings The coursework goes beyond the calculation of results, giving the students key transferable skills to increase their employability, such as the capacity to negotiate/discuss in groups, software learning and development of critical thinking. The course is affordable and flexible, enabling adaptation to different sectors and engineering schools. One limitation is the challenge of ensuring robustness and consistency in marking, but this has been already improved with a more explicit rubric. The feedback of the students confirms these findings, including the learning of transferable skills as the major advantage.
   Originality/value This paper addresses, for the first time, the current state of life cycle thinking teaching in the curricula of the top 25 chemical engineering schools worldwide, a literature review of previous experience and a description of a novel coursework taking a theoretical and practical approach to LCA, carbon footprinting and socio-economic sustainability via a free software and a comprehensive range of didactic activities.
C1 [Gallego-Schmid, Alejandro; Rivera, Ximena C. Schmidt; Stamford, Laurence] Univ Manchester, Sch Chem Engn & Analyt Sci, Sustainable Ind Syst, Manchester, Lancs, England.
C3 University of Manchester
RP Gallego-Schmid, A (corresponding author), Univ Manchester, Sch Chem Engn & Analyt Sci, Sustainable Ind Syst, Manchester, Lancs, England.
EM alejandro.gallegoschmid@manchester.ac.uk;
   ximena.schmidt@manchester.ac.uk; laurence.stamford@manchester.ac.uk
RI Gallego Schmid, Alejandro/B-2332-2016
OI Gallego Schmid, Alejandro/0000-0002-0583-2143; Schmidt Rivera, Ximena
   C./0000-0003-0157-2679; Stamford, Laurence/0000-0002-0973-7338
NR 50
TC 7
Z9 7
U1 1
U2 25
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1467-6370
EI 1758-6739
J9 INT J SUST HIGHER ED
JI Int. J. Sustain. High. Educ.
PY 2018
VL 19
IS 3
BP 442
EP 458
DI 10.1108/IJSHE-09-2017-0146
PG 17
WC Green & Sustainable Science & Technology; Education & Educational
   Research
WE Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Education & Educational Research
GA FX4XE
UT WOS:000426081200001
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Livas, C
   Karali, N
AF Livas, Christos
   Karali, Nansy
TI Examining the concurrent impact of teaching and assessment format on
   undergraduate students' academic performance in marketing
SO HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING
LA English
DT Article; Early Access
DE Online learning; Assessment; Case-based learning; Employability; Work
   readiness; Competence and skills
ID MULTIPLE-CHOICE; GENDER-DIFFERENCES; WORKPLACE READINESS;
   HIGHER-EDUCATION; ACHIEVEMENT; PURPOSE; ONLINE
AB Purpose By focusing on a Greek traditional learning university, during and post Covid-19 restrictions, the study aims at examining the concurrent effects of teaching and assessment format on students' academic performance. The inclusion of case studies in course assessment post Covid-19 restrictions is also expected to give a rough insight into students' employability skills and workplace readiness. Design/methodology/approach The academic performance of 489 undergraduate students, as determined by the grades they earned, was measured in the final exams of business-to-business marketing and integrated marketing communication courses, held in January 2021 and 2022 at a Greek public university. The primary predictor variable or interest was "teaching and assessment format", and took two values: (1) online teaching with multiple-choice assessment format (during Covid-19 restrictions) and (2) traditional classroom teaching with in-person case study and open-ended assessment format (post Covid-19 restrictions). Findings Grades were found to be affected by the participants' year of study, the type of marketing course, in which they were examined, and the teaching and assessment format employed. Either in whole or by gender, students appear to perform significantly worse in the traditional teaching with in-person case study and open-ended questions assessment format. Practical implications Good pedagogical practice in the use of digital technology is advised to incorporate diverse teaching tools and assessment methods. Originality/value Examination of the concurrent effects of teaching and assessment on academic performance unveils significant variation in students' academic performance under different formats, which may be attributable to multiple reasons.
C1 [Livas, Christos] Univ Patras, Dept Business Adm, Patras, Greece.
   [Karali, Nansy] Univ Piraeus, Dept Econ, Piraeus, Greece.
C3 University of Patras; University of Piraeus
RP Livas, C (corresponding author), Univ Patras, Dept Business Adm, Patras, Greece.
EM clivas@upatras.gr
RI Livas, Christos/GNW-4084-2022; Karali, Nansy/GNH-3506-2022
OI Livas, Christos/0000-0002-9166-8799; Karali, Nansy/0000-0002-8647-747X
NR 43
TC 1
Z9 1
U1 1
U2 4
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 2042-3896
EI 2042-390X
J9 HIGH EDUC SKILL WORK
JI High Educ. Skills Work-based Learn
PD 2023 SEP 8
PY 2023
VL 13
IS 4
SI SI
BP 758
EP 771
DI 10.1108/HESWBL-02-2022-0039
EA JUN 2022
PG 14
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA AA5H1
UT WOS:000803252700001
DA 2024-02-21
ER

PT J
AU Sultanova, G
   Svyatov, S
   Ussenbayev, N
AF Sultanova, Gulbakhyt
   Svyatov, Serik
   Ussenbayev, Nurzhan
TI Transmitting competencies at universities in Kazakhstan: intellectual
   capital of teachers
SO JOURNAL OF INTELLECTUAL CAPITAL
LA English
DT Article
DE Higher education; Teacher evaluation; Intellectual capital; Competency
   development; Employability readiness
ID HIGHER-EDUCATION; PERFORMANCE-MEASUREMENT; QUALITY; MODEL; MANAGEMENT;
   EFFICIENCY
AB Purpose - The purpose of this paper is to measure individual intellectual capital (IC) of academic staff as well as to test its impact on the employability readiness of future graduates and the reduction of the discrepancy between competencies developed and grades obtained with the help of two indicators, i.e. intellectual capital indicator (ICI) and employability readiness indicator (ERI). While ICI measures the level of a teacher's competencies to be transmitted in the education process, ERI measures the level of a student's competencies developed after completing relevant courses.
   Design/methodology/approach - This is an empirical research carried out in the form of a case study. Regression model is applied to find the influence of ICI on ERI. The minimisation problem is set with relevant constraints to decrease the discrepancy between ERI and traditional grade point average (GPA).
   Findings - The data were collected at one Kazakh university and from experts from academia and industry by means of documentary analysis, specialised tests and structured interviews. The direct impact of ICI on ERI is confirmed and the optimal level of ICI that permits an effective decrease in the discrepancy between ERI and GPA is identified.
   Research limitations/implications - A longitudinal study covering more programmes is necessary to draw conclusions concerning causality. The application of ICI as a university's management tool is shown.
   Originality/value - The novelty of this study lies in providing a consistent and simple approach for calculating a teacher's IC and its impact on a student's employability readiness.
C1 [Sultanova, Gulbakhyt; Svyatov, Serik; Ussenbayev, Nurzhan] Narxoz Univ, Alma Ata, Kazakhstan.
C3 Narxoz University
RP Sultanova, G (corresponding author), Narxoz Univ, Alma Ata, Kazakhstan.
EM gulbakhyt.sultanova@gmail.com
OI Ussenbayev, Nurzhan/0000-0001-7270-8137; Svyatov,
   Serik/0000-0002-3320-1568
NR 60
TC 6
Z9 8
U1 0
U2 35
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1469-1930
EI 1758-7468
J9 J INTELLECT CAP
JI J. Intellect. Cap.
PY 2018
VL 19
IS 1
SI SI
BP 112
EP 134
DI 10.1108/JIC-04-2017-0058
PG 23
WC Business; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA FR2YO
UT WOS:000418933300007
DA 2024-02-21
ER

PT J
AU Hite, LM
   McDonald, KS
AF Hite, Linda M.
   McDonald, Kimberly S.
TI Careers after COVID-19: challenges and changes
SO HUMAN RESOURCE DEVELOPMENT INTERNATIONAL
LA English
DT Article; Early Access
DE careers; COVID-19; HRD; career resilience; career shocks
ID RESILIENCE; CONSERVATION; RESOURCES; VALUES; SELF
AB There are few certainties in our visions of post-COVID-19 careers, but change is inevitable. This article will explore how HRD can be proactive in addressing the immediate needs of the post-pandemic workforce and workplaces, as they strive to recover and resume a productive future. Uncertainties about employment and employability, how workplaces will be configured, the future of some careers and the possibilities for new opportunities will weigh heavily on individuals as they navigate these challenges. Drawing on the career shock, resilience, and sustainable careers literature, we consider how both individual and contextual factors will impact people and their occupations moving forward.
C1 [Hite, Linda M.; McDonald, Kimberly S.] Purdue Univ, Ft Wayne, IN 46805 USA.
RP McDonald, KS (corresponding author), Purdue Univ, Ft Wayne, IN 46805 USA.
EM mcdonalk@ipfw.edu
NR 33
TC 118
Z9 133
U1 8
U2 66
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1367-8868
EI 1469-8374
J9 HUM RESOUR DEV INT
JI Hum. Resour. Dev. Int.
PD 2020 AUG 7
PY 2020
VL 23
IS 4
SI SI
BP 427
EP 437
DI 10.1080/13678868.2020.1779576
EA JUL 2020
PG 11
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA MU9IB
UT WOS:000552803900001
DA 2024-02-21
ER

PT J
AU Deakin, H
AF Deakin, Hannah
TI The drivers to Erasmus work placement mobility for UK students
SO CHILDRENS GEOGRAPHIES
LA English
DT Article
DE Erasmus; student mobility; work placements; UK students; employability;
   neoliberalisation
ID INTERNATIONAL HIGHER-EDUCATION; JAPANESE WOMEN; GEOGRAPHIES
AB This paper examines the drivers to UK student work placement mobility through the Erasmus programme (European Action Scheme for the Mobility of University Students). This research was stimulated by the overrepresentation of UK students in the Erasmus work placement programme since its introduction in 2007. Using a multi-methods approach, based on student interviews and report analysis, five main drivers to Erasmus work placement mobility are revealed: employability, the economic downturn and subsequent failure to secure a placement in the UK, language, finance and personal factors. This paper discusses these five factors to reveal the complex and interlinked influences that encourage UK students to undertake an Erasmus work placement. Overall, employability is identified as the main driver to the mobility of Erasmus work placement students. It is argued that the neoliberal agenda in UK higher education, to streamline away from education for the public good, towards education for employability purposes, is a key factor in explaining the popularity of Erasmus work placements in the UK. Importantly, this paper argues that the drivers to work placement mobility are different to the motivations to study abroad. It is, therefore, essential that they are dealt with separately in order to explore the differences and similarities between sub-types of student mobility.
C1 Univ Loughborough, Dept Geog, Loughborough, Leics, England.
C3 Loughborough University
RP Deakin, H (corresponding author), Univ Loughborough, Dept Geog, Loughborough, Leics, England.
EM h.deakin@lboro.ac.uk
OI Deakin-Smith, Hannah/0000-0001-6280-1397
NR 34
TC 33
Z9 36
U1 0
U2 22
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1473-3285
EI 1473-3277
J9 CHILD GEOGR
JI Child. Geogr.
PD JAN 2
PY 2014
VL 12
IS 1
SI SI
BP 25
EP 39
DI 10.1080/14733285.2013.851063
PG 15
WC Geography
WE Social Science Citation Index (SSCI)
SC Geography
GA 295FW
UT WOS:000330103000003
DA 2024-02-21
ER

PT J
AU Lifshitz, CC
AF Lifshitz, Chen Chana
TI Fostering employability among youth at-risk in a multi-cultural context:
   Insights from a pilot intervention program
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Employability; At-risk adolescents; Multi-cultural context; Program
   evaluation; Holistic intervention
ID MODERATING ROLE; WORK; SCHOOL; TRANSITION; CAREER; EDUCATION; CHILDREN;
   IMPACT; UNEMPLOYMENT; INVOLVEMENT
AB Recent studies indicate that the transition from school to work is a critical juncture in shaping the professional future of youth at risk. This period may thus serve as a window of opportunities for fostering employability among these youths and, thereby, for promoting their social mobility. However, systematic evaluations of intervention programs aimed at fostering employability among at-risk adolescents and especially in a multi-cultural context are relatively few. The current study describes the strengths and weaknesses of a pilot, nation-wide, multi-cultural, holistic intervention program, aimed at fostering employability among at-risk adolescents before they actually enter the labor market. The program integrated efforts in three main domains: cultivating work-related skills, fostering personal and interpersonal skills, and providing a supportive personal and group climate. During the years 2011-2013, the program was operated in 40 localities in Israel and in three culturally different sectors: The Jewish-Israeli majority sector in the periphery, the Ultra-Orthodox Jewish minority sector, and the Israeli-Arab (Muslim) minority sector. The current study describes the results of an evaluation study that accompanied the implementation of the program in nine representative localities (117 adolescents, ages 14-19) during 2012.
   Overall, the functioning of the adolescents (as evaluated by the professional program instructors) improved in all examined work-related domains: personal-emotional functioning, work-related functioning, CV writing ability, and future education prospects. Regression analyses highlighted several factors as predictive of improvement in the different employability-related domains, most notably, having a working father, being active in group meetings, having no Internet connection at home, helping other participants in the program, and being involved in selecting the topics of a professional course. Importantly, this improvement was linked with the cultural affiliation of the participants, and participants from the different sectors indicated different factors as contributing to their advancement.
   The results of this evaluation study suggest that intervention programs for promoting employability among at risk adolescents should integrate a holistic and flexible national model with adaptations by local steering committees, whose members are from the same cultural group as the participating adolescents. Such a strategy will enable each unique community to tailor the local operation of the program to the culturespecific needs of and to maximally utilize the resources available for the different sectors in a multi-cultural society, while establishing a dialogue and reciprocal learning in national forums. A dilemma has been identified, however, with respect to increasing the local involvement of the national committee to provide the local committees with different viewpoints. (C) 2017 Elsevier Ltd. All rights reserved.
C1 [Lifshitz, Chen Chana] Ashkelon Acad Coll, Sch Social Work, Ashqelon, Israel.
RP Lifshitz, CC (corresponding author), Ashkelon Acad Coll, Sch Social Work, Ashqelon, Israel.
EM chenl@erech-nosaf.co.il
RI Lifshitz, Chen/GVU-9191-2022
OI Lifshitz, Chen/0000-0002-7771-535X
FU Fund for Development Services for Children and Youth at Risk, the Israel
   National Insurance Institute
FX This research was supported by the Fund for Development Services for
   Children and Youth at Risk, the Israel National Insurance Institute. The
   author is grateful to the head of the Fund, Mrs. Dorlee Levensart, M.A.,
   and to Mrs. Efrat Ben-Horin, M.A., who accompanied the program and the
   evaluation study.
NR 153
TC 4
Z9 4
U1 1
U2 20
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD MAY
PY 2017
VL 76
BP 20
EP 34
DI 10.1016/j.childyouth.2017.02.029
PG 15
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA EV2PM
UT WOS:000401597600003
DA 2024-02-21
ER

PT J
AU Boustani, NM
AF Boustani, Nada Mallah
TI Artificial intelligence impact on banks clients and employees in an
   Asian developing country
SO JOURNAL OF ASIA BUSINESS STUDIES
LA English
DT Article; Early Access
DE Consumer behavior; Employability; Artificial intelligence
ID EMPLOYABILITY
AB Purpose The purpose of this paper is to discuss the application of artificial intelligence (AI) in banking sector, its impact on banks employees and consumer behavior alike when buying financial services and the importance of (AI) for delivering social services in a western Asian developing country: Lebanon. The author tried to respond to the following problematics: Would AI be able to replace man power in customer service? and would AI change the job of the banker and render the bank more profitable? Design/methodology/approach The data collected and analyzed was used in a quantitative research-based models with the application of hypothesis regression models. The results obtained has helped despite the fact of its innovative framework, AI cannot replace the role of humans when it comes to client's interactions with banks employees. Findings AI elevates the quality of banking transactions to an upper edge. Some of the technical banking jobs might be in jeopardy with AI, as the technology can be easily replaced with human resources, but when emotional intelligence is required for banks clients/employee's relationship management, AI has been found with no ability to supersede. Research limitations/implications Researchers in the future can also compare large banks called alpha banks to smaller banks in the same developing country to further test the possibility of adopting innovation and change through AI in different sizes of banks with larger number of employees, financial resources and corporate clients. Practical implications Fears regarding impact on employment were detected, AI could render many banks' jobs obsolete in the coming years, asserting that AI and robotics "reduce the need for staff in roles such as back office functions. Data suggests that the proliferation of AI could be accompanied by a rise in banking jobs. It may also be the case that only the most mundane jobs such as data entry will be sacrificed for machine superiority. While a rise in job numbers associated with higher AI-adoption rates seems ideal, some evidence suggests that most financial institutions are not yet fully confident in how to effectively apply the technology for the best results but at the same time seemed to be receptive to using AI and machine learning in their organization. Social implications This study was conducted and limited to one developing Asian country, it would be useful to stretch this study covering other countries in the region to dive into more diversified results that could trigger researchers to compare more the adoption of AI in Asian countries and evaluating its impact with respect to different countries size and/or level of development in addition to other demographics and criteria. Originality/value Financial institutions are increasingly using artificial neural network systems to detect fraud and charges that do not meet the standard. The AI is used to: organize transactions; keep accounts; invest in stocks; optimize portfolios, etc. Reducing the number of frauds and financial crimes in Lebanon by monitoring user behavior to detect abnormal changes or anomalies in addition to the possible rectification of human economic behavior in the Asian region, this could add a great value and high originality to the research.
C1 [Boustani, Nada Mallah] St Joseph Univ, Fac Business, Beirut, Lebanon.
RP Boustani, NM (corresponding author), St Joseph Univ, Fac Business, Beirut, Lebanon.
EM nada.mallahboustany@usj.edu.lb
RI Boustani, Nada Mallah/AAD-2165-2021
OI Boustani, Nada Mallah/0000-0003-2252-0149
NR 31
TC 14
Z9 14
U1 16
U2 47
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1558-7894
EI 1559-2243
J9 J ASIA BUS STUD
JI J Asia Bus. Stud.
PD 2022 MAR 23
PY 2022
VL 16
IS 2
SI SI
BP 267
EP 278
DI 10.1108/JABS-09-2020-0376
EA JUN 2021
PG 12
WC Business
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA ZZ6VP
UT WOS:000664309500001
DA 2024-02-21
ER

PT J
AU Oesch, D
   von Ow, A
AF Oesch, Daniel
   von Ow, Anna
TI Social Networks and Job Access for the Unemployed: Work Ties for the
   Upper-Middle Class, Communal Ties for the Working Class
SO EUROPEAN SOCIOLOGICAL REVIEW
LA English
DT Article
ID LABOR-MARKET; CONTACTS; IMPACT; INCOME
AB In Europe, almost half of all jobs are found through personal contacts such as colleagues, family, or friends. We analyse whether personal contacts facilitate access to jobs for the middle or the working class. We do not treat informal ties as a homogeneous category, but distinguish work-related contacts from communal contacts such as family, friends, and acquaintances. Our analysis is based on a longitudinal survey of unemployed jobseekers in Switzerland that we match with administrative data. We find that work-related ties are disproportionately used by individuals with favourable employment prospects: middle-aged jobseekers with high prior earnings. In contrast, communal contacts chiefly help jobseekers with poor employability, notably the low-skilled working class and workers dismissed for non-economic reasons. Communal contacts thus compensate for the difficulty of finding a job through other channels. However, the different search methods do not affect how wages evolve from pre- to post-unemployment jobs. The unemployed who found a job via communal ties were earning less than those using a work tie or a formal method to begin with.
C1 [Oesch, Daniel] Univ Lausanne, Life Course & Inequal Res Ctr LINES, CH-1015 Lausanne, Switzerland.
   [Oesch, Daniel; von Ow, Anna] Univ Lausanne, LIVES Swiss Natl Ctr Competence Res, CH-1015 Lausanne, Switzerland.
C3 University of Lausanne; University of Lausanne
RP Oesch, D (corresponding author), Univ Lausanne, Life Course & Inequal Res Ctr LINES, CH-1015 Lausanne, Switzerland.; Oesch, D (corresponding author), Univ Lausanne, LIVES Swiss Natl Ctr Competence Res, CH-1015 Lausanne, Switzerland.
EM daniel.oesch@unil.ch
RI Daniel, Oesch/C-2243-2016
OI Daniel, Oesch/0000-0003-1704-853X
FU Swiss National Centre of Competence in Research 'LIVESOvercoming
   vulnerability: life course perspectives'; Swiss National Science
   Foundation [51NF40-160590]; Switzerland's State Secretariat for Economic
   Affairs; Swiss National Science Foundation (SNF) [51NF40-160590] Funding
   Source: Swiss National Science Foundation (SNF)
FX This work was supported by the Swiss National Centre of Competence in
   Research 'LIVESOvercoming vulnerability: life course perspectives',
   which is financed by the Swiss National Science Foundation [grant number
   51NF40-160590]. Additional funding by Switzerland's State Secretariat
   for Economic Affairs is gratefully acknowledged.
NR 25
TC 18
Z9 20
U1 0
U2 17
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0266-7215
EI 1468-2672
J9 EUR SOCIOL REV
JI Eur. Sociol. Rev.
PD APR
PY 2017
VL 33
IS 2
BP 275
EP 291
DI 10.1093/esr/jcx041
PG 17
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA EU4KI
UT WOS:000400997800008
OA Green Published
DA 2024-02-21
ER

PT J
AU Collins, A
   Azmat, F
   Rentschler, R
AF Collins, Ayse
   Azmat, Fara
   Rentschler, Ruth
TI 'Bringing everyone on the same journey': revisiting inclusion in higher
   education
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE Australian university; higher education; inclusion; students with
   physical disabilities; social model of disability
ID DISABLED STUDENTS; DISABILITIES; CHALLENGES; POLICY
AB This study investigates inclusion in higher education, examining learning environments for students with physical disabilities (SWPD) and the challenges faced in promoting inclusive education, using an Australian university as a case study. Drawing from the social model of disability and interviews with 40 stakeholders, our findings suggest that despite marked progress towards inclusive education through reasonable adjustments for all, learning environments remain largely driven by adjustments for individual students, creating organisational and personal challenges. Four key challenges emerged: (1) staff perception about too many resources creating student dependencies; (2) staff training needs; (3) low representation of students with visible disabilities; and (4) moving inclusion beyond education into employment. Our findings emphasise the need to embed employability and skills development in all aspects of teaching and learning while moving towards inclusive education, to enable all students to develop professionally, and reinforcing calls for an inclusive workplace that values and accepts SWPD.
C1 [Collins, Ayse] Bilkent Univ, Sch Appl Technol & Management, Ankara, Turkey.
   [Azmat, Fara] Deakin Univ, Dept Management, Melbourne, Vic, Australia.
   [Rentschler, Ruth] Univ South Australia, Sch Management, Adelaide, SA, Australia.
C3 Ihsan Dogramaci Bilkent University; Deakin University; University of
   South Australia
RP Collins, A (corresponding author), Bilkent Univ, Sch Appl Technol & Management, Ankara, Turkey.
EM collins@bilkent.edu.tr
RI Azmat, Fara/AAT-5449-2021; rentschler, ruth/H-2857-2016
OI Azmat, Fara/0000-0001-5608-3130; rentschler, ruth/0000-0001-8156-5297
NR 38
TC 79
Z9 95
U1 4
U2 70
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD AUG 3
PY 2019
VL 44
IS 8
BP 1475
EP 1487
DI 10.1080/03075079.2018.1450852
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA II7XF
UT WOS:000475404300012
DA 2024-02-21
ER

PT J
AU Borsellino, V
   Carta, V
   Varia, F
AF Borsellino, Valeria
   Carta, Valentina
   Varia, Francesca
TI Skills for competitiveness: an empirical analysis of the educational
   provision for oenologists offered by Italian universities
SO JOURNAL OF AGRICULTURAL EDUCATION & EXTENSION
LA English
DT Article; Early Access
DE Wine sector; competence; skills mismatch; social network analysis;
   cluster analysis; stakeholders; mixed-method
ID LABOR-MARKET; WINE; EMPLOYABILITY; WORKPLACE; NETWORK; IMPACT
AB Purpose: Whilst operating in the context of a high-income economy, the Italian labour market is affected by the considerable challenges of vertical mismatch, skill gaps and skill shortages. In such a context, the aim of this empirical study is to explore current university provision regarding the formal qualification of the oenologist, in order to assess its alignment with the professionalism demands from the wine sector.
   Design/Methodology/Approach: The following was deployed to analyse university provision with a mixed method approach including social network analysis, cluster analysis and desk analyses based on descriptive statistics.
   Findings: The comparative analysis outlined in the research on the basis of different educational activities shows that some degree courses would appear to be interchangeable. Furthermore, the study also shows a partial alignment between university educational provision and the skills required by stakeholders, thereby demonstrating the need to make changes in study programmes.
   Practical implications: The authors hope that the evidence-based suggestions proffered herein may be used as a scientific basis to support the formulation of education policy at the ministerial level and as a guideline to plan and update academic curricula.
   Theoretical implications: This research contributes to the scientific debate relating to the educational preparation of university graduates and their employability according to the requirements of the professional wine sector. It enriches the theoretical framework of evidence-based educational research, offering alternative avenues for interpretation about the similarity profiles of educational provision.
   Originality/Values: To the best of our knowledge, the research laid out in this paper is innovative in the field of educational literature due to its use of different methodologies and techniques to obtain results, thereby proposing a wider and alternative use of well known analytical methods.
C1 [Borsellino, Valeria] Univ Palermo, Dept Agr Food & Forest Sci, Palermo, Italy.
   [Carta, Valentina; Varia, Francesca] CREA Res Ctr Agr Policies & Bioecon, Rome, Italy.
C3 University of Palermo
RP Carta, V (corresponding author), CREA Res Ctr Agr Policies & Bioecon, Rome, Italy.
EM valentina.carta@crea.gov.it
RI Borsellino, Valeria/M-1482-2015
OI Borsellino, Valeria/0000-0002-6570-2156; Carta,
   Valentina/0000-0003-2501-5578; Varia, Francesca/0000-0002-0388-3334
NR 84
TC 0
Z9 0
U1 1
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1389-224X
EI 1750-8622
J9 J AGRIC EDUC EXT
JI J. Agric. Educ. Ext.
PD 2023 MAR 15
PY 2023
VL 29
IS 2
BP 217
EP 245
AR 2039245
DI 10.1080/1389224X.2022.2039245
EA FEB 2022
PG 29
WC Education & Educational Research; Environmental Studies
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Environmental Sciences & Ecology
GA E5PQ7
UT WOS:000760080400001
DA 2024-02-21
ER

PT J
AU ADKINS, CL
   RUSSELL, CJ
   WERBEL, JD
AF ADKINS, CL
   RUSSELL, CJ
   WERBEL, JD
TI JUDGMENTS OF FIT IN THE SELECTION PROCESS - THE ROLE OF WORK VALUE
   CONGRUENCE
SO PERSONNEL PSYCHOLOGY
LA English
DT Article
ID PEOPLE; CULTURE; PLACE
AB Work values were examined as an antecedent of recruiters' judgments of applicant fit with the organization.  Data were collected on the work values of recruiters, their organizations, and job applicants in actual job interviews conducted through the placement center of a large university.  Following the interviews, recruiters evaluated applicants' general employability and organization-specific fit.  Approximately 4 months following the interviews, data on whether the applicants were invited for a second interview were also obtained.  Work value congruence between the applicant and the recruiter was found to be related to judgments of general employability and organization-specific fit.  Congruence between the applicant and the organization (as perceived by the recruiter) was not related to judgments of employability and organization-specific fit.  Recruiter ratings of employability were related to the decision to invite the applicant for a second interview.  Work value congruence was not related to second interview decisions.  It is concluded that if work values and judgments of applicant fit influence the personnel selection process, they are more likely to do so at later stages when job offer decisions are made.  Work values and judgments of applicant fit seem to have minimal impact on decisions to retain the applicant for additional consideration in early stages of the selection process.
C1 IOWA STATE UNIV SCI & TECHNOL,COLL BUSINESS,AMES,IA 50011.
C3 Iowa State University
RP ADKINS, CL (corresponding author), LOUISIANA STATE UNIV,COLL BUSINESS,DEPT MANAGEMENT,BATON ROUGE,LA 70803, USA.
RI Russell, Craig J/A-8201-2009
OI Russell, Craig/0000-0002-7072-6232
NR 34
TC 132
Z9 201
U1 3
U2 41
PU PERSONNEL PSYCHOLOGY INC
PI BOWLING GREEN
PA 745 HASKINS ROAD, SUITE A, BOWLING GREEN, OH 43402
SN 0031-5826
J9 PERS PSYCHOL
JI Pers. Psychol.
PD FAL
PY 1994
VL 47
IS 3
BP 605
EP 623
DI 10.1111/j.1744-6570.1994.tb01740.x
PG 19
WC Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Psychology; Business & Economics
GA PG798
UT WOS:A1994PG79800008
DA 2024-02-21
ER

PT J
AU Nikunen, M
   Lempiäinen, K
AF Nikunen, Minna
   Lempiainen, Kirsti
TI Gendered strategies of mobility and academic career
SO GENDER AND EDUCATION
LA English
DT Article
DE Higher education; employment; globalisation; qualitative interviews;
   sociology
ID SCIENTIFIC MOBILITY; UNIVERSITY; EQUALITY; SENSE
AB In universities, being mobile and international has become ever more important for academics' career prospects. This article explores junior and other insecurely employed researchers' experiences of geographical mobility in relation to their personal life, career, employability and value as scholars. The aim is to discover the gendered strategies researchers use to combine mobility with intimate relations and personal life. Furthermore, what gendered ideas of mobility, employability and career success do researchers themselves construct? These aspects of mobility, particularly focused on gender, are analysed in three cases: Finland, Italy and the United Kingdom. These states are all (currently) members of the European Union and have implemented its internationalisation policies. The data consists of qualitative interviews gathered in 2009 and 2010. We suggest that the value and capital of academic labour are evaluated differently in the three different locations. Additionally, gender, age, academic age and life situation motivate different mobility strategies.
C1 [Nikunen, Minna] Univ Tampere, Fac Social Sci, Tampere 33014, Finland.
   [Lempiainen, Kirsti] Univ Lapland, Fac Adult Educ Sociol, Rovaniemi, Finland.
   [Nikunen, Minna] Univ Jyvaskyla, Jyvaskyla 40014, Finland.
C3 Tampere University; University of Lapland; University of Jyvaskyla
RP Nikunen, M (corresponding author), Univ Tampere, Fac Social Sci, Tampere 33014, Finland.; Nikunen, M (corresponding author), Univ Jyvaskyla, Jyvaskyla 40014, Finland.
EM minna.nikunen@uta.fi
OI Nikunen, Minna/0000-0001-5618-138X
FU Kulttuurin ja Yhteiskunnan Tutkimuksen Toimikunta [SA 11451]
FX This work was supported by the Kulttuurin ja Yhteiskunnan Tutkimuksen
   Toimikunta [grant numbers SA 11451, SA 124493].
NR 54
TC 18
Z9 18
U1 0
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0954-0253
EI 1360-0516
J9 GENDER EDUC
JI Gend. Educ.
PD MAY 18
PY 2020
VL 32
IS 4
BP 554
EP 571
DI 10.1080/09540253.2018.1533917
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA LE3TH
UT WOS:000526642600007
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Zheng, SJ
AF Zheng, Shujie
TI Combined application of employment education and big data internet
   technology based on the context of vocational education reform
SO APPLIED MATHEMATICS AND NONLINEAR SCIENCES
LA English
DT Article; Early Access
DE Keyword Education reform; Career education; Big data; Internet;
   Teacher-student relationship
AB In the context of vocational education reform, with the rapid development of big data and internet technology in recent years, coupled with the increase of employment pressure in China, universities have paid more attention to students' employability competitiveness and paid attention to the reform and innovation of employment education and management work around the goal of higher vocational education personnel training. Based on the theory of the GRU employment education model and supported by big data internet technology, this paper uses a questionnaire survey and semi-structured interview to conduct exploratory factor analysis and validation factor analysis on the constructed employability evaluation index system by using empirical analysis method and finally constructs an employment education model for higher vocational students. At present, compared with the nearly 100 years of exploration history of employment education in colleges and universities in developed countries such as the United States, the employment education of college students in China has a relatively short history and is still in the exploration and development stage. The combination of vocational education reform and big data and internet technology will create a good environment for the future development and growth of students. Therefore, it is necessary to improve the relevance of employment education and management from the perspective of students and teachers in the "Internet+" environment and provide some new ideas to solve the outstanding problems in the employment education of college students so as to ensure that students can enter and adapt to the workplace smoothly after graduation.
C1 [Zheng, Shujie] Lianyungang Vocat & Tech Coll, Coll Construct Engn, Lianyungang 222000, Jiangsu, Peoples R China.
RP Zheng, SJ (corresponding author), Lianyungang Vocat & Tech Coll, Coll Construct Engn, Lianyungang 222000, Jiangsu, Peoples R China.
EM zsj13775442112@163.com
NR 29
TC 0
Z9 0
U1 2
U2 3
PU WALTER DE GRUYTER GMBH
PI BERLIN
PA GENTHINER STRASSE 13, D-10785 BERLIN, GERMANY
EI 2444-8656
J9 APPL MATH NONLIN SCI
JI Appl. Math. Nonlinear Sci.
PD 2023 APR 28
PY 2023
DI 10.2478/amns.2023.1.00124
EA APR 2023
PG 13
WC Mathematics, Applied
WE Emerging Sources Citation Index (ESCI)
SC Mathematics
GA F1ZR9
UT WOS:000980404000001
OA gold
DA 2024-02-21
ER

PT J
AU Naseem, J
AF Naseem, Jawiria
TI "I Didn't Have the Luxury to Wait": Understanding the University-to-Work
   Transition among Second-Generations in Britain
SO SOCIAL INCLUSION
LA English
DT Article
DE capital; ethnicity; female graduates; gender; second-generation; social
   class; UK labour market; university education
ID SOCIAL-STRATIFICATION; EDUCATION; WOMEN; EMPLOYMENT; ATTITUDES;
   ETHNICITY; CHOICE; IMPACT
AB Second-generations-children of immigrants-experience particular university-to-work transitions in the UK, including precarious entry into the labour market This article examines the importance of intersecting social divisions, such as gender and ethnicity to these transitions, and also explores complexities within long-term economic progression. By comparing the educational achievement and labour market integration of British-born female graduates from one of the largest-Pakistani-and newly settled-Algerian-migrant groups and by focusing on long-term progression from the first job post-graduation to the most recent one. Using repeat semi-structured interviews with twelve British Pakistani and Algerian female graduates, this article produces a fine-grained analysis of key academic and economic stages. It reveals how the contextualised impact of intersecting social divisions-social class, ethnicity, as proxy for culture and religion, and gender- and the ability to maximise and increase one's identity capital improve employability, transforming initial disadvantages into pathways for success.
C1 [Naseem, Jawiria] Univ Birmingham, Dept Educ & Social Justice, Birmingham B15 2TT, W Midlands, England.
C3 University of Birmingham
RP Naseem, J (corresponding author), Univ Birmingham, Dept Educ & Social Justice, Birmingham B15 2TT, W Midlands, England.
EM j.naseem@bham.ac.uk
NR 45
TC 4
Z9 4
U1 0
U2 12
PU COGITATIO PRESS
PI LISBON
PA RUA FIALHO ALMEIDA 14, 2 ESQ, LISBON, 1070-129, PORTUGAL
EI 2183-2803
J9 SOC INCL
JI Soc. Incl.
PY 2019
VL 7
IS 3
BP 270
EP 281
DI 10.17645/si.v7i3.2033
PG 12
WC Social Issues; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Issues; Social Sciences - Other Topics
GA IW0VE
UT WOS:000484681200013
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU dos Santos, GDH
   Lopes, RE
AF Henrique dos Santos, Geovana de Souza
   Lopes, Roseli Esquerdo
TI The INSS professional rehabilitation program and the reinsertion of
   workers into the job market
SO CADERNOS BRASILEIROS DE TERAPIA OCUPACIONAL-BRAZILIAN JOURNAL OF
   OCCUPATIONAL THERAPY
LA English
DT Article
DE Rehabilitation; Vocational; Social Security; Instituto Nacional do
   Seguro Social; Employment; Supported; Return to Work
ID VOCATIONAL-REHABILITATION
AB Introduction: In Brazil, public assistance to workers affected by diseases or accidents, unable to practice their profession, but with residual work potential, is provided by the National Social Security Institute (INSS), through the Professional Rehabilitation Program (PRP). Objective: The general purpose of this research was to understand the PRP's contribution to the reinsertion of the worker into the labor market. Method: It is a case study, documentary, cross-sectional and descriptive, which had as a data source 592 medical records of workers referred to the PRP of an INSS Agency of the Southeast region of Brazil, from 2007 to 2012, from which they were extracted sociodemographic, academic and professional data, as well as interviews with eight rehabilitated users. Results: The results showed that 48.5% of the insured persons were eligible, 34% considered rehabilitated and 49.02% were employed. The respondents did not point out a direct relationship between the PRP and their reinsertion in the market, but stated that the resources used were important to achieve, if not a job, at least personal and professional recognition. Although the employability rate of the rehabilitated workers is satisfactory compared to those found in studies of developed countries and with less unequal societies, this apparatus has not yet become an effective ally of the Brazilian worker. Conclusion: It is essential that the INSS and rehabilitated professionals have a more active stance in the rehabilitation process. The promotion of intersectoral actions that seek to articulate the public policies related to the area and that encompass the complexity of the process of return to work should be considered.
C1 [Henrique dos Santos, Geovana de Souza; Lopes, Roseli Esquerdo] Univ Fed Sao Carlos UFSCar, Sao Carlos, SP, Brazil.
C3 Universidade Federal de Sao Carlos
RP dos Santos, GDH (corresponding author), Univ Fed Sao Carlos UFSCar, Sao Carlos, SP, Brazil.
EM geovana_shs@yahoo.com.br
OI de Souza Henrique dos Santos, Geovana/0000-0002-0508-9775; Esquerdo
   Lopes, Roseli/0000-0001-9572-4586
FU Coordination for the Improvement of Higher Education Personnel -CAPES
   [001]
FX Coordination for the Improvement of Higher Education Personnel -CAPES
   -Code 001.
NR 31
TC 0
Z9 0
U1 0
U2 2
PU CUBA EDITORA
PI SAO CARLOS
PA CUBA EDITORA, SAO CARLOS, 00000, BRAZIL
SN 2526-8910
J9 CAD BRAS TER OCUP
JI Cad. Bras. Ter. Ocup.
PY 2021
VL 29
AR e2100
DI 10.1590/2526-8910.ctoAO2100
PG 20
WC Public, Environmental & Occupational Health
WE Emerging Sources Citation Index (ESCI)
SC Public, Environmental & Occupational Health
GA YJ0AA
UT WOS:000744200500060
OA gold
DA 2024-02-21
ER

PT J
AU Jung, A
AF Jung, Alexander
TI Depoliticisation through employability: entanglements between European
   migration and development interventions in Tunisia
SO JOURNAL OF ETHNIC AND MIGRATION STUDIES
LA English
DT Article; Early Access
DE Tunisia; Europe; migration-development nexus; employability;
   depoliticisation
ID MIGRANT; AFRICA; POLICY; WORK
AB Accompanied by public demands to reduce migration by creating perspectives 'at home', employability projects have become an important component of migration and development policies. While research has revealed the sedentarism underlying these policies and questioned the effectiveness thereof, more recent work has found that stakeholders are, in fact, aware of the potential increase of migration. However, contrary to analyses that hold that such interventions are carried out because they meet the different interests of both migration and development actors, this paper argues that migration and development interventions are mutually implicated. Examining European employability projects in Tunisia and drawing on interviews with representatives of donors and implementing organisations as well as policy documents, this paper argues that employability activities operate through twofold depoliticised logics. Whereas the focus on employability enables isolating migration from politicised debates across Europe, these interventions promote depoliticised logics of neoliberal selectivity. In centring skills in these interventions, some subjects are rendered employable for the Tunisian and, potentially, European labour market. Others, in turn, are excluded from the participation in migration and development due to a lack of sought-after skills.
C1 [Jung, Alexander] Univ Gothenburg, Sch Global Studies, Gothenburg, Sweden.
C3 University of Gothenburg
RP Jung, A (corresponding author), Univ Gothenburg, Sch Global Studies, Gothenburg, Sweden.
EM alexander.jung@gu.se
RI Jung, Alexander/IQS-4250-2023
OI Jung, Alexander/0000-0001-6781-8032
FU Forskraftstiftelsen Theodor Adelswards minne
FX This work was supported by the Donationsstipendier and the
   Forskraftstiftelsen Theodor Adelswards minne.
NR 48
TC 2
Z9 2
U1 1
U2 1
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1369-183X
EI 1469-9451
J9 J ETHN MIGR STUD
JI J. Ethn. Migr. Stud.
PD 2022 NOV 4
PY 2022
VL 48
IS 19
BP 4811
EP 4828
DI 10.1080/1369183X.2022.2080650
EA JUN 2022
PG 18
WC Demography; Ethnic Studies
WE Social Science Citation Index (SSCI)
SC Demography; Ethnic Studies
GA 6P7XB
UT WOS:000812680000001
OA hybrid
DA 2024-02-21
ER

PT J
AU Huber, A
AF Huber, Amy
TI Exploring Hiring Practitioner Preferences for and Assessment Practices
   of Prospective Candidates
SO JOURNAL OF INTERIOR DESIGN
LA English
DT Article
ID SOFT SKILLS; PHYSICAL ATTRACTIVENESS; EMPLOYMENT INTERVIEW; FACIAL
   ATTRACTIVENESS; IMPRESSION MANAGEMENT; DESIGN; HEURISTICS; PERCEPTIONS;
   SELECTION; PERSONALITY
AB While the decision-making strategies involved in the design process have long been a topic of scholarly exploration, less attention has been devoted to probing the likely antecedents to other decisions that potentially influence design practice. One such decision is the formation of a project team, which is likely influenced by those who are hired to work in a firm. While some interior design scholars have outlined the skills and characteristics viewed as most desirable by hiring practitioners, there remains relatively little information regarding the assessment of those attributes and how decision-making strategies may sway the hiring process. This study sought the perceptions of those hiring entry-level interior design candidates. More specifically, it aimed to determine preferences among the commonly cited factors of employability; namely, if hiring practitioners were more apt to prefer soft skills, hard skills, or specific experiences. The study then sought to discern whether those attributes are assessed through either System 1 (i.e., gut-level abbreviated processes often reliant on heuristics) or System 2 strategies (i.e., rational, conscious processes utilizing a broad array of evidence). Findings stemming from a survey of (n = 106) senior-level interior design practitioners suggest that they are likely to prioritize soft skills when screening candidates. Moreover, practitioners may utilize System 1 processes, heuristics, and relatively subjective strategies-to assess these attributes. Findings offer practical implications while contributing to the body of knowledge regarding the employability of interior design university graduates by empirically examining how hiring practitioners prioritize of a range of cognitive, emotional, and behavioral patterns.
C1 [Huber, Amy] Florida State Univ, Tallahassee, FL 32306 USA.
C3 State University System of Florida; Florida State University
RP Huber, A (corresponding author), Florida State Univ, Tallahassee, FL 32306 USA.
OI Huber, Amy/0000-0001-7919-2890
NR 103
TC 6
Z9 9
U1 0
U2 7
PU WILEY PERIODICALS, INC
PI SAN FRANCISCO
PA ONE MONTGOMERY ST, SUITE 1200, SAN FRANCISCO, CA 94104 USA
SN 1071-7641
EI 1939-1668
J9 J INTERIOR DES
JI J. Inter Design
PD DEC
PY 2018
VL 43
IS 4
BP 21
EP 44
DI 10.1111/joid.12131
PG 24
WC Architecture
WE Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Architecture
GA HC5SY
UT WOS:000451863900002
DA 2024-02-21
ER

PT J
AU Dijkstra, MS
   Soer, R
   Bieleman, A
   McCraty, R
   Oosterveld, F
   Gross, D
   Reneman, M
AF Dijkstra, Marianne Six
   Soer, Remko
   Bieleman, Andre
   McCraty, Rollin
   Oosterveld, Frits
   Gross, Douglas
   Reneman, Michiel
TI Exploring a 1-Minute Paced Deep-Breathing Measurement of Heart Rate
   Variability as Part of a Workers' Health Assessment
SO APPLIED PSYCHOPHYSIOLOGY AND BIOFEEDBACK
LA English
DT Article
DE Employment; Workers; Screening; Heart rate variability; Diagnostic
   techniques and procedures
ID CARDIOVASCULAR-DISEASE; AUTONOMIC IMBALANCE; ABILITY INDEX; RISK;
   IMPACT; QUESTIONNAIRE; PERFORMANCE; ENGAGEMENT; PREDICTS; INDUSTRY
AB Low heart rate variability (HRV) is related to health problems that are known reasons for sick-leave or early retirement. A 1-minute-protocol could allow large scale HRV measurement for screening of health problems and, potentially, sustained employability. Our objectives were to explore the association of HRV with measures of health. Cross-sectional design with 877 Dutch employees assessed during a Workers' Health Assessment. Personal and job characteristics, workability, psychological and mental problems, and lifestyle were measured with questionnaires. Biometry was measured (BMI, waist circumference, blood pressure, glucose, cholesterol). HRV was assessed with a 1-minute paced deep-breathing protocol and expressed as mean heart rate range (MHRR). A low MHRR indicates a higher health risk. Groups were classified age adjusted for HRV and compared. Spearman correlations between raw MHRR and the other measures were calculated. Significant univariable correlations (p<0.05) were entered in a linear regression model to explore the multivariable association with MHRR. Age, years of employment, BMI and waist circumference differed significantly between HRV groups. Significant correlations were found between MHRR and age, workability, BMI, waist circumference, cholesterol, systolic and diastolic blood-pressure and reported physical activity and alcohol consumption. In the multivariable analyses 21.1% of variance was explained: a low HRV correlates with aging, higher BMI and higher levels of reported physically activity. HRV was significantly associated with age, measures of obesity (BMI, waist circumference), and with reported physical activity, which provides a first glance of the utility of a 1-minute paced deep-breathing HRV protocol as part of a comprehensive preventive Workers' Health Assessment.
C1 [Dijkstra, Marianne Six; Soer, Remko; Bieleman, Andre; Oosterveld, Frits] Saxion Univ Appl Sci AGZ, MH Tromplaan 28, NL-7500 KB Enschede, Netherlands.
   [Soer, Remko] Univ Groningen, Univ Med Ctr Groningen, Groningen Spine Ctr, Groningen, Netherlands.
   [McCraty, Rollin] Heartmath LCC, Boulder Creek, CA USA.
   [Gross, Douglas] Univ Alberta, Dept Physiotherapy, Edmonton, AB, Canada.
   [Dijkstra, Marianne Six; Reneman, Michiel] Univ Groningen, Univ Med Ctr Groningen, Dept Rehabil Med, Groningen, Netherlands.
C3 University of Groningen; University of Alberta; University of Groningen
RP Dijkstra, MS (corresponding author), Saxion Univ Appl Sci AGZ, MH Tromplaan 28, NL-7500 KB Enschede, Netherlands.; Dijkstra, MS (corresponding author), Univ Groningen, Univ Med Ctr Groningen, Dept Rehabil Med, Groningen, Netherlands.
EM w.m.c.sixdijkstra@saxion.nl
RI Bieleman, André/AAQ-7661-2021; Gross, Douglas P./AAF-6997-2020;
   Oosterveld, Frits/D-4530-2015
OI Gross, Douglas P./0000-0002-2427-6277; Soer, Remko/0000-0003-4154-1711;
   Six Dijkstra, Marianne Wilhelmina Maria Christina/0000-0001-5074-2422;
   Bieleman, Andre/0000-0003-3370-4947
FU Expertise Center Tech for Future in The Netherlands [TFF150101 SHIFT]
FX This study was funded by Expertise Center Tech for Future in The
   Netherlands (TFF150101 SHIFT). The funding source had no involvement in
   de study design, data collection, analysis or interpretation, in the
   writing of the report of decision to submit the article for publication.
NR 55
TC 10
Z9 11
U1 0
U2 5
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1090-0586
EI 1573-3270
J9 APPL PSYCHOPHYS BIOF
JI Appl. Psychophysiol. Biofeedback
PD JUN
PY 2019
VL 44
IS 2
BP 83
EP 96
DI 10.1007/s10484-018-9422-4
PG 14
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA HX4QP
UT WOS:000467385300002
PM 30506478
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Qasim, AM
   Al-Askari, PSM
   Massoud, HK
   Ayoubi, RM
AF Qasim, Azad M.
   Al-Askari, Pirshing Salih Mohamad
   Massoud, Hiba K.
   Ayoubi, Rami M.
TI Student university choice in Kurdistan-Iraq: what factors matter?
SO JOURNAL OF FURTHER AND HIGHER EDUCATION
LA English
DT Article; Early Access
DE University characteristics; student choice; private universities;
   Kurdistan-Iraq
ID HIGHER-EDUCATION; COLLEGE CHOICE; DECISION-MAKING; INFORMATION-SOURCES;
   MODEL; SATISFACTION; RECRUITMENT; SELECTION; CRITERIA; CHOOSE
AB We aim to investigate the factors influencing student choice in the private higher education (HE) sector in Kurdistan-Iraq. Hence, this research attempts to add to the literature in terms of understanding student university choice, in general, and address the gap in the literature in the context of Middle Eastern studies including Kurdistan, in particular. We employed a survey research design using a self-developed questionnaire targeting first-year students in private universities in Kurdistan. Using a sample of 518 students and confirmatory factor analysis (CFA), we found that the university characteristics that most influenced student choice were reputation/accreditation, quality of teaching, employability and quality of facilities, a finding consistent with existing literature. However, cost of study was not seen to be highly influential in relation to student choice. Accordingly, the study recommends that universities consider increasing their tuition fees and dedicating the extra revenues to boosting their reputation, enhancing their quality of teaching and accreditation and increasing their connection to and relationships with local employers. Some other implications are also discussed.
C1 [Qasim, Azad M.; Al-Askari, Pirshing Salih Mohamad] Univ Sulaymaniyah, Business Management Dept, Sulaymaniyah, Iraq.
   [Massoud, Hiba K.] Cardiff Met Univ, Cardiff Sch Management, Cardiff, Wales.
   [Ayoubi, Rami M.] Coventry Univ, Sch Strategy & Leadership, Coventry, W Midlands, England.
C3 Cardiff Metropolitan University; Coventry University
RP Ayoubi, RM (corresponding author), Coventry Univ, Sch Strategy & Leadership, Coventry, W Midlands, England.
EM ad4550@coventry.ac.uk
OI Ayoubi, Rami/0000-0003-0264-3598
NR 92
TC 4
Z9 5
U1 2
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0309-877X
EI 1469-9486
J9 J FURTH HIGHER EDUC
JI J. Furth Higher Education
PD 2021 
PY 2021
VL 45
IS 1
BP 120
EP 136
DI 10.1080/0309877X.2020.1742298
EA APR 2020
PG 17
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA PG9JK
UT WOS:000529088100001
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Schultz, C
   Lessing, K
   Smit, PK
   Swarts, I
   van Hoek, L
   Viljoen, H
AF Schultz, Cecile
   Lessing, Karel
   Smit, Pieter K.
   Swarts, Ilze
   van Hoek, Lize
   Viljoen, Hannie
TI Capacity development among skilled and highly skilled unemployed persons
   in Pretoria, Gauteng, in order to improve their employability and
   self-employability
SO TYDSKRIF VIR GEESTESWETENSKAPPE
LA English
DT Article
DE cognitive; affective; conative; strategies; capacity development;
   unem-ployed skilled and highly skilled persons; Gauteng;
   non-governmental organisation
AB One of the objectives of some non-governmental organisations (NGOs) is to assist unemployed persons to become employed or self-employed. In Pretoria, Gauteng, one such NGO gives training and support to unemployed persons with the purpose of capacitating them in certain areas of need. This exploratory research was aimed at determining how skilled and highly skilled unemployed persons involved in this NGO's programme view their own ability to become employed or self-employed. The capacity approaches of Sen and Kolbe served as theoretical frameworks for this study. Interpretivism as a research philosophy and a phenomenological approach guided the study. Interpretivism, phenomenology and a qualitative research method were therefore used. Two semi-structured focus group interviews were used to obtain rich data from the participants. Forty-two unemployed persons were involved in the NGO programme at the time, and eleven persons volunteered to participate in the study. Seven persons with a post- school qualification participated in one focus group interview, and four persons with a Grade 12 certificate in the other. The purpose of this division was to attain a wide variety of perspectives in the dynamics of each focus group interview. The trustworthiness of the data was essential; this was achieved by considering credibility, transferability, dependability and confirmability. Qualitative content analysis was used to analyse the data into meaningful themes and categories. Saturation of data was taken into consideration. Verbatim extracts were used to substantiate the themes. The themes yielded by the findings were categorised according to Kolbe's capability approach based on the three faculties of the mind (cognitive, affective and conative), as well as the strategies to develop capacity. The findings can be summarised in three main themes, namely the cognitive, or thoughts (self-image, new thinking, skills); the affective, or emotions (motivation, negative emotions relating to relationships, dealing with depression and despondence); and strategies to develop capacity (recognised prior learning and job shadowing). The conative part of Kolbe's approach did not feature in the findings. Recommendations were drafted by combining the findings of the study and the literature review. This combination resulted in the development of a framework to improve employability and self-employability of the skilled and highly skilled unemployed persons. This framework consisted of the "what" (capacities) that should be developed and the "how", that is, strategies to follow in order to develop the capacities of the skilled and highly skilled unemployed persons. Training in making online job applications, writing a curriculum vitae, computer skills, how to brand and market oneself, how to network, job interviewing and entrepreneurship should be offered. Coaching and mentoring should be made available, especially to persons who want to be self-employed. Financial assistance should be considered as start-up funds for a new business venture. To improve employability and self-employability, the cognitive, affective and conative parts of the person should, therefore, be taken into consideration when developing personal capacity. It is recommended that, in future research, this study be extended to other skilled and highly skilled unemployed persons and to unskilled unemployed persons in South Africa.
   The constraints on employability and the influence of the Covid-19 pandemic on unemployment in South Africa should also be researched.
C1 [Schultz, Cecile; Lessing, Karel; Smit, Pieter K.; Swarts, Ilze; van Hoek, Lize] Tshwane Univ Tegnol, Dept Menslike Hulpbronbestuur Ontwikkeling, Pretoria, South Africa.
   [Viljoen, Hannie] Solidariteit Helpende Hand, Pretoria, South Africa.
C3 Tshwane University of Technology
RP Schultz, C (corresponding author), Tshwane Univ Tegnol, Dept Menslike Hulpbronbestuur Ontwikkeling, Pretoria, South Africa.
EM schultzcm@tut.ac.za; lessingkf@tut.ac.za; smitpk@tut.ac.za;
   swartsi@tut.ac.za; vanhoekce@tut.ac.za; hannie@helpendehand.co.za
NR 61
TC 0
Z9 0
U1 2
U2 11
PU SUID-AFRIKAANSE AKAD VIR WETENSKAP EN KUNS, SEKRETARIS
PI PRETORIA
PA P. O. BOX 538, PRETORIA, 00000, SOUTH AFRICA
SN 0041-4751
J9 TYDSKR GEESTESWET
JI Tydskr. Geesteswet.
PD SEP
PY 2021
VL 61
IS 3
BP 794
EP 816
DI 10.17159/2224-7912/2021/v61n3a9
PG 23
WC Social Issues
WE Social Science Citation Index (SSCI)
SC Social Issues
GA WT5IZ
UT WOS:000715898700009
OA gold
DA 2024-02-21
ER

PT J
AU Cmar, JL
   McDonnall, MC
AF Cmar, Jennifer L.
   McDonnall, Michele C.
TI Long-term effects of a job search intervention for transition-age youth
   with visual impairments
SO JOURNAL OF VOCATIONAL REHABILITATION
LA English
DT Article
DE Blindness; visual impairment; low vision; employment; transition; job
   search training
ID WORK EXPERIENCES; MENTAL-HEALTH; EMPLOYMENT; PREDICTORS; SCHOOL;
   REEMPLOYMENT; OUTCOMES; PROGRAM; EMPLOYABILITY; PREPAREDNESS
AB BACKGROUND: Research supports the short-term benefits of a job search intervention for youth with visual impairments, but its effectiveness over time has not been explored.
   OBJECTIVE: We examined the long-term effects of a research-based job search intervention on job search knowledge, job search behavior, job search self-efficacy, and employment outcomes.
   METHODS: We conducted a longitudinal study with 92 youth with visual impairments using a two-group, quasi-experimental repeated-measures design. The intervention group received 35-40 hours of job search skills training, and the comparison group received usual services. Data collection included telephone surveys at pretest, posttest, 8-month follow-up, and 14-month follow-up.
   RESULTS: Intervention group participants had increases in job search knowledge, job search behavior, and job search behavior self-efficacy at posttest; they maintained increases in knowledge and self-efficacy, but not behavior. Comparison group participants also had increases in job search behavior and job search behavior self-efficacy at the end of the study. Changes in job search outcomes self-efficacy were not evident for either group; neither were differences in post-intervention employment.
   CONCLUSIONS: The intervention had lasting effects on job search knowledge, but findings for other outcomes over time were mixed. Both groups had low employment rates throughout the study.
C1 [Cmar, Jennifer L.; McDonnall, Michele C.] Mississippi State Univ, Natl Res & Training Ctr Blindness & Low Vis, Mississippi State, MS 39762 USA.
C3 Mississippi State University
RP Cmar, JL (corresponding author), Natl Res & Training Ctr Blindness & Low Vis, POB 6189, Mississippi State, MS 39762 USA.
EM jcmar@colled.msstate.edu
FU U.S. Department of Health and Human Services, NIDILRR [90RT5040-01-00]
FX The contents of this manuscript were developed under a grant from the
   U.S. Department of Health and Human Services, NIDILRR grant
   90RT5040-01-00. However, these contents do not necessarily represent the
   policy of the Department of Health and Human Services and should not
   indicate endorsement by the Federal Government.
NR 58
TC 1
Z9 1
U1 0
U2 7
PU IOS PRESS
PI AMSTERDAM
PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS
SN 1052-2263
EI 1878-6316
J9 J VOCAT REHABIL
JI J. Vocat. Rehabil.
PY 2021
VL 55
IS 1
BP 91
EP 105
DI 10.3233/JVR-211149
PG 15
WC Rehabilitation
WE Emerging Sources Citation Index (ESCI)
SC Rehabilitation
GA TI4CS
UT WOS:000672745800008
DA 2024-02-21
ER

PT J
AU Arquero, JL
   Fernández-Polvillo, C
   Valladares-García, D
AF Luis Arquero, Jose
   Fernandez-Polvillo, Carmen
   Valladares-Garcia, Dolores
TI Communication apprehension and students' educational choices An
   exploratory analysis of Spanish secondary education students
SO EDUCATION AND TRAINING
LA English
DT Article
DE Communication apprehension; Employability skills; Communication skills;
   Vocational choice
ID ACCOUNTING STUDENTS; SELF-EFFICACY; PERFORMANCE
AB Purpose - The literature evidences the effects of communication apprehension (CA), defined as the level of fear and anxiety associated with either real or anticipated communication, on educational efforts and suggests that (via the perceived desirability of certain professions) it could affect vocational choices. The purpose of this paper is to investigate the link between CA and the vocational choice of secondary education students.
   Design/methodology/approach - Data were obtained from two sources: a self-administered questionnaire to measure the students' CA levels and their academic preferences, and the vocational counsellors' advice for these students.
   Findings - The results confirm the existence of a link between CA and both students' vocational choices and counsellors' advice. In general terms, apprehensive students tend to choose vocational education, whereas students with lower levels prefer university for further education. Focussing on the later, more apprehensive students tend to choose science degrees, which are perceived as requiring lower levels of communication skills.
   Research limitations/implications - Limitations include the use of a convenience sample in only a country.
   Practical implications - Apprehensive students could be avoiding a path, with all the implications for their professional future, because it is perceived as frightening due to the apparent communication level required. As the literature note the links between CA and communication self-efficacy allows the development of educational interventions resulting in a reduction of CA.
   Originality/value - The scarce early literature has paid attention to occupational and educational choices in higher and further education, but there is no research focussing on the link between CA and pre-university academic decisions.
C1 [Luis Arquero, Jose] Univ Seville, Accounting, Seville, Spain.
   [Fernandez-Polvillo, Carmen] Univ Seville, EU Osuna, Accounting, Osuna, Spain.
   [Valladares-Garcia, Dolores] Univ Seville, EU Osuna, Osuna, Spain.
C3 University of Sevilla; University of Sevilla; University of Sevilla
RP Arquero, JL (corresponding author), Univ Seville, Accounting, Seville, Spain.
EM arquero@us.es
RI Arquero-Montaño, Jose Luis/H-3947-2011; Fernandez-Polvillo,
   Carmen/D-6642-2019
OI Arquero-Montaño, Jose Luis/0000-0002-7086-8812; Fernandez-Polvillo,
   Carmen/0000-0002-6979-6946
NR 33
TC 6
Z9 10
U1 0
U2 3
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0040-0912
EI 1758-6127
J9 EDUC TRAIN
JI Educ. Train.
PY 2017
VL 59
IS 9
BP 946
EP 956
DI 10.1108/ET-04-2017-0049
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FE6ZF
UT WOS:000408356700003
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Hudson, S
   González-Gómez, HV
AF Hudson, Sarah
   Gonzalez-Gomez, Helena V.
TI Can impostors thrive at work? The impostor phenomenon's role in work and
   career outcomes
SO JOURNAL OF VOCATIONAL BEHAVIOR
LA English
DT Article; Early Access
DE Impostor phenomenon; Shame; Creativity; Organizational citizenship
   behavior; Employability; Career success; Conservation of resources
   theory
ID CREATIVITY; RESOURCES; SHAME; CONSERVATION; PERFORMANCE; ORGANIZATIONS;
   ENVIRONMENT; COMPETENCES; VALIDATION; EMOTION
AB This paper examines the effect the impostor phenomenon (IP) on short-term emotions (shame) and performance (creativity and organizational citizenship behavior- OCB) at work, and on career outcomes. Previous research shows direct detrimental effects of IP on some short-term performance measures, but effects on creativity and OCB remain under-researched, and no work has investigated any career effects. Through an experimental approach (Studies 1 and 3) and an online vignette (Study 2) using working populations, we find that IP is expressed as shame in response to simulated and recalled real work events. Shame mediates the negative effect of IP on creativity, and its positive effect on OCB, and mechanistic organizational structure exacerbates the negative shame-creativity relationship. Furthermore, Study 4 uses a survey design to reveal that IP relates negatively to external employability and career success. Drawing on conservation of resources theory, we suggest that IP and shame deplete resources such that impostors suffer reduced ability to perform well at work in the short-term, with negative consequences for career success.
C1 [Hudson, Sarah] Rennes Sch Business, Dept Management & Org, 2 Rue Robert dArbrissel, F-35065 Rennes, France.
   [Gonzalez-Gomez, Helena V.] NEOMA Business Sch, Dept People & Org, Rouen Campus,1 Rue Marechal Juin, F-76825 Mont St Aignan, France.
C3 Universite de Rennes; NEOMA Business School
RP Hudson, S (corresponding author), Rennes Sch Business, Dept Management & Org, 2 Rue Robert dArbrissel, F-35065 Rennes, France.
EM sarah.hudson@rennes-sb.com; helena.gonzalez@neoma-bs.fr
OI , Helena/0000-0003-3424-6319
NR 72
TC 8
Z9 8
U1 12
U2 83
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0001-8791
EI 1095-9084
J9 J VOCAT BEHAV
JI J. Vocat. Behav.
PD 2021 AUG
PY 2021
VL 128
AR 103601
DI 10.1016/j.jvb.2021.103601
EA JUN 2021
PG 16
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA TA3JP
UT WOS:000667146700007
OA Green Published
DA 2024-02-21
ER

PT J
AU Yan, W
   Wu, XQ
   Wang, H
   Zhang, YL
   Cheng, LX
   Zhou, XY
   Chen, H
   Song, CP
   Ye, JY
AF Yan, Wei
   Wu, Xingqu
   Wang, Huan
   Zhang, Yaling
   Cheng, Lixia
   Zhou, Xinyao
   Chen, Huan
   Song, Caiping
   Ye, Junying
TI Employability, organizational commitment and person-organization fit
   among nurses in China: A correctional cross-sectional research
SO NURSING OPEN
LA English
DT Article; Early Access
DE employability; moderated mediation; nurse training; organizational
   commitment; person-organization fit
ID JOB-SATISFACTION; TURNOVER; DRIVERS
AB Aim: This study aimed to explore the effect of training on organizational commitment, the mediating effect of employability and the moderating role of person-organization fit.
   Design: A correctional cross-sectional research design was adopted for this study.
   Methods: A questionnaire-based survey of 859 nurses in a public hospital in Western China was conducted to identify their perceptions of training, employability, organizational commitment and person-organization fit. Hierarchical linear regression and conditional process analysis on moderated mediation were performed.
   Results: Training had a positive effect on organizational commitment (p <.01). Internal and external employability mediated the relationship between training and organizational commitment (p<.01). Person-organization fit enhanced the indirect effect of training on organizational commitment through external employability (p <.05).
C1 [Yan, Wei; Chen, Huan] Chongqing Univ, Sch Econ & Business Adm, Chongqing, Peoples R China.
   [Wu, Xingqu] 987 Hosp PLA, Psychiat Dept, Baoji, Shanxi, Peoples R China.
   [Wang, Huan] Chongqing Med Univ, Dev & Planning Dept, Chongqing, Peoples R China.
   [Zhang, Yaling] 987 Hosp PLA, Orthopaed Dept, Baoji, Shanxi, Peoples R China.
   [Cheng, Lixia] Army Med Univ, Daping Hosp, Chongqing, Peoples R China.
   [Zhou, Xinyao] Wuhan Univ, Econ & Management Sch, Wuhan, Peoples R China.
   [Song, Caiping] Army Med Univ, Xinqiao Hosp, Chongqing, Peoples R China.
   [Ye, Junying] Chongqing Med Univ, Women & Childrens Hosp, Chongqing Hlth Ctr Women & Children, Dept Sci Res & Educ, Chongqing, Peoples R China.
C3 Chongqing University; Chongqing Medical University; Army Medical
   University; Wuhan University; Army Medical University; Chongqing Medical
   University
RP Song, CP (corresponding author), Army Med Univ, Xinqiao Hosp, Chongqing, Peoples R China.; Ye, JY (corresponding author), Chongqing Med Univ, Women & Childrens Hosp, Chongqing Hlth Ctr Women & Children, Dept Sci Res & Educ, Chongqing, Peoples R China.
EM scp1974@163.com; 1215860285@qq.com
RI zhang, lm/JWP-8874-2024; zhao, lin/JJF-0406-2023; Wang,
   Yiping/IZQ-2052-2023
FU Natural Science Foundation of Chongqing [cstc2021jcyj-msxmX0689];
   National Natural Science Foundation of China [72110107002, 71974021];
   National Social Science Foundation of China [19BJY052]
FX Natural Science Foundation of Chongqing, Grant/Award Number:
   cstc2021jcyj-msxmX0689; National Natural Science Foundation of China,
   Grant/Award Number: 72110107002 and 71974021; National Social Science
   Foundation of China, Grant/Award Number: 19BJY052
NR 53
TC 1
Z9 2
U1 15
U2 48
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN, NJ 07030 USA
SN 2054-1058
J9 NURS OPEN
JI NURS. OPEN
PD 2023 JAN
PY 2023
VL 10
IS 1
BP 316
EP 327
DI 10.1002/nop2.1306
EA AUG 2022
PG 12
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA 7A7MD
UT WOS:000837557400001
PM 36514141
OA Green Published
DA 2024-02-21
ER

PT J
AU Soykan, E
   Özdamli, F
AF Soykan, Emrah
   Ozdamli, Fezile
TI Development process of instructional mobile application for special
   needs children
SO INTERNATIONAL JOURNAL OF TECHNOLOGY ENHANCED LEARNING
LA English
DT Article
DE mobile application; development; design-based research; special needs
   children
ID 2 STUDENTS; AUTISM; SKILLS; ACQUISITION; BEHAVIOR
AB The purpose of this research is to use the design-based research method developed for students and teachers in teaching concept skills to developmentally disabled students and to examine the process of developing software based on the infrastructure of operant conditioning theory. In the study, semi-structured interview forms and observation forms were used as data collection tools in order to reveal the opinions of teachers during the material development process as well as the employability after they had used the software. In summary, the important results which were found after the application was developed can be summarised as: (a) software to be developed for individuals with special educative needs must be plain and understandable' (b) objects to be used must consist of the visuals of real objects; (c) objects that the students are familiar with and have in their environments must be used.
C1 [Soykan, Emrah] Near East Univ, Dept Comp Educ & Instruct Technol, Mersin 10, Nicosia, North Cyprus, Turkey.
   [Ozdamli, Fezile] Near East Univ, Dept Comp Informat Syst, Mersin 10, Nicosia, North Cyprus, Turkey.
C3 Near East University; Near East University
RP Soykan, E (corresponding author), Near East Univ, Dept Comp Educ & Instruct Technol, Mersin 10, Nicosia, North Cyprus, Turkey.
EM emrah.soykan@neu.edu.tr; fezile.ozdamli@neu.edu.tr
RI Ozdamli, Fezile/AAH-1826-2020
NR 52
TC 0
Z9 0
U1 2
U2 10
PU INDERSCIENCE ENTERPRISES LTD
PI GENEVA
PA WORLD TRADE CENTER BLDG, 29 ROUTE DE PRE-BOIS, CASE POSTALE 856, CH-1215
   GENEVA, SWITZERLAND
SN 1753-5255
EI 1753-5263
J9 INT J TECHNOL ENHANC
JI Int. J. Technol. Enhanc. Learn.
PY 2019
VL 11
IS 3
BP 259
EP 278
PG 20
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA IG2BW
UT WOS:000473601000003
DA 2024-02-21
ER

PT J
AU Meerman, J
   van Casteren, PAJ
   Brouwers, EPM
   van Dam, A
   van der Klink, JJL
AF Meerman, Jan
   van Casteren, Patricia A. J.
   Brouwers, Evelien P. M.
   van Dam, Arno
   van der Klink, Jac J. L.
TI A capability perspective on sustainable employability: A Dutch focus
   group study on organizational, work and personal conversion factors
SO PLOS ONE
LA English
DT Article
ID SOCIAL SUPPORT; STRESS; INTERVENTIONS
AB Objective In the field of work, there is a shift towards more value-based approaches to study the sustainable employability of the present-day worker. The capability approach offers a value based and innovative conceptualisation and framework of sustainable employability characterized by contextuality, normativity and diversity. The capabilities of Dutch employees have been established and validated, yet it is not known which conversion factors on a personal, work and organizational level enable employees to achieve value in work in different Dutch occupational sectors.
   Methods Our qualitative approach included seven focus groups in different occupational sectors including elderly care, higher education, insurance work, facility management and the oil-, car- and chemical industry. Each focus group included 5-11 participants and took approximately one and a half hour. A qualitative content analysis was used to analyse the data, by combining deductive and inductive coding respectively. Deductive coding involved assigning themes to the conversion of resources into capabilities at the organizational, work and personal level.
   Results On the organizational conversion level, important themes were cultural aspects, power relations, shortage of personnel and policies for self-management. On the work conversion level, social contacts, communication and workload, tasks and schedules were identified. Social contacts were described as a work value in itself, but also conditional for achieving other work values. On the personal conversion level, experienced work stress, motivation and the ability to achieve values informally within the company.
   Conclusion From our findings it follows that focus groups are sensitive to identify conversion factors on all three levels of conversion. In addition, companies and their employees might effectively increase work capabilities by being sensitive to all three conversion levels simultaneously. Further research is necessary to study the effect of a capability-based intervention at the work floor.
C1 [Meerman, Jan; van Casteren, Patricia A. J.; Brouwers, Evelien P. M.; van Dam, Arno; van der Klink, Jac J. L.] Tranzo, Tilburg Sch Social & Behav Sci, Tilburg, Netherlands.
   [Meerman, Jan] Dimencegroep, Zwolle, Netherlands.
   [van Casteren, Patricia A. J.] Ascender, Utrecht, Netherlands.
   [van Dam, Arno] GGZ Westelijk Noord Brabant, Halsteren, Netherlands.
   [van der Klink, Jac J. L.] North West Univ, Optentia, Vanderbijlpark, South Africa.
C3 Tilburg University; North West University - South Africa
RP Meerman, J (corresponding author), Tranzo, Tilburg Sch Social & Behav Sci, Tilburg, Netherlands.; Meerman, J (corresponding author), Dimencegroep, Zwolle, Netherlands.
EM j.meerman@dimencegroep.nl
OI Meerman, Jan/0000-0002-0040-8458
NR 35
TC 1
Z9 1
U1 3
U2 9
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD OCT 21
PY 2022
VL 17
IS 10
AR e0274000
DI 10.1371/journal.pone.0274000
PG 16
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA 8N5RF
UT WOS:000925205500006
PM 36269699
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Mäkikangas, A
   Mauno, S
   Selenko, E
   Kinnunen, U
AF Makikangas, Anne
   Mauno, Saija
   Selenko, Eva
   Kinnunen, Ulla
TI Toward an Understanding of a Healthy Organizational Change Process: A
   Three-Wave Longitudinal Study Among University Employees
SO INTERNATIONAL JOURNAL OF STRESS MANAGEMENT
LA English
DT Article
DE organizational change; core self-evaluations; vigor; university
   employees
ID CORE SELF-EVALUATIONS; WORK ENGAGEMENT; JOB RESOURCES; HIGHER-EDUCATION;
   EFFICACY; DEMANDS; SPIRALS; GAIN; EMPLOYABILITY; CONSERVATION
AB This study aimed to improve our understanding of what constitutes a healthy organizational change process among university employees. Positive attitudes and proactive participation toward organizational change were presumed to affect and be affected by personality resources measured via core self-evaluations and work-related motivational well-being (vigor). The study used 3-wave longitudinal data collected in 2 large Finnish universities during their recent process of organizational change (N = 926). Structural equation modeling was used to establish the direction of the relationships between the variables. The results showed that high levels of both core self-evaluations and vigor were associated with more favorable perceptions of organizational change: employees high in core self-evaluations and vigor were more satisfied with the changes and the information provided about the changes, and were also more likely to be actively involved in the change process. It was further found that positive attitudes to change mediated the relation between vigor and core self-evaluations: vigorous employees perceived the organizational changes more positively, which in turn strengthened their internal self-evaluations. Overall, these longitudinal results show that, among university employees, core self-evaluations and vigor are both important resource factors influencing perceptions and reactions to organizational changes.
C1 [Makikangas, Anne; Mauno, Saija] Univ Jyvaskyla, Dept Psychol, POB 35, Jyvaskyla 40014, Finland.
   [Mauno, Saija; Kinnunen, Ulla] Univ Tampere, Sch Social Sci & Humanities, Tampere, Finland.
   [Selenko, Eva] Loughborough Univ, Sch Business & Econ, Loughborough, Leics, England.
C3 University of Jyvaskyla; Tampere University; Loughborough University
RP Mäkikangas, A (corresponding author), Univ Jyvaskyla, Dept Psychol, POB 35, Jyvaskyla 40014, Finland.
EM anne.makikangas@jyu.fi
RI Selenko, Eva/AAD-8613-2022
OI Selenko, Eva/0000-0002-9579-9200; Kinnunen, Ulla/0000-0002-2578-7271;
   Makikangas, Anne/0000-0003-0199-3609
FU Academy of Finland [258882]; Academy of Finland (AKA) [258882] Funding
   Source: Academy of Finland (AKA)
FX This study was supported by Grant 258882 from the Academy of Finland to
   Anne Makikangas. The results of the article were presented at the
   Institute of Work Psychology conference held in Sheffield, United
   Kingdom, June 21-23, 2016.
NR 52
TC 10
Z9 15
U1 1
U2 27
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 1072-5245
EI 1573-3424
J9 INT J STRESS MANAGE
JI Int. J. Stress Manage.
PD MAY
PY 2019
VL 26
IS 2
BP 204
EP 212
DI 10.1037/str0000059
PG 9
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA HW6BR
UT WOS:000466773600010
OA Green Published, Green Accepted, Green Submitted
DA 2024-02-21
ER

PT J
AU Sharma, S
   Sharma, R
AF Sharma, Sanjay
   Sharma, Rekha
TI Culinary skills: the spine of the Indian hospitality industry Is the
   available labor being skilled appropriately to be employable?
SO WORLDWIDE HOSPITALITY AND TOURISM THEMES
LA English
DT Article
DE Public-private partnership; Culinary academies; Culinary Skills;
   Hospitality demands; Skills India; THSC
AB Purpose India is edging China to become the most populous country by 2028. More than 60 per cent of the current population of India is between 15 and 59 years of age, whereas domestically, its relatively youthful profile is seen as the biggest challenge for the government, as India is the largest employable manpower base globally. In the past two decades, the rate of population growth in India has reduced, but the skilled labor force is expected to grow almost 2 per cent annually for the next couple of years. Historically, the Indian economy has been mainly agriculturally based, but, with urbanization, the labor is drifting toward service sectors, and people are increasingly looking to develop their skills in sectors such as hotels, restaurants, airlines, retail and health care. To sustain economic growth, there is an urgent need to develop vocational training programs that address current needs. In spite of all the favorable numbers, the question that must be answered by employers and policymakers remains: Is the available labor being skilled appropriately to be employable? The mushrooming of educational and training institutes in India has imparted professional skills to youth, but industry leaders tend to talk about the unavailability of skilled labor, especially in the culinary skills arena. In a country like India, the labor market tends to alternate between the availability and shortage of skilled labor, and so it seems ironic that on the one hand, there is a shortage of staff and at the same time graduates from various colleges and professional institutes remain unemployed; the reason could be lack of employability skills, especially culinary skills. Given this, the hospitality and tourism industry has emerged as the main driver of the service sector in India; it contributes 6.23 per cent to National GDP and 8.78 per cent of the total employment in India, contributing to significant economic growth. In this context, it is imperative for the government to take appropriate steps in devising strategies to address the problem and also secure successful implementation. This paper aims to analyze the Skill India initiative for the hospitality sector and compare it with the realities on the ground, with particular reference to culinary skills. Design/methodology/approach The research reported here was conducted using primary and secondary sources. Industry data were collected through focused groups and roundtable discussions. Online sources, magazines, newspapers and books are referred to as secondary sources, and the data collected are critically analyzed to reach a conclusion. Findings There is a significant increase in foreign and domestic tourists, and the subsectors discussed are very closely linked to food, health, traditional cooking, regional and seasonal cuisines. The demand for Indian food and slow cooking is increasing; however, despite various government initiatives, there is no significant improvement in the skill set of the available labor. As food is an important component of all tourism packages, there is a particular need for public-private partnerships to take the Skill India initiative to the next level. That said, academic standards and curriculum must align with international quality frameworks and be in sync with current and future industry demands and benchmarks. Originality/value The research adds value for industry leaders and policymakers at large. Educational institutions, students and hoteliers will find it useful as they attempt to bridge the gap and plan a roadmap according to industry requirements.
C1 [Sharma, Sanjay; Sharma, Rekha] Vedatya Inst, Sch Hospitality & Tourism Management, Gurgaon, India.
RP Sharma, S (corresponding author), Vedatya Inst, Sch Hospitality & Tourism Management, Gurgaon, India.
EM sanjayihm@yahoo.co.in
NR 35
TC 4
Z9 5
U1 1
U2 17
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1755-4217
EI 1755-4225
J9 WORLDW HOSP TOUR THE
JI Worldw. Hosp. Tour. Themes
PD FEB 11
PY 2019
VL 11
IS 1
SI SI
BP 25
EP 36
DI 10.1108/WHATT-10-2018-0061
PG 12
WC Hospitality, Leisure, Sport & Tourism
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA HR3VS
UT WOS:000463069700004
DA 2024-02-21
ER

PT J
AU Feng, M
   Li, JJ
   Xiong, XY
AF Feng, Ming
   Li, Jin-Jing
   Xiong, Xue-Yuan
TI Institutional Pressures, High-Performance Work Systems, and
   Marketability: The Moderating Role of Organizational Inertia
SO JOURNAL OF APPLIED BEHAVIORAL SCIENCE
LA English
DT Article; Early Access
DE career; high-performance work systems (HPWSs); institutional pressures;
   marketability; organzational inertia
ID HUMAN-RESOURCE MANAGEMENT; CAREER SUCCESS; STRUCTURAL INERTIA; OPEN
   INNOVATION; MEDIATING ROLE; EMPLOYABILITY; PERSPECTIVE; IMPACT; CHINA;
   HRM
AB This article constructs a conceptual model to explore the mechanism underlying the relationship between institutional pressures and perceived marketability through the perception of high-performance work systems (HPWSs) and tests organizational inertia as a moderator. Based on survey data from 73 senior HR managers and 291 grassroots employees of 73 manufacturing state-owned enterprises in Southwestern China, multilevel structural equation modeling shows that institutional pressures are positively related to perceived internal and external marketability. The perception of HPWSs fully mediates the relationship between institutional pressures and perceived internal marketability, and organizational inertia is a catalyst that strengthens the first stage of the indirect effect. However, the perception of HPWSs is found to have no mediation effect on the relationship between institutional pressures and external marketability. As such, this study provides theoretical and empirical insights into institutional pressures, HPWSs, and marketability.
C1 [Feng, Ming; Li, Jin-Jing] Chongqing Univ, Sch Econ & Business Adm, 174 Shazhengjie, Chongqing 400044, Peoples R China.
   [Xiong, Xue-Yuan] Chongqing Technol & Business Univ, Sch Business Adm, Chongqing, Peoples R China.
C3 Chongqing University; Chongqing Technology & Business University
RP Li, JJ (corresponding author), Chongqing Univ, Sch Econ & Business Adm, 174 Shazhengjie, Chongqing 400044, Peoples R China.
EM lijinjing@cqu.edu.cn
RI XIONG, Xue-yuan/AAE-6301-2020
OI XIONG, Xue-yuan/0000-0002-2235-493X; Li, Jin-Jing/0000-0001-9246-183X
FU Initial Scientific Research Fund for High-Level Talents of Chongqing
   Technology and Business University, Fundamental Research Funds for the
   Central Universities of China [2155006, 2018CDJSK02PT11]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was supported by the Initial Scientific Research Fund for High-Level
   Talents of Chongqing Technology and Business University, Fundamental
   Research Funds for the Central Universities of China, (grant number
   2155006, 2018CDJSK02PT11).
NR 81
TC 2
Z9 2
U1 19
U2 49
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0021-8863
EI 1552-6879
J9 J APPL BEHAV SCI
JI J. Appl. Bahav. Sci.
PD 2022 MAY 4
PY 2022
AR 00218863221096164
DI 10.1177/00218863221096164
EA MAY 2022
PG 25
WC Behavioral Sciences; Psychology, Applied; Management; Psychology,
   Experimental
WE Social Science Citation Index (SSCI)
SC Behavioral Sciences; Psychology; Business & Economics
GA 1H5KP
UT WOS:000796583100001
DA 2024-02-21
ER

PT J
AU Alcid, A
   Bulte, E
   Lensink, R
   Sayinzoga, A
   Treurniet, M
AF Alcid, Annie
   Bulte, Erwin
   Lensink, Robert
   Sayinzoga, Aussi
   Treurniet, Mark
TI Short- and Medium-term Impacts of Employability Training: Evidence from
   a Randomised Field Experiment in Rwanda
SO JOURNAL OF AFRICAN ECONOMIES
LA English
DT Article; Early Access
DE training intervention; Akazi Kanoze; employability; underemployment
ID LABOR-MARKET OUTCOMES; DEVELOPING-COUNTRIES; YOUTH EMPLOYMENT; BUSINESS;
   PROGRAMS; RETURNS
AB We use a randomised field experiment to study short-term and medium-term impacts of a training intervention that aims to increase employability of Rwandan (underemployed) youths. The training includes networking and mentorship as well as modules on developing entrepreneurship, technical skills and soft social skills. We evaluate intended outcomes of the training on attitudes towards work, employability and labour market outcomes. We also consider unintended social impacts of the training. The outcomes of the intervention are modest. While on the short term the training positively impacted 'work readiness' and networking, we do not document significant effects on employment status or income. In the medium term, we do not find any significant effect. Non-compliance and attrition reduced statistical power of our analysis.
C1 [Alcid, Annie] US Agcy Int Dev, Washington, DC 20523 USA.
   [Bulte, Erwin] Wageningen Univ, Dev Econ Grp, NL-6706 KN Wageningen, Netherlands.
   [Lensink, Robert; Treurniet, Mark] Univ Groningen, Fac Econ & Business, NL-9700 AV Groningen, Netherlands.
   [Sayinzoga, Aussi] Univ Rwanda, POB 4285, Kigali, Rwanda.
C3 United States Agency for International Development (USAID); Wageningen
   University & Research; University of Groningen; University of Rwanda
RP Lensink, R (corresponding author), Univ Groningen, Fac Econ & Business, NL-9700 AV Groningen, Netherlands.
EM b.w.lensink@rug.nl
FU Netherlands Foundation for Scientific Research (N.W.O.) [W 08.01.101]
FX This work was supported by the Netherlands Foundation for Scientific
   Research (N.W.O. grant no. W 08.01.101).
NR 36
TC 0
Z9 0
U1 2
U2 5
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0963-8024
EI 1464-3723
J9 J AFR ECON
JI J. Afr. Econ.
PD 2023 JUN 5
PY 2023
VL 32
IS 3
BP 296
EP 328
DI 10.1093/jae/ejac011
EA JUN 2022
PG 33
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA I7AN5
UT WOS:000815168000001
OA Green Published
DA 2024-02-21
ER

PT J
AU Kapoor, K
   Weerakkody, V
   Schroeder, A
AF Kapoor, Kawaljeet
   Weerakkody, Vishanth
   Schroeder, Antonius
TI Social innovations for social cohesion in Western Europe: success
   dimensions for lifelong learning and education
SO INNOVATION-THE EUROPEAN JOURNAL OF SOCIAL SCIENCE RESEARCH
LA English
DT Article
DE education; social innovation; Western Europe; lifelong learning;
   employability
ID YOUTH
AB In addressing the EU2020 goals, skills shortage combined with increasing unemployment rates is to be primarily tackled in Western Europe; the common factor here is education. Education and lifelong learning (LL) are the key strands governing employability in the European labour market. Overarching concepts capable of addressing social challenges within education and LL that contribute towards better practices are seen as social innovations (SI). While SI in education is well founded in the developing countries, Europe is still in the process of gaining progressive momentum in this direction. In addressing various societal challenges, this study looks at observable trends in SI for education across Western Europe. About 30 innovations have been recorded across 11 countries that are essentially focussed on: social integration, alternative/new forms of education, digital learning, new learning arrangements, new LL strategies, early career planning, youth employment, quality improvements and new education standards, transition management, and entrepreneurial education.
C1 [Kapoor, Kawaljeet] Brunel Univ London, Brunel Business Sch, London, England.
   [Weerakkody, Vishanth] Univ Bradford, Fac Management & Law, Bradford, W Yorkshire, England.
   [Schroeder, Antonius] Tech Univ Dortmund, Social Res Ctr SFS, Dortmund, Germany.
C3 Brunel University; University of Bradford; Dortmund University of
   Technology
RP Kapoor, K (corresponding author), Brunel Univ London, Brunel Business Sch, London, England.
EM kawaljeet.kapoor@brunel.ac.uk
OI Kapoor, Kawaljeet/0000-0001-9524-905X
FU European Union's Seventh Framework Programme for research, technological
   development and demonstration [612870]
FX This work was supported by European Union's Seventh Framework Programme
   for research, technological development and demonstration [grant number
   612870].
NR 29
TC 8
Z9 8
U1 0
U2 39
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1351-1610
EI 1469-8412
J9 INNOVATION-ABINGDON
JI Innovation-Eur. J. Soc. Sci. Res.
PY 2018
VL 31
IS 2
BP 189
EP 203
DI 10.1080/13511610.2017.1419336
PG 15
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA GG5GR
UT WOS:000432724200006
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Choudaha, R
AF Choudaha, Rahul
TI Three waves of international student mobility (1999-2020)
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE international student; student mobility; international enrolment; global
   talent; skilled migration
AB This article analyses the changes in international student mobility from the lens of three overlapping waves spread over seven years between 1999 and 2020. Here a wave is defined by the key events and trends impacting international student mobility within temporal periods. Wave I was shaped by the terrorist attacks of 2001 and enrolment of international students at institutions seeking to build research excellence. Wave II was shaped by the global financial recession which triggered financial motivations for recruiting international students. Wave III is being shaped by the slowdown in the Chinese economy, UK's referendum to leave the European Union and American Presidential elections. The trends for Wave III show increasing competition among new and traditional destinations to attract international students. The underlying drivers and characteristics of the three waves suggest that institutions are under increasing financial and competitive pressure to attract and retain international students. Going forward, institutions must innovate not only to grow international student enrolment but also balance it with corresponding support services that advance student success including expectations of career and employability outcomes.
C1 [Choudaha, Rahul] DrEducation, Jersey City, NJ USA.
RP Choudaha, R (corresponding author), DrEducation, Jersey City, NJ USA.
EM rahul@dreducation.com
RI Choudaha, Rahul/L-9384-2019
OI Choudaha, Rahul/0000-0001-8441-6465
NR 29
TC 115
Z9 164
U1 5
U2 73
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD MAY
PY 2017
VL 42
IS 5
BP 825
EP 832
DI 10.1080/03075079.2017.1293872
PG 8
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA ES2IJ
UT WOS:000399351400002
DA 2024-02-21
ER

PT J
AU Lee, N
   Loton, D
AF Lee, Nicolette
   Loton, Daniel
TI Capstone purposes across disciplines
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE Capstone; curriculum design; university teaching; graduate skills;
   quality assurance
AB Capstones, as culminating educational experiences, are expected to meet many purposes: synthesis and application of prior learning, developing skills and attributes related to employability, and more recently, quality assurance. However, research has not yet identified a comprehensive list of capstone purposes or considered how multiple purposes are prioritised. This paper presents an analysis of ratings of importance for a series of literature-derived capstone purposes by staff involved in capstone design and delivery across disciplines (n = 216). Findings confirm the broad range of purposes reported in the literature with the addition of an affective dimension. The number of purposes rated as highly important suggests a highly pressured curriculum space. Analysis of cross-disciplinary ratings also revealed a large set of 'core' capstone purposes that are equally important across disciplines, and a smaller set that vary significantly. Results provide an empirical basis for interrogating capstone purposes and their implementation through curriculum design and delivery.
C1 [Lee, Nicolette] La Trobe Univ, Off Deputy Vice Chancellor, Melbourne, Vic, Australia.
   [Loton, Daniel] Victoria Univ, Ctr Collaborat Learning & Teaching, Melbourne, Vic, Australia.
C3 La Trobe University; Victoria University
RP Lee, N (corresponding author), La Trobe Univ, Melbourne, Vic 3086, Australia.
EM n.lee@latrobe.edu.au
RI Loton, Dan/AAK-3420-2020
OI Loton, Daniel/0000-0003-4106-0555
FU Australian Government Office for Learning and Teaching under the
   National Fellowship Program
FX This work was supported by the Australian Government Office for Learning
   and Teaching under the National Fellowship Program.
NR 47
TC 20
Z9 21
U1 0
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD JAN 2
PY 2019
VL 44
IS 1
BP 134
EP 150
DI 10.1080/03075079.2017.1347155
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HE7RR
UT WOS:000453638200011
DA 2024-02-21
ER

PT J
AU Frerichs, F
   Lindley, R
   Aleksandrowicz, P
   Baldauf, B
   Galloway, S
AF Frerichs, French
   Lindley, Robert
   Aleksandrowicz, Paula
   Baldauf, Beate
   Galloway, Sheila
TI Active ageing in organisations: a case study approach
SO INTERNATIONAL JOURNAL OF MANPOWER
LA English
DT Article
DE Denmark; France; Germany; Italy; Netherlands; Poland; Sweden; United
   Kingdom; Europe; Organizations; Older workers; Human resource management
AB Purpose - The purpose of this paper is to review good practice examples which promote recruitment and retention of older workers and/or the employability of workers as they age and to examine pathways of practice.
   Design/methodology/approach - Analysis of qualitative data, drawing on a cross-section selection of 83 good practice case studies in labour organisations in eight European countries: Denmark, France, Germany, Italy, Netherlands, Poland, Sweden and the UK.
   Findings - The study presented good practice examples and pathways of practice for the four most frequently found dimensions in the sample (training, lifelong learning and knowledge transfer; flexible working, health protection and promotion and job design; career development and mobility management) as well as examples from small to medium-sized enterprises (SMEs) (construction) and the public sector (transport) adopting strategies that fall within these dimensions. These examples show that innovative solutions to the challenge of an ageing workforce have been developed with good outcomes, often combining a number of measures, e.g. mobility management, health promotion and knowledge transfer. However, there is an uneven profile of age management debates and company strategies across Europe (with countries such as Germany and the Netherlands being more advanced). There is also some evidence of a standstill or roll-back of measures during an economic crisis.
   Originality/value - The paper reviews organisational measures facilitating the extension of working lives, of which many are longstanding and include sectors previously underrepresented in good practice databases (SMEs, public sector).
C1 [Frerichs, French] Vechta Univ, Dept Ageing & Work, Inst Gerontol, Vechta, Germany.
   [Lindley, Robert; Baldauf, Beate] Univ Warwick, Warwick Inst Employment Res, Coventry CV4 7AL, W Midlands, England.
   [Aleksandrowicz, Paula] German Social Accid Insurance, Inst Work & Hlth, Dresden, Germany.
   [Galloway, Sheila] Univ Warwick, Ctr Educ Dev Appraisal & Res, Coventry CV4 7AL, W Midlands, England.
   [Frerichs, French] Vechta Univ, Res Ctr Ageing & Soc CAS, Vechta, Germany.
   [Lindley, Robert] Univ Warwick, Inst Employment Res, Coventry CV4 7AL, W Midlands, England.
   [Lindley, Robert] Univ Warwick, Fac Social Sci, Coventry CV4 7AL, W Midlands, England.
C3 University of Warwick; University of Warwick; University of Warwick;
   University of Warwick
RP Frerichs, F (corresponding author), Vechta Univ, Dept Ageing & Work, Inst Gerontol, Vechta, Germany.
EM frerich.frerichs@uni-vechta.de
NR 21
TC 33
Z9 34
U1 2
U2 85
PU EMERALD GROUP PUBLISHING LIMITED
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0143-7720
J9 INT J MANPOWER
JI Int. J. Manpow.
PY 2012
VL 33
IS 6
BP 666
EP 684
DI 10.1108/01437721211261813
PG 19
WC Industrial Relations & Labor; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 021OP
UT WOS:000309895500005
DA 2024-02-21
ER

PT J
AU Inkson, K
AF Inkson, Kerr
TI Protean and boundaryless careers as metaphors
SO JOURNAL OF VOCATIONAL BEHAVIOR
LA English
DT Article
DE metaphor; career; protean career; boundaryless career
ID EMPLOYABILITY; MANAGEMENT; SUCCESS
AB The terms "protean career" and "boundaryless career" are metaphors. This paper outlines the nature of metaphor and its use in contemporary social science, particularly in the study of careers. It identifies five characteristics of metaphors, which serve as a guide to analyzing and evaluating them. These are (1) literal and figurative meaning; (2) elaboration in theory; (3) external understanding; (4) relationship to other metaphors; and (5) accuracy and constructiveness. The protean and boundaryless career metaphors are examined in relation to each characteristic. Both concepts have developed in understanding outside their literal and figurative meaning. Both however appear functional in the current shifting careers environment. Suggestions are made for the further development of the concepts. (c) 2006 Published by Elsevier Inc.
C1 Massey Univ, Dept Management & Int Business, Auckland, New Zealand.
C3 Massey University
RP Inkson, K (corresponding author), Univ Otago, Dept Management, POB 56, Dunedin, New Zealand.
EM kinkson@business.otago.ac.nz
NR 64
TC 136
Z9 189
U1 11
U2 46
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0001-8791
EI 1095-9084
J9 J VOCAT BEHAV
JI J. Vocat. Behav.
PD AUG
PY 2006
VL 69
IS 1
BP 48
EP 63
DI 10.1016/j.jvb.2005.09.004
PG 16
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 079XY
UT WOS:000240212400005
DA 2024-02-21
ER

PT J
AU Bates, EA
   Kaye, LK
AF Bates, Elizabeth A.
   Kaye, Linda K.
TI "I'd be expecting caviar in lectures": the impact of the new fee regime
   on undergraduate students' expectations of Higher Education
SO HIGHER EDUCATION
LA English
DT Article
DE Expectations; Tuition fees; Employability; Post-92 institutions; Higher
   Education
ID SATISFACTION
AB The introduction of the new tuition fee regime in the UK has resulted in growing concerns about the impact on students' expectations of their university experiences (e. g. Jones in Perspectives 14(2): 44-48, 2010). This is coupled with reports from those such as the OIA (Office of the Independent Adjudicator (2012) Annual Report. Accessed on July 22, 2013. Retrieved from, http://oiahe.org.uk/media/88650/oia-annual-eport- 2012. pdf) which detailed the rise in the number of student complaints year on year. The current study explored undergraduate psychology students' (N = 62) expectations and derived experiences of Higher Education through a series of focus groups. In particular, a focus on students' perceptions of level of support, contact time, and resources were explored. These were undertaken both before (n = 21) and after (n = 41) the introduction of the fee rise, to provide a cross-sectional comparison of the potential changes. Thematic analysis of the narratives indicated minimal support for the idea that increased tuition fees had heightened expectations in Higher Education. Additionally, although there were some discrepancies between students' expectations and experiences, particularly in relation to level of support and contact time, this did not have a detrimental impact on satisfaction of their University experiences. This was related to the fact that these experiences exceeded their original expectations. One noteworthy finding however, suggested that higher tuition fees were related to greater expectations of graduate employability. The implications of this are discussed, as well as the implications of student satisfaction (using models such as the Student Satisfaction Index Model; Zhang et al. in Int J Bus Manag 3(9): 46-51, 2008), for institutional policies of recruitment and retention.
C1 [Bates, Elizabeth A.] Univ Cumbria, Dept Appl Psychol, Carlisle CA1 2HH, Cumbria, England.
   [Kaye, Linda K.] Edge Hill Univ, Dept Psychol, Ormskirk L39 4QP, Lancs, England.
C3 Edge Hill University
RP Bates, EA (corresponding author), Univ Cumbria, Dept Appl Psychol, Fusehill St, Carlisle CA1 2HH, Cumbria, England.
EM Elizabeth.Bates@cumbria.ac.uk; Linda.Kaye@edgehill.ac.uk
NR 26
TC 36
Z9 39
U1 1
U2 46
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD MAY
PY 2014
VL 67
IS 5
BP 655
EP 673
DI 10.1007/s10734-013-9671-3
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AF0SX
UT WOS:000334425500010
OA Green Submitted, Green Accepted
DA 2024-02-21
ER

PT J
AU Martini, AJ
   Slade, D
   Jacoby, J
AF Martini, Andrew J.
   Slade, Dennis
   Jacoby, Jean
TI Practitioner auto-ethnography: Developing an evidence-based tertiary
   teaching portfolio
SO INTERNATIONAL JOURNAL OF WORK-INTEGRATED LEARNING
LA English
DT Article
DE Reflective practice; tertiary teaching; portfolio; experiential learning
AB Portfolios are widely used to document and assess professional development in tertiary teaching. This paper examines a self-reflective approach to critically evaluating practice and developing an evidence-based teaching portfolio through an emergent, evolving continuum of initial, life-story biography, evocative auto-ethnography and, finally, analytical auto-ethnography. This learning journey of a work-integrated-learning (WIL) academic supervisor highlights the development of an effective 'reflective practitioner' through a cyclical experiential learning process of 'learning through reflection on doing'. An holistic flexible approach to teaching and supervision is presented, that advocates student centered course design and facilitates strategies to engage and enhance students' learning. Effective leadership and mentoring utilizing coaching strategies and the development of intuitive good practice through peer feedback aim to improve the quality of tertiary teaching practice in WIL, and result in better scaffolding of student learning outcomes, enhanced self-efficacy and employability and a breadth and depth of graduate attributes.
C1 [Martini, Andrew J.; Slade, Dennis; Jacoby, Jean] Massey Univ, Palmerston North, New Zealand.
C3 Massey University
RP Martini, AJ (corresponding author), Massey Univ, Palmerston North, New Zealand.
EM A.J.Martin@massey.ac.nz
NR 21
TC 2
Z9 2
U1 0
U2 0
PU Work-Integrated Learning NZ-WILNZ
PI Hamilton
PA Univ Waikato, Private Bag 3105, Hamilton, NEW ZEALAND
SN 2538-1032
J9 INT J WORK-INTEGR L
JI Int. J. Work-Integr. L.
PY 2019
VL 20
IS 3
BP 301
EP 308
PG 8
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 6Y2YA
UT WOS:000896964400007
DA 2024-02-21
ER

PT J
AU Nielson, B
   Barberi-Weil, M
   Border, T
AF Nielson, Blake
   Barberi-Weil, Mikelle
   Border, Tim
TI Sales education and philanthropy: U.S. sales curriculum transcends
   boundaries and elevates employability and income levels in Latin America
SO JOURNAL OF EDUCATION FOR BUSINESS
LA English
DT Article; Early Access
DE Curriculum development; international sales training; outreach;
   philanthropy; sales education
AB There has been an increase in sales education across the U.S. and world. Due to the growing and critical demand of sales professionals, new programs have been established at many universities. This study investigates the feasibility of adapted sales curriculum that is used in a U.S. based university and if it can be used in Latin America to help people develop skills to enhance their personal livelihood. Data was collected from both Guatemala and Nicaragua before and after the training was delivered. T-Tests were utilized to analyze if there was an increase in the participants employability and earning power. The results indicate that teaching individuals from both countries basic sales skills can immediately increase employability and earning ability. This paper outlines this process while outlining a model for collaboration and outreach efforts.
C1 [Nielson, Blake; Border, Tim] Weber State Univ, Profess Sales, 2402 Edvalson St 2402, Ogden, UT 84401 USA.
   [Barberi-Weil, Mikelle] Weber State Univ, Alan E Hall Sales Ctr, Ogden, UT 84408 USA.
C3 Utah System of Higher Education; Weber State University; Utah System of
   Higher Education; Weber State University
RP Nielson, B (corresponding author), Weber State Univ, Profess Sales, 2402 Edvalson St 2402, Ogden, UT 84401 USA.
EM blakenielson@weber.edu
NR 22
TC 0
Z9 0
U1 0
U2 2
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0883-2323
EI 1940-3356
J9 J EDUC BUS
JI J. Educ. Bus.
PD 2021 FEB 17
PY 2021
VL 96
IS 2
BP 120
EP 126
DI 10.1080/08832323.2020.1751024
EA APR 2020
PG 7
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA QM2PN
UT WOS:000527649500001
DA 2024-02-21
ER

PT J
AU Vîrga, D
   Rusu, A
AF Virga, Delia
   Rusu, Andrei
TI Core self-evaluations, job search behaviour and health complaints: The
   mediating role of job search self-efficacy
SO CAREER DEVELOPMENT INTERNATIONAL
LA English
DT Article
DE Meta-analysis; Mediation; Core self-evaluations; Health complaints; Job
   search behaviour; Job search self-efficacy
ID PERCEIVED EMPLOYABILITY; UNEMPLOYMENT; RESOURCES; EMPLOYMENT; FIT;
   CONSERVATION; PERSONALITY; OUTCOMES; WORKERS; MODEL
AB Purpose The purpose of this paper is to understand the role played by core self-evaluations (CSEs) in relationship to both job seekers' job search behaviour and health complaints by examining the mediating role of job search self-efficacy (JSSE).
   Design/methodology/approach The present cross-sectional study was conducted on 216 Romanian unemployed persons. The hypothetical and alternative models (partial and full mediation) were tested using structural equation modeling.
   Findings The results supported a total mediation between CSE and job search behaviour and a partial one in relationship with health complaints, via JSSE. As a post hoc decision, a brief meta-analysis was conducted for the relationship between CSE and job search behaviour which revealed a very small effect (r=0.07, p=0.001). This result complemented and certified the findings on the lack of a total and also a direct effect between CSE and job search behaviour.
   Originality/value JSSE seems to be an important motivational factor. Fuelled by CSE, JSSE enables proper job search behaviour and also promotes job seekers' health. From a practical point of view, the data suggest that developing interventions to strengthen unemployed individuals' personal resources such as CSE and, especially JSSE, could not only foster their employment but could also protect their health.
C1 [Virga, Delia; Rusu, Andrei] Univ Vest Din Timisoara, Dept Psychol, Timisoara, Romania.
C3 West University of Timisoara
RP Rusu, A (corresponding author), Univ Vest Din Timisoara, Dept Psychol, Timisoara, Romania.
EM delia.virga@e-uvt.ro; andrei.rusu@e-uvt.ro
RI Rusu, Andrei/S-1216-2017; Virga, Delia/AAB-4022-2022
OI Rusu, Andrei/0000-0003-0036-4149; Virga, Delia/0000-0002-9321-4520
NR 47
TC 14
Z9 16
U1 1
U2 56
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1362-0436
EI 1758-6003
J9 CAREER DEV INT
JI Career Dev. Int.
PY 2018
VL 23
IS 3
BP 261
EP 273
DI 10.1108/CDI-11-2017-0208
PG 13
WC Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Psychology; Business & Economics
GA GP1KJ
UT WOS:000440574200002
DA 2024-02-21
ER

PT J
AU Beyan, AC
   Demiral, Y
   Cimrin, A
AF Beyan, Ayse Coskun
   Demiral, Yucel
   Cimrin, Arif
TI Employment status changes of workers after referral to an occupational
   disease clinic
SO JOURNAL OF OCCUPATIONAL HEALTH
LA English
DT Article
DE Occupational health; Quitting; Unemployment
ID ASTHMA; SURVEILLANCE; ILLNESS; INJURY
AB Objective: Occupational diseases (OD) are among the most significant issues of work life, with economic, medical, social, and ethical aspects. The majority of studies concerning OD focus on the causes or medical outcomes of OD. There are a limited number of studies investigating the social and economic impacts of being diagnosed with an OD. One of the important social aspects of OD is the employability of workers after an OD diagnosis. The aim of this study is to evaluate the changes in employment status after the OD diagnosis process. Methods: This is a cross sectional study. There were 204 eligible cases, and 198 (97%) completed the study. The study data were obtained from patient files, including OD Committee reports and questionnaires applied via telephone interview. Results: Among the 198 applicants, 170 (85.9%) were male and 146 (73.7%) were diagnosed with an OD. Of these workers, 106 (53.5%) had quit their current jobs. Of those workers, 89 out of 106 were in the OD group, and 17 were in the non-OD group. Diagnosis with OD (OR: 3.1 CI: 1.4-6.8) and non-union membership (OR : 11.1 CI: 5.2-23.5) increased the likelihood of quitting the job after an OD diagnosis. Conclusion: The short-term prognosis of OD was relatively poor. OD diagnosis or even referral to an outpatient clinic may cause quitting the job. Policies should account for the risk of unemployment after an OD diagnosis, and OD surveillance systems should obtain data on the employment status of workers following diagnosis. (C) Article author(s).
C1 [Beyan, Ayse Coskun; Demiral, Yucel; Cimrin, Arif] Dokuz Eylul Univ, Dept Occupat Med, Med Fac, Izmir, Turkey.
C3 Dokuz Eylul University
RP Beyan, AC (corresponding author), Dokuz Eylul Univ, Fac Med, Occupat Med Dept, Mithatpasa St 1606, TR-35330 Izmir, Turkey.
EM dr.aysecoskun@hotmail.com.tr
RI beyan, ayse coskun/Q-8940-2017; Demiral, Yucel/AAP-3351-2020
OI beyan, ayse coskun/0000-0002-3731-2978; Cimrin,
   Arif/0000-0003-0200-8439; Demiral, Yucel/0000-0002-4281-0218
NR 20
TC 5
Z9 5
U1 0
U2 4
PU JAPAN SOC OCCUPATIONAL HEALTH
PI TOKYO
PA 1-29-8 SHINJUKU, SHINJUKU-KU, TOKYO, 160, JAPAN
SN 1341-9145
EI 1348-9585
J9 J OCCUP HEALTH
JI J. Occup. Health
PD NOV
PY 2018
VL 60
IS 6
BP 494
EP 501
DI 10.1539/joh.2017-0282-OA
PG 8
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA HB5YE
UT WOS:000451139000006
PM 30305480
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Whitehouse, S
   Galalae, C
AF Whitehouse, Sophie
   Galalae, Cristina
TI Opportunities for promoting societal inclusion through higher education
   cultural and creative industries courses: Evidence from UK business
   schools
SO INDUSTRY AND HIGHER EDUCATION
LA English
DT Article; Early Access
DE Business school; course development; cultural and creative industries;
   inclusion
ID DIVERSITY
AB The Creative and Cultural Industries (CCI) workforce is reportedly highly skilled yet lacking diversity, with higher education institutions playing a key role in developing graduates and their capacity to contribute to positive societal change. Consequently, this contribution explores how inclusivity is embedded and promoted via collaboration with businesses and communities in undergraduate and postgraduate CCI courses offered by UK business schools, where many of these courses are based. This is addressed via a qualitative content analysis of public-facing course materials commonly used by students when deciding on their course of study. Findings showcase how inclusive practices feature in curriculum design and delivery, assessment and feedback, engagement with businesses and the community, and employability support for graduates. These inform recommendations for higher education institutions on how to contribute to broadening inclusivity in the CCI labour market and beyond.
C1 [Whitehouse, Sophie] Kings Coll London, London, England.
   [Galalae, Cristina] Univ Leicester, Leicester, England.
   [Whitehouse, Sophie] Kings Coll London, Business Sch, Room 0-3,Melbourne House, London WCB2 4LL, England.
C3 University of London; King's College London; University of Leicester
RP Whitehouse, S (corresponding author), Kings Coll London, Business Sch, Room 0-3,Melbourne House, London WCB2 4LL, England.
EM sophie.whitehouse@kcl.ac.uk
RI ; Whitehouse, Sophie/GQP-7556-2022
OI Galalae, Cristina/0000-0002-5694-0451; Whitehouse,
   Sophie/0000-0003-2089-8017
NR 25
TC 0
Z9 0
U1 2
U2 2
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0950-4222
EI 2043-6858
J9 IND HIGHER EDUC
JI Ind. Higher Educ.
PD 2024 FEB
PY 2024
VL 38
IS 1
SI SI
BP 92
EP 96
DI 10.1177/09504222231223145
EA DEC 2023
PG 5
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA HJ8J1
UT WOS:001133676000001
OA hybrid
DA 2024-02-21
ER

PT J
AU Cook, E
AF Cook, Emily
TI Practice-Based Engineering: Mathematical Competencies and
   Micro-Credentials
SO INTERNATIONAL JOURNAL OF RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
LA English
DT Article; Early Access
DE Micro-credentials; Engineering; Tertiary study; Practice-based;
   Mathematical competencies
ID STUDENTS; THINKING
AB A practice-based engineering degree, in which students worked on real-world, team-based projects from day one and throughout their course, was designed to address the need for employability skills in a rapidly changing world. Teaching mathematics in this way required a very different approach to the lecture-exam based model prevalent in most engineering degrees. In order to ensure all students developed the fundamental skills and knowledge required of engineers, a micro-credential based curriculum was developed where micro-credentials were mapped to projects and delivered "just-in-time". The curriculum contained forty-eight explicit mathematical micro-credentials in the areas of measurement and geometry, algebra, calculus, and statistics and probability as well as many more micro-credentials in other areas of curriculum that contain mathematical skills, from physics to project budgeting. Mathematical competencies were used as a framework in the design and analysis of the micro-credentials. This paper presents a description of, and reflection on the successes and challenges in implementing this model of teaching mathematics in engineering.
C1 [Cook, Emily] Swinburne Univ Technol, Fac Sci Engn & Technol, Melbourne, Vic, Australia.
C3 Swinburne University of Technology
RP Cook, E (corresponding author), Swinburne Univ Technol, Fac Sci Engn & Technol, Melbourne, Vic, Australia.
EM ejcook@swin.edu.au
NR 48
TC 4
Z9 4
U1 2
U2 23
PU SPRINGER INT PUBL AG
PI CHAM
PA GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND
SN 2198-9745
EI 2198-9753
J9 INT J RES UN MATH ED
JI Int. J. Res. Undergrad. Math. Educ.
PD 2021 JUL
PY 2021
VL 7
IS 2
SI SI
BP 284
EP 305
DI 10.1007/s40753-020-00128-3
EA JAN 2021
PG 22
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA TJ2UN
UT WOS:000611433200001
OA Bronze
DA 2024-02-21
ER

PT J
AU Welch, J
AF Welch, James
TI Success beyond STEM: an analysis of educational background of the
   Fortune 50 CEOs
SO HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING
LA English
DT Article; Early Access
DE Value of undergraduate education; Human capital; Employability;
   Competences; STEM education; Liberal arts education
AB Purpose The purpose of this article is examine some of the most successful contemporary global business leaders in relation to undergraduate institution and undergraduate major in order to examine the value and return of higher education programs for global business leadership. This is an important topic in the modern global context, as there continues to be an increasing global push toward deemphasizing and defunding liberal arts education in favor of science, technology, engineering and math (STEM) fields for college and university students around the globe. Design/methodology/approach The educational backgrounds of the 2019 Fortune 50 CEOs were researched in relation to undergraduate institutions attended and undergraduate majors. The study also included an examination of graduate education, if applicable. Using available biographical information regarding the CEOs educational backgrounds, these business leaders were compared relative to the educational data. Findings An examination of the undergraduate educational backgrounds of the 2019 Fortune 50 CEOs revealed an exact split between 18 STEM majors, 18 liberal arts majors and 18 business majors, with 1 CEO who began university studies but did not graduate. Upon examination, it is also apparent that some majors were more directly related to a CEO's industry, while other majors ended up having little relation to the CEO's chosen career path. Practical implications The results of this study contribute to the very important discussion concerning the long-term value of a college education. At both micro and macro levels, stakeholders are constantly questioning the ultimate return on investment of a college education, and examination of the 2019 Fortune 50 CEOs indicates that the choice of college major is only one ingredient in the overall recipe for professional success. For these business leaders, there were a wide variety of educational paths, in terms of college academic preparations, that eventually led to the very pinnacle of professional and leadership attainment. Originality/value This study demonstrates that a particular undergraduate field of study is not going to make or break a career, and the examination of these Fortune 50 CEOs indicates that one's ultimate career achievement is not simply relegated to the specific field of undergraduate major.
C1 [Welch, James] Univ Tampa, Sykes Coll Business, Tampa, FL 33606 USA.
C3 University of Tampa
RP Welch, J (corresponding author), Univ Tampa, Sykes Coll Business, Tampa, FL 33606 USA.
EM jwelch@ut.edu
RI Welch, Doctor James/HZI-2490-2023
OI Welch, Doctor James/0000-0002-3563-1254
NR 32
TC 0
Z9 1
U1 3
U2 16
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2042-3896
EI 2042-390X
J9 HIGH EDUC SKILL WORK
JI High Educ. Skills Work-based Learn
PD 2021 APR 27
PY 2021
VL 11
IS 2
BP 557
EP 575
DI 10.1108/HESWBL-02-2020-0018
EA AUG 2020
PG 19
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA RU5CZ
UT WOS:000562905400001
DA 2024-02-21
ER

PT J
AU Hakamada, R
   Ferraz, SFD
   Sulbaran-Rangel, B
   Lucena, L
   Hinestroza, HP
AF Hakamada, Rodrigo
   Ferraz, Silvio Frosini de Barros
   Sulbaran-Rangel, Belkis
   Lucena, Luiza
   Hinestroza, Hasbleidy Palacios
TI Trends in Brazil's Forestry Education-Part 3: Employment Patterns of
   Forest Engineering Graduates from Two Public Universities in the Last 15
   Years
SO FORESTS
LA English
DT Article
DE employability; area of expertise; forestry sciences
AB The employment rate of graduates and the interest of organizations in a high-skilled professional workforce are essential drivers of actions within the universities to improve the qualifications of college students. Our objective was to identify the sectors of employment pursued by graduates from forestry engineering programs of the Luiz de Queiroz College of Agriculture (ESALQ/USP) and of the Federal Rural University of Pernambuco (UFRPE). We also conducted a survey among companies affiliated with the Forest Science and Research Institute (IPEF) to understand the percentage of forest engineers employed by these organizations to gain insights into the scale of this occupation in Brazil. We established two graduate cohorts to investigate the impact of changes in the last five years. In the first cohort (2008-2017), 82% and 40% of graduates from ESALQ/USP and UFRPE were involved in the forestry sector, respectively. However, in the second cohort (2018-2022), the percentage increased from 82% to 97% for graduates from ESALQ/USP, and after changes in the program, the percentage of graduates from UFRPE engaged in the forestry industry significantly rose from 40% to 73%. We discussed the reasons for these increases, mainly in terms of the growing market demand for forestry professionals. In the case of UFRPE, the boost in employment was attributed to the creation of a group for forestry practices along with actions to approach the private sector. We also found a strong ratio of one forest engineer to 4000 ha of planted forest among the enterprises associated with IPEF, indicating a substantial potential of employment in the forestry sector.
C1 [Hakamada, Rodrigo] Univ Fed Rural Pernambuco, Dept Forest Sci, BR-52171900 Recife, Brazil.
   [Hakamada, Rodrigo; Sulbaran-Rangel, Belkis] Univ Guadalajara, Campus Tonala, Tonala 45425, Mexico.
   [Ferraz, Silvio Frosini de Barros] Univ Sao Paulo, Dept Forest Sci, BR-13418900 Piracicaba, Brazil.
   [Lucena, Luiza] Univ Minnesota, Dept Forest Resources, Minneapolis, MN 55455 USA.
   [Hinestroza, Hasbleidy Palacios] Univ Guadalajara, Campus Tlajomulco, Tlajomulco de Zuniga 45641, Mexico.
C3 Universidade Federal Rural de Pernambuco (UFRPE); Universidad de
   Guadalajara; Universidade de Sao Paulo; University of Minnesota System;
   University of Minnesota Twin Cities; Universidad de Guadalajara
RP Hakamada, R (corresponding author), Univ Fed Rural Pernambuco, Dept Forest Sci, BR-52171900 Recife, Brazil.; Hakamada, R (corresponding author), Univ Guadalajara, Campus Tonala, Tonala 45425, Mexico.; Hinestroza, HP (corresponding author), Univ Guadalajara, Campus Tlajomulco, Tlajomulco de Zuniga 45641, Mexico.
EM rodrigo.hakamada@ufrpe.br; silvio.ferraz@usp.br;
   belkis.sulbaran@academicos.udg.mx; lucen017@umn.edu;
   hasbleidy.palacios@academicos.udg.mx
RI hakamada, rodrigo/ABH-6618-2020; Ferraz, Silvio/C-8851-2012
OI hakamada, rodrigo/0000-0002-1377-8669; Palacios Hinestroza,
   Hasbleidy/0000-0002-0604-3357; Sulbaran Rangel,
   Belkis/0000-0002-5758-6140; Ferraz, Silvio/0000-0003-1808-5420
FU The authors wish to thank all the forestry students and professionals
   involved in the large discussion conducted throughout Brazil to improve
   the quality of forestry education.
FX The authors wish to thank all the forestry students and professionals
   involved in the large discussion conducted throughout Brazil to improve
   the quality of forestry education.
NR 27
TC 0
Z9 0
U1 0
U2 0
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1999-4907
J9 FORESTS
JI Forests
PD SEP
PY 2023
VL 14
IS 9
AR 1911
DI 10.3390/f14091911
PG 12
WC Forestry
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Forestry
GA T1TB5
UT WOS:001075867700001
OA gold
DA 2024-02-21
ER

PT J
AU Castro, AJ
   Jabbar, H
   Miranda, SN
AF Castro, Andrene J.
   Jabbar, Huriya
   Miranda, Sebastian Nunez
TI School Choice, Teachers' Work, and Professional Identity
SO EDUCATION POLICY ANALYSIS ARCHIVES
LA English
DT Article
DE teacher professional identity; teacher labor market; school choice;
   qualitative analysis
ID JOB SEARCH; CHARTER; PREFERENCES; COMPETITION; EMOTIONS; MARKETS; SHAPE
AB Teacher professional identity, or what it means to be a teacher, informs the types of schools teachers seek for work. With the marketization of schools in the US and abroad, teachers' professional identities are changing. However, we know little about how teachers negotiate-and renegotiate-their professional identities during the job search in contexts with school choice, such as charter schools. This study uses qualitative interview data from 46 teachers in San Antonio, Texas, where over 25% of students attend charter schools. Our findings illuminate the job search as a critical juncture where teachers evaluate their professional identity as they make choices about the sector-charter or traditional public school-and/or school organization they prefer. In particular, the choice context legitimated flexibility and fluidity in teachers' professional identity as teachers moved between sectors to find jobs, even if the school did not align with their personal or professional values. We also found that employability and teachers' perception of the j ob market played an important role in how teachers strategically presented their professional identity on the job search. Findings offer implications for teacher education and teacher workforce policies.
C1 [Castro, Andrene J.] Virginia Commonwealth Univ, Dept Educ Leadership, Richmond, VA 23284 USA.
   [Castro, Andrene J.] Virginia Commonwealth Univ, Inst Inclus Inquiry & Innovat, Richmond, VA 23284 USA.
   [Jabbar, Huriya] Univ Texas Austin, Dept Educ Leadership & Policy, Austin, TX USA.
   [Miranda, Sebastian Nunez] Univ Texas Austin, Dept Educ Leadership & Policy, Educ Policy & Planning Program, Austin, TX USA.
C3 Virginia Commonwealth University; Virginia Commonwealth University;
   University of Texas System; University of Texas Austin; University of
   Texas System; University of Texas Austin
RP Castro, AJ (corresponding author), Virginia Commonwealth Univ, Dept Educ Leadership, Richmond, VA 23284 USA.; Castro, AJ (corresponding author), Virginia Commonwealth Univ, Inst Inclus Inquiry & Innovat, Richmond, VA 23284 USA.
EM Castroa2@vcu.edu; jabbar@austin.utexas.edu; sonunez@utexas.edu
NR 64
TC 3
Z9 4
U1 6
U2 13
PU ARIZONA STATE UNIV, MARY LOU FULTON TEACHERS COLL
PI PHOENIX
PA PO BOX 37100, PHOENIX, AZ 85069 USA
EI 1068-2341
J9 ED POLICY ANAL ARCH
JI Educ. Policy Anal. Arch.
PY 2022
VL 30
SI SI
DI 10.14507/epaa.30.6122
PG 30
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 3D7YA
UT WOS:000829512400001
OA gold
DA 2024-02-21
ER

PT J
AU Tomlinson, M
AF Tomlinson, Michael
TI Conceptualising transitions from higher education to employment:
   navigating liminal spaces
SO JOURNAL OF YOUTH STUDIES
LA English
DT Article; Early Access
DE Transitions; liminality; graduates; employment; identities
ID GRADUATE EMPLOYABILITY; YOUTH; FORMS; TIME; ORIENTATIONS; PERSPECTIVES;
   BETWIXT
AB This article develops and applies the concept of liminality and liminal identities to illustrate the relative positioning of graduates within the transitional spaces of moving from one institutional context to another and navigating an uncertain and challenging labour market. The current pandemic-affected labour market provided a rich context through which recent graduates have to sense-make and negotiate a future identity trajectory, exacerbating challenges evident over the past several decades. Drawing on qualitative interview data with recent graduates, this article depicts the liminal spaces they occupy through a typology of transitional positionings, including movement between these spaces. These ideas carry wider implications for supporting graduates' transition to a challenging and volatile labour market.
C1 [Tomlinson, Michael] Univ Southampton, Southampton Educ Sch, Southampton, England.
   [Tomlinson, Michael] Univ Southampton, Southampton Educ Sch, Southampton SO17 1BJ, England.
C3 University of Southampton; University of Southampton
RP Tomlinson, M (corresponding author), Univ Southampton, Southampton Educ Sch, Southampton SO17 1BJ, England.
EM m.b.tomlinson@soton.ac.uk
OI Tomlinson, Michael/0000-0002-1057-5188
NR 32
TC 0
Z9 0
U1 2
U2 5
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1367-6261
EI 1469-9680
J9 J YOUTH STUD
JI J. Youth Stud.
PD 2023 APR 11
PY 2023
DI 10.1080/13676261.2023.2199148
EA APR 2023
PG 18
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA C9SO1
UT WOS:000965234600001
OA Green Accepted, hybrid
DA 2024-02-21
ER

PT J
AU Kocman, A
   Fischer, L
   Weber, G
AF Kocman, Andreas
   Fischer, Linda
   Weber, Germain
TI The Employers' perspective on barriers and facilitators to employment of
   people with intellectual disability: A differential mixed-method
   approach
SO JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES
LA English
DT Article
DE barriers; employer; employment; facilitators; intellectual disability;
   supported employment
ID SUPPORTED EMPLOYMENT; SHELTERED EMPLOYMENT; MENTAL-RETARDATION;
   ATTITUDES; WORK; ADULTS; EMPLOYABILITY; PERCEPTIONS; EXPLORATION;
   COMMUNITY
AB BackgroundObtaining employment is among the most important ambitions of people with intellectual disability. Progress towards comprehensive inclusive employment is hampered by numerous barriers. Limited research is available on these barriers and strategies to overcome them.
   MethodA mixed method approach in a sample of 30 HR-managers was used to assess (i) differences in perceived barriers for employment of people with specific disabilities and mental disorders; (ii) barriers specific to employing people with intellectual disability; (iii) strategies to overcome these barriers.
   ResultsEmployers perceive more barriers for hiring people with intellectual disability and mental disorders than for physical disabilities. Employment for this population is hampered by a perceived lack of skills and legal issues. Strategies perceived as beneficial are supplying information, changes in organizational strategies and legal changes.
   ConclusionsEmployers' differentiated expectations and reservations towards hiring individuals with specific disabilities need to be taken into account to increase employment for people with intellectual disability.
C1 [Kocman, Andreas; Fischer, Linda; Weber, Germain] Univ Vienna, Fac Psychol, Dept Appl Psychol Hlth Dev Enhancement & Interven, Vienna, Austria.
C3 University of Vienna
RP Kocman, A (corresponding author), Univ Vienna, Fac Psychol, Dept Appl Psychol Hlth Dev Enhancement & Interven, Vienna, Austria.
EM andreas.kocman@univie.ac.at
OI Weber, Germain/0000-0003-1883-3388; Fischer-Grote,
   Linda/0000-0003-2383-1926
NR 47
TC 84
Z9 117
U1 4
U2 39
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1360-2322
EI 1468-3148
J9 J APPL RES INTELLECT
JI J. Appl. Res. Intellect. Disabil.
PD JAN
PY 2018
VL 31
IS 1
BP 120
EP 131
DI 10.1111/jar.12375
PG 12
WC Psychology, Educational; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Psychology; Rehabilitation
GA FQ6GU
UT WOS:000418462600022
PM 28000421
DA 2024-02-21
ER

PT J
AU Astle, A
   Heath, R
   Sanders, K
   Jack, K
AF Astle, Anita
   Heath, Ros
   Sanders, Kate
   Jack, Kirsten
TI Raising the profile of care home nursing through collaborative working
SO NURSE EDUCATION IN PRACTICE
LA English
DT Article; Early Access
DE Care homes; Development; Education; Innovation
AB Aim: To explore the innovative educational practices of two care home teams based in the United Kingdom (UK). Both homes aimed to provide education and developmental opportunities so that they could further deliver effective nursing care to residents. Through such practices, the care homes sought to enhance nursing career development and improve workforce retention. Meeting the long-term care needs of older people remains a challenge and the nursing workforce need to be adequately supported to deliver effective care. Employers have an important role in supporting the educational and developmental needs of nursing staff so that they can fulfil their challenging roles.
   Conclusion: Using several approaches to nursing education and development, the care homes described in this Discussion Paper were able to show positive impact. Considering the care home workforce shortage and employability churn, it is hoped these ideas can offer inspiration to others in the sector.
C1 [Heath, Ros] Landermeads, 265 High Rd, Nottingham NG9 5DD, England.
   [Astle, Anita] Wren Hall Nursing Home, 234 Nottingham Rd, Selston NG16 6AB, Notts, England.
   [Sanders, Kate] Fdn Nursing Studies, Practice Dev Facilitator, 11-13 Cavendish Sq, London W1G 0AN, England.
   [Jack, Kirsten] Manchester Metropolitan Univ, Fac Hlth Psychol & Social Care, Dept Nursing, Bonsall St, Manchester M15 6GX, Lancs, England.
C3 Manchester Metropolitan University
RP Jack, K (corresponding author), Manchester Metropolitan Univ, Fac Hlth Psychol & Social Care, Dept Nursing, Bonsall St, Manchester M15 6GX, Lancs, England.
EM anita@wrenhall.com; ros@landermeads.com; kate.sanders@fons.org;
   k.jack@mmn.ac.uk
OI Jack, Kirsten/0000-0002-8560-9418; Astle, Anita/0000-0003-4306-1041
NR 12
TC 2
Z9 2
U1 0
U2 2
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1471-5953
EI 1873-5223
J9 NURSE EDUC PRACT
JI Nurse Educ. Pract.
PD 2021 MAY
PY 2021
VL 53
AR 103054
DI 10.1016/j.nepr.2021.103054
EA MAY 2021
PG 3
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA SS0FW
UT WOS:000661419300002
PM 34051489
DA 2024-02-21
ER

PT J
AU Benbow, RJ
   Lee, C
   Hora, MT
AF Benbow, Ross J.
   Lee, Changhee
   Hora, Matthew T.
TI Exploring college faculty development in 21st-century skill instruction:
   an analysis of teaching-focused personal networks
SO JOURNAL OF FURTHER AND HIGHER EDUCATION
LA English
DT Article; Early Access
DE Faculty development; 21st-century skills; social networks;
   teaching-focused relationships
ID SOCIAL NETWORKS; COLLABORATION; EMPLOYABILITY; INCENTIVES; TEACHERS;
   QUALITY
AB While educators and policymakers increasingly link the '21st-century' skills of communication, teamwork, problem-solving, and self-directed learning to graduate success in important high-technology industries, few studies look at how technological college faculty - who are expected to help instil these important skills in students - learn to better teach such skills. Faculty development research shows that feedback- and reflection-oriented social learning improves instruction, but has not typically investigated the full scope of beneficial teaching-focused interactions, formal and informal, in which faculty engage. Using a social network perspective, which focuses on the empirical contours of relationships across settings, this mixed methods study explores (1) the people with whom technological faculty discuss teaching, referred to as 'teaching-focused personal networks;' (2) the comparative contours of these networks by faculty development involvement, teaching experience, institution type, and discipline; and (3) how, if at all, faculty believe these networks influence their communication, teamwork, problem-solving, and self-directed learning instruction. Survey data (n = 192) indicate that most respondents discuss teaching with a core personal network of about four contacts, commonly institutional colleagues, around once a month. Data also show that network size, diversity, and strength - measures connected to actionable, relationship-based information and support, or 'social capital' - are broadly similar among faculty of varying subgroups, with one exception: respondents reporting involvement in in-depth faculty development programming have larger and stronger networks. Qualitative results show that most faculty reporting teaching-focused personal networks perceived them to benefit their teaching of communication, teamwork, problem-solving, or self-directed learning through support, reflection, feedback, and sharing new ideas.
C1 [Benbow, Ross J.; Lee, Changhee; Hora, Matthew T.] Univ Wisconsin, Wisconsin Ctr Educ Res, Madison, WI 53706 USA.
C3 University of Wisconsin System; University of Wisconsin Madison
RP Benbow, RJ (corresponding author), Univ Wisconsin, Wisconsin Ctr Educ Res, Madison, WI 53706 USA.
EM rjbenbow@wisc.edu
FU National Science Foundation [1561686]; Division Of Graduate Education;
   Direct For Education and Human Resources [1561686] Funding Source:
   National Science Foundation
FX This work was supported by the National Science Foundation (Award
   #1561686).
NR 58
TC 9
Z9 12
U1 3
U2 14
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0309-877X
EI 1469-9486
J9 J FURTH HIGHER EDUC
JI J. Furth Higher Education
PD 2021 
PY 2021
VL 45
IS 6
BP 818
EP 835
DI 10.1080/0309877X.2020.1826032
EA SEP 2020
PG 18
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA TM3PY
UT WOS:000573274800001
DA 2024-02-21
ER

PT J
AU Montgomery, T
AF Montgomery, Tom
TI Social innovation and the autoimmunity of employability
SO SOCIAL POLICY & ADMINISTRATION
LA English
DT Article; Early Access
DE employability; low pay; precarity; social innovation; youth employment
ID LABOR-MARKET POLICY; 3RD SECTOR; YOUTH; WORK; EMPLOYMENT; WELFARE;
   PEOPLE; JOBS; NEOLIBERALISM; TRANSITIONS
AB The purpose of this article is to examine social innovation in the field of youth employment. It addresses both the shortcomings of supply-side approaches that are balanced towards issues such as employability and the impact of key demand side issues including low pay and precarity. The empirical analysis is based upon interviews with young people in employment or training with social innovations as well as interviews with senior policymakers and practitioners whose remit covers these issues. The study concludes by reflecting upon how the conduct of employability can operate as an autoimmune function.
C1 [Montgomery, Tom] Glasgow Caledonian Univ, Yunus Ctr Social Business & Hlth, Cowcaddens Rd, Glasgow G4 0BA, Lanark, Scotland.
C3 Glasgow Caledonian University
RP Montgomery, T (corresponding author), Glasgow Caledonian Univ, Yunus Ctr Social Business & Hlth, Cowcaddens Rd, Glasgow G4 0BA, Lanark, Scotland.
EM Thomas.Montgomery@gcu.ac.uk
OI Montgomery, Tom/0000-0001-5996-6043
NR 79
TC 0
Z9 0
U1 1
U2 15
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0144-5596
EI 1467-9515
J9 SOC POLICY ADMIN
JI Soc. Policy Adm.
PD 2020 DEC
PY 2020
VL 54
IS 7
BP 1067
EP 1080
DI 10.1111/spol.12585
EA MAR 2020
PG 14
WC Development Studies; Public Administration; Social Issues; Social Work
WE Social Science Citation Index (SSCI)
SC Development Studies; Public Administration; Social Issues; Social Work
GA OS1SF
UT WOS:000517502400001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Jones, E
AF Jones, Emma
TI Transforming legal education through emotions
SO LEGAL STUDIES
LA English
DT Article
DE legal education; emotion; well-being
ID LAW-SCHOOL; THERAPEUTIC JURISPRUDENCE; MULTIPLE INTELLIGENCES; GRADUATE
   EMPLOYABILITY; PSYCHOLOGICAL DISTRESS; UNIVERSITY-STUDENTS; TEACHERS;
   LABOR; CLASSROOM; THINKING
AB Law has traditionally viewed emotions as the enemies of rationality and reason, irrational and potentially dangerous forces which must be suppressed or disregarded. This separation and enmity has been mirrored within undergraduate legal education in England and Wales, with its rigid focus on seemingly impartial and objective analysis and notions such as the ubiquitous 'thinking like a lawyer'. This paper will argue that attempts to disregard or suppress emotions within the law school are both misguided and destined to fail. It will explore the integral part emotions play within effective legal learning, the development of legal skills, and the well-being of both law students and legal academics. It will also consider how developments in legal scholarship and the evolving climate of higher education generally offer some potential, but also pitfalls, for the future acknowledgment and incorporation of emotions within undergraduate legal education in England and Wales. Bodies of literature relating to not only legal education, but also education generally, psychology and philosophy will be drawn on to demonstrate that emotions have a potentially transformative power within legal education, requiring them to be acknowledged and utilised within a more holistic, integrated form of law degree.
C1 [Jones, Emma] Open Univ, Sch Law, Milton Keynes, Bucks, England.
C3 Open University - UK
RP Jones, E (corresponding author), Open Univ, Sch Law, Milton Keynes, Bucks, England.
EM e.j.jones@open.ac.uk
NR 348
TC 17
Z9 22
U1 1
U2 11
PU CAMBRIDGE UNIV PRESS
PI CAMBRIDGE
PA EDINBURGH BLDG, SHAFTESBURY RD, CB2 8RU CAMBRIDGE, ENGLAND
SN 0261-3875
EI 1748-121X
J9 LEGAL STUD
JI Leg. Stud.
PD SEP
PY 2018
VL 38
IS 3
BP 450
EP 479
DI 10.1017/lst.2017.16
PG 30
WC Law
WE Social Science Citation Index (SSCI)
SC Government & Law
GA HA2LA
UT WOS:000450068800007
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Ashton, D
AF Ashton, Daniel
TI Creative Contexts: work placement subjectivities for the creative
   industries
SO BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
LA English
DT Article
DE higher education; work placements; creative industries; reflection;
   subjectivity; employability
ID EMPLOYABILITY; REFLECTION; DISCOURSE; EDUCATION
AB This article examines reflections on work placement experiences generated for the Creative Contexts website by higher education students. The article outlines the aims of Creative Contexts to generate and share placement experiences and stories. The article analyses the reflections films available on the website, and reveals a continuum of agency in which students' contributions generally foreground the individual at the expense of the structural. The analysis reveals that whilst Creative Contexts can help foreground the subjective dimensions of employability, the students' focus on individual dispositions and attributes does little to question industry and placement norms and structural challenges.
C1 [Ashton, Daniel] Bath Spa Univ, Sch Humanities & Cultural Ind, Bath, Avon, England.
C3 Bath Spa University
RP Ashton, D (corresponding author), Bath Spa Univ, Sch Humanities & Cultural Ind, Bath, Avon, England.
EM d.ashton@bathspa.ac.uk
FU Higher Education Academy [FCS 638]
FX This research was supported through a Teaching Development Grant by the
   Higher Education Academy (2011-12; FCS 638).
NR 50
TC 6
Z9 6
U1 0
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0142-5692
EI 1465-3346
J9 BRIT J SOCIOL EDUC
JI Br. J. Sociol. Educ.
PD FEB 17
PY 2016
VL 37
IS 2
BP 268
EP 287
DI 10.1080/01425692.2014.916602
PG 20
WC Education & Educational Research; Sociology
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Sociology
GA DD4EM
UT WOS:000369875300005
DA 2024-02-21
ER

PT J
AU Llamas, MS
   de la Fuente, MH
   Lozano, EC
AF Llamas, Marta Saavedra
   de la Fuente, Mercedes Herrero
   Lozano, Eduardo Castillo
TI Professional domains of data journalism within the digital media
   ecosystem: an approach to the Spanish context and to leading media in
   the English-speaking world
SO DOXA COMUNICACION
LA English
DT Article
DE Data journalism; data visualization; fact-checking; professional
   profiles; professional skills
AB Technological transformation is driving the evolution of the media ecosystem, in which data journalism is consolidating as an area of development. Among the aspects associated to this journalistic modality, data visualization, news verification and investigative journalism stand out. In this context, newsrooms made up of interdisciplinary teams are flourishing, where technological skills are gaining ground. Using the focus group technique, we collected the qualified opinions of twelve journalists from Spanish media, whose daily work is related to data journalism. We completed this with two in-depth interviews with journalism professionals from The Washington Post and The Guardian, both pioneering media in its implementation. Our results indicate that the most valued skills are centrer on database exploitation, big data analysis, visualization, and fact-checking. In Spain, data journalism is not advancing at the desired speed, because it is difficult to find qualified professionals and investments in technology is insufficient. In the Anglo-Saxon world, progress is remarkable, with a significant rise in the Graphics department. In both scenarios, data-related skills improve journalists' employability and career advancement.
C1 [Llamas, Marta Saavedra; de la Fuente, Mercedes Herrero; Lozano, Eduardo Castillo] Univ Nebrija, Madrid, Spain.
C3 Universidad Antonio de Nebrija
RP Llamas, MS (corresponding author), Univ Nebrija, Madrid, Spain.
EM msaavedr@nebrija.es; mherrero@nebrija.es; ecastill@nebrija.es
NR 49
TC 0
Z9 0
U1 2
U2 2
PU UNIV SAN PABLO, FAC HUMANIDADES & CIENCIAS COMUNICACION
PI BOADILLA DEL MONTE
PA PASEO DE JUAN XXIII 6, BOADILLA DEL MONTE, 28040, SPAIN
SN 1696-019X
EI 2386-3978
J9 DOXA COMUN
JI Doxa Comun.
PD JUL-DEC
PY 2023
IS 37
BP 341
EP 358
DI 10.31921/doxacom.n37a1853
PG 18
WC Communication
WE Emerging Sources Citation Index (ESCI)
SC Communication
GA T4RK1
UT WOS:001077874600015
OA gold
DA 2024-02-21
ER

PT J
AU Manas-Viniegra, L
   Rodriguez-Fernandez, L
   Herrero-de-la-Fuente, M
   Veloso, AI
AF Manas-Viniegra, Luis
   Rodriguez-Fernandez, Leticia
   Herrero-de-la-Fuente, Mercedes
   Veloso, Ana Isabel
TI New technologies applied to the inclusion of people with disabilities in
   the digital society: A challenge for communication, education and
   employability
SO REVISTA ICONO 14-REVISTA CIENTIFICA DE COMUNICACION Y TECNOLOGIAS
LA English
DT Article
DE Communication; disability; education; employability; inclusion;
   technology
ID STUDENTS; EMPLOYMENT; INCOME
AB The new technologies have contributed to increased autonomy for people with disabilities and to the reduction of their technological gap through the acquisition of digital skills, which has enhanced their dignity in society and reinforced inclusive social values. Moreover, there continues to be a gap between the personal identity of people with disabilities and their own social construction. Although the negative image conveyed by the media in the past has nearly disappeared, the dichotomous depiction of people with disabilities as either heroes or victims continues to obstruct their inclusion in the public sphere. Despite this situation, we see on social networks how the self-portrayal of people with disabilities is starting to promote diversity in the fields of beauty and fashion. These achievements, together with the additional impetus provided by both educational innovation programmes and corporate purpose initiatives of organisations, have led to new employment opportunities that go beyond the stereotyped professions traditionally assigned to people with disabilities. The acquisition of digital skills is vital in meeting the challenges that are work-related, cultural, and social, which are being posed by the current digital environment.
C1 [Manas-Viniegra, Luis] Univ Complutense Madrid, Dept Appl Commun Sci, Madrid, Spain.
   [Rodriguez-Fernandez, Leticia] Univ Cadiz, Dept Mkt & Commun, Cadiz, Spain.
   [Herrero-de-la-Fuente, Mercedes] Univ Antonio Nebrija, Nebrija, Spain.
   [Veloso, Ana Isabel] Univ Aveiro, Dept Commun & Arts, Aveiro, Portugal.
C3 Complutense University of Madrid; Universidad de Cadiz; Universidad
   Antonio de Nebrija; Universidade de Aveiro
RP Manas-Viniegra, L (corresponding author), Univ Complutense Madrid, Dept Appl Commun Sci, Madrid, Spain.
RI Dubisetty, Mallikarjuna Rao/JWO-4481-2024; Herrero de la Fuente,
   Mercedes/V-6141-2018
OI Herrero de la Fuente, Mercedes/0000-0002-5361-9056
FU Spanish Ministry of Science and Innovation [PID2019-105398RB-C21];
   Spanish State Research Agency
FX This research is part of the project entitled, "Disability and Digital
   Competences on Audio- visual Industry-COMPENSA" (project no.
   PID2019-105398RB-C21) , funded by the Spanish Ministry of Science and
   Innovation and the Spanish State Research Agency.
NR 75
TC 0
Z9 0
U1 9
U2 9
PU ICONO 14
PI MADRID
PA C/ SALUD, 15 5OD, MADRID, 28013, SPAIN
SN 1697-8293
J9 REV ICONO 14
JI Rev. Icono 14
PD JUL-DEC
PY 2023
VL 21
IS 2
AR 2047
DI 10.7195/ri14.v21i2.2047
PG 19
WC Communication
WE Emerging Sources Citation Index (ESCI)
SC Communication
GA S9OA2
UT WOS:001074373600001
OA gold
DA 2024-02-21
ER

PT J
AU van Scheppingen, AR
   de Vroome, EMM
   ten Have, KCJM
   Zwetsloot, GIJM
   Wiezer, N
   van Mechelen, W
AF van Scheppingen, Arjella R.
   de Vroome, Ernest M. M.
   ten Have, Kristin C. J. M.
   Zwetsloot, Gerard I. J. M.
   Wiezer, Noortje
   van Mechelen, Willem
TI Vitality at work and its associations with lifestyle,
   self-determination, organizational culture, and with employees'
   performance and sustainable employability
SO WORK-A JOURNAL OF PREVENTION ASSESSMENT & REHABILITATION
LA English
DT Article
DE Basic psychological needs; social capital; balanced work style
ID NEED SATISFACTION; UPPER EXTREMITY; HEALTH; WORKSTYLE; SUPPORT;
   INTERVENTIONS; QUESTIONNAIRE; PERSONALITY; ENGAGEMENT; LEADERSHIP
AB BACKGROUND: Vitality at work is an important factor for optimal functioning and sustainable employability. To date, knowledge on how to promote vitality at work is fragmented.
   OBJECTIVE: Contribute to knowledge on how to promote vitality at work.
   METHODS: Determinants of vitality at work are identified from three scientific fields, and used in a comprehensive model. Regression analyses on cross-sectional data from a Dutch dairy company (N = 629) are performed to examine the associations between these factors, vitality at work, and employees' perceived effective personal functioning and sustainable employability.
   RESULTS: Vitality at work is most strongly associated with basic psychological needs of self-determination, but also with healthy lifestyle behavior, having a balanced workstyle, and social capital. Vitality at work is also associated with effective personal functioning and with sustainable employability.
   CONCLUSIONS: The study confirms the multifactorial nature of vitality at work. Since organizational culture may support self-determination, and cultural aspects themselves are positively associated with vitality, organizational culture seems particular important in promoting vitality at work. Additionally, a healthy lifestyle appears important. The associations between vitality at work and effective personal functioning and sustainable employability endorse the combined health-based, business-related and societal importance of vitality at work.
C1 [van Scheppingen, Arjella R.; de Vroome, Ernest M. M.; ten Have, Kristin C. J. M.; Zwetsloot, Gerard I. J. M.; Wiezer, Noortje] TNO, Zeist, Netherlands.
   [van Mechelen, Willem] Vrije Univ Amsterdam, Med Ctr, Dept Publ & Occupat Hlth, EMGO Inst, Amsterdam, Netherlands.
   [Zwetsloot, Gerard I. J. M.] Univ Nottingham, Inst Work Hlth & Org, Nottingham NG7 2RD, England.
C3 Netherlands Organization Applied Science Research; Vrije Universiteit
   Amsterdam; University of Nottingham
RP van Scheppingen, AR (corresponding author), Value2share, Zonhovenstr 39, NL-1066 MA Amsterdam, Netherlands.
EM Arjella.vanscheppingen@value2share.nl
RI de Vroome, Ernest Marten Maria/GLV-3812-2022
OI van Mechelen, Willem/0000-0001-7136-6382
FU Nuts Ohra foundation
FX This project was part of the research program 'Vitality in Practice',
   financed by the Nuts Ohra foundation. Thanks go to Ernst Koningsveld for
   his support and management of this project.
NR 58
TC 35
Z9 43
U1 4
U2 62
PU IOS PRESS
PI AMSTERDAM
PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS
SN 1051-9815
EI 1875-9270
J9 WORK
JI Work
PY 2015
VL 52
IS 1
BP 45
EP 55
DI 10.3233/WOR-141947
PG 11
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA CS5TX
UT WOS:000362142300006
PM 25248527
DA 2024-02-21
ER

PT J
AU Khan, J
   Hemsley-Brown, J
AF Khan, Jashim
   Hemsley-Brown, Jane
TI Student satisfaction: the role of expectations in mitigating the pain of
   paying fees
SO JOURNAL OF MARKETING FOR HIGHER EDUCATION
LA English
DT Article; Early Access
DE Satisfaction; reputation; tuition fees; mental accounting; higher
   education; choice
ID HIGHER-EDUCATION; SERVICE QUALITY; MODERATING ROLE; EXPERIENCES; MODEL;
   IMPACT; SCALE; UNIVERSITY; CONTEXT; ANTECEDENTS
AB The objective of this study of student-consumers in higher education is to investigate the direct influence of student choice factors on student expectations. The mediating role of perceptions of employability in the relationship between costs of study (fees) and student satisfaction, and the outcome variable of students' recommendations, is examined in the study based on respondents' chosen U.K. higher education institution (HEI). The theoretical framework draws on cost-expectation-satisfaction assessment and expectation of employability after graduation. A survey sample of 11,822 respondents and 140 higher education institutions suggests university reputation, course design, service quality, and campus social life directly influence student expectations. Student expectations of choice factors mediate the relationship between the cost of study and satisfaction, and students' perceptions of employability after graduation mediate the relationship between the cost of study and the likelihood of making a recommendation to peers. The course design was the most influential factor impacting student expectations.
C1 [Khan, Jashim] Univ Surrey, Surrey Int Inst, Dalian, Peoples R China.
   [Hemsley-Brown, Jane] Univ Surrey, Dept Mkt & Retail Management, Guildford, Surrey, England.
C3 University of Surrey
RP Khan, J (corresponding author), Univ Surrey, Surrey Int Inst, Dalian, Peoples R China.
EM j.a.khan@surrey.ac.uk
RI Hemsley-Brown, Jane/HOF-2373-2023; Khan, Jashim/AAG-4167-2022; Khan,
   Jashim/AFK-5727-2022
OI Khan, Jashim/0000-0002-3725-4595
NR 91
TC 11
Z9 12
U1 4
U2 25
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0884-1241
EI 1540-7144
J9 J MARK HIGH EDUC
JI J. Mark. High. Educ.
PD 2021 OCT 6
PY 2021
DI 10.1080/08841241.2021.1973646
EA OCT 2021
PG 23
WC Business; Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA WD7RH
UT WOS:000705133700001
OA hybrid
DA 2024-02-21
ER

PT J
AU Dollinger, M
   Finneran, R
   Ajjawi, R
AF Dollinger, Mollie
   Finneran, Rachel
   Ajjawi, Rola
TI Exploring the experiences of students with disabilities in
   work-intergrated learning
SO JOURNAL OF HIGHER EDUCATION POLICY AND MANAGEMENT
LA English
DT Article; Early Access
DE Students with disabilities; higher education; work integrated learning;
   placements; inclusion; employability
ID EMPLOYABILITY; PERCEPTIONS
AB Work-integrated learning (WIL) or university placements are valuable opportunities for students to apply their knowledge in an authentic work setting and help support their transition from university to employment. However, as our study evidenced, students with disability face significant and unique barriers to securing and completing WIL placements. In this study, we surveyed students with disability at an Australian university (n = 132) to explore their experiences and perceptions of WIL placements. Our findings indicate that while many students are motivated to participate in placements, they have concerns about how their disability, medical or mental health condition(s) will be accepted by the organisations and whether their requests for accommodations will be facilitated without judgement from supervisors. The findings from our study are relevant to the fields of disability/inclusion and employability, as the results showcase that current policies and practices do not adequately support diverse students.
C1 [Dollinger, Mollie; Finneran, Rachel; Ajjawi, Rola] Deakin Univ, Ctr Res Assessment & Digital Learning CRADLE, Melbourne, Vic, Australia.
C3 Deakin University
RP Dollinger, M (corresponding author), Deakin Univ, Ctr Res Assessment & Digital Learning CRADLE, Melbourne, Vic, Australia.
EM mollie@deakin.edu.au
RI Dollinger, Mollie/JWP-4282-2024; Ajjawi, Rola/HRC-6132-2023
OI Dollinger, Mollie/0000-0003-1105-9051; Ajjawi, Rola/0000-0003-0651-3870;
   Finneran, Rachel/0000-0002-9089-0726
FU National Careers Institute
FX This project received funding from the National Careers Institute to
   conduct the research. Our study was part of a wide project led by
   Professor Sarah O'Shea titled, ` National Career Development Learning
   Hub for Students with Disability.'
NR 35
TC 5
Z9 5
U1 2
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1360-080X
EI 1469-9508
J9 J HIGH EDUC POLICY M
JI J. High. Educ. Policy Manag.
PD 2023 JAN 2
PY 2023
VL 45
IS 1
BP 3
EP 18
DI 10.1080/1360080X.2022.2129317
EA OCT 2022
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA A0WZ5
UT WOS:000870123700001
OA hybrid
DA 2024-02-21
ER

PT J
AU Lin, YS
   Lin, YH
AF Lin, Yu-Sheng
   Lin, Yu-Hsuan
TI The Relationship Between Self-Regulated Learning Behavior and Attitudes
   in Project-Based Learning Classes: A Case Study
SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION
LA English
DT Article
DE project-based learning; self-regulated learning behavior; mechanical
   engineering education; course implementations; Taiwan
ID ARTIFICIAL-INTELLIGENCE; ENGINEERING STUDENTS; STRATEGIES; VALIDATION;
   ENGAGEMENT; EDUCATION
AB This study aims to explore the relationship between students' learning behavior, perceptions of project-based learning (PjBL), and learning outcomes in the context of engineering education. The study presents a case study of PjBL implementation at a private university in Taiwan, offering valuable insights from the instructor's perspective. A survey was conducted with 209 students in PjBL classes and 50 students in non-PjBL classes, focusing on six key learning attitude, and satisfaction. The findings reveal that students' self-regulated learning attitude has a significant impact on their satisfaction and application attitude, mediated by their participation attitude, academic integration, and academic conscientiousness. The study provides empirical evidence supporting the effectiveness of PjBL in enhancing self-regulated learning, student engagement, and satisfaction levels. Moreover, it suggests that fostering a self-regulated learning attitude can motivate students to actively participate in the learning process, enhance their academic integration skills, and ultimately influence their satisfaction and application attitudes. This study underscores the potential of PjBL in improving students' employability and equipping them with the necessary skills to tackle challenges in the engineering profession. The insights gained from this research can inform educational practices and curriculum design to promote effective project-based learning experiences in engineering education.
C1 [Lin, Yu-Sheng] Southern Taiwan Univ Sci & Technol, Dept Mech Engn, Tainan 710301, Taiwan.
   [Lin, Yu-Hsuan] Catholic Univ Korea, Dept Econ, Bucheon 14662, Gyeonggi Do, South Korea.
C3 Catholic University of Korea
RP Lin, YH (corresponding author), Catholic Univ Korea, Dept Econ, Bucheon 14662, Gyeonggi Do, South Korea.
EM yushenglin@stust.edu.tw; yuhsuan.lin@catholic.ac.kr
RI Lin, Yu-Hsuan/R-3131-2018
OI Lin, Yu-Hsuan/0000-0002-4014-2586
FU Ministry of Education (MOE) in Taiwan for Teaching Project Practice
   Research Program [PEE1123023]
FX Acknowledgements -This study was supported by the Ministry of Education
   (MOE) in Taiwan for Teaching Project Practice Research Program
   (PEE1123023) . The authors declare that there is no conflict of
   interest.
NR 39
TC 0
Z9 0
U1 3
U2 3
PU TEMPUS PUBLICATIONS
PI DURRUS, BANTRY
PA IJEE , ROSSMORE,, DURRUS, BANTRY, COUNTY CORK 00000, IRELAND
SN 0949-149X
J9 INT J ENG EDUC
JI Int. J. Eng. Educ
PY 2023
VL 39
IS 6
BP 1308
EP 1317
PG 10
WC Education, Scientific Disciplines; Engineering, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Engineering
GA Y3WR8
UT WOS:001104608600003
DA 2024-02-21
ER

PT J
AU Smith, C
   Worsfold, K
AF Smith, Calvin
   Worsfold, Kate
TI WIL curriculum design and student learning: a structural model of their
   effects on student satisfaction
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE work-integrated learning; student satisfaction; evaluation; work
   placements; learning outcomes; generic skills; employability
ID WORK
AB With the increasing adoption of work-integrated learning (WIL) as a feature of curricula, the idea of student satisfaction takes on a new dimension - students' experiences on placement are not routinely under the control of university academic staff, yet universities will ultimately be held responsible for the quality of students' placement experiences. In this study the satisfaction measures derived from multiple samples of students who have experienced placements are analysed. The analysis shows that satisfaction is bi-dimensional, as hypothesized, and that its sub-dimensions are each associated with different aspects of curriculum design and generic learning outcomes derived from the WIL placement. The findings have implications for the conduct and design of placements and for quality assurance measurement across the post-secondary and higher education sectors.
C1 [Smith, Calvin; Worsfold, Kate] Griffith Univ, Griffith Inst Higher Educ, Brisbane, Qld 4111, Australia.
C3 Griffith University
RP Smith, C (corresponding author), Griffith Univ, Griffith Inst Higher Educ, Brisbane, Qld 4111, Australia.
EM calvin.smith@griffith.edu.au
RI Smith, Calvin/P-4142-2019; Smith, Calvin/S-9954-2019; Smith, Calvin
   D/D-4576-2009
OI Smith, Calvin/0000-0002-3544-8337; Smith, Calvin D/0000-0002-3544-8337
NR 23
TC 44
Z9 49
U1 1
U2 26
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2014
VL 39
IS 6
BP 1070
EP 1084
DI 10.1080/03075079.2013.777407
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AL0UC
UT WOS:000338841300011
DA 2024-02-21
ER

PT J
AU Maravelias, C
AF Maravelias, Christian
TI 'Best in class' - Healthy employees, athletic executives and
   functionally disabled jobseekers
SO SCANDINAVIAN JOURNAL OF MANAGEMENT
LA English
DT Article
DE Health; Employability; Neoliberal governmentality; Post-disciplinary
   regulation; Human capital
ID IDENTITY REGULATION; SELF
AB This paper accounts for health initiatives for employees, competitive sports initiatives for corporate executives, and workability initiatives for functionally disabled individuals. On this basis the paper suggests that health, athletic competitiveness and functional disability have become central markers of employability associated with three bio-politically defined classes. A middle class of individuals that work on their lifestyles and selves to match health and employability ideals; an elite class of individuals that take part in sports activities to prove their 'true' competitive nature; finally, an underclass of individuals that identify with their functional disabilities and make use of them opportunistically as resources for getting employment. The paper furthermore suggests that all three initiatives are expressions of a neoliberal governmentality that cancel out the liberal distinction between an economic world of work and a private and social world by inciting individuals to use their lives in full as human capital. (C) 2014 Elsevier Ltd. All rights reserved.
C1 Stockholm Univ, Stockholm Business Sch, Stockholm, Sweden.
C3 Stockholm University
RP Maravelias, C (corresponding author), Stockholm Univ, Stockholm Business Sch, Stockholm, Sweden.
EM chm@sbs.su.se
NR 32
TC 13
Z9 14
U1 0
U2 8
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0956-5221
EI 1873-3387
J9 SCAND J MANAG
JI Scand. J. Manag.
PD JUN
PY 2015
VL 31
IS 2
BP 279
EP 287
DI 10.1016/j.scaman.2014.11.005
PG 9
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA CK0KX
UT WOS:000355895200010
DA 2024-02-21
ER

PT J
AU Hay, K
   Fleming, J
AF Hay, Kathryn
   Fleming, Jenny
TI Keeping students safe: Understanding the risks for students undertaking
   work-integrated learning
SO INTERNATIONAL JOURNAL OF WORK-INTEGRATED LEARNING
LA English
DT Article
DE work-integrated learning; risk; student conduct; reputation; safety
ID EMPLOYABILITY; ATTRIBUTES; PLACEMENT; QUALITY
AB Universities in New Zealand are increasingly focused on an employability and global citizenship agenda, leading to a proliferation of work-integrated learning (WIL) courses across diverse curriculum areas. WIL exposes students to authentic learning opportunities in a workplace. It is however an activity with inherent risks which may have significant consequences for students, universities and host organizations. This study drew on qualitative interpretive methodology to examine risks related to WIL at eight universities from the perspective of eighteen academic and professional staff. The findings indicate that significant risks for students undertaking WIL relate to the readiness and suitability of the student, the learning environment and student safety. A framework that outlines the responsibilities and conduct of students during WIL is presented. While it is acknowledged that all stakeholders are important in the WIL enterprise, it is the student experience that should be prioritized.
C1 [Hay, Kathryn] Massey Univ, Palmerston North, New Zealand.
   [Fleming, Jenny] Auckland Univ Technol, Auckland, New Zealand.
C3 Massey University; Auckland University of Technology
RP Hay, K (corresponding author), Massey Univ, Palmerston North, New Zealand.
EM k.s.hay@massey.ac.nz
NR 34
TC 3
Z9 3
U1 0
U2 1
PU Work-Integrated Learning NZ-WILNZ
PI Hamilton
PA Univ Waikato, Private Bag 3105, Hamilton, NEW ZEALAND
SN 2538-1032
J9 INT J WORK-INTEGR L
JI Int. J. Work-Integr. L.
PY 2021
VL 22
IS 4
BP 539
EP 552
PG 14
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 6Y2YN
UT WOS:000896965700008
DA 2024-02-21
ER

PT J
AU Liu, Y
   Zhang, X
   Feng, J
AF Liu, Yu
   Zhang, Xue
   Feng, Jian
TI Clustering in declining industries? The economic-social isolation and
   instability of migrant workers in Beijing
SO HABITAT INTERNATIONAL
LA English
DT Article; Early Access
DE Migrant workers; Declining industries; Wage; Social integration;
   Settlement intention; China
ID SETTLEMENT INTENTIONS; RURAL MIGRANTS; EMPLOYMENT; JOB; IMMIGRANTS;
   WAGE; RESIDENTS; MIGRATION; BENEFITS; PROVINCE
AB The industrial restructuring in China has led to constant adjustments in employment. Migrant workers play an important role in the labor market, and the relationship between migrant employment and industrial evolution is worthy of attention. Previous studies have revealed the negative impact of industrial restructuring on the employment of migrant workers, but few studies have paid attention to the employment choice of migrant workers under the background of industrial evolution, and how these choices affect their lives. Based on data from Beijing, this study empirically finds that, compared with the control group, migrant workers are more likely to work in industries in which the proportion of value-added in GDP continues to decline. After controlling individual characteristics, the wage level, social integration, and settlement intention of migrant workers employed in declining industries are significantly lower than those in non-declining industries. This paper contributes to the literature on understanding the integration and stability of migrant workers from the perspective of industry choice. The findings provide insights for improving the employability of migrant workers and their adaptability to China's industrial restructuring as well as for promoting the process of migrant citizenization.
C1 [Liu, Yu; Zhang, Xue] Renmin Univ China, Sch Appl Econ, Beijing 100872, Peoples R China.
   [Feng, Jian] Peking Univ, Coll Urban & Environm Sci, Beijing 100871, Peoples R China.
C3 Renmin University of China; Peking University
RP Feng, J (corresponding author), Peking Univ, Coll Urban & Environm Sci, Beijing 100871, Peoples R China.
EM fengjian@pku.edu.cn
OI LIU, YU/0000-0003-0490-0471
FU National Natural Science Foundation of China [41571160, 41671157]
FX The authors acknowledge the support from the National Natural Science
   Foundation of China (41571160, 41671157).
NR 45
TC 4
Z9 4
U1 5
U2 42
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0197-3975
EI 1873-5428
J9 HABITAT INT
JI Habitat Int.
PD 2021 FEB
PY 2021
VL 108
AR 102310
DI 10.1016/j.habitatint.2020.102310
EA JAN 2021
PG 8
WC Development Studies; Environmental Studies; Regional & Urban Planning;
   Urban Studies
WE Social Science Citation Index (SSCI)
SC Development Studies; Environmental Sciences & Ecology; Public
   Administration; Urban Studies
GA QH0LH
UT WOS:000617969200004
DA 2024-02-21
ER

PT J
AU Crecente-Romero, F
   Giménez-Baldazo, M
   Rivera-Galicia, LF
AF Crecente-Romero, Fernando
   Gimenez-Baldazo, Monica
   Rivera-Galicia, Luis F.
TI Can entrepreneurship channel overqualification in young university
   graduates in the European Union?
SO JOURNAL OF BUSINESS RESEARCH
LA English
DT Article
DE Entrepreneurship; FsQCA; Tertiary education; TEA; Education expenditure
ID EDUCATION; EMPLOYMENT
AB Human Capital Theory states that the higher a person's educational level, the higher their productivity and earnings. However, young university graduates sometimes find it difficult to enter the labor market due to their overqualification. The increase of qualified workers entails a decrease in their salaries when employed by others. One solution to the personal and economic costs of overqualification may be the creation of self-employment through entrepreneurship. For this reason, the EU 2020 strategy includes entrepreneurship principles in all educational levels to improve employability. This research focuses on the European population of under-25-year-olds with tertiary studies between 2009 and 2014. FsQCA is used to analyze the relationships among early entrepreneurship rates (GEM), expenditure on tertiary education (Eurostat), and overqualification levels (OECD) by country. Our findings show that there is a relationship between qualified entrepreneurial activity and young people, but none between educational investment and the entrepreneurial activity of young people.
C1 [Crecente-Romero, Fernando; Gimenez-Baldazo, Monica] Univ Alcala De Henares, Dept Econ & Management, Alcala De Henares, Spain.
   [Rivera-Galicia, Luis F.] Univ Alcala De Henares, Dept Econ, Alcala De Henares, Spain.
C3 Universidad de Alcala; Universidad de Alcala
RP Rivera-Galicia, LF (corresponding author), Univ Alcala De Henares, Dept Econ, Alcala De Henares, Spain.
EM luisf.rivera@uah.es
RI Romero, Fernando FCR Crecente/H-9547-2015; Rivera-Galicia, Luis
   F./L-5509-2014
OI Romero, Fernando FCR Crecente/0000-0001-5728-1059; Rivera-Galicia, Luis
   F./0000-0002-4271-3266; Monica, Gimenez Baldazo/0000-0001-5468-2658
NR 32
TC 10
Z9 10
U1 2
U2 36
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0148-2963
EI 1873-7978
J9 J BUS RES
JI J. Bus. Res.
PD AUG
PY 2018
VL 89
BP 223
EP 228
DI 10.1016/j.jbusres.2018.01.056
PG 6
WC Business
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA GM3JX
UT WOS:000438002000024
DA 2024-02-21
ER

PT J
AU De Vos, A
   Van der Heijden, BIJM
   Akkermans, J
AF De Vos, Ans
   Van der Heijden, Beatrice I. J. M.
   Akkermans, Jos
TI Sustainable careers: Towards a conceptual model
SO JOURNAL OF VOCATIONAL BEHAVIOR
LA English
DT Article
DE Career development; Sustainable career; Conceptual model; Theoretical
   framework
ID SELF-DETERMINATION THEORY; ORGANIZATIONAL CAREER; CONTEMPORARY CAREER;
   WORK; COMPETENCES; RESOURCES; CONSERVATION; LIFE; EMPLOYABILITY;
   PERSPECTIVE
AB This paper aims to move the research field on sustainable careers forward by building conceptual clarity about what a sustainable career means and delineating what distinguishes sustainable from non-sustainable careers, thereby providing key indicators of a sustainable career. Moreover, we approach sustainable careers from a systemic and dynamic perspective and address influential factors associated with stakeholders situated in multiple contexts and evolving over time. We elaborate on core theoretical frameworks useful for enhancing our understanding of what makes careers sustainable and present three key dimensions that can help to analyze and study sustainable careers: person, context, and time. Finally, we propose a research agenda that we hope will spur scholars to examine the topic in more detail in future empirical work.
C1 [De Vos, Ans] Antwerp Management Sch, Sint Jacobsmarkt 9-13, B-2000 Antwerp, Belgium.
   [De Vos, Ans] Univ Antwerp, Sint Jacobsmarkt 9-13, B-2000 Antwerp, Belgium.
   [Van der Heijden, Beatrice I. J. M.] Radboud Univ Nijmegen, Inst Management Res, Heyendaalseweg 141, NL-6525 AJ Nijmegen, Netherlands.
   [Van der Heijden, Beatrice I. J. M.] Open Univ Netherlands, Heerlen, Netherlands.
   [Van der Heijden, Beatrice I. J. M.] Kingston Univ, London, England.
   [Akkermans, Jos] Vrije Univ Amsterdam, Sch Business & Econ, De Boelelaan 1105, NL-1081 HV Amsterdam, Netherlands.
C3 University of Antwerp; University of Antwerp; Radboud University
   Nijmegen; Open University Netherlands; Kingston University; Vrije
   Universiteit Amsterdam
RP De Vos, A (corresponding author), Antwerp Management Sch, Sint Jacobsmarkt 9-13, B-2000 Antwerp, Belgium.; De Vos, A (corresponding author), Univ Antwerp, Sint Jacobsmarkt 9-13, B-2000 Antwerp, Belgium.
EM ans.devos@ams.ac.be; b.vanderheijden@fm.ru.nl; j.akkermans@vu.nl
RI Akkermans, Jos/N-7878-2019
OI Akkermans, Jos/0000-0003-2870-6921
FU Flemish Research Fund, as part of the EOS research grant FWO II
   [30987235, G0E8318N EOS]
FX Funding for writing this paper was obtained from the Flemish Research
   Fund, as part of the EOS research grant FWO II) G0E8318N EOS ID
   30987235.
NR 94
TC 185
Z9 188
U1 182
U2 709
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0001-8791
EI 1095-9084
J9 J VOCAT BEHAV
JI J. Vocat. Behav.
PD MAR
PY 2020
VL 117
SI SI
AR 103196
DI 10.1016/j.jvb.2018.06.011
PG 13
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA KX8RV
UT WOS:000522142900002
OA Green Published, Green Accepted
DA 2024-02-21
ER

PT J
AU Reichin, SL
   Tarantino, DM
   Meyer, RD
AF Reichin, Sydney L.
   Tarantino, Danielle M.
   Meyer, Rustin D.
TI Intentional response distortion during the COVID-19 pandemic
SO INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT
LA English
DT Article; Early Access
DE intentional response distortion; personality; personnel selection; VIE
ID GENERAL MENTAL-ABILITY; JOB-PERFORMANCE; INDIVIDUAL-DIFFERENCES;
   COGNITIVE-ABILITY; SELF-EFFICACY; PERSONALITY; FAKING; SELECTION;
   UNEMPLOYMENT; RECESSION
AB COVID-19 has abruptly and unexpectedly transformed nearly every aspect of work, including but not limited to increased unemployment rates and uncertainty regarding future job prospects. Response distortion has always been a concern given that many organizations rely on information that is self-reported by applicants regarding their potential employability (e.g., responses to self-reported personality instruments, resumes, interview responses). Drawing from the Valence-Instrumentality-Expectancy (VIE) theory of motivation, we propose that the uncertainty surrounding jobs may lead to amplified distorted responses on these measures in areas where COVID-19 was most salient. In a sample of 213 working adults [similar to 50% female, age M = 38.48], the present study shows that increases in response distortion on a measure of conscientiousness were more pronounced as a function of (a) local COVID positivity rates and (b) job type, such that frontline workers distorted their responses the most. Findings are discussed in the context of VIE theory, personality measurement, and challenges with maintaining effective selection procedures.
C1 [Reichin, Sydney L.; Tarantino, Danielle M.; Meyer, Rustin D.] Penn State Univ, Dept Psychol, State Coll, PA USA.
   [Reichin, Sydney L.] Penn State Univ, State Coll, PA 16801 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania Commonwealth System of
   Higher Education (PCSHE); Pennsylvania State University
RP Reichin, SL (corresponding author), Penn State Univ, State Coll, PA 16801 USA.
EM slr338@psu.edu
OI Reichin, Sydney/0000-0003-1143-6056
NR 64
TC 0
Z9 0
U1 0
U2 0
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0965-075X
EI 1468-2389
J9 INT J SELECT ASSESS
JI Int. J. Sel. Assess.
PD 2023 APR 7
PY 2023
DI 10.1111/ijsa.12432
EA APR 2023
PG 13
WC Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Psychology; Business & Economics
GA C7RM1
UT WOS:000963846500001
OA hybrid
DA 2024-02-21
ER

PT J
AU Abbey, L
   Dowsett, E
   Sullivan, J
AF Abbey, Lord
   Dowsett, Eric
   Sullivan, Jan
TI Use of problem-based learning in the teaching and learning of
   horticultural production
SO JOURNAL OF AGRICULTURAL EDUCATION & EXTENSION
LA English
DT Article
DE Teaching; learning; emotional intelligence; social skills; case study;
   horticulture
ID EDUCATION; THINKING
AB Purpose: Problem-based learning (PBL), a relatively novel teaching and learning process in horticulture, was investigated. Proper application of PBL can potentially create a learning context that enhances student learning. Design/Methodology/Approach: Students worked on two complex ill-structured problems: (1) to produce fresh baby greens for a 4-week catering event and (2) to produce seedlings for a grower. Data collected were analyzed by the concurrent method and presented as case studies. Findings: Students developed positive attitudes through active engagement. Their presentations and reports demonstrated leadership roles, critical thinking and conflict management. Practical professional, social and affective skills were developed through production of 5 kg baby greens, and 2500 vegetable seedlings. Successes and limitations were identified. Theoretical Implication: The quality of the PBL problem is critical for the stimulation and elaboration of prior knowledge, development of epistemic curiosity and the relevant semantic framework. These are motivators that inspire effective learning. Practical Implication: Cognitive and emotional intelligence skills are realized by trusting the PBL process, identifying enhancers and inhibitors. Enhancement of creativity, social and employability skills manifest through challenges that help to develop for the 'whole'. Originality/Value: In the horticulture industry, stakeholders interact with each other and the agro-ecological system. Consequently, competencies in production and emotional intelligence are invaluable.
C1 [Abbey, Lord] Dalhousie Univ, Fac Plant Food & Environm Sci, Halifax, NS, Canada.
   [Dowsett, Eric] Assiniboine Community Coll, Educ Assistant Program, Brandon, MB, Canada.
   [Dowsett, Eric] Assiniboine Community Coll, Business Management Program Continuing Studies, Brandon, MB, Canada.
C3 Dalhousie University
RP Abbey, L (corresponding author), Dalhousie Univ, Fac Plant Food & Environm Sci, Dalhousie Agric Campus,POB 550, Truro, NS B2N 5E3, Canada.
EM labbey@dal.ca
NR 32
TC 6
Z9 8
U1 0
U2 14
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1389-224X
EI 1750-8622
J9 J AGRIC EDUC EXT
JI J. Agric. Educ. Ext.
PY 2017
VL 23
IS 1
BP 61
EP 78
DI 10.1080/1389224X.2016.1202846
PG 18
WC Education & Educational Research; Environmental Studies
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Environmental Sciences & Ecology
GA EO4KP
UT WOS:000396664100006
DA 2024-02-21
ER

PT J
AU Ha, NTN
AF Ha, Nguyen Thi Ngoc
TI The involvement of industry professionals and barriers to involvement in
   work-integrated learning: the case of the profession-oriented higher
   education framework in Vietnam
SO JOURNAL OF EDUCATION AND WORK
LA English
DT Article; Early Access
DE Work-integrated learning; industry; student employability; higher
   education; Vietnam
ID EMPLOYABILITY SKILLS; PERSPECTIVES; SUPERVISORS; PERFORMANCE;
   INTERNSHIPS; TOURISM; ROLES
AB This article explores the involvement of industry professionals and barriers to their involvement in Work-Integrated Learning (WIL) in three Vietnamese public universities that implement the Profession-Oriented Higher Education (POHE) framework. Thematic analysis of 15 in-depth interviews and three focus groups revealed that only WIL activities which were organised at the workplace resulted in industry professionals actively participating and contributing to students' work-based learning. Findings revealed that the involvement of industry professionals in designing WIL learning content and assessing students' workplace performance was limited. The university departments' focus on selecting industry professionals working in managing positions, the shortage of support from university departments and industry professionals' time constraints were identified as major barriers to the professional involvement in WIL. This indicated that industry professionals were not provided with favourable conditions to participate in WIL and thus, a lot of work needs to be done from the university side to welcome and involve professionals deeply in WIL. The article calls for more government support and greater initiative from Vietnamese universities to improve the university-industry linkage and the professional-lecturer relationship that lead to better WIL quality.
C1 [Ha, Nguyen Thi Ngoc] La Trobe Univ, Sch Educ, Melbourne, Vic, Australia.
C3 La Trobe University
RP Ha, NTN (corresponding author), La Trobe Univ, Melbourne, Vic, Australia.
EM nguyenthingocha24@gmail.com
RI Nguyen, Ha/GRE-8522-2022; Nguyen, Ha/ISU-9314-2023
OI Nguyen, Ha/0000-0001-7509-3633; Nguyen, Ha/0000-0001-7509-3633
FU La Trobe University; [La Trobe University Full Fee Research Scholarship]
FX This work was supported by the La Trobe University [La Trobe University
   Postgraduate Research Scholarship and La Trobe University Full Fee
   Research Scholarship].
NR 53
TC 5
Z9 5
U1 1
U2 3
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1363-9080
EI 1469-9435
J9 J EDUC WORK
JI J. Educ. Work
PD 2022 JAN 2
PY 2022
VL 35
IS 1
BP 92
EP 107
DI 10.1080/13639080.2021.2018408
EA DEC 2021
PG 16
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA YE0VM
UT WOS:000729749300001
DA 2024-02-21
ER

PT J
AU Qutishat, D
   Muhaidat, J
   Mohammad, M
   Okasheh, R
   Al-Khlaifat, L
   Al-Yahya, E
AF Qutishat, Dania
   Muhaidat, Jennifer
   Mohammad, Maha
   Okasheh, Rasha
   Al-Khlaifat, Lara
   Al-Yahya, Emad
TI Exploring attitudes of physiotherapy students towards a community-based
   project used as a learning tool
SO PHYSIOTHERAPY THEORY AND PRACTICE
LA English
DT Article
DE Community-based project; experiential learning; employability;
   physiotherapy education; practice-based learning
ID PHYSICAL-ACTIVITY; EDUCATION; INNOVATION; PRESCRIPTION; COMPETENCES;
   CREATIVITY; KNOWLEDGE; SKILLS
AB Background: Community-based projects are an experiential learning tool that provides students with an opportunity to work within a team, to apply their skills and to learn in real workplace settings. Promoting physical activity is an important component of physiotherapy education, but the best method for training students to promote physical activity is open for discussion. Purpose: This study explored the attitudes and learning experiences of physiotherapy students who worked in groups to complete a community-based project involving the delivery of physical activity programs to a healthy population. Methods: Data were collected from a focus group of eight physiotherapy students each of whom had participated in a community-based project early in their studies. Results: Four themes emerged from the analysis of the data: 1) self-confidence and independence; 2) creativity and innovation; 3) effective communication; and 4) team dynamics. The students had positive attitudes toward community-based projects and reported that their experiences were a highly valued component of their early practice-based learning. The findings of this study are expected to encourage educators to use community-based projects early in undergraduate physiotherapy programs, as it helps students develop professional skills such as effective communication, creativity, and innovation. Students also learned to innovate to solve real-world problems in the workplace such as resource limitations. They also learned to appreciate the importance of team dynamics in a successful intervention. Conclusion: The findings suggest early participation in community-based projects is an excellent way for physiotherapy students to develop the competencies required for clinical practice and for their role in promoting physical activity.
C1 [Qutishat, Dania; Muhaidat, Jennifer; Mohammad, Maha; Okasheh, Rasha; Al-Khlaifat, Lara; Al-Yahya, Emad] Univ Jordan, Sch Rehabil Sci, Dept Physiotherapy, Queen Rania St, Amman 11942, Jordan.
   [Al-Yahya, Emad] Oxford Brookes Univ, Movement Sci Grp, Fac Hlth & Life Sci, Oxford, England.
C3 University of Jordan; Oxford Brookes University
RP Muhaidat, J (corresponding author), Univ Jordan, Sch Rehabil Sci, Dept Physiotherapy, Queen Rania St, Amman 11942, Jordan.
EM d.qutishat@ju.edu.jo
RI Qutishat, Dania/R-3341-2019; , Jennifer/C-1406-2015; Al-Khlaifat,
   Lara/E-4940-2015
OI Qutishat, Dania/0000-0002-6304-5068; , Jennifer/0000-0002-9948-1531;
   Al-Khlaifat, Lara/0000-0002-4271-3063; Al-Yahya,
   Emad/0000-0003-4646-1841; Okasheh, Rasha/0000-0001-8177-1840
NR 54
TC 2
Z9 2
U1 0
U2 9
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA
SN 0959-3985
EI 1532-5040
J9 PHYSIOTHER THEOR PR
JI Physiother. Theory Pract.
PD JAN 2
PY 2021
VL 37
IS 1
BP 115
EP 125
DI 10.1080/09593985.2019.1619209
PG 11
WC Rehabilitation
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Rehabilitation
GA PT0XI
UT WOS:000608343900013
PM 31131662
DA 2024-02-21
ER

PT J
AU Detaille, S
   Reig-Botella, A
   Clemente, M
   López-Golpe, J
   De Lange, A
AF Detaille, Sarah
   Reig-Botella, Adela
   Clemente, Miguel
   Lopez-Golpe, Jaime
   De Lange, Annet
TI Burnout and Time Perspective of Blue-Collar Workers at the Shipyard
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE ageing; blue-collar workers; cross-sectional; occupational health; risk
   burnout; shipyard; time perspective
ID SATISFACTION; PERSONALITY
AB Background:The aim of the research was to investigate the association between time perspective in relation to burnout and successful ageing of blue-collar workers with physically highly demanding work and low autonomy. Shipyard blue-collar workers usually do predominantly manual labor versus white-collar workers, whose jobs do not usually involve physical work.Methods:497 participants workers in a shipyard in the north of Spain. Ages were between 20 and 69 (M = 46.62, SD = 10.79). We used the Zimbardo Time Perspective Instrument (ZTPI), Spanish version, and the Maslach Burnout Inventory-General Survey (MBI-GS).Results:Emotional exhaustion factor obtained a coefficient of 0.97; cynicism factor of 0.83; and professional efficacy factor ofp= 0.86. The mean of the three reliability coefficients was 0.887. With respect to the five factors of the ZTPI questionnaire: the negative past factor obtained a coefficient ofp= 0.91; that of positive pastp= 0.81; the present hedonistic of 0.878; the future ofp= 0.83; and the fatalistic present ofp= 0.90. The mean of the five coefficients, wasp= 0.86.Conclusions:Within shipyard workers, burnout is associated with a negative past and negative future time perspective. This makes shipyard workers at a higher risk of developing burnout and this can have serious consequences for the sustainable employability of these blue-collar workers.
C1 [Detaille, Sarah; Reig-Botella, Adela; De Lange, Annet] HAN Univ Appl Sci Nijmegen, Dept Human Resource Management, NL-6525 EJ Nijmegen, Netherlands.
   [Detaille, Sarah; Reig-Botella, Adela; Clemente, Miguel; Lopez-Golpe, Jaime; De Lange, Annet] Univ A Coruna, Dept Psychol, La Coruna 15701, Spain.
   [De Lange, Annet] Open Univ Heerlen, Fac Psychol, NL-6419 AT Heerlen, Netherlands.
   [De Lange, Annet] Univ Stavanger, Norwegian Sch Hotel Management, N-4021 Stavanger, Norway.
   [De Lange, Annet] Norwegian Univ Sci & Technol, Fac Psychol, N-7491 Trondheim, Norway.
C3 Universidade da Coruna; Open University Netherlands; Universitetet i
   Stavanger; Norwegian University of Science & Technology (NTNU)
RP Reig-Botella, A (corresponding author), HAN Univ Appl Sci Nijmegen, Dept Human Resource Management, NL-6525 EJ Nijmegen, Netherlands.
EM sarah.detaille@han.nl; adela.reig@udc.es; miguel.clemente@udc.es;
   jaime.lopez.golpe@gmail.com; annet.delange@han.nl
RI Botella, Adela Reig/K-3497-2017; de Lange, annet/GPF-7985-2022;
   Clemente, Miguel/H-2842-2015
OI Botella, Adela Reig/0000-0001-7943-5514; De lange,
   Annet/0000-0002-9122-7387; Clemente, Miguel/0000-0002-8960-2336; de
   lange, annet/0000-0003-3273-6904
NR 40
TC 5
Z9 7
U1 1
U2 14
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD SEP
PY 2020
VL 17
IS 18
AR 6905
DI 10.3390/ijerph17186905
PG 10
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA OD9UG
UT WOS:000580188600001
PM 32967346
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Arora, B
AF Arora, Bela
TI Teaching cyber security to non-tech students
SO POLITICS
LA English
DT Article
DE cyber security; Hydra Minerva; incident management; simulation
ID SIMULATIONS; ENGAGEMENT
AB The majority of cyber security education and training has been based in computer science departments, but we are now seeing the agenda filtering into the political science and international studies curriculum. There exists a challenge in presenting the topic in a non-technical and engaging way. This article will explore the use of Hydra Minerva environment, commonly used in Police Sciences, to facilitate simulations that bring to life the challenges of incident management while enhancing the employability skills of the students. Hydra Minerva facilities offer an alternative to traditional classroom simulations and computer-assisted scenarios that can be invaluable across the curriculum.
C1 [Arora, Bela] Univ South Wales, Global Governance, Pontypridd, M Glam, Wales.
C3 University of South Wales
RP Arora, B (corresponding author), Univ South Wales, Sch Humanities & Social Sci, Fac Business & Soc, Pontypridd CF37 1DL, M Glam, Wales.
EM bela.arora@southwales.ac.uk
NR 37
TC 2
Z9 2
U1 1
U2 19
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0263-3957
EI 1467-9256
J9 POLITICS-OXFORD
JI Politics
PD MAY
PY 2019
VL 39
IS 2
BP 252
EP 265
DI 10.1177/0263395718760960
PG 14
WC International Relations; Political Science
WE Social Science Citation Index (SSCI)
SC International Relations; Government & Law
GA HU1AH
UT WOS:000465003400009
DA 2024-02-21
ER

PT J
AU Paraponaris, A
   Teyssier, LS
   Ventelou, B
AF Paraponaris, Alain
   Teyssier, Luis Sagaon
   Ventelou, Bruno
TI Job tenure and self-reported workplace discrimination for cancer
   survivors 2 years after diagnosis: Does employment legislation matter?
SO HEALTH POLICY
LA English
DT Article
DE Cancer survivors; Job tenure; Job loss; Employability; Workplace
   discrimination
ID BREAST-CANCER; PERCEIVED DISCRIMINATION; SOCIOECONOMIC-STATUS;
   PROSPECTIVE COHORT; OLDER WORKERS; HEALTH; RETURN; ASSOCIATION;
   RETIREMENT; PATTERNS
AB Objectives: To assess the risk of leaving employment for cancer survivors 2 years after diagnosis and the role of workplace discrimination in this risk.
   Methods: A representative sample of 4270 French individuals older than 17 and younger than 58 years when diagnosed with cancer in 2002 were interviewed 2 years later. Their occupational status was analyzed with the help of Probit and IV-Probit models.
   Results: Overall, 66% of the cancer survivors who were working at the time of diagnosis were still employed 2 years later. Age, education level, income at diagnosis, work contract, professional status, affective support, relative prognosis at diagnosis, tumor site and treatment have contrasting impacts upon the probability of job loss across gender. Even after having controlled for these variables, self-reported workplace discrimination increases the probability of job loss by 15%.
   Conclusions: Despite protective labor law and favorable health insurance arrangements, French cancer survivors continue to experience problems to stay in or to return to the labor force. Measures targeting only the employment protection of cancer survivors do not seem to be sufficient to end prior social inequalities in job attainment. Intervention for specific populations particularly exposed to job-loss risks would also be needed. (C) 2010 Elsevier Ireland Ltd. All rights reserved.
C1 [Paraponaris, Alain; Teyssier, Luis Sagaon; Ventelou, Bruno] INSERM, U912, SE4S, F-13258 Marseille, France.
   [Paraponaris, Alain; Teyssier, Luis Sagaon; Ventelou, Bruno] Univ Aix Marseille, IRD, UMR S912, Marseille, France.
   [Paraponaris, Alain; Teyssier, Luis Sagaon; Ventelou, Bruno] ORS PACA, Marseille, France.
   [Ventelou, Bruno] CNRS, GREQAM, Res Unit 6579, Marseille, France.
C3 Aix-Marseille Universite; Institut National de la Sante et de la
   Recherche Medicale (Inserm); Institut de Recherche pour le Developpement
   (IRD); Institut de Recherche pour le Developpement (IRD); Aix-Marseille
   Universite; Aix-Marseille Universite; Aix-Marseille Universite; Centre
   National de la Recherche Scientifique (CNRS)
RP Paraponaris, A (corresponding author), INSERM 912, 23 Rue Stanislas Torrents, F-13006 Marseille, France.
EM alain.paraponaris@inserm.fr
RI SAGAON TEYSSIER, Luis/AFY-4098-2022
OI SAGAON TEYSSIER, Luis/0000-0001-7318-6596; Paraponaris,
   Alain/0000-0001-8281-8305
FU French National Cancer Institute (Institut National du Cancer, INCa);
   Association for Cancer Research (Association pour la Recherche sur le
   Cancer, ARC); National Agency for Research (Agence Nationale de la
   Recherche, ANR)
FX Grants from the program Workplace position and careers of cancer
   survivors financed by the French National Cancer Institute (Institut
   National du Cancer, INCa) and by the Association for Cancer Research
   (Association pour la Recherche sur le Cancer, ARC) and from the program
   Vulnerabilities: the articulation of health and social financed by the
   National Agency for Research (Agence Nationale de la Recherche, ANR) are
   greatly acknowledged.
NR 46
TC 30
Z9 31
U1 3
U2 21
PU ELSEVIER IRELAND LTD
PI CLARE
PA ELSEVIER HOUSE, BROOKVALE PLAZA, EAST PARK SHANNON, CO, CLARE, 00000,
   IRELAND
SN 0168-8510
EI 1872-6054
J9 HEALTH POLICY
JI Health Policy
PD DEC
PY 2010
VL 98
IS 2-3
BP 144
EP 155
DI 10.1016/j.healthpol.2010.06.013
PG 12
WC Health Care Sciences & Services; Health Policy & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services
GA 692DM
UT WOS:000285131700007
PM 20619922
DA 2024-02-21
ER

PT J
AU Goi, CL
AF Goi, Chai-Lee
TI The use of business simulation games in teaching and learning
SO JOURNAL OF EDUCATION FOR BUSINESS
LA English
DT Article
DE Business simulation games; future employability skill; sustainability;
   teaching and learning
ID EDUCATION; SUSTAINABILITY; METHODOLOGY; IMPACT
AB The use of business simulation games plays a crucial role in teaching and learning even though it has been used for 60 years since the modern business simulation games started in 1955. Even previous studies have demonstrated the effectiveness of business simulation games used in teaching and learning; however, the major concerns that need to be addressed are related to sustainability issues. In the future, there is a requirement to embed the stages of employability into the curriculum, as well as in organizations, to bridge the gap between possessed skills and industry-required skills.
C1 [Goi, Chai-Lee] Curtin Univ, Fac Business, CDT 250, Miri 98009, Sarawak, Malaysia.
C3 Curtin University Malaysia
RP Goi, CL (corresponding author), Curtin Univ, Fac Business, CDT 250, Miri 98009, Sarawak, Malaysia.
EM goi.chai.lee@curtin.edu.my
RI Goi, Chai Lee/I-5440-2012; Goi, Chai Lee/ABI-2630-2020
OI Goi, Chai Lee/0000-0003-0131-2818; 
NR 57
TC 31
Z9 35
U1 1
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0883-2323
EI 1940-3356
J9 J EDUC BUS
JI J. Educ. Bus.
PY 2019
VL 94
IS 5
BP 342
EP 349
DI 10.1080/08832323.2018.1536028
PG 8
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA IA1UC
UT WOS:000469347000008
DA 2024-02-21
ER

PT J
AU Ntshangase, SD
   Ezeuduji, IO
AF Ntshangase, Sibusiso D.
   Ezeuduji, Ikechukwu O.
TI The impact of entrepreneurship education on tourism students'
   entrepreneurial intention in South Africa
SO JOURNAL OF TEACHING IN TRAVEL & TOURISM
LA English
DT Article; Early Access
DE Tourism entrepreneurship; entrepreneurship education; entrepreneurial
   intention; entrepreneurial desirability; entrepreneurial feasibility
ID HOSPITALITY
AB This paper explores the impact of entrepreneurship education on tourism students' entrepreneurial intention, and insights of the desirability and feasibility of starting a tourism-related business upon graduation. A structured questionnaire survey was used to collect data from 154 randomly selected tourism students in a comprehensive University in South Africa. Data analyses included descriptive, bivariate, and multivariate analyses to address research objectives. The results indicate that entrepreneurship education influences tourism students' entrepreneurial intentions, including students' perceptions of the desirability and feasibility of starting tourism-related businesses. The findings further suggest that some respondent profile variables have influences on how tourism students perceive entrepreneurship education and entrepreneurial behaviour. The study recommends that the university that is studied implement a variety of reform programmes aimed at increasing employability or self-employment among university tourism graduates. Among them is the addition of a new entrepreneurship track to the undergraduate curriculum. Students, as from their first year of study should be invited to apply for the entrepreneurship education track, which includes business training as well as individualised coaching sessions with industry mentors. This will aid in the formation of professional networks, increased entrepreneurship process knowledge base, and self-efficacy among tourism students who want to become tourism entrepreneurs.
C1 [Ntshangase, Sibusiso D.; Ezeuduji, Ikechukwu O.] Univ Zululand, Dept Recreat & Tourism, Private Bag X1001, ZA-3886 Kwa Dlangezwa, South Africa.
C3 University of Zululand
RP Ezeuduji, IO (corresponding author), Univ Zululand, Dept Recreat & Tourism, Private Bag X1001, ZA-3886 Kwa Dlangezwa, South Africa.
EM ezeudujii@unizulu.ac.za
RI Ezeuduji, Ikechukwu Onyekwere/ITW-0679-2023
OI Ezeuduji, Ikechukwu Onyekwere/0000-0001-6437-427X; Ntshangase, Sibusiso
   David/0000-0002-3181-9495
NR 62
TC 2
Z9 2
U1 6
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1531-3220
EI 1531-3239
J9 J TEACH TRAVEL TOUR
JI J. Teach. Travel Tour.
PD 2023 JUL 3
PY 2023
VL 23
IS 3
BP 287
EP 305
DI 10.1080/15313220.2022.2132343
EA OCT 2022
PG 19
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA N8FJ1
UT WOS:000865636500001
DA 2024-02-21
ER

PT J
AU Li, HW
AF Li, Hanwei
TI Academic Integration of Chinese Students in Finland and Germany: A
   Comparative Perspective
SO FRONTIERS OF EDUCATION IN CHINA
LA English
DT Article
DE Chinese students; academic integration; Finland; Germany; higher
   education
ID INTERNATIONAL STUDENTS; GRADUATE EMPLOYABILITY; SOCIAL INTEGRATION;
   EXPERIENCES; PERSISTENCE; ADAPTATION; UNIVERSITY; CULTURE; CONTEXT
AB It has been recognized that international students studying in non-Anglophone countries face more challenges in integrating into local higher education institutions for a number of reasons, such as the local language barrier and cultural differences. This study aims to understand the challenges and coping strategies of academic integration in non-Anglophone countries from the students' perceptive, taking Chinese students as an example and using a qualitative approach based on semi-structured interviews with 58 Chinese students in Germany and Finland. It shows that, despite learning environment differences between Finland and Germany, Chinese students face similar challenges, including individual ones, such as the mismatch between their academic background and learning requirements, or contextual ones, such as a lack of consideration for international students in the pedagogical approach and curriculum design adopted by the host higher education institutions. The results challenge the existing stereotype of Chinese students and present evidence of students' resourcefulness in generating novel approaches to develop their learning capabilities. It also shows that traditional learning techniques may be used as pathways to achieving deep learning and understanding.
C1 [Li, Hanwei] East China Univ Sci & Technol, Dept Sociol, Shanghai 200237, Peoples R China.
   [Li, Hanwei] Univ Machester, Manchester China Inst, Manchester M13 9PL, Lancs, England.
C3 East China University of Science & Technology; University of Manchester
RP Li, HW (corresponding author), East China Univ Sci & Technol, Dept Sociol, Shanghai 200237, Peoples R China.; Li, HW (corresponding author), Univ Machester, Manchester China Inst, Manchester M13 9PL, Lancs, England.
EM stflihanwei@gmail.com
NR 49
TC 2
Z9 2
U1 3
U2 19
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1673-341X
EI 1673-3533
J9 FRONT EDUC CHINA
JI Front. Educ. China
PD JUN
PY 2019
VL 14
IS 2
SI SI
BP 234
EP 256
DI 10.1007/s11516-019-0012-x
PG 23
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA IH6FM
UT WOS:000474589300004
DA 2024-02-21
ER

PT J
AU Lucas, M
   Bem-haja, P
   Santos, S
   Figueiredo, H
   Dias, MF
   Amorim, M
AF Lucas, Margarida
   Bem-haja, Pedro
   Santos, Sandra
   Figueiredo, Hugo
   Dias, Marta Ferreira
   Amorim, Marlene
TI Digital proficiency: Sorting real gaps from myths among higher education
   students
SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article; Early Access
DE assessment; digital competence; employability; fields of education and
   training
ID MULTIPLE COMPARISONS; GENDER; SKILLS; ALPHA
AB Digital competence is among the basic key competences for digital learning and employability. For this reason, its acquisition and development should be on the agenda of higher education institutions (HEIs) who wish to prepare their students to thrive in an ever faster evolving digital labour market. However, the existence of a valid instrument that can help HEIs measuring and further integrating digital competence into pedagogical and organisational practices with sufficient precision is yet to be accomplished. This article provides a valid and reliable instrument to measure higher education students' digital competence on the basis of the European Digital Competence Framework for Citizens, also known as DigComp. The instrument was applied to a sample of 411 students from a mid-large public HEI and the results attest its validity and reliability. In addition, the study explores proficiency differences among students from different fields of education and training, and gender. Results demystify the idea that ICT students are more digitally competent than those in other fields of study, but suggest males score higher than females, which feeds into the ongoing debate of gender differences in relation to digital technologies and the readiness of females for the digital labour market. The results lead to clear implications for research and practice.
C1 [Lucas, Margarida] Univ Aveiro, CIDTFF, Dept Educ & Psychol, Campus Univ Santiago, P-3810193 Aveiro, Portugal.
   [Bem-haja, Pedro] Univ Aveiro, CINTESIS, Dept Educ & Psychol, Aveiro, Portugal.
   [Santos, Sandra] CIPES Ctr Res Higher Educ Policies, Matosinhos, Portugal.
   [Figueiredo, Hugo] Univ Aveiro, CIPES, Dept Econ Management Ind Engn & Tourism, Aveiro, Portugal.
   [Dias, Marta Ferreira; Amorim, Marlene] Univ Aveiro, GOVCOPP, Dept Econ Management Ind Engn & Tourism, Aveiro, Portugal.
C3 Universidade de Aveiro; Centro Investigacao Didatica Tecnologia Formacao
   Formadores (CIDTFF); Universidade de Aveiro; Universidade de Aveiro;
   Universidade de Aveiro
RP Lucas, M (corresponding author), Univ Aveiro, CIDTFF, Dept Educ & Psychol, Campus Univ Santiago, P-3810193 Aveiro, Portugal.
EM mlucas@ua.pt
RI Ferreira Dias, Marta/C-2023-2017; lucas, margarida/I-1339-2014;
   Figueiredo, Hugo/G-2502-2011; Amorim, Marlene/G-6867-2019; Bem-Haja,
   Pedro/G-8283-2015
OI Ferreira Dias, Marta/0000-0002-6695-8479; lucas,
   margarida/0000-0002-7438-5287; Figueiredo, Hugo/0000-0002-4336-2533;
   Amorim, Marlene/0000-0002-0901-0614; Bem-Haja, Pedro/0000-0002-7547-5743
FU Fundacao para a Ciencia e a Tecnologia [PTDC/CED-EDG/29726/2017,
   UIDB/00194/2020]; Fundação para a Ciência e a Tecnologia
   [PTDC/CED-EDG/29726/2017] Funding Source: FCT
FX Fundacao para a Ciencia e a Tecnologia, Grant/Award Number:
   PTDC/CED-EDG/29726/2017 and UIDB/00194/2020
NR 58
TC 8
Z9 8
U1 8
U2 22
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-1013
EI 1467-8535
J9 BRIT J EDUC TECHNOL
JI Br. J. Educ. Technol.
PD 2022 NOV
PY 2022
VL 53
IS 6
BP 1885
EP 1914
DI 10.1111/bjet.13220
EA APR 2022
PG 30
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA H4RO0
UT WOS:000783273900001
DA 2024-02-21
ER

PT J
AU von Konsky, BR
   Oliver, B
AF von Konsky, Brian R.
   Oliver, Beverley
TI The <i>iPortfolio</i>: Measuring uptake and effective use of an
   institutional electronic portfolio in higher education
SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article
ID SYSTEM; TECHNOLOGY; ACCEPTANCE; ADOPTION; WEB
AB An institutional electronic portfolio called the iPortfolio had over 17,000 subscribers one year after its introduction at an Australian university. This paper reports on a study to determine how students use these iPortfolio accounts, and factors leading to uptake and effective use. Self-assessed competence with technology skills, factors motivating uptake, and barriers to adoption were examined using an online survey completed by 554 students. Of these, 339 had an iPortfolio at the time they completed the survey. Survey results were examined in the context of usage patterns based on data automatically collected for operational and administrative purposes. No statistically significant difference in prior technology use or self-assessed competence with information technology was observed when comparing students with iPortfolio accounts to those without. Assessment was found to be the principal driver of iPortfolio uptake. However, about two-fifths (42.9%) of students agreed that they were likely to use the iPortfolio in the future, even if it was not a course requirement. An additional 29.6% were neutral. Significant use of the iPortfolio to reflect on extracurricular activities was not observed. Improved employability outcomes were seen to be a benefit of iPortfolio adoption by about half (52%) of the students. Recommendations are made to promote iPortfolio uptake and encourage student reflection on 'lifewide' experiences that enhance employability and augment learning within the formal curriculum.
C1 [von Konsky, Brian R.] Curtin Univ Technol, Curtin Business Sch, Perth, WA 6845, Australia.
   [Oliver, Beverley] Curtin Univ Technol, Off Assessment Teaching & Learning, Perth, WA 6845, Australia.
C3 Curtin University; Curtin University
RP von Konsky, BR (corresponding author), Curtin Univ Technol, Curtin Business Sch, GPO Box U1987, Perth, WA 6845, Australia.
EM B.vonKonsky@curtin.edu.au; B.Oliver@deakin.edu.au
RI Oliver, Beverley/P-8930-2018
OI Oliver, Beverley/0000-0002-2971-714X
NR 35
TC 26
Z9 29
U1 0
U2 13
PU ASCILITE
PI COMO WA
PA UNIT 5, 202 COODE STREET, COMO WA, 6152, AUSTRALIA
SN 1449-3098
J9 AUSTRALAS J EDUC TEC
JI Australas. J. Educ. Technol.
PY 2012
VL 28
IS 1
BP 67
EP 90
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 993OI
UT WOS:000307868600006
DA 2024-02-21
ER

PT J
AU Bhatia, SM
   Panneer, S
AF Bhatia, Shweta Malhotra
   Panneer, Sigamani
TI Globalization and Its Impact on Business Education in Emerging
   Economies: A Case of India
SO SOUTH ASIAN JOURNAL OF HUMAN RESOURCE MANAGEMENT
LA English
DT Article
DE Academia; industry; emotional intelligence; employability;
   globalization; management education; skill gap
ID EMOTIONAL INTELLIGENCE; SKILLS; VALIDITY
AB The article reviews the impact of globalization on the quality of contemporary business education in India. When the Indian government liberalized the business education market in the 1990s, it was assumed that creation of business schools would automatically lead to employment-ready individuals, especially in managerial roles. On the contrary, certain trends suggest that business schools have been producing suboptimally skilled individuals for the industry, leading to an incessantly widening skill-employability gap. The article discusses the plausible reasons for this gap. The article also argues for integrating emotional intelligence (EI) as a key behavioural skill in management education framework.
C1 [Bhatia, Shweta Malhotra] Gitarattan Int Business Sch, New Delhi, India.
   [Panneer, Sigamani] Cent Univ Tamil Nadu, Sch Social Sci & Humanities, Dept Social Work, Thiruvarur, Tamil Nadu, India.
C3 Central University of Tamil Nadu
RP Bhatia, SM (corresponding author), Gitarattan Int Business Sch, New Delhi, India.
EM shwetamalhotra1985@gmail.com
RI Panneer, Sigamani/IYK-0535-2023
NR 77
TC 5
Z9 5
U1 0
U2 10
PU SAGE PUBLICATIONS INDIA  PVT LTD
PI NEW DELHI
PA B-1-I-1 MOHAN CO-OPERATIVE INDUSTRIAL AREA, MATHURA RD, POST BAG NO 7,
   NEW DELHI 110 044, INDIA
SN 2322-0937
EI 2349-5790
J9 S ASIAN J HUM RE MAN
JI South Asian J. Hum. Resour. Manag.
PD DEC
PY 2019
VL 6
IS 2
BP 278
EP 291
DI 10.1177/2322093719838076
PG 14
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA JR2IC
UT WOS:000499454300008
DA 2024-02-21
ER

PT J
AU Sainz, MA
   Ferrero, AM
   Ugidos, A
AF Alvarez Sainz, Maria
   Ferrero, Ana M.
   Ugidos, Arantza
TI Time management: skills to learn and put into practice
SO EDUCATION AND TRAINING
LA English
DT Article
DE Higher education; Learning; Time management; Planning; Employability
   skills; Business abilities
AB Purpose - The knowledge society determines a work scenario in which it is essential to manage time efficiently; a non-innate skill that should be learned at the university. The paper aims to discuss this issue.
   Design/methodology/approach - This research analyzes the attitude, habits and time management of the Economics and Business students of the UPV/EHU, in order to propose/design/specific activities for its achievement. Through a self-administered questionnaire, the sample data are obtained, which are analyzed at a descriptive and multivariate level.
   Findings - The decisive factor is not the amount of time available but the management that is made of it. In general, students pay attention to short-term planning and lack habits and attitudes in the long term.
   Practical implications - Unaware of the advantages of a correct use of time, students do not develop skills such as self-organization, prioritization of objectives and activities, etc., which is why the intervention of the educational system is necessary in order to develop this skill.
   Originality/value - This study focuses on the importance of developing skills, beyond the strictly technical, essential in professional performance regardless of the function assigned in the organizational chart/organization. It is about assessing time management as an integral part of higher education, competence expressed on paper, but not developed in practice. The originality and novelty of this research consists of defining new dimensions of time management and proposing some specific actions to be implemented to get a better time management.
C1 [Alvarez Sainz, Maria; Ferrero, Ana M.] Univ Basque Country, Dept Appl Econ 5, Bilbao, Spain.
   [Ugidos, Arantza] Univ Basque Country, Dept Fdn Econ Anal 2, Bilbao, Spain.
C3 University of Basque Country; University of Basque Country
RP Sainz, MA (corresponding author), Univ Basque Country, Dept Appl Econ 5, Bilbao, Spain.
EM maria.alvarersainz@ehu.eus
RI UGIDOS, ARANTZA/H-1892-2015
OI UGIDOS, ARANTZA/0000-0002-2475-7222; FERRERO RODRIGUEZ, ANA
   MARIA/0000-0002-7659-5552; ALVAREZ SAINZ, MARIA/0000-0002-7416-7183
NR 69
TC 15
Z9 24
U1 1
U2 30
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0040-0912
EI 1758-6127
J9 EDUC TRAIN
JI Educ. Train.
PY 2019
VL 61
IS 5
SI SI
BP 635
EP 648
DI 10.1108/ET-01-2018-0027
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA VK2WN
UT WOS:000671807600001
DA 2024-02-21
ER

PT J
AU Caeiro-Rodríguez, M
   Manso-Vázquez, M
   Mikic-Fonte, FA
   Llamas-Nistal, M
   Fernández-Iglesias, MJ
   Tsalapatas, H
   Heidmann, O
   de Carvalho, CV
   Jesmin, T
   Terasmaa, J
   Sorensen, LT
AF Caeiro-Rodriguez, Manuel
   Manso-Vazquez, Mario
   Mikic-Fonte, Fernando A.
   Llamas-Nistal, Martin
   Fernandez-Iglesias, Manuel J.
   Tsalapatas, Hariklia
   Heidmann, Olivier
   de Carvalho, Carlos Vaz
   Jesmin, Triinu
   Terasmaa, Jaanus
   Sorensen, Lene Tolstrup
TI Teaching Soft Skills in Engineering Education: An European Perspective
SO IEEE ACCESS
LA English
DT Article
DE Europe; Standards; Problem-solving; Licenses; Games; Best practices;
   Tools; Higher engineering education; soft skills; best practices;
   employability
AB Higher Education engineering students need to be prepared to address sustainable solutions to the complex problems faced in this century. They should become proficient problem solvers, able to work in multidisciplinary teams, ready to adapt to new technologies, and able to acquire new knowledge and skills when needed. Usually known as soft skills, these competences play a key role in Engineering and have being taught in the last two decades, to a greater or lesser extent, using different methodologies and tools. This study reviews the promotion and teaching of soft skills in Higher Education across 5 European countries: Greece, Estonia, Denmark, Portugal and Spain. It provides an overview of best practices on these countries, focusing also on technological solutions to actually enable the development of soft skills. The purpose of this research is to shed some light about how soft skills are being taught presently and the difficulties involved in that process.
C1 [Caeiro-Rodriguez, Manuel; Manso-Vazquez, Mario; Mikic-Fonte, Fernando A.; Llamas-Nistal, Martin; Fernandez-Iglesias, Manuel J.] Univ Vigo, atlanTTic Res Ctr Telecommun Technol, Vigo 36310, Spain.
   [Tsalapatas, Hariklia; Heidmann, Olivier] Univ Thessaly, Dept Comp Engn, Volos 38222, Greece.
   [de Carvalho, Carlos Vaz] Inst Super Engn Porto, GILT R&D, P-4200072 Porto, Portugal.
   [Jesmin, Triinu] Tallinn Univ, Sch Digital Technol, EE-10120 Tallinn, Estonia.
   [Terasmaa, Jaanus] Tallinn Univ, Inst Ecol, Sch Nat & Hlth Sci, EE-10120 Tallinn, Estonia.
   [Sorensen, Lene Tolstrup] Aalborg Univ, Ctr Commun Media & Informat Technol, DK-2450 Aalborg, Denmark.
C3 Universidade de Vigo; University of Thessaly; Instituto Politecnico do
   Porto; Tallinn University; Tallinn University; Aalborg University
RP Caeiro-Rodríguez, M (corresponding author), Univ Vigo, atlanTTic Res Ctr Telecommun Technol, Vigo 36310, Spain.
EM mcaeiro@det.uvigo.es
RI Iglesias, Manuel José Fernández/I-1695-2013; Vaz de Carvalho,
   Carlos/H-3082-2011; Jesmin, Triinu/AFV-1863-2022; Caeiro Rodriguez,
   Manuel/D-2329-2018
OI Iglesias, Manuel José Fernández/0000-0003-4462-8724; Vaz de Carvalho,
   Carlos/0000-0001-6587-5893; Jesmin, Triinu/0000-0002-7328-4177; Caeiro
   Rodriguez, Manuel/0000-0002-2784-6060; Llamas Nistal,
   Martin/0000-0001-8751-6963; Mikic Fonte, Fernando
   A./0000-0002-4274-7263; Terasmaa, Jaanus/0000-0002-1346-6411
FU Re-engineering Higher Education through Active Learning for Growth
   (HERA) project - Erasmus C program [2019-1-EL01-KA203-062952]
FX This work was supported by the Re-engineering Higher Education through
   Active Learning for Growth (HERA) project funded by the Erasmus C
   program under Project 2019-1-EL01-KA203-062952.
NR 50
TC 19
Z9 19
U1 7
U2 40
PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
PI PISCATAWAY
PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA
SN 2169-3536
J9 IEEE ACCESS
JI IEEE Access
PY 2021
VL 9
BP 29222
EP 29242
DI 10.1109/ACCESS.2021.3059516
PG 21
WC Computer Science, Information Systems; Engineering, Electrical &
   Electronic; Telecommunications
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science; Engineering; Telecommunications
GA QM9JF
UT WOS:000622088900001
OA Green Submitted, gold
DA 2024-02-21
ER

PT J
AU Vanhercke, D
   De Cuyper, N
   Peeters, E
   De Witte, H
AF Vanhercke, Dorien
   De Cuyper, Nele
   Peeters, Ellen
   De Witte, Hans
TI Defining perceived employability: a psychological approach
SO PERSONNEL REVIEW
LA English
DT Article
DE Qualitative; Perceived employability; Psychological approach
ID CAREER; ATTITUDES; SUCCESS; ASSOCIATIONS; SATISFACTION; PREDICTORS;
   EMPLOYMENT; RESOURCES; IMPACT
AB Purpose - The purpose of this paper is to define employability within the psychological literature with a focus upon perceived employability.
   Design/methodology/approach - To achieve the aim, the paper defines five objectives as follows. First, the paper discusses how employability is interpreted in the psychological literature. Second, the paper defines perceived employability within this literature. Third, the paper goes one step further by comparing the perceived employability approach to other approaches in the psychological field, namely, approaches based on competences and dispositions. The paper concludes with an integration of the three approaches into a process model to demonstrate their interrelationships, which the authors see as the fourth objective. With approach, the paper refers to a specific view on employability, including both definitions and measures, which share significant common ground. Finally, the paper highlights some implications.
   Findings - The paper concludes that each approach comes with specific advantages and disadvantages. Researchers and practitioners should use an approach according to the general research question one aims to address.
   Originality value - The authors believe to contribute to the employability literature in the following ways. First, the paper raises awareness that not all psychological notions of employability are equal, though they are often treated as such in the literature. Second, the paper highlights how perceived employability is tied to competences and dispositions. That is, though all notions are clearly different, they are also related.
C1 [Vanhercke, Dorien; De Cuyper, Nele; Peeters, Ellen] Katholieke Univ Leuven, Dept Psychol, Res Grp Work Org & Personnel Psychol, Leuven, Belgium.
   [De Witte, Hans] Katholieke Univ Leuven, Res Grp Work Org & Personnel Psychol, Leuven, Belgium.
   [De Witte, Hans] North West Univ, Mahikeng, South Africa.
C3 KU Leuven; KU Leuven; North West University - South Africa
RP Vanhercke, D (corresponding author), Katholieke Univ Leuven, Dept Psychol, Res Grp Work Org & Personnel Psychol, Leuven, Belgium.
EM dorien.vanhercke@ppw.kuleuven.be
RI Peeters, Ellen/JSE-2350-2023; Peeters, Ellen/A-9142-2018
OI Peeters, Ellen/0000-0002-0643-8148; De Cuyper, Nele/0000-0001-7241-9941;
   De Witte, Hans/0000-0002-6691-517X
NR 52
TC 259
Z9 291
U1 17
U2 116
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0048-3486
EI 1758-6933
J9 PERS REV
JI Pers. Rev.
PY 2014
VL 43
IS 4
BP 592
EP 605
DI 10.1108/PR-07-2012-0110
PG 14
WC Industrial Relations & Labor; Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Psychology
GA AP3UN
UT WOS:000342003500006
DA 2024-02-21
ER

PT J
AU Pais, SC
   Dias, TS
   Benício, D
AF Pais, Sofia Castanheira
   Dias, Teresa Silva
   Benicio, Deyse
TI Connecting Higher Education to the Labour Market: The Experience of
   Service Learning in a Portuguese University
SO EDUCATION SCIENCES
LA English
DT Article
DE service learning; higher education; labour market; learning; experience
ID CITIZENSHIP
AB The mission of higher education institutions (HEI) includes fostering conditions that enable student participation, and a commitment to their professional success. Pedagogical strategies which combine learning that goes beyond the university and involves a service-learning (SL) course carried out in the context of a pedagogical innovation programme of the University of Porto were examined. This examination included interviews with teachers, a focus group discussion with students and the analysis of logbooks and final reports to realize the potential of SL for improving employability. The results put into perspective the weaknesses and potentialities of SL courses at HEI and show that when academic learning is integrated with community experience, students gain both personal/social and academic skills. They also develop leadership and communication skills and critical awareness on the one hand and time and resources management and the ability to adapt and respond to challenges of the real world on the other, all seen as beneficial for the transition into the labour market.
C1 [Pais, Sofia Castanheira; Dias, Teresa Silva] Univ Porto, Dept Educ Sci, Ctr Res & Intervent Educ, P-4200135 Porto, Portugal.
   [Benicio, Deyse] Univ Porto, Fac Psychol & Educ Sci, P-4200135 Porto, Portugal.
C3 Universidade do Porto; Universidade do Porto
RP Pais, SC (corresponding author), Univ Porto, Dept Educ Sci, Ctr Res & Intervent Educ, P-4200135 Porto, Portugal.
EM sofiapais@fpce.up.pt; teresadias@fpce.up.pt; dgbenicio@gmail.com
RI Dias, Teresa Silva/W-5078-2017
OI Dias, Teresa Silva/0000-0001-6146-4763; Pais, Sofia
   Castanheira/0000-0003-2841-9922
NR 30
TC 6
Z9 6
U1 2
U2 6
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2227-7102
J9 EDUC SCI
JI Educ. Sci.
PD APR
PY 2022
VL 12
IS 4
AR 259
DI 10.3390/educsci12040259
PG 14
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 0U2HM
UT WOS:000787475900001
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Luk, LYY
   Chan, CKY
AF Luk, Lillian Y. Y.
   Chan, Cecilia K. Y.
TI Students' learning outcomes from engineering internship: a provisional
   framework
SO STUDIES IN CONTINUING EDUCATION
LA English
DT Article; Early Access
DE Internships; higher education; informal education; learning outcomes
ID WORK; EMPLOYABILITY; CHALLENGES; EXPERIENCE; PERCEPTION; BUSINESS
AB There is widespread consensus that internships provide great opportunities for engineering students to develop diverse knowledge and competencies. Yet, compared to learning in the classroom, learning in the workplace is less predictable. This study aims to address the research question 'What are engineering students' perceived learning outcomes from their internship experience?' by using a qualitative approach to pinpoint commonalities and differences in students' perceived learning outcomes. Content analysis and constant comparative analysis were used to analyse interview data collected from ten engineering students in Hong Kong. Four categories of learning outcomes were revealed: knowledge, academic-related generic competencies, non-technical generic competencies and technical competencies. Our findings are contrary to the literature indicating that most engineering interns perceived the development of technical competencies (e.g. information technology (I.T.) skills) and non-technical generic competencies (e.g. teamwork skills and positive attitudes). Diversity in engineering students' perceived learning outcomes of internship was subsequently illustrated by a provisional framework. The findings help pave the way for constructive alignment in internship course design such that identification of students' perceived learning outcomes will facilitate the setting of realistic and clear intended learning outcomes.
C1 [Luk, Lillian Y. Y.; Chan, Cecilia K. Y.] Univ Hong Kong Hong Kong, Ctr Enhancement Teaching & Learning, Hong Kong, Peoples R China.
RP Luk, LYY (corresponding author), Univ Hong Kong Hong Kong, Ctr Enhancement Teaching & Learning, Hong Kong, Peoples R China.
EM lillianluk@cetl.hku.hk
NR 52
TC 4
Z9 5
U1 4
U2 18
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0158-037X
EI 1470-126X
J9 STUD CONTIN EDUC
JI Stud. Contin. Educ.
PD 2022 SEP 2
PY 2022
VL 44
IS 3
BP 526
EP 545
DI 10.1080/0158037X.2021.1917536
EA APR 2021
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 6E2EJ
UT WOS:000648266300001
DA 2024-02-21
ER

PT J
AU van de Ven, HA
   Hesselink, JK
   Bültmann, U
   de Boer, MR
   de Looze, MP
   van der Klink, JJL
   Brouwer, S
AF van de Ven, Hardy A.
   Hesselink, John Klein
   Bultmann, Ute
   de Boer, Michiel R.
   de Looze, Michiel P.
   van der Klink, Jac J. L.
   Brouwer, Sandra
TI Individual and work-related predictors of work outcomes related to
   sustainable employment among male shift and day workers
SO SCANDINAVIAN JOURNAL OF WORK ENVIRONMENT & HEALTH
LA English
DT Article
DE ageing; occupational health; men; personnel turnover; work schedule
   tolerance
ID SICKNESS ABSENCE; CARDIOVASCULAR-DISEASE; EARLY RETIREMENT;
   EPIDEMIOLOGIC EVIDENCE; SLEEP DISTURBANCES; OLDER WORKERS; RISK-FACTORS;
   HEALTH; LEAVE; TOLERANCE
AB Objectives The aim of this study was to examine which individual and work-related characteristics predict work outcomes related to sustainable employment among male shift and day workers.
   Methods Between 1 September 2005 and 31 December 2009, data on individual and work-related characteristics of N=5640 employees of Tata Steel in the Netherlands were retrieved from the Occupational Health Service and company registers. Work outcomes related to sustainable employment were (i) temporarily being placed in less strenuous work, (ii) sickness absence >= 6 weeks, and (iii) leaving the organization. Cox proportional hazard analyses were performed for all outcome measures.
   Results Similar predictors were found for shift and day workers although some differences were observed. For shift workers, high blood pressure and cardiovascular disease were important predictors for sickness absence. For day workers, insomnia was an important predictor of sickness absence >= 6 weeks.
   Conclusions Similar predictors in magnitude and direction were found for work outcomes related to sustainable employment among shift and day workers. Interventions aimed at enhancing sustainable employability should focus on individual and work-related characteristics.
C1 [van de Ven, Hardy A.; Bultmann, Ute; de Boer, Michiel R.; van der Klink, Jac J. L.; Brouwer, Sandra] Univ Groningen, Univ Med Ctr Groningen, Dept Hlth Sci, Div Community & Occupat Med, NL-9713 AV Groningen, Netherlands.
   [Hesselink, John Klein; de Looze, Michiel P.] TNO, Hoofddorp, Netherlands.
   [de Boer, Michiel R.] Vrije Univ Amsterdam, Dept Hlth Sci, Amsterdam, Netherlands.
   [de Looze, Michiel P.] Vrije Univ Amsterdam, Dept Human Movement Sci, Amsterdam, Netherlands.
C3 University of Groningen; Netherlands Organization Applied Science
   Research; Vrije Universiteit Amsterdam; Vrije Universiteit Amsterdam
RP van de Ven, HA (corresponding author), Univ Groningen, Univ Med Ctr Groningen, Dept Hlth Sci, Div Community & Occupat Med, Antonius Deusinglaan 1,FA10,Room 6-10, NL-9713 AV Groningen, Netherlands.
EM h.a.van.de.ven@umcg.nl
RI Brouwer, Sandra/AAH-3182-2020
OI de Boer, Michiel/0000-0001-9240-0199; van de Ven,
   Hardy/0000-0002-0194-2222; Bultmann, Ute/0000-0001-9589-9220
FU ZonMw
FX The authors declare no conflict of interest. This study was financially
   supported by a grant of ZonMw. The funding agency did not play any part
   in designing the research protocol, data analyses, data interpretation,
   or writing of the report. All authors contributed to the initiation of
   the study, study design, conduct of the study, analysis and
   interpretation of data, and preparation of the manuscript.
NR 36
TC 3
Z9 3
U1 1
U2 29
PU SCANDINAVIAN JOURNAL WORK ENVIRONMENT & HEALTH
PI HELSINKI
PA TOPELIUKSENKATU 41A, SF-00250 HELSINKI, FINLAND
SN 0355-3140
EI 1795-990X
J9 SCAND J WORK ENV HEA
JI Scand. J. Work Environ. Health
PD MAY
PY 2014
VL 40
IS 3
BP 287
EP 294
DI 10.5271/sjweh.3392
PG 8
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA AG3AQ
UT WOS:000335288600009
PM 24132462
OA hybrid, Green Submitted
DA 2024-02-21
ER

PT J
AU MacEachen, E
   Kosny, A
   Ferrier, S
   Lippel, K
   Neilson, C
   Franche, RL
   Pugliese, D
AF MacEachen, E.
   Kosny, A.
   Ferrier, S.
   Lippel, K.
   Neilson, C.
   Franche, R. L.
   Pugliese, D.
TI The 'Ability' Paradigm in Vocational Rehabilitation: Challenges in an
   Ontario Injured Worker Retraining Program
SO JOURNAL OF OCCUPATIONAL REHABILITATION
LA English
DT Article
DE Workers' compensation; Vocational rehabilitation; Injured workers;
   Qualitative; Vocational retraining; Program implementation
ID LOW-BACK-PAIN; DISABILITY MANAGEMENT; ECONOMIC-EVALUATION; RETURN;
   PREVENTION; EMPLOYMENT; INTERVENTIONS; EMPLOYABILITY; PREDICTORS;
   DISORDERS
AB Introduction In recent years, a focus on workers' ability, rather than impairment, has guided disability management services. However, a challenge with the notion of 'ability' is identification of the border between ability and inability. This article considers this gray zone of disability management in the case of a workers' compensation vocational retraining program for injured workers in Ontario. Methods In-depth interviews and focus groups were conducted with a purposive sample of 71 participants who were directly involved with the vocational retraining process. Workers in the program had on average incurred injury 3 years earlier. Procedural and legal documents were also analyzed. Principles of grounded theory and discourse analysis guided the data gathering and analysis. Results A program focus on worker abilities did not allow for consideration of unresolved medical problems. Concepts such as maximum medical rehabilitation distracted attention from workers' ongoing chronic and unstable health situations, and incentive levers to employers directed some of the least capable workers into the program. As well, communication pathways for discussing health problems were limited by rules and provider reluctance to reveal problems. Therefore, workers completing the program were deemed 'employable', while ongoing and problematic health conditions preventing employment remained relatively uncharted and invisible. Conclusions This study reinforces how the shift in disability management paradigm to a focus on ability and return to work requires consideration of environmental conditions, including policies and programs and implementation. A focus on the environment in which worker ability can be enacted might be as important as a focus on improving individual worker characteristics.
C1 [MacEachen, E.; Kosny, A.; Ferrier, S.; Neilson, C.; Pugliese, D.] Inst Work & Hlth, Toronto, ON M5G 1R5, Canada.
   [MacEachen, E.; Kosny, A.] Univ Toronto, Toronto, ON, Canada.
   [Lippel, K.] Univ Ottawa, Ottawa, ON, Canada.
   [Franche, R. L.] Univ British Columbia, Vancouver, BC V5Z 1M9, Canada.
   [Franche, R. L.] Simon Fraser Univ, Burnaby, BC V5A 1S6, Canada.
C3 Institute for Work & Health; University of Toronto; University of
   Ottawa; University of British Columbia; Simon Fraser University
RP MacEachen, E (corresponding author), Inst Work & Hlth, 481 Univ Ave,Suite 800, Toronto, ON M5G 1R5, Canada.
EM emaceachen@iwh.on.ca
RI Lippel, Katherine/AAF-5198-2020
OI Lippel, Katherine/0000-0002-5523-140X
NR 91
TC 30
Z9 30
U1 0
U2 16
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1053-0487
EI 1573-3688
J9 J OCCUP REHABIL
JI J. Occup. Rehabil.
PD MAR
PY 2012
VL 22
IS 1
BP 105
EP 117
DI 10.1007/s10926-011-9329-x
PG 13
WC Rehabilitation; Social Issues
WE Social Science Citation Index (SSCI)
SC Rehabilitation; Social Issues
GA 892OG
UT WOS:000300294900010
PM 21894535
DA 2024-02-21
ER

PT J
AU Aznar, FJ
   Córdoba, AI
   Fernández, M
   Raduán, MA
   Balbuena, JA
   Blanco, C
   Raga, JA
AF Aznar, Francisco-Javier
   Cordoba, Ana-Isabel
   Fernandez, Mercedes
   Angeles Raduan, Ma
   Balbuena, Juan-Antonio
   Blanco, Carmen
   Raga, Juan-Antonio
TI How students perceive the university's mission in a Spanish university:
   Liberal versus entrepreneurial education?
SO CULTURA Y EDUCACION
LA English
DT Article
DE University education; Bologna framework; liberal; entrepreneurial;
   employability
AB This study explores the extent to which undergraduate students perceive a dichotomy between a liberal vs. an entrepreneurial model of university. This research is important in that it compares the stated aims of university education, particularly within the Bologna Process, with students' expectations regarding liberal education and employability. A Likert-type questionnaire containing 25 statements reflecting liberal and entrepreneurial features of university education was answered by 488 students from 10 disciplines at the University of Valencia, Spain, just before the implantation of the Bologna curriculum. An exploratory factor analysis revealed that students clearly perceive the dichotomy between the liberal and entrepreneurial views, regardless o discipline. A within-subjects comparison of average scores between 'liberal' and 'entrepreneurial' items suggested that first cycle students tend to appreciate the former significantly more, but this appreciation declines in second cycle students. The Bologna Process aims to ensure the liberal dimension of university education, but places particular emphasis on employability. A genuine search for solutions that harmonize both rationales might better fulfil the training expectations of students.
C1 [Cordoba, Ana-Isabel] Univ Valencia, Valencia 46010, Spain.
C3 University of Valencia
RP Córdoba, AI (corresponding author), Univ Valencia, Fac Psicol, Dept Zool, Av Blasco Ibanez 21, Valencia 46010, Spain.
EM ana.cordoba@uv.es
RI Balbuena, Juan Antonio/O-6404-2014; Aznar, Francisco Javier/S-3427-2018;
   Córdoba, Ana/A-8560-2019; Raga, Juan Antonio/L-7669-2014
OI Balbuena, Juan Antonio/0000-0003-4006-1353; Aznar, Francisco
   Javier/0000-0002-1316-1175; Córdoba, Ana/0000-0001-9855-1174; Raga, Juan
   Antonio/0000-0003-2687-2539
NR 56
TC 5
Z9 6
U1 2
U2 26
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
J9 CULT EDUC
JI Cult. Educ.
PD MAR
PY 2013
VL 25
IS 1
BP 17
EP 33
DI 10.1174/113564013806309055
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 126UF
UT WOS:000317646000002
DA 2024-02-21
ER

PT J
AU Krishnaswamy, J
   Nyepit, CB
   See-Kwong, G
   Vijayalakshmi, R
AF Krishnaswamy, Jayaraman
   Nyepit, Cliftton Baba
   See-Kwong, Goh
   Vijayalakshmi, R.
TI DESIGNING A PEDAGOGY FOR HIGHER EDUCATION SUCCESS-AN EMPIRICAL STUDY IN
   MALAYSIA
SO INTERNATIONAL JOURNAL OF BUSINESS AND SOCIETY
LA English
DT Article
DE Smart Classroom; Partnership; User-Friendly Technology; Governance; Peer
   Support; Perceived Benefits; Higher Education Success; COVID-19
ID INTERNATIONAL STUDENTS; EMPLOYABILITY; SATISFACTION; PERCEPTIONS;
   ENGAGEMENT; UNIVERSITY; PARTNERSHIP; COMPETENCE; EMPLOYMENT; EXPERIENCE
AB The purpose of the present study is to develop a conceptual research model and test its applications to educationalists to design the pedagogy for higher education success particularly for higher education institutions in developing nations. Earlier studies have lesser dimensions on student-centered-learning whereas the current study exposes most of the potential predictors while conceptualizing the model and is highly suitable during the turbulence period of COVID-19. The findings of the study revealed that smart classroom, user-friendly technology, and partnership have a positive influence on higher education success. The present article considered the perceived benefits namely language skills, computing abilities, and rational thinking as a mediating variable and enact its important role in higher education success. The proposed model is useful for educationalists to design the course curriculum for higher education institutions. The significant findings obtained in the present study can be applied and customized to higher education institutions in the globe for long term sustainability to orient towards students' career development. In the digital era with online education in force during an unforeseen situation like COVID-19, user-friendly technology will be the ultimate alternative in higher education teaching and learning as it emerges as the result of this study.
C1 [Krishnaswamy, Jayaraman; See-Kwong, Goh] Taylors Univ, Fac Business & Law, Sch Management & Mkt, Subang Jaya, Selangor, Malaysia.
   [Nyepit, Cliftton Baba] Taylors Univ, Taylors Business Sch, Subang Jaya 47500, Selangor, Malaysia.
   [Vijayalakshmi, R.] Alagappa Univ, Dept Commerce, Karaikkudi, Tamil Nadu, India.
C3 Taylor's University; Taylor's University; Alagappa University
RP Krishnaswamy, J (corresponding author), Taylors Univ, Taylors Business Sch, Subang Jaya 47500, Selangor, Malaysia.
EM Jayaraman.Krishnaswamy@taylors.edu.my
OI Nyepit, Cliftton Baba/0000-0001-7660-5928
FU  [TRGS/MFS/2/2016/TBS/011]
FX The authors extend sincere thanks to the two reviewers who have provided
   valuable comments and suggestions to improve the quality of the article.
   The authors also thank Dr. Nagaletchimee, A., and Mr. Hossain, Z., for
   their assistance. This research is the outcome of the Taylor's
   University Research Grant TRGS/MFS/2/2016/TBS/011.
NR 69
TC 1
Z9 1
U1 3
U2 10
PU UNIV MALAYSIA SARAWAK, FAC ECONOMICS & BUSINESS
PI SARAWAK
PA KOTA SAMARAHAN, SARAWAK, 94300, MALAYSIA
SN 1511-6670
J9 INT J BUS SOC
JI Int. J. Bus. Soc.
PY 2022
VL 23
IS 1
BP 118
EP 136
DI 10.33736/ijbs.4603.2022
PG 19
WC Business
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA 0M9NT
UT WOS:000782477300008
OA gold
DA 2024-02-21
ER

PT J
AU Trinh, GTT
AF Trinh, Giang Thi Thu
TI Examining the impacts of out-of-class student engagement on student
   competencies in the context of business students in Vietnam - evidence
   from universities in Hanoi
SO JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Agentic engagement; Out-of-class engagement; Student competencies;
   Student engagement; Business student; Higher education
ID HIGHER-EDUCATION; EXTRACURRICULAR ACTIVITIES; SCHOOL ENGAGEMENT;
   ALCOHOL-USE; PLS-SEM; PARTICIPATION; SKILLS; SELF; EMPLOYABILITY;
   ADOLESCENTS
AB PurposeThe topic of student engagement (SE) has received considerable attention in the literature for its robust correlation with many positive educational outcomes in higher education (HE). However, among these desirable outcomes, student competencies have rarely been examined despite their importance in employability. While universities are expected to improve graduates' competencies and prepare them to adapt in an uncertain and complex workplace, the results are still limited. Therefore, this study attempts to examine the impacts of SE on student competencies in HE in Vietnam, focusing on the out-of-class environment. It also aims at developing a measurement instrument for out-of-class SE.Design/methodology/approachBased on student self-reports, this study collected two different datasets of 492 and 490 undergraduate business students in Hanoi to implement separate exploratory and confirmatory factor analyses. The measurement instrument of out-of-class engagement was adapted from the literature review and developed based on qualitative research, which combined the four subconstructs of participatory, emotional, cognitive and agentic engagement.FindingsFindings confirms four subconstructs of SE in the out-of-class context where agentic engagement is a valid and distinct aspect. Findings further show that, among these four subconstructs, cognitive and agentic engagement have significant impacts on all four important student competencies for business students, while participatory and emotional engagement do not.Research limitations/implicationsThis study confirmed out-of-class SE has significant positive impacts on student competencies in HE, especially with out-of-class cognitive and agentic engagement. The findings show evidence of different impacts between participatory and agentic engagement, in which while participatory has no impacts on student competencies, agentic engagement significantly contributes to competencies of managing self, communicating and managing people and tasks. This implies different outcomes can be expected from different levels of engagement.Practical implicationsFrom a managerial point of view, the findings of this study strongly suggest that higher education institutions (HEIs) should view the out-of-class environment as an important extended learning context for students' complete development. Besides, as student out-of-class participatory engagement is not sufficient to the formation of student competencies, HEIs should strengthen out-of-class cognitive and agentic engagement among students. From the leadership perspective, building a good campus environment with various opportunities to involve students in diversified extra-curricular activities is beneficial to university students.Originality/valueThis paper contributes to the body of knowledge in SE by establishing a theoretical linkage between out-of-class engagement and student competencies and provides sufficient statistical significance. In addition, it validated out-of-class agentic engagement as a separate and distinct subcomponent of out-of-class SE and confirmed the positive impact of out-of-class engagement on student competencies for business students.
C1 [Trinh, Giang Thi Thu] Natl Econ Univ, Int Sch Management & Econ, Hanoi, Vietnam.
C3 National Economics University - Vietnam
RP Trinh, GTT (corresponding author), Natl Econ Univ, Int Sch Management & Econ, Hanoi, Vietnam.
EM giangttt@neu.edu.vn
FU National Economics University
FX This research was funded by National Economics University, Hanoi,
   Vietnam. The funder's role is solely to provide financial support for
   data collection and data coding and is not involved in the research
   process.
NR 104
TC 0
Z9 0
U1 3
U2 7
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2050-7003
EI 1758-1184
J9 J APPL RES HIGH EDUC
JI J. Appl. Res. High. Educ.
PD 2023 MAY 9
PY 2023
DI 10.1108/JARHE-09-2022-0297
EA MAY 2023
PG 23
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA F7NH9
UT WOS:000984169800001
DA 2024-02-21
ER

PT J
AU Hudson, N
   Stansbie, N
   Rhind, S
   Brown, G
   Handel, I
   Mellanby, R
   Bell, C
AF Hudson, Neil
   Stansbie, Nigel
   Rhind, Susan
   Brown, Gillian
   Handel, Ian
   Mellanby, Richard
   Bell, Catriona
TI Recognising and developing students as teachers: Introduction of a novel
   Undergraduate Certificate in Veterinary Medical Education
SO MEDICAL TEACHER
LA English
DT Article
ID 12 TIPS
AB A key responsibility of healthcare professionals is the education of clients/patients, colleagues and students undertaking placements. Peer-assisted learning (PAL) has been incorporated in our veterinary medicine programme for a number of years. The aim of this project was to develop a mechanism to formally recognise the important role that students play in the School's teaching and learning processes and foster students as partners in education through the development of a novel Undergraduate Certificate in Veterinary Medical Education (UCVME). Students and veterinarians were surveyed in order to inform the design of the programme. The programme is modular and aligned with the UK Professional Standards Framework (UKPSF). Students enrol in their third year, undertaking core and elective components, with completion over the final three years of the degree. The UCVME has been positively received, with 30 of 160 third year students enrolling in the programme's first year. Activities receiving credit and designed in partnership between staff and students have included: PAL sessions, widening participation school educational workshops and client education events. This initiative has created numerous student-driven educational opportunities. It is hoped that this programme will facilitate the educational training of students and enhance employability and career satisfaction.
C1 [Hudson, Neil; Stansbie, Nigel; Rhind, Susan; Handel, Ian; Mellanby, Richard; Bell, Catriona] Univ Edinburgh, Royal Dick Sch Vet Studies, Roslin EH25 9RG, Midlothian, Scotland.
   [Brown, Gillian] Higher Educ Acad, York, N Yorkshire, England.
C3 University of Edinburgh
RP Hudson, N (corresponding author), Univ Edinburgh, Royal Dick Sch Vet Studies, Roslin EH25 9RG, Midlothian, Scotland.
EM neil.hudson@ed.ac.uk
RI Brown, Gillian/X-5127-2019; Bell, Catriona E/C-7721-2013
OI Bell, Catriona/0000-0001-8501-1697; Mellanby, Richard
   John/0000-0002-3467-7007
FU UoE; Higher Education Academy
FX The authors report no declarations of interest. This work was supported
   by the Principal's Teaching Award Scheme, UoE and the Higher Education
   Academy.
NR 10
TC 3
Z9 3
U1 0
U2 10
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0142-159X
EI 1466-187X
J9 MED TEACH
JI Med. Teach.
PD FEB 1
PY 2016
VL 38
IS 2
BP 208
EP 210
DI 10.3109/0142159X.2015.1078891
PG 3
WC Education, Scientific Disciplines; Health Care Sciences & Services
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Health Care Sciences & Services
GA DE8EQ
UT WOS:000370869000014
PM 26473772
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Raman, R
   Vachharajani, H
   Achuthan, K
AF Raman, Raghu
   Vachharajani, Hardik
   Achuthan, Krishnashree
TI Students motivation for adopting programming contests:
   Innovation-diffusion perspective
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article
DE Innovation; Diffusion; Computer science; ICPC; Programming; Competition
ID EDUCATION
AB Within the context of Rogers theory of perceived attributes, authors propose a framework that can predict students' motivation to adopt programming contest like ACM (Association of Computing Machinery) International Collegiate Programming Contest (ICPC). In this paper we investigate the attributes for adoption of programming contest in a social group comprising of (N = 1245) undergraduate engineering students from the regional finals of the contest held in India over a period of 3 years. The results revealed that student motivations are strongly associated with attributes like relative advantage, compatibility, ease of use, peer influence, perceived enjoyment and perceived usefulness. Overall, students expressed positive attitude towards adopting programming contests as it helped improve their problem solving and programming skills and overall employability. Both gender was in agreement that joining and winning programming contests is a status symbol.
C1 [Raman, Raghu] Amrita Vishwa Vidyapeetham, Amrita Sch Business, Coimbatore, Tamil Nadu, India.
   [Vachharajani, Hardik] Australian Inst Higher Educ, Sydney, NSW, Australia.
   [Achuthan, Krishnashree] Amrita Vishwa Vidyapeetham, Ctr Cybersecur Syst & Networks, Amritapuri, India.
C3 Amrita Vishwa Vidyapeetham; Amrita Vishwa Vidyapeetham Coimbatore;
   Amrita Vishwa Vidyapeetham; Amrita Vishwa Vidyapeetham Amritapuri
RP Raman, R (corresponding author), Amrita Vishwa Vidyapeetham, Amrita Sch Business, Coimbatore, Tamil Nadu, India.
EM raghu@amrita.edu; h.vachharajani@aih.nsw.edu.au; krishna@amrita.edu
RI Raman, Raghu/AAL-9550-2020; Achuthan, Krishnashree/AGS-6660-2022;
   Vachharajani, Hardik/A-5954-2018
OI Raman, Raghu/0000-0002-0851-9742; Vachharajani,
   Hardik/0000-0002-7342-730X
NR 43
TC 7
Z9 11
U1 0
U2 16
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1360-2357
EI 1573-7608
J9 EDUC INF TECHNOL
JI Educ. Inf. Technol.
PD SEP
PY 2018
VL 23
IS 5
BP 1919
EP 1932
DI 10.1007/s10639-018-9697-3
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GR4QC
UT WOS:000442598800009
DA 2024-02-21
ER

PT J
AU Duggal, HK
   Khatri, P
   Thomas, A
   Pironti, M
AF Duggal, Harshleen Kaur
   Khatri, Puja
   Thomas, Asha
   Pironti, Marco
TI Changing learning paradigms: an interplay of Digital Taylorism and
   technostress on perceived employability
SO JOURNAL OF MANAGEMENT HISTORY
LA English
DT Article; Early Access
DE Digital Taylorism; Perceived employability; Technostress; MOOCs;
   Human-machine interactions
ID HIGHER-EDUCATION; PLS-SEM; SCIENTIFIC MANAGEMENT; UNIVERSITY; STRESS;
   MOOCS; SUCCESS; ONLINE; CONSTRUCTION; ENVIRONMENT
AB PurposeMassive open online courses (MOOCs), a Taylorist attempt to automate instruction, help make course delivery more efficient, economical and better. As an implementation of Digital Taylorism Implementation (DTI), MOOCs enable individuals to obtain an occupation-oriented education, equipping them with knowledge and skills needed to stay employable. However, learning through online platforms can induce tremendous amounts of technology-related stress in learners such as complexity of platforms and fears of redundancy. Thus, the aim of this paper is to study how student perceptions of DTI and technostress (TS) influence their perceived employability (PE). The role of TS as a mediator between DTI and PE has also been studied. Design/methodology/approachStratified sampling technique has been used to obtain data from 305 students from 6 universities. The effect of DTI and TS on PE, and the role of TS as a mediator, has been examined using the partial least squares (PLS) structural equation modelling approach with SMART PLS 4.0. software. Predictive relevance of the model has been studied using PLSPredict. FindingsResults indicate that TS completely mediates the relationship between DTI and PE. The model has medium predictive relevance. Practical implicationsLearning outcomes from Digitally Taylored programs can be improved with certain reforms that bring the human touch to online learning. Originality/valueThis study extends Taylorism literature by linking DTI to PE of students via technostress as a mediator.
C1 [Duggal, Harshleen Kaur; Khatri, Puja] Guru Gobind Singh Indraprastha Univ, Univ Sch Management Studies, New Delhi, India.
   [Thomas, Asha] Wroclaw Univ Sci & Technol, Dept Operat Res & Business Intelligence, Wroclaw, Poland.
   [Pironti, Marco] Univ Turin, ICxT Innovat Interdept Ctr, Turin, Italy.
C3 GGS Indraprastha University; Wroclaw University of Science & Technology;
   University of Turin
RP Thomas, A (corresponding author), Wroclaw Univ Sci & Technol, Dept Operat Res & Business Intelligence, Wroclaw, Poland.
EM harshleen.pahwa@gmail.com; pujakhatri12@gmail.com;
   asha.thomas@pwr.edu.pl; marco.pironti@unito.it
RI THOMAS, ASHA/ABF-1387-2020
OI THOMAS, ASHA/0000-0003-3871-4394
NR 137
TC 0
Z9 0
U1 7
U2 7
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1751-1348
EI 1758-7751
J9 J MANAG HIST
JI J. Manag. Hist.
PD 2023 JUL 28
PY 2023
DI 10.1108/JMH-12-2022-0089
EA JUL 2023
PG 29
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA N3ZB5
UT WOS:001036421700001
DA 2024-02-21
ER

PT J
AU Gamlath, S
   Wilson, T
AF Gamlath, Sharmila
   Wilson, Therese
TI Dimensions of student-to-student knowledge sharing in universities
SO KNOWLEDGE MANAGEMENT RESEARCH & PRACTICE
LA English
DT Article; Early Access
DE Knowledge sharing; universities; higher education; students; curriculum;
   peer learning
ID HIGHER-EDUCATION; NURSING-STUDENTS; TACIT KNOWLEDGE; MANAGEMENT; IMPACT;
   BENEFITS; CULTURE; EXPERIENCES; SKILLS; POWER
AB As quintessential knowledge organisations, universities need to constantly foster knowledge sharing between their students to enable their academic success and employability. This paper draws on a range of relevant literature to proposes the categorisation of the diverse knowledge-sharing activities undertaken by students in university environments along three dimensions: relatedness to curriculum, distance between students and degree of formality. Broader factors that feed into these dimensions such as the advent of online learning, the widespread integration of social media into learning, the effects of national culture and individual student characteristics on knowledge sharing and the move towards the formalisation of peer learning among students are explored in relation to each of these dimensions. Through the use of several practical examples, the paper demonstrates how these dimensions can act as a planning tool that can help university staff develop, revise and compare student-to-student knowledge-sharing activities.
C1 [Gamlath, Sharmila; Wilson, Therese] Queensland Univ Technol QUT, Learning & Teaching Unit, Student Success Grp, Brisbane, Qld, Australia.
C3 Queensland University of Technology (QUT)
RP Gamlath, S (corresponding author), Queensland Univ Technol QUT, Learning & Teaching Unit, Student Success Grp, Brisbane, Qld, Australia.
EM s.gamlath@qut.edu.au
NR 116
TC 6
Z9 7
U1 8
U2 38
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 1477-8238
EI 1477-8246
J9 KNOWL MAN RES PRACT
JI Knowl. Manag. Res. Pract.
PD 2022 JUL 4
PY 2022
VL 20
IS 4
BP 542
EP 556
DI 10.1080/14778238.2020.1838961
EA NOV 2020
PG 15
WC Information Science & Library Science; Management
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science; Business & Economics
GA 3A9XS
UT WOS:000589554000001
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Williams, JM
   Dunn, PL
   Bast, S
   Giesen, J
AF Williams, John M.
   Dunn, Patrick L.
   Bast, Steve
   Giesen, Judy
TI Factors considered by vocational rehabilitation professionals in
   employability and earning capacity assessment
SO REHABILITATION COUNSELING BULLETIN
LA English
DT Article
ID WORK ADJUSTMENT
AB The purpose of this study was to identify the factors that contributed to vocational rehabilitation assessment of earning capacity. Rehabilitation professionals who attended a national forensic rehabilitation conference were asked to rate the importance of 26 variables in development of opinions of earning capacity. Exploratory factor analysis revealed four themes in the responses: intrinsic characteristics of the worker, transferable skills components, worker traits, and labor market conditions. Multivariate analysis of variance found no significant differences in mean importance of the factors among forensic rehabilitation professionals practicing in different legal forums or in retention by plaintiff, defense, or neutral status, as well as no significant interactions. The results of this study will assist in the establishment of a standardized methodology for developing opinions of earning capacity consistent between forums of practice and competing parties in adjudication of vocational disability claims.
C1 John M Williams & Associates Inc, Pompano Beach, FL 33069 USA.
   Univ Alabama, Tuscaloosa, AL USA.
C3 University of Alabama System; University of Alabama Tuscaloosa
RP Williams, JM (corresponding author), John M Williams & Associates Inc, 150 SW 12th Ave,Suite 320, Pompano Beach, FL 33069 USA.
EM john33@drjmw.com
NR 36
TC 5
Z9 5
U1 0
U2 3
PU PRO-ED INC
PI AUSTIN
PA 8700 SHOAL CREEK BLVD, AUSTIN, TX 78757-6897 USA
SN 0034-3552
J9 REHABIL COUNS BULL
JI Rehabil. Couns. Bull.
PD FAL
PY 2006
VL 50
IS 1
BP 24
EP 34
DI 10.1177/00343552060500010401
PG 11
WC Rehabilitation
WE Social Science Citation Index (SSCI)
SC Rehabilitation
GA 087SR
UT WOS:000240763100004
DA 2024-02-21
ER

PT J
AU Fidgeon, PR
AF Fidgeon, Paul R.
TI Tourism education and curriculum design: A time for consolidation and
   review?
SO TOURISM MANAGEMENT
LA English
DT Article
DE Degrees; Higher national diplomas; National vocational qualifications;
   Industry-led foundation degrees; Vocational relevance; Sector and key
   transferable skills; Subject benchmarks; Teaching and learning
   strategies; Work-based learning
ID INDUSTRY; COURSES
AB This paper seeks to examine the growth and development of tourism education within Great Britain, with specific reference to the situation in England and Wales. This is a subject that has received relatively scant attention since the publication of a number of seminal papers produced in the mid to late 1990's and early C20th. The paper reviews how tourism education has developed from relatively humble origins to that of a subject taught in a wide variety of education institutions. It examines what programmes seek to achieve in terms of knowledge skills development and preparing students to meet the labour needs of the tourism industry. It also reflects on where tourism education is going in terms of courses, course philosophy, levels of study, subject content and teaching and learning strategies. A number of key themes or issues will be highlighted all central to the thinking of the curriculum planner. These include an analysis of curriculum models, the importance of developing academic vocational and key transferable skills and the need to add value and increase employability. The paper concludes by examining the future of tourism education in an increasingly mature educational market. Here the development of the new 14-19 diplomas in travel and tourism and employer-led foundation degrees are discussed and the implications for curriculum development in higher education broached. (C) 2010 Elsevier Ltd. All rights reserved.
C1 Thames Valley Univ, Sch Tourism & Hospitality, London W5 5RF, England.
C3 University of West London
RP Fidgeon, PR (corresponding author), Thames Valley Univ, Sch Tourism & Hospitality, St Marys Rd, London W5 5RF, England.
EM Paul.Fidgeon@tvu.ac.uk
NR 210
TC 85
Z9 98
U1 5
U2 66
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0261-5177
EI 1879-3193
J9 TOURISM MANAGE
JI Tourism Manage.
PD DEC
PY 2010
VL 31
IS 6
BP 699
EP 723
DI 10.1016/j.tourman.2010.05.019
PG 25
WC Environmental Studies; Hospitality, Leisure, Sport & Tourism; Management
WE Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Social Sciences - Other Topics;
   Business & Economics
GA 642AZ
UT WOS:000281176500001
DA 2024-02-21
ER

PT J
AU Dunne, I
   Bosch, A
AF Dunne, Ilka
   Bosch, Anita
TI Graduate identity development in South Africa Misaligned warranting and
   the independent mediator
SO JOURNAL OF MANAGERIAL PSYCHOLOGY
LA English
DT Article
DE South Africa; Identity; Graduate development; Independent mediator;
   Vignettes; Warranting
ID STIGMA CONSCIOUSNESS; HIGHER-EDUCATION; WORK; SELF; STEREOTYPES;
   TRANSITION; EMPLOYABILITY; PERSPECTIVES; EXPERIENCES; COGNITION
AB Purpose - The purpose of this paper is to focus on the misunderstandings that hamper the graduate identity development process of black South African graduates in the first year of work. The authors introduce the role of an independent mediator in supporting identity development in a graduate development programme (GDP). The independent mediator mediates between graduate and manager when misunderstandings occur that inhibit the warranting process during professional identity development.
   Design/methodology/approach - In seeking to understand the graduate transition from student to professional, the authors used identity studies as the foundation from which to track a group of 21 graduates on a year-long GDP, in a financial institution in Johannesburg, South Africa. A model of emergent graduate identity was utilised to gain insight into the warranting process and associated behaviours that graduates employ in their interactions with others in the workplace.
   Findings - As warranting is based on people's own assumptions and beliefs about a particular situation or role, misunderstandings can occur during the warranting process when graduates are determining their professional identity, and managers are either affirming of disaffirming this identity. These misunderstandings were exacerbated by the fact that the graduates were often South African multi-cultural, first-generation professionals who lacked insight into and experience of corporate dynamics, this impacted on how they found their place in the organisation. Both graduates and managers were often not equipped to deal with cultural, racial, and other differences. When the graduate programme manager stepped in to play the additional role of independent mediator, helping to mediate misinterpretations during the identity formation process, the negative impact of misunderstandings was lessened, and graduates transitioned to a professional identity with greater ease. Managers also learned about managing multi-cultural individuals and their own, often limiting, experiences and worldviews.
   Practical implications - This highlights the value of a third-party intervention in graduate identity transitions, particularly in contexts where the graduate has little or no experience of what it means to be professional, and where managers are not equipped to deal with people who come from backgrounds that differ vastly from their own.
   Originality/value - The role of a third-party in shaping the identities of graduates during the identity warranting process, referred to as the independent mediator in this paper, has not been presented in research before. Studies of this nature would give us insight into how best to support graduate identity development and improve the design of GDPs.
C1 [Dunne, Ilka; Bosch, Anita] Univ Johannesburg, Dept Ind Psychol & People Management, Johannesburg, South Africa.
C3 University of Johannesburg
RP Dunne, I (corresponding author), Univ Johannesburg, Dept Ind Psychol & People Management, Johannesburg, South Africa.
EM ilka.dunne@rmb.co.za
RI Bosch, Anita/L-1290-2013; Bosch, Anita/AAY-8015-2020
OI Bosch, Anita/0000-0002-6865-5439; 
NR 74
TC 1
Z9 2
U1 0
U2 13
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0268-3946
EI 1758-7778
J9 J MANAGE PSYCHOL
JI J. Manage. Psychol.
PY 2015
VL 30
IS 3
BP 304
EP 319
DI 10.1108/JMP-06-2013-0200
PG 16
WC Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Psychology; Business & Economics
GA CI3LU
UT WOS:000354650100006
DA 2024-02-21
ER

PT J
AU Loh, YAC
   Chib, A
AF Loh, Yvonne Ai-Chi
   Chib, Arul
TI Tackling social inequality in development: beyond access to
   appropriation of ICTs for employability
SO INFORMATION TECHNOLOGY FOR DEVELOPMENT
LA English
DT Article
DE ICT access; ICT appropriation; capability approach; digital divide;
   unemployment
ID BIASED TECHNOLOGICAL-CHANGE; CAPABILITY APPROACH; DIGITAL DIVIDE;
   UNEMPLOYMENT; SKILLS; UNDERSTANDINGS; INFORMATION; DEFINITION;
   DIMENSIONS; FRAMEWORK
AB This study was motivated to investigate social inequality in developed nations, by studying the impact of ICTs upon the vulnerable unemployed and under-employed in Singapore. First, drawing upon Amartya Sen?s capability approach, we operationalize the dependent variable as self-perceived employability, conceptualized as both a measure of well-being and a livelihood capability. Secondly, we used Neil Selwyn?s digital divide hierarchical impact assessment framework, to define and measure the ICT assets of access, usage, and appropriation. Primary data was gathered from 302 under-employed and unemployed workers in Singapore, a developed Asian economy. Regression analyses revealed that higher-order hierarchies of ICT usage and appropriation were associated with the dependent variable of employability, while access was not. We discuss the implications for development discourse in regions with ubiquitous access, advocating for policymakers to focus on ICT training. Further, we offer nuanced findings on vulnerability in developed economies as an enhancement to mainstream ICT4D scholarship, focused exclusively on poverty in developing countries.
C1 [Loh, Yvonne Ai-Chi; Chib, Arul] Nanyang Technol Univ, Wee Kim Wee Sch Commun & Informat, 31 Nanyang Link, Singapore 637718, Singapore.
C3 Nanyang Technological University
RP Chib, A (corresponding author), Nanyang Technol Univ, Wee Kim Wee Sch Commun & Informat, 31 Nanyang Link, Singapore 637718, Singapore.
EM arulchib@ntu.edu.sg
RI Chib, Arul/AAG-9755-2021
OI Chib, Arul/0000-0002-3833-8889
FU Nanyang Technology University [WKWSCI 3K]
FX This work was supported by Nanyang Technology University [grant number
   WKWSCI 3K Grant for Research Students].
NR 131
TC 14
Z9 16
U1 6
U2 46
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0268-1102
EI 1554-0170
J9 INFORM TECHNOL DEV
JI Inform. Technol. Dev.
PD JUL 3
PY 2019
VL 25
IS 3
SI SI
BP 532
EP 551
DI 10.1080/02681102.2018.1520190
PG 20
WC Development Studies; Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Development Studies; Information Science & Library Science
GA JE0QM
UT WOS:000490399200008
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Arthur, N
   Woodend, J
   Gust, L
   Dyrda, A
   Dang, J
AF Arthur, Nancy
   Woodend, Jon
   Gust, Lisa
   Dyrda, April
   Dang, Judy
TI It's Not as Easy as They Say: International Students' Perspectives About
   Gaining Canadian Work Experience
SO CANADIAN JOURNAL OF CAREER DEVELOPMENT
LA English
DT Article
DE international students; employability; Enhanced Critical Incident
   Technique; career development
ID UNIVERSITY; SERVICES
AB This study provides insights into international students' perspectives of preparing for entry into employment in the Canadian workforce. From a human capital perspective, international students are valuable resources for the Canadian labour market and for other countries with skilled labour shortages. However, most research on international students has focused on their initial transition experience, and available research on their employment experiences is often limited to the post-graduation transition. International students need to build their capacity for employment concurrently while they are studying, gaining local work experience. In this article we present an analysis of critical incidents collected from international students which highlights five key barriers in their experience of the Canadian work context, including policies and procedures, competition and economic conditions, challenges for navigating local cultural norms, language abilities, and their personal life circumstances. The discussion draws connections between international student recruitment and their longer-term goals for residency in Canada, with recommendations for bridging policies and services.
C1 [Arthur, Nancy] Univ South Australia, Adelaide, Australia.
   [Woodend, Jon] Univ Victoria, Victoria, BC, Canada.
   [Gust, Lisa] Living Well Counselling Serv, Calgary, AB, Canada.
   [Dyrda, April] Calgary Career Counselling & Synth Psychol, Calgary, AB, Canada.
   [Dang, Judy] Family Ctr Northern Alberta, Edmonton, AB, Canada.
C3 University of South Australia; University of Victoria
RP Arthur, N (corresponding author), Univ South Australia, Adelaide, Australia.
OI Woodend, Jon/0000-0002-1503-0291
NR 39
TC 2
Z9 2
U1 2
U2 2
PU MEMORIAL UNIV NEWFOUNDLAND
PI ST JOHNS
PA PO BOX 4200, ST JOHNS, NL A1C 5S7, CANADA
SN 1499-1845
EI 1499-1853
J9 CAN J CAREER DEV
JI Can. J. Career Dev.
PY 2022
VL 21
IS 2
BP 42
EP 58
PG 17
WC Psychology, Applied
WE Emerging Sources Citation Index (ESCI)
SC Psychology
GA 4U3YZ
UT WOS:000858734800005
DA 2024-02-21
ER

PT J
AU Muñoz-Fernández, GA
   Bertucci, A
   Ramos-Ruiz, JE
   Garo, ML
AF Munoz-Fernandez, Guzman A.
   Bertucci, Angela
   Ramos-Ruiz, Jose E.
   Garo, Maria Luisa
TI The Dynamics of Fund Absorption: Evaluating the Efficacy of EU
   Structural Funds in Mitigating Regional Inequalities-Calabrian Case
SO ECONOMIES
LA English
DT Article
DE European structural fund; human capital; cohesion policy; Calabria
ID HUMAN-CAPITAL ACCUMULATION; COHESION POLICY; EUROPEAN-UNION;
   INTERREGIONAL MOBILITY; EMPIRICAL-ANALYSIS; ECONOMIC-GROWTH; IMPACT;
   CONVERGENCE; MIGRATION; EDUCATION
AB The European Union aims for territorial cohesion, with human capital as a key factor. Assessing how investment in regional human capital enhances this cohesion is therefore essential. This study assesses the impact of the EU Structural Funds (ESFs) in Calabria (Italy), a region grappling with economic challenges and a brain drain phenomenon. Aimed at fostering regional cohesion, ESFs have been directed towards supporting Calabrian graduates' pursuit of master's degrees, intending to incentivize their retention or return postgraduation. A comprehensive survey of the beneficiaries of these subsidies was carried out to determine their employability in the region and the probability of the return of migrants, analyzed by logistic regression of the data. Results demonstrate a dual effect: while the quality of education and EU funding positively influence graduates to work in Calabria, acquiring advanced skills paradoxically diminishes this propensity. Moreover, although the likelihood of returning to Calabria for those working elsewhere does increase, ESF support counterintuitively reduces this probability. The findings reveal a vicious cycle; they equip graduates with high-level skills that facilitate their access to the labor market but simultaneously encourage their migration due to more favorable conditions elsewhere. It is suggested that synergies between ESF-funded policies and those supported by the European Regional Development Fund (ERDF) should be encouraged.
C1 [Munoz-Fernandez, Guzman A.; Bertucci, Angela] Univ Cordoba, Fac Law Econ & Business Studies, Dept Business Org, Cordoba 14071, Spain.
   [Ramos-Ruiz, Jose E.] Univ Cordoba, Fac Law Econ & Business Studies, Dept Appl Econ, Cordoba 14071, Spain.
C3 Universidad de Cordoba; Universidad de Cordoba
RP Muñoz-Fernández, GA (corresponding author), Univ Cordoba, Fac Law Econ & Business Studies, Dept Business Org, Cordoba 14071, Spain.
EM guzman.munoz@uco.es; angebertucci@gmail.com; d22raruj@uco.es;
   marilu.garo@gmail.com
OI Ramos Ruiz, Jose E./0000-0002-2956-9263; Garo, Maria
   Luisa/0000-0001-6308-975X; Munoz-Fernandez, Guzman
   Antonio/0000-0003-4521-4793
NR 94
TC 0
Z9 0
U1 3
U2 3
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2227-7099
J9 ECONOMIES
JI Economies
PD JAN
PY 2024
VL 12
IS 1
AR 10
DI 10.3390/economies12010010
PG 17
WC Economics
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA FW2K7
UT WOS:001148822900001
OA gold
DA 2024-02-21
ER

PT J
AU Dollinger, M
   Lodge, J
AF Dollinger, Mollie
   Lodge, Jason
TI Student-staff co-creation in higher education: an evidence-informed
   model to support future design and implementation
SO JOURNAL OF HIGHER EDUCATION POLICY AND MANAGEMENT
LA English
DT Article; Early Access
DE Higher education; marketisation; student experience; student voice;
   co-creation
ID GRADUATE EMPLOYABILITY; DOMINANT LOGIC; PARTICIPATION; ENGAGEMENT;
   CURRICULA
AB Increased marketisation and competition has renewed interest in how universities can partner, or co-create, with students. To address this, and further conceptualise a model of co-creation across inputs, processes, and outcomes, this article summarises the findings from 10 different case studies of student-staff co-creation (e.g., co-producers of learning resources, peer mentors, co-creators of the curriculum) in the Australasian higher education context. Our data include qualitative survey responses (n= 97) and interviews (n= 35) with students and staff. Based on these data, we present an evidence-informed model of co-creation that elucidates the key considerations in the co-creation process. The model highlights and distinguishes two dual-value creation dimensions that underlie co-creation, co-production, and value-in-use. The result is a model of co-creation in higher education that can help guide administrators, researchers, and higher education stakeholders to better conceptualise, design, implement, and assess co-creation activities.
C1 [Dollinger, Mollie] La Trobe Univ, Student Success, Melbourne, Vic, Australia.
   [Dollinger, Mollie] Univ Melbourne, Ctr Study Higher Educ, Melbourne, Vic, Australia.
   [Lodge, Jason] Univ Queensland, Learning Sci, Brisbane, Qld, Australia.
C3 La Trobe University; University of Melbourne; University of Queensland
RP Dollinger, M (corresponding author), La Trobe Univ, Student Success, Melbourne, Vic, Australia.
EM m.dollinger@latrobe.edu.au
RI Dollinger, Mollie/JWP-4282-2024; Lodge, Jason M/F-8079-2018
OI Dollinger, Mollie/0000-0003-1105-9051; Lodge, Jason
   M/0000-0001-6330-6160
NR 53
TC 36
Z9 38
U1 3
U2 41
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1360-080X
EI 1469-9508
J9 J HIGH EDUC POLICY M
JI J. High. Educ. Policy Manag.
PD 2020 SEP 2
PY 2020
VL 42
IS 5
BP 532
EP 546
DI 10.1080/1360080X.2019.1663681
EA SEP 2019
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA OI0CL
UT WOS:000485121000001
DA 2024-02-21
ER

PT J
AU López-Pérez, MF
   Larrubia, MA
   Fernández, A
   Sempere, J
AF Lopez-Perez, Maria-Fernanda
   Larrubia, Ma Angeles
   Fernandez, Alejandro
   Sempere, Julia
TI Overview of the current situation relating to chemical engineering
   degree courses
SO EDUCATION FOR CHEMICAL ENGINEERS
LA English
DT Article
DE Quality indicators; Undergraduate profile; Lectures; Employability
AB In 2020, the Conference of Chemical Engineering Directors and Deans (CODDIQ) proposed the creation of an observatory to monitor chemical engineering degrees in Spain. This representative radiography of Chemical Engineering studies offers an initial point to observe the future changes when Royal Decree 822/2021 and proposed challenges in the last Ministerial Conference on the European Higher Education Area (EHEA) will be implanted. The survey data from CODDIQ partners allow us to know important data such as (i) the 24 inter-national quality accreditations at Spanish universities, (ii) the high demand and the required marks, an average of 7.25, for the Chemical Engineering Bachelor's degree, (iii) 9560 undergraduate students in this degree in Spain and their gender profile which is around 43% of women, similar than women lectures, (iv) the difficulty of this Bachelor's degree through some indicators like duration of studies (5.25 years), graduation rate (41%) and drop-out rate (26%), (v) the employability after obtaining the Bachelor's degree is very high (>70%). In addi-tion, Chemical engineering undergraduate and graduate students indicate their expectations are covered. In this paper, some consequences of the pandemic on students' performance (lower than before COVID-19) are analyzed, despite lectures tried to innovate in their classes and the university provided adequate tools for online teaching.
C1 [Lopez-Perez, Maria-Fernanda] Univ Poltecn Valencia, Dept Chem Engn & Nucl, Plaza Ferrandiz Carbonell S-N, Alcoy, Spain.
   [Larrubia, Ma Angeles] Univ Malaga, Dept Chem Engn, Campus Teatino S-N, Malaga, Spain.
   [Fernandez, Alejandro] Univ Granada, Dept Chem Engn, Avda Hosp S-N, Granada, Spain.
   [Sempere, Julia] IQS Sch Engn, Via Augusta 390, Barcelona, Spain.
C3 Universidad de Malaga; University of Granada; Universitat Ramon Llull;
   Institut Quimic de Sarria
RP López-Pérez, MF (corresponding author), Univ Poltecn Valencia, Dept Chem Engn & Nucl, Plaza Ferrandiz Carbonell S-N, Alcoy, Spain.
EM malope1@iqn.upv.es
NR 14
TC 0
Z9 0
U1 2
U2 3
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
EI 1749-7728
J9 EDUC CHEM ENG
JI Educ. Chem. Eng.
PD APR
PY 2023
VL 43
BP 73
EP 82
DI 10.1016/j.ece.2023.02.001
EA FEB 2023
PG 10
WC Education, Scientific Disciplines; Engineering, Chemical
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Engineering
GA H0TG5
UT WOS:000993166900001
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Sharabati, AAA
   Alhileh, MM
   Abusaimeh, H
AF Sharabati, Abdel-Aziz Ahmad
   Alhileh, Mohammad M.
   Abusaimeh, Hesham
TI Effect of service quality on graduates' satisfaction
SO QUALITY ASSURANCE IN EDUCATION
LA English
DT Article
DE Jordan; Service quality; Amman; Graduates' satisfaction; Middle East
   University (MEU)
ID HIGHER-EDUCATION; EMPLOYABILITY
AB Purpose The purpose of this paper is to investigate the effect of service quality on graduates' satisfaction as perceived by Middle East University (MEU) graduates. Design/methodology/approach This research is cross-sectional and aims to explore the effect of service quality dimensions (academic staff, administration, classrooms and library services) on graduates' satisfaction. Data were collected from 399 graduates. After confirming validity, reliability and normality of the data, and the correlation between variables, multiple regressions were used to test the hypothesis. Findings The results show that all service quality dimensions are highly implemented by the MEU. The relationships between all service quality dimensions and graduates' satisfaction are strong. Finally, results show that all service quality dimensions affect graduates' satisfaction. Research limitations/implications - To generalize the results of this research, further studies are recommended to be carried out on other universities especially in Jordan. Testing the perception and satisfaction of other universities, stakeholders will help to improve service quality and to gain suitable competitive strategies. Practical implications - Service quality is a key driver for universities' sustainable competitive advantage; therefore, dimensions of service quality should be included within universities plan, strategies and daily activities. Social implications - Considering service quality in higher education improves countries' economic development, quality of life and well-being. All corporate social responsibility pillars ( social, economic, environmental responsibilities and national and international regulation and norms) should be adapted and adopted within services quality systems and programs. Originality/value Most of previous studies were carried out to test the students' perception while this research is dedicated to explore graduates' perception regarding service quality offered by the MEU.
C1 [Sharabati, Abdel-Aziz Ahmad] Middle East Univ, Business Dept, Amman, Jordan.
   [Alhileh, Mohammad M.] Middle East Univ, Fac Educ Sci, Amman, Jordan.
   [Alhileh, Mohammad M.] Middle East Univ, Amman, Jordan.
   [Abusaimeh, Hesham] Middle East Univ, Comp Sci Dept, Amman, Jordan.
   [Abusaimeh, Hesham] Middle East Univ, Grad Studies & Sci Res, Amman, Jordan.
C3 Middle East University; Middle East University; Middle East University;
   Middle East University; Middle East University
RP Sharabati, AAA (corresponding author), Middle East Univ, Business Dept, Amman, Jordan.
EM APharmaArts@gmail.com
RI Sharabati, Abdel-Aziz Ahmad/P-5156-2018
OI Sharabati, Abdel-Aziz Ahmad/0000-0001-9074-5564
NR 72
TC 13
Z9 15
U1 0
U2 16
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0968-4883
EI 1758-7662
J9 QUAL ASSUR EDUC
JI QUALITY ASSURANCE EDUCATION
PD JUL 1
PY 2019
VL 27
IS 3
BP 320
EP 337
DI 10.1108/QAE-04-2018-0035
PG 18
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA II7QI
UT WOS:000475386200005
DA 2024-02-21
ER

PT J
AU Chong, SCS
   Anderson, K
   Mackenzie-Stewart, R
   Hobbs, C
   Conna, B
AF Chong, Susan C. S.
   Anderson, Karen
   Mackenzie-Stewart, Ruth
   Hobbs, Carmel
   Conna, Belinda
TI Embedding experiential learning in undergraduate health promotion
   curriculum
SO HEALTH PROMOTION JOURNAL OF AUSTRALIA
LA English
DT Article; Early Access
DE curriculum; education; experiential learning; health education; health
   promotion
ID CLASSROOM
AB Issue addressed The experiential teaching method draws on research-based principles of adult education. The integration of academic learning and practice provides students opportunities to increase their knowledge while developing capabilities to meet the International Union for Health Promotion and Education (IUHPE) Core Competencies and Professional Standards. Methods Community Health Promotion is a second-year subject offered in the Bachelor of Health Sciences at La Trobe University. The project-based curriculum, delivered over 12 weeks, consists of theoretical material which students apply through hands-on project planning, implementation and evaluation; projects are carried out on campus. To bridge academic content and project practicalities the Victorian government's Integrated Health Promotion Resource Kit is used as a foundational teaching resource. Students are supported by teaching staff and a project sponsor throughout the project cycle. Assessment tasks comprised of problem definition and priority setting, project planning and critical reflection on project implementation. Discussion The experiential learning approach enables students, in a self-directed yet collaborative manner, to develop skills aligned with health promotion competencies. Students were able to safely "experiment" and apply health promotion theory while actively developing project management and partnerships skills, reflecting on their practice and communicating project findings. Students consistently provide feedback articulating the value they place on the purposeful and scaffolded transition of classroom learning to real-life environments which they recognised as building their competencies and enhancing their employability skills. Conclusion Experiential learning through small-group projects prepares students for the health promotion workforce in a low-risk, high-impact educational setting while contributing to promoting the ethos of a health-promoting university. So what? The authentic assessments provide students with the opportunity to develop competency within several domains of the IUHPE Core Competencies and Professional Standards.
C1 [Chong, Susan C. S.; Mackenzie-Stewart, Ruth; Hobbs, Carmel; Conna, Belinda] La Trobe Univ, Sch Psychol & Publ Hlth, Dept Publ Hlth, Melbourne, Vic, Australia.
   [Anderson, Karen] La Trobe Rural Hlth Sch, Violet Vines Ctr Rural Hlth Res, Rural Dept Community Hlth, Bendigo, Vic, Australia.
C3 La Trobe University
RP Chong, SCS (corresponding author), La Trobe Univ, Dept Publ Hlth, Melbourne, Vic, Australia.
EM s.chong@latrobe.edu.au
RI Hobbs, Carmel M/A-6539-2011; Hobbs, Carmel/JAX-7915-2023
OI Hobbs, Carmel/0000-0002-2438-231X; Mackenzie-Stewart,
   Ruth/0000-0002-0211-2685
NR 30
TC 2
Z9 2
U1 1
U2 4
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1036-1073
EI 2201-1617
J9 HEALTH PROMOT J AUST
JI Health Promot. J. Aust.
PD 2022 OCT
PY 2022
VL 33
SU 1
SI SI
BP 9
EP 16
DI 10.1002/hpja.629
EA JUN 2022
PG 8
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 5V6GZ
UT WOS:000817798000001
PM 35714041
OA Green Published
DA 2024-02-21
ER

PT J
AU Olischläger, DLT
   den Boer, LY
   de Heus, E
   Brom, L
   Dona, DJS
   Klümpen, HJ
   Stapelfeldt, CM
   Duijts, SFA
AF Olischlager, Daphne L. T.
   den Boer, Li Xiang Y.
   de Heus, Eline
   Brom, Linda
   Dona, Desiree J. S.
   Klumpen, Heinz-Josef
   Stapelfeldt, Christina M.
   Duijts, Saskia F. A.
TI Rare cancer and return to work: experiences and needs of patients and
   (health care) professionals
SO DISABILITY AND REHABILITATION
LA English
DT Article; Early Access
DE Qualitative research; rare cancer; return to work; experiences; needs;
   Netherlands
ID QUALITY-OF-LIFE; SUSTAINED EMPLOYABILITY; META-SYNTHESIS; SURVIVORS;
   IMPACT; PARTICIPATION; CHALLENGES; BURDEN; EUROPE; HEAD
AB Purpose Patients with a rare cancer often face delays in their diagnostic and treatment trajectory, which may affect their work. In this study, we explored experiences and needs of: 1) patients with a rare cancer regarding return to work (RTW) and work retention, and 2) (health care) professionals (HCPs) regarding work-related support of patients with a rare cancer, throughout their disease trajectory. Methods Semi-structured, in-depth interviews with working-age patients with a rare cancer (n = 16), and HCPs (n = 9) were conducted. During the interviews, a predefined topic list was used. Interviews were transcribed verbatim and analysed by means of thematic analysis. Results In total, three themes emerged from the interviews: 1) Awareness in patients and HCPs as a first step towards work, 2) Being/becoming an expert is a tough job, and 3) Enhancing employability through early personalized guidance. Conclusions Patients with a rare cancer are confronted with uncertainties regarding work, due to an overall lack of knowledge and experience with these types of cancer. Raising awareness among patients, HCPs and employers about rare cancer and its implications, and providing timely individualized, supportive occupational care are required to improve rare cancer patients' ability to work.
C1 [Olischlager, Daphne L. T.; den Boer, Li Xiang Y.; de Heus, Eline; Brom, Linda; Duijts, Saskia F. A.] Netherlands Comprehens Canc Org IKNL, Dept Res & Dev, Godebaldkwartier 419, NL-3511 DT Utrecht, Netherlands.
   [de Heus, Eline] Radboud Univ Nijmegen, Dept Med Oncol, Med Ctr, Nijmegen, Netherlands.
   [Brom, Linda] Netherlands Assoc Palliat Care PZNL, Utrecht, Netherlands.
   [Dona, Desiree J. S.] Radboud Univ Nijmegen, Dept Human Resources, Med Ctr, Nijmegen, Netherlands.
   [Klumpen, Heinz-Josef] Univ Amsterdam, Dept Med Oncol, Med Ctr Locat VUmc, Amsterdam, Netherlands.
   [Stapelfeldt, Christina M.] Aarhus Univ, Dept Publ Hlth, Aarhus, Denmark.
   [Duijts, Saskia F. A.] Amsterdam UMC Locat Vrije Univ, Dept Med Psychol, Amsterdam, Netherlands.
   [Duijts, Saskia F. A.] Canc Treatment & Qual Life, Canc Ctr Amsterdam, Amsterdam, Netherlands.
C3 Radboud University Nijmegen; Radboud University Nijmegen; University of
   Amsterdam; Aarhus University; University of Amsterdam; Vrije
   Universiteit Amsterdam
RP Duijts, SFA (corresponding author), Netherlands Comprehens Canc Org IKNL, Dept Res & Dev, Godebaldkwartier 419, NL-3511 DT Utrecht, Netherlands.
EM s.duijts@iknl.nl
OI Olischlager, Daphne/0000-0002-3484-0345; de Heus,
   Eline/0000-0002-0019-7259; Stapelfeldt, Christina/0000-0002-5726-2365;
   Klumpen, Heinz-Josef/0000-0002-7290-1823; Dona,
   Desiree/0000-0002-3255-6949
NR 50
TC 5
Z9 5
U1 0
U2 4
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0963-8288
EI 1464-5165
J9 DISABIL REHABIL
JI Disabil. Rehabil.
PD 2023 JUL 31
PY 2023
VL 45
IS 16
BP 2585
EP 2596
DI 10.1080/09638288.2022.2099589
EA JUL 2022
PG 12
WC Rehabilitation
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Rehabilitation
GA M9JQ2
UT WOS:000827051600001
PM 35850601
DA 2024-02-21
ER

PT J
AU Wotschack, P
AF Wotschack, Philip
TI Leave saving options over the life course - only for the highly skilled?
   Evidence from two German best-practice companies
SO EUROPEAN SOCIETIES
LA English
DT Article
DE Working hours; life course; paid leave; work-life balance
ID DIVISION-OF-LABOR; WORK; TIME
AB Individual leave saving options provide new options to employees to improve their employability and work-life balance over the life course. They are based on a simple idea: Employees can deposit overtime hours or portions of due remuneration in a time credit account and withdraw them at a later point in time in order to take prolonged periods of leave for care, training, or leisure activities. It is the leading question of this article as to what extent and in which way these options are factually used by different categories of employees. By reviewing existing studies in the Netherlands and by analysing German employee data the article reveals constraints in the accessibility of leave saving options. On the basis of transaction cost theory hypotheses are formulated regarding different uses of leave saving options by age, gender, and occupational status. These hypotheses are tested using regression analysis and employee data from two German best-practice companies. They show evidence for significant restrictions in terms of a high degree of selectivity with regard to age, skill and income levels. Based on these findings recommendations for future research and working time policies are discussed.
C1 [Wotschack, Philip] WZB Berlin Social Sci Ctr, Res Unit, Skill Format & Labor Markets, Reichpietschufer 50, D-10785 Berlin, Germany.
RP Wotschack, P (corresponding author), WZB Berlin Social Sci Ctr, Res Unit, Skill Format & Labor Markets, Reichpietschufer 50, D-10785 Berlin, Germany.
EM philip.wotschack@wzb.eu
NR 37
TC 2
Z9 2
U1 0
U2 2
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1461-6696
EI 1469-8307
J9 EUR SOC
JI Eur. Soc.
PY 2017
VL 19
IS 4
BP 396
EP 418
DI 10.1080/14616696.2017.1281429
PG 23
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA FB9OO
UT WOS:000406468800004
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Fassbender, U
   Papenbrock, J
   Pilz, M
AF Fassbender, Uwe
   Papenbrock, Jutta
   Pilz, Matthias
TI Teaching entrepreneurship to life-science students through Problem Based
   Learning
SO INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION
LA English
DT Article
DE Higher education; Problem-based learning; Case study method;
   Entrepreneurship education; Economic literacy; Employability; Life
   sciences
ID BUSINESS EDUCATION; SELF-EFFICACY; COMPETENCE; OUTCOMES; INSIGHTS;
   IMPACT
AB The study presented here investigates the question of how entrepreneurship education can be embedded into academic courses of life science students, to provide basic economic compe-tencies. From the perspective of business education, a pragmatic approach has been taken within the framework of an interventional study. This approach combines entrepreneurship education with a problem-based learning approach and the case study method. Using a framework based upon knowledge, skills and attitudes, the students' acquisition of competencies has been evalu-ated. For this purpose, a longitudinal study with two cohorts (n = 23) was conducted in 2018 and 2019, which included a knowledge test and a self-assessment. The test instrument was based on two validated tests, namely the 'Test of Economic Literacy' and 'Questions on Economic Knowledge'. In addition, qualitative reflective essays were carried out to examine the develop-ment of student's skills and attitudes. Although the knowledge test did not show any increase in students' knowledge of economics, the results of the self-assessment and the reflective essays at least indicate a positive impact of the learning environment on students' skills and attitudes. Consequently, the teaching design considered in this study may also be relevant to other studies of embedded entrepreneurship in academic courses.
C1 [Fassbender, Uwe; Pilz, Matthias] Univ Cologne, Econ & Business Educ, Herbert-Lewin-Str 2, D-50931 Cologne, Germany.
   [Papenbrock, Jutta] Leibniz Univ Hannover, Inst Bot, Herrenhauser Str 2, D-30419 Hannover, Germany.
   [Pilz, Matthias] Herbert-Lewin-Str, D-50931 Cologne, Germany.
C3 University of Cologne; Leibniz University Hannover
RP Pilz, M (corresponding author), Herbert-Lewin-Str, D-50931 Cologne, Germany.
EM uwe.fassbender@uni-koeln.de; jutta.papenbrock@botanik.uni-hannover.de;
   matthias.pilz@uni-koeln.de
RI Pilz, Matthias/ABF-2003-2021
OI Pilz, Matthias/0000-0002-7370-6915
FU Stifterverband fur die Deutsche Wissenschaft e.V.
FX This work was supported by the,Stifterverband fur die Deutsche
   Wissenschaft e.V.`.
NR 89
TC 5
Z9 5
U1 3
U2 7
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1472-8117
EI 2352-3565
J9 INT J MANAG EDUC-OXF
JI Int. J. Manag. Educ.
PD NOV
PY 2022
VL 20
IS 3
AR 100685
DI 10.1016/j.ijme.2022.100685
PG 12
WC Business; Education & Educational Research; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA 7I8GB
UT WOS:000904125600001
DA 2024-02-21
ER

PT J
AU Calma, A
   Cotronei-Baird, V
AF Calma, Angelito
   Cotronei-Baird, Valeria
TI Assessing critical thinking in business education: Key issues and
   practical solutions
SO INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION
LA English
DT Article; Early Access
DE Critical thinking; Business; Business education; Assessment; Management;
   Management education; Employability skills
ID BLOOMS TAXONOMY; STUDENTS USE; SKILLS; EXEMPLARS
AB Developing critical thinking is an important goal in higher education and, more importantly, in business education. Yet, it is uncertain to what extent assessment influences students' critical thinking development and enhancement. This paper presents data from a study that applied a framework we developed to identify evidence of students' ability to think critically and whether students face challenges at applying critical thinking. A sample of 100, 2000-word group reports from a masters business analysis subject were evaluated using a critical thinking assessment rubric. We followed this with a content analysis of 49 reports using our developed framework to identify the demonstration of critical thinking dispositions and abilities. The findings from both analyses indicate a difference between student reports on how critical thinking is demonstrated. Most importantly, our developed framework provides a novel way to analyse student reports that inform whether they demonstrate the specific components of critical thinking dispositions and abilities. The evaluation using our established framework enables us to offer practical suggestions that university instructors can use to address the issues and challenges raised that hinder critical thinking acquisition via assessment practice in business education.
C1 [Calma, Angelito; Cotronei-Baird, Valeria] Univ Melbourne, Fac Business & Econ, Williams Ctr Learning Adv, Level 6,FBE Bldg,111 Barry St Carlton, Melbourne, Vic 3053, Australia.
C3 University of Melbourne
RP Calma, A (corresponding author), Univ Melbourne, Fac Business & Econ, Williams Ctr Learning Adv, Level 6,FBE Bldg,111 Barry St Carlton, Melbourne, Vic 3053, Australia.
EM calmaa@unimelb.edu.au; valeriec@unimelb.edu.au
RI ; Calma, Angelito/K-8105-2013
OI Cotronei-Baird, Valeria/0000-0001-9386-6089; Calma,
   Angelito/0000-0003-2456-3695
NR 74
TC 5
Z9 5
U1 9
U2 27
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1472-8117
EI 2352-3565
J9 INT J MANAG EDUC-OXF
JI Int. J. Manag. Educ.
PD 2021 NOV
PY 2021
VL 19
IS 3
AR 100531
DI 10.1016/j.ijme.2021.100531
EA JUN 2021
PG 14
WC Business; Education & Educational Research; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA US3TP
UT WOS:000697356200019
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Rajthilak, R
   Alok, S
   Kumar, N
AF Rajthilak, R.
   Alok, Swati
   Kumar, Navya
TI Freely Engaged: Volition and Work Engagement Among Temporary Agency
   Workers of the Indian IT Industry
SO FIIB BUSINESS REVIEW
LA English
DT Article
DE Voluntary choice of work; temporary work; contractors; work engagement;
   vigour; work dedication; absorption
ID SELF-DETERMINATION THEORY; PERCEIVED EMPLOYABILITY; EMPLOYMENT;
   MOTIVATION; ATTITUDES; CONTRACT; ASSOCIATIONS; SATISFACTION;
   ANTECEDENTS; PERCEPTIONS
AB A lack of job security and other challenges mark the circumstances of temporary agency workers (TAWs). Yet, data from 511 TAWs of the Indian information technology (IT) industry captured via a structured questionnaire revealed the presence of volition or TAWs holding temporary jobs by choice. The study was conducted in two phases. In phase one, logistic regression was used to differentiate between voluntary and involuntary TAWs. In phase two, multiple regression was used to analyse the influence of volition on work engagement-overall and its individual components (vigour, dedication, and absorption). Logistic regression analysis showed that TAWs who were younger, single, educated in smaller cities and had worked for less than a year with a client were more likely to voluntarily choose temporary work. Further, multiple regression analysis demonstrated that such volition significantly boosts TAWs' work engagement, in line with Self-Determination Theory's perspective on autonomous motivation. The predictive model of categorizing TAWs into voluntary and involuntary groups based on demographic and job characteristics will help client and staffing organizations design customized policies for each group and promote factors enabling voluntary selection of temporary work arrangements.
C1 [Rajthilak, R.; Alok, Swati; Kumar, Navya] BITS Pilani, Dept Econ & Finance, Hyderabad 500078, Telangana, India.
C3 Birla Institute of Technology & Science Pilani (BITS Pilani)
RP Alok, S (corresponding author), BITS Pilani, Dept Econ & Finance, Hyderabad 500078, Telangana, India.
EM swati@hyderabad.bits-pilani.ac.in
OI Kumar, Navya/0000-0002-1576-6629; Alok, Swati/0000-0002-5847-4351; R,
   Rajthilak/0000-0001-9626-1042
NR 54
TC 1
Z9 2
U1 1
U2 1
PU SAGE PUBLICATIONS INDIA  PVT LTD
PI NEW DELHI
PA B-1-I-1 MOHAN CO-OPERATIVE INDUSTRIAL AREA, MATHURA RD, POST BAG NO 7,
   NEW DELHI 110 044, INDIA
SN 2319-7145
EI 2455-2658
J9 FIIB BUS REV
JI FIIB Bus. Rev.
PD SEP
PY 2023
VL 12
IS 3
BP 306
EP 316
DI 10.1177/23197145211051521
PG 11
WC Business; Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA Q6DI5
UT WOS:001058404300008
DA 2024-02-21
ER

PT J
AU Sutton, A
   Taylor, D
AF Sutton, Anna
   Taylor, David
TI Confusion about collusion: working together and academic integrity
SO ASSESSMENT & EVALUATION IN HIGHER EDUCATION
LA English
DT Article
DE academic integrity; collaboration; collusion; plagiarism; group-work
ID PERCEPTIONS; PLAGIARISM; DISHONESTY
AB An increasing emphasis on developing students' transferable skills, such as group working and IT, is creating challenges in ensuring the academic integrity of individually assessed coursework. This study investigated the frequency with which students engaged in a range of study behaviours for individual assignments, with a focus on the extent to which they exchanged information or worked in informal study groups. Over 1000 responses were gathered from students at pre- and post-92 universities engaged in either business or psychology degrees. Four behavioural factors emerged from the data: trust, cooperation, use of IT and conscientious practices. Results indicated that students engage in practices relying on trust and cooperation less often than other practices, implying a concern with avoiding issues of academic misconduct. This was supported by focus group discussions where students described their strategies for working together whilst ensuring the quality and integrity of their own work. Comparisons between academic disciplines revealed that business students were more likely to engage in sharing and group-work behaviours than psychology students, as were students at the post-92 university. Comparisons between years found no significant differences. Recommendations are made for improving student understanding of collusion whilst still encouraging the development of skills important to employability.
C1 [Sutton, Anna; Taylor, David] Manchester Metropolitan Univ, Sch Business, Manchester M13 3GH, Lancs, England.
C3 Manchester Metropolitan University
RP Sutton, A (corresponding author), Manchester Metropolitan Univ, Sch Business, Aytoun St, Manchester M13 3GH, Lancs, England.
EM a.sutton@mmu.ac.uk
RI Sutton, Anna/AAW-6937-2020
OI Sutton, Anna/0000-0001-8997-2460; Taylor, David W/0000-0001-9688-424X
NR 20
TC 29
Z9 33
U1 1
U2 38
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0260-2938
EI 1469-297X
J9 ASSESS EVAL HIGH EDU
JI Assess. Eval. High. Educ.
PY 2011
VL 36
IS 7
BP 831
EP 841
DI 10.1080/02602938.2010.488797
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 880WH
UT WOS:000299438900006
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Nixon, S
AF Nixon, Sarah
TI Corrections: Using Desistance Narratives as a Pedagogical Resource in
   Criminology Teaching
SO JOURNAL OF CRIMINAL JUSTICE EDUCATION
LA English
DT Article; Early Access
DE Criminology teaching; desistance; desistance narratives; criminology
   undergraduates; positionality; ex-practitioner
ID STUDENTS PERCEPTIONS; PRISON RESEARCH
AB Desistance is the study of pathways out of offending and desistance narratives are expressions of 'going straight'. This paper explores the impact of using desistance narratives in criminology teaching. A lecture around desistance was delivered and students at an English University completed a questionnaire (n = 82) to establish perceptions of offenders, the UK criminal justice system and the relationship between desistance and peer work, which is one possible "hook for change." Data was also collected around students' future employability aspirations in the criminal justice system. Key findings suggest that real-life desistance narratives challenged expectations of the criminology syllabus, humanized offenders and proved effective when delivered by an ex-criminal justice practitioner. The session allowed some students to envisage a future self in the criminal justice system. As future practitioners, criminology graduates need to understand desistance theory and application. Desistance is absent from the Quality Assurance benchmark for criminology in the UK
C1 [Nixon, Sarah] Univ Gloucestershire, Sch Nat & Social Sci, Cheltenham, Glos, England.
C3 University of Gloucestershire
RP Nixon, S (corresponding author), Univ Gloucestershire, Sch Nat & Social Sci, Cheltenham, Glos, England.
OI Nixon, Sarah/0000-0003-4522-211X
NR 67
TC 2
Z9 2
U1 0
U2 2
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1051-1253
EI 1745-9117
J9 J CRIM JUSTICE EDUC
JI J. Crim. Justice Educ.
PD 2020 OCT 1
PY 2020
VL 31
IS 4
BP 471
EP 488
DI 10.1080/10511253.2020.1802496
EA AUG 2020
PG 18
WC Criminology & Penology
WE Emerging Sources Citation Index (ESCI)
SC Criminology & Penology
GA OO0BI
UT WOS:000559869200001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Mate, D
   Darabos, E
AF Mate Domician
   Darabos Eva
TI Measuring the Accuracy of Self-assessment Among Undergraduate Students
   in Higher Education to Enhance Competitiveness
SO JOURNAL OF COMPETITIVENESS
LA English
DT Article
DE self-assessment; overestimation; higher education; competitiveness;
   accounting
ID ACCOUNTING EDUCATION
AB This study analyses the educational self-assessment of Hungarian under-graduate business students, focusing primarily on the concept of accuracy as students predict and evaluate their own accountancy performance in traditional and digital (Moodle) examinations. The main purpose of our research is to explore whether high-achieving students are more accurate in their self-assessment when predicting and evaluating their knowledge. Moreover, in our esti-mations, we also examine whether a gender gap in both self-estimation assessment results exists. In the pre- and post-examination predictions, the higher-achieving students seem to predict and evaluate their examination results more accurately than their lower-achieving fel-lows on the Moodle tests. Our conclusions also enable the enhancement of the employability of the coming generation of accountants and the competitiveness of higher education to achieve the desired outcomes. Moreover, higher education staff can identify evidence about which groups of students are in need of supplementary support when studying accountancy in the digital age.
C1 [Mate Domician; Darabos Eva] Univ Debrecen, Accounting & Finance Inst, Econ & Business Fac, Boszormenyi Str 138, Debrecen, Hungary.
C3 University of Debrecen
RP Mate, D (corresponding author), Univ Debrecen, Accounting & Finance Inst, Econ & Business Fac, Boszormenyi Str 138, Debrecen, Hungary.
EM mate.domician@econ.unideb.hu; eva.darabos@econ.unideb.hu
RI López-Goñi, Ignacio/K-2572-2017
OI López-Goñi, Ignacio/0000-0002-3873-8743
NR 21
TC 5
Z9 5
U1 0
U2 12
PU UNIV TOMASE BATI & ZLINE, FAK MANAGEMENTU EKONOMIKY
PI ZLIN
PA NAM T G MASARYKA 5555, ZLIN, 760 01, CZECH REPUBLIC
SN 1804-171X
EI 1804-1728
J9 J COMPETITIVENESS
JI J. Competitiveness
PD JUN
PY 2017
VL 9
IS 2
BP 78
EP 92
DI 10.7441/joc.2017.02.06
PG 15
WC Business; Economics; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA FI2UG
UT WOS:000411799600007
OA gold, Green Submitted
DA 2024-02-21
ER

PT J
AU Pigden, L
   Jegede, F
AF Pigden, Louise
   Jegede, Franc
TI Thematic analysis of the learning experience of joint honours students:
   their perception of teaching quality, value for money and employability
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Joint honours degrees; United Kingdom; higher education; employability;
   value for money; teaching quality
ID HIGHER-EDUCATION; UNIVERSITY; PARTICIPATION
AB The focus of the research was students' perceptions of whether joint honours degrees represented a sound student learning experience and led to good academic and employability outcomes. In this minority mode of study for the United Kingdom, students study two academic subjects, rather than the more usual single subject. The qualitative methodology followed was a thematic analysis of self-administered questionnaire data, collected from joint honours students at four English universities in the United Kingdom. The principal results were that the students experienced difficulties in fitting into the two communities of learning for their respective subjects; in being adequately supported; in disparities in teaching, learning and assessment between their two subjects, and in a high workload. The major conclusion was that although the students perceived their learning experiences to have value by virtue of having studied two subjects, a number of issues stymied their achieving the best learning experience possible.
C1 [Pigden, Louise; Jegede, Franc] Univ Derby, Coll Engn & Technol, Derby, England.
C3 University of Derby
RP Pigden, L (corresponding author), Univ Derby, Coll Engn & Technol, Derby, England.
EM l.pigden@derby.ac.uk
OI Jegede, Francis/0000-0003-3053-3353; Richards, Elisabeth
   Louise/0000-0002-9749-7855
NR 42
TC 4
Z9 5
U1 3
U2 22
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD 2020 AUG 2
PY 2020
VL 45
IS 8
BP 1650
EP 1663
DI 10.1080/03075079.2019.1661985
EA SEP 2019
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA MR6KU
UT WOS:000484973000001
DA 2024-02-21
ER

PT J
AU Cipollone, A
   Corsi, M
   D'Ippoliti, C
AF Cipollone, Angela
   Corsi, Marcella
   D'Ippoliti, Carlo
TI Knowledge and Job Opportunities in a Gender Perspective: Insights from
   Italy
SO PANOECONOMICUS
LA English
DT Article
DE Definition of knowledge; Gender imbalances; Critique of human capital
ID WOMENS EMPLOYMENT
AB The paper proposes an enlargement of the traditional notion of human capital, by conceptualising knowledge in a comprehensive and multidimensional way. In our empirical approach, knowledge encompasses several formal and informal skills, to complement the mainstream view narrowly concerned with education and on-the-job training. Our results for Italy point out that despite much rhetoric about the reduction (or even the reversal) of gender gaps in education, women often lack the main skills and competencies that can profitably be deployed in the labour market. Unsurprisingly, in Italy women's accumulation of labour market experience is mostly hindered by unpaid housework burdens. However, when adopting an extensive definition of knowledge these activities may be regarded as a source of relevant knowledge. Yet, they do not seem to be positively valued by the market, either in terms of employability or in terms of wages, thus calling for a serious rethinking of the role of knowledge in shaping men's and women's economic opportunities.
C1 [Cipollone, Angela] LUISS G Carli, Rome, Italy.
   [Corsi, Marcella; D'Ippoliti, Carlo] Univ Roma La Sapienza, Rome, Italy.
C3 Luiss Guido Carli University; Sapienza University Rome
RP Cipollone, A (corresponding author), LUISS G Carli, Rome, Italy.
EM angelacipollone@hotmail.com; marcella.corsi@uniroma1.it;
   carlo.dippoliti@uniroma1.it
RI D'Ippoliti, Carlo/GWU-7191-2022
OI D'Ippoliti, Carlo/0000-0003-4518-5523
NR 35
TC 1
Z9 1
U1 0
U2 9
PU SAVEZ EKONOMISTA VOJVODINE
PI NOVI SAD
PA ZMAJ JOVINA 26-1, NOVI SAD, 21000, SERBIA
SN 1452-595X
J9 PANOECONOMICUS
JI Panoeconomicus
PY 2011
VL 58
IS 5
SI SI
BP 735
EP 757
DI 10.2298/PAN1105735C
PG 23
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 877OY
UT WOS:000299193000010
OA gold, Green Submitted
DA 2024-02-21
ER

PT J
AU Tsang, HWH
   Corrigan, PW
   Fung, KMT
   Shi, K
   Lam, C
   Larson, J
   Morris, S
   Chung, RCK
AF Tsang, Hector W. H.
   Corrigan, Patrick W.
   Fung, Kelvin M. T.
   Shi, Kan
   Lam, Chow
   Larson, Jon
   Morris, Scott
   Chung, Raymond C. K.
TI Sino-American employer perspective about behavioral-driven health
   conditions: Predictive analyses
SO INTERNATIONAL JOURNAL OF PSYCHIATRY IN CLINICAL PRACTICE
LA English
DT Article
DE Stigma; attitudes; cross-cultural; behavioral-driven health conditions;
   employers
ID MENTAL-ILLNESS; HONG-KONG; STIGMATIZING ATTITUDES; SUPPORTED EMPLOYMENT;
   HIRING PEOPLE; DISABILITY; DISCRIMINATION; DANGEROUSNESS; INDIVIDUALS;
   EMPLOYABILITY
AB Objective. A large-scale quantitative study was conducted by stratified representative samples from Chicago (prototype of the United States; N = 293), Beijing (prototype of urbanized China; N = 302), and Hong Kong (prototype of East-meets-West culture; N = 284) to explore factors that might lead to their stigmatizing attitudes towards hiring individuals with (mental illness, alcohol abuse, drug abuse, and HIV/AIDS) and without (bone cancer) behavioral-driven health conditions. Methods. Consented employers completed the Employer Survey pertaining to their attitudes towards specific health conditions, previous hiring experiences, resources, assets of applicants, and hiring concerns. Results. The findings suggested that employers in Hong Kong and Beijing were more willing to hire individuals with alcohol abuse, whereas employers in Chicago were more willing to hire those with HIV/AIDS or bone cancer. Logistic regression suggested that the type of health conditions, assets of applicants, and perceived level of dangerousness of applicants were significant predictors that contributed to employers' hiring preference. Conclusion. Employers express different hiring preference towards individuals with or without behavioral-driven health conditions. Their hiring preference towards specific type of health conditions is discussed.
C1 [Tsang, Hector W. H.] Hong Kong Polytech Univ, Dept Rehabil Sci, Neuropsychiat Rehabil Lab, Hunghom, Hong Kong, Peoples R China.
   [Corrigan, Patrick W.; Lam, Chow; Larson, Jon; Morris, Scott] IIT, Coll Psychol, Chicago, IL 60616 USA.
   [Shi, Kan] Chinese Acad Sci, Inst Psychol, Beijing 100101, Peoples R China.
C3 Hong Kong Polytechnic University; Illinois Institute of Technology;
   Chinese Academy of Sciences; Institute of Psychology, CAS
RP Tsang, HWH (corresponding author), Hong Kong Polytech Univ, Dept Rehabil Sci, Neuropsychiat Rehabil Lab, Hunghom, Hong Kong, Peoples R China.
EM rshtsang@inet.polyu.edu.hk
OI Tsang, Hector W.H./0000-0003-3003-8598
FU US National Institute of Alcohol Abuse and Alcoholism; National
   Institute of Mental Health; Fogarty International Center [AA-014842-01]
FX This project was made possible through a grant from the US National
   Institute of Alcohol Abuse and Alcoholism, National Institute of Mental
   Health, and Fogarty International Center (AA-014842-01).
NR 31
TC 1
Z9 1
U1 0
U2 15
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 1365-1501
J9 INT J PSYCHIAT CLIN
JI Int. J. Psychiat. Clin.
PD OCT
PY 2012
VL 16
IS 4
BP 284
EP 292
DI 10.3109/13651501.2011.644562
PG 9
WC Psychiatry
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychiatry
GA 008HJ
UT WOS:000308947700006
PM 22217497
DA 2024-02-21
ER

PT J
AU Shao, X
   Yang, YL
   Wang, LZ
AF Shao, Xu
   Yang, Yanlin
   Wang, Lingzhi
TI Digital Divide or Digital Welfare? The Role of the Internet in Shaping
   the Sustainable Employability of Chinese Adults
SO JOURNAL OF GLOBAL INFORMATION MANAGEMENT
LA English
DT Article
DE Digital Economy; Internet; Skill Requirements; Sustainable Employability
AB With the widespread use of the internet, exploring how it will influence the labor market is of great significance. Based on the 2010-2018 China Family Panel Studies dataset, this paper investigates the effect of the internet on sustainable employability among Chinese aged 16-60. The empirical results of the panel double-hurdle model show that the internet can significantly enhance an individual's competitiveness in the labor market. Moreover, the heterogeneity tests show that the middle aged and older adults, freelancers, and those living in disadvantaged regions can benefit more on employability brought about by the internet. The authors define this phenomenon as the information welfare of the internet, which has narrowed the digital gap caused by the uneven development of technology among different social groups. In addition, the positive coefficient associated with internet use is driven by higher skill requirements in specific workplaces. The authors further explored the role workplace computerization has had in this process.
C1 [Shao, Xu; Wang, Lingzhi] Hubei Univ, Business Sch, Wuhan, Peoples R China.
   [Yang, Yanlin] Wuhan Univ, Ctr Econ Dev Res, Wuhan, Peoples R China.
C3 Hubei University; Wuhan University
RP Shao, X (corresponding author), Hubei Univ, Business Sch, Wuhan, Peoples R China.
RI Shao, Xu/ITT-1793-2023; Liu, Jingyi/JWP-6326-2024
FU Humanities and Social Science Foundation; Chinese Ministry of Education
   [19YJC790108]
FX This research was funded by a grant from the Humanities and Social
   Science Foundation provided by the Chinese Ministry of Education (No.
   19YJC790108). For comments and discussions, we thank Beatrice I.J.M.
   Vander Heijden and anonymous reviewers for their constructive
   suggestions.
NR 27
TC 7
Z9 7
U1 19
U2 88
PU IGI GLOBAL
PI HERSHEY
PA 701 E CHOCOLATE AVE, STE 200, HERSHEY, PA 17033-1240 USA
SN 1062-7375
EI 1533-7995
J9 J GLOB INF MANAG
JI J. Glob. Inf. Manag.
PD SEP-OCT
PY 2021
VL 29
IS 5
SI SI
BP 20
EP 36
DI 10.4018/JGIM.20210901.oa2
PG 17
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA SK2SV
UT WOS:000656070600003
OA gold
DA 2024-02-21
ER

PT J
AU Dale, J
   Russell, R
   Harkness, F
   Wilkie, V
   Aiello, M
AF Dale, Jeremy
   Russell, Rachel
   Harkness, Frances
   Wilkie, Veronica
   Aiello, Matthew
TI Extended training to prepare GPs for future workforce needs
SO BRITISH JOURNAL OF GENERAL PRACTICE
LA English
DT Article
DE general practice; portfolio career; qualitative research; service
   integration; urgent care; vocational training
AB Background
   It has been argued that UK general practice specialist training should be extended to better prepare GPs for the challenges facing 21st-century health care. Evidence is needed to inform how this should occur.
   Aim
   To investigate the experience of recently trained GPs undertaking a 1-year full-time fellowship programme designed to provide advanced skills training in urgent care, integrated care, leadership, and academic practice; and its impact on subsequent career development.
   Design and setting
   Semi-structured interviews conducted longitudinally over 2 years augmented by observational data in the West Midlands, England.
   Method
   Participants were interviewed on at least three occasions: twice while undertaking the fellowship, and at least once post-completion. Participants' clinical and academic activities were observed. Data were analysed using a framework approach.
   Results
   Seven GPs participated in the pilot scheme. The fellowship was highly rated and felt to be balanced in terms of the opportunities for skill development, academic advancement, and confidence building. GPs experienced enhanced employability on completing the scheme, and at follow-up were working in a variety of primary care/urgent care interface clinical and leadership roles. Participants believed it was making general practice a more attractive career option for newly qualified doctors.
   Conclusion
   The 1-year fellowship provides a defined framework for training GPs to work in an enhanced manner across organisational interfaces with the skills to support service improvement and integration. It appears to be well suited to preparing GPs for portfolio roles, but its wider applicability and impact on NHS service delivery needs further investigation.
C1 [Dale, Jeremy; Russell, Rachel; Harkness, Frances] Univ Warwick, Warwick Med Sch, Coventry, W Midlands, England.
   [Wilkie, Veronica] Worcester Univ, Primary Care, Worcester, MA USA.
   [Aiello, Matthew] Hlth Educ England, Urgent Acute & EM Workforce Transformat, Birmingham, W Midlands, England.
C3 University of Warwick; Massachusetts System of Public Higher Education;
   Worcester State University
RP Dale, J (corresponding author), Univ Warwick, Warwick Med Sch, Div Hlth Sci, Coventry CV4 7AL, W Midlands, England.
EM jeremy.dale@warwick.ac.uk
OI Dale, Jeremy/0000-0001-9256-3553
FU NHS Health Education England
FX The study was carried out with funding from NHS Health Education
   England.
NR 17
TC 6
Z9 6
U1 0
U2 2
PU ROYAL COLL GENERAL PRACTITIONERS
PI LONDON
PA 14 PRINCES GATE, HYDE PARK, LONDON SW7 1PU, ENGLAND
SN 0960-1643
EI 1478-5242
J9 BRIT J GEN PRACT
JI Br. J. Gen. Pract.
PD SEP
PY 2017
VL 67
IS 662
BP E659
EP E667
DI 10.3399/bjgp17X691853
PG 9
WC Primary Health Care; Medicine, General & Internal
WE Science Citation Index Expanded (SCI-EXPANDED)
SC General & Internal Medicine
GA FI6GI
UT WOS:000412090900009
PM 28716998
OA Green Submitted, Green Accepted, Green Published, Bronze
DA 2024-02-21
ER

PT J
AU Kumar, P
   Nuken, A
   Datta, N
   Vyas, A
AF Kumar, Prerna
   Nuken, Amenla
   Datta, Nitin
   Vyas, Aditi
TI Impact of an Empowerment and Employability Program for Adolescent Girls:
   Evidence From India
SO JOURNAL OF YOUTH DEVELOPMENT
LA English
DT Article
DE adolescent girls; empowerment; employability; self-esteem;
   self-efficacy; gender attitudes; economic self-efficacy; preparation to
   work; family support; impact evaluation
ID SELF-EFFICACY; GENDER
AB Existing research indicates that self-efficacy, aspirations, skills, and an enabling environment are essential for the economic empowerment of adolescent girls. In India, due to deeply rooted patriarchal views and social norms, adolescent girls face a range of social restrictions on their ability to make any decisions about their education or life choices. Plan-It Girls, a multi-level, multi-stakeholder program seeks to build adolescent girls' agency and promote gender equality to support their aspirations. It equips girls with a gender perspective, life skills, and employability skills to help them transition from school to work through a gender-integrated curriculum while also engaging with significant stakeholders to shift gender norms and create an enabling environment for girls to reach their potential. This evaluation employed a quasi-experimental longitudinal cohort design, with the objective of understanding the program's impact on the empowerment and employability of adolescent girls. The findings indicate that self-esteem and self-efficacy can be bolstered, and gender attitudes can be shifted in the short run with such a program. Though there were differences by age and program site, overall, the program was found to be effective in equipping girls with employability skills and preparing them for school-to-work transition. The program was impactful in empowering girls during adolescence when they had early exposure to the program. Adolescence is also when gender attitudes are deepening. As such, the program is considering more intentional focus on this age range in future programming efforts.
C1 [Kumar, Prerna; Nuken, Amenla; Datta, Nitin; Vyas, Aditi] Int Ctr Res Women, New Delhi, India.
RP Kumar, P (corresponding author), Int Ctr Res Women, New Delhi, India.
EM pkumar@icrw.org; bnuken@icrw.org; ndatta@icrw.org; avyas@icrw.org
NR 43
TC 3
Z9 3
U1 1
U2 3
PU UNIV PITTSBURGH, UNIV LIBRARY SYSTEM
PI PITTSBURGH
PA 3960 FORBES AVE, PITTSBURGH, PA 15260 USA
SN 2325-4017
J9 J YOUTH DEV
JI J. Youth Dev.
PY 2021
VL 16
IS 2-3
SI SI
BP 255
EP 277
DI 10.5195/jyd.2021.1048
PG 23
WC Psychology, Developmental
WE Emerging Sources Citation Index (ESCI)
SC Psychology
GA TI5NS
UT WOS:000672850000014
OA gold
DA 2024-02-21
ER

PT J
AU Kim, AM
   Gibbons, JA
   Speed, CJ
   Macaulay, JO
AF Kim, Alice M.
   Gibbons, Jessica A.
   Speed, Caroline J.
   Macaulay, Janet O.
TI Making creativity explicit: A workshop to foster creativity in
   biomedical science education
SO BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION
LA English
DT Article; Early Access
DE active learning; biomedical; creativity; science education; workshop
ID CURRICULUM; CONCEPTIONS; STUDENTS; REDESIGN; IMPACT
AB Previously we identified that biomedical science students commonly misunderstand "creativity," mistaking it for "freedom." In the present study, we describe and evaluate a workshop designed to increase students' awareness of creativity as a highly sought-after employability skill and cognitive process applicable to scientific endeavors. To achieve this, we developed and introduced students to a process called the "Diamond Model," utilizing a case study to contextualize and signpost the creative processes of divergent and convergent thinking. This model was introduced to students in the first workshop of a 12-week undergraduate biochemistry unit (subject) within the Bachelor of Biomedical Science at Monash University, Australia. Students completed pre- and post-workshop surveys to gauge the impact of the workshop on their conceptions of creativity and Bloom's taxonomy of learning. In addition, reflective journals were completed by a small subset of students (n = 9) following the workshop. Following the workshop, over 65% of students indicated that their conception of creativity had changed. Thematic analysis of students' survey responses and reflections indicated that this change in the conception of creativity included broadening their definition of creativity, increased awareness of creativity as a skill and science as a creative process, and that creativity can be applied to different areas of life. Students attributed the signposting of creative elements as a contributing factor to their increased awareness. These results indicate the positive impact the workshop and our novel Diamond model had on student conception of creativity, highlighting the importance of explicit communication and signposting in skill development.
C1 [Kim, Alice M.; Gibbons, Jessica A.; Speed, Caroline J.; Macaulay, Janet O.] Monash Univ, Biomed Discovery Inst, Clayton, Vic, Australia.
   [Gibbons, Jessica A.] Monash Univ, Biomed Discovery Inst, Wellington Rd, Clayton, Vic 3800, Australia.
C3 Monash University; Monash University
RP Gibbons, JA (corresponding author), Monash Univ, Biomed Discovery Inst, Wellington Rd, Clayton, Vic 3800, Australia.
EM jessica.gibbons@monash.edu
OI Kim, Alice/0000-0001-9874-6166; Macaulay, Janet/0000-0002-9212-9578;
   Gibbons, Jessica/0000-0003-4747-322X
NR 39
TC 0
Z9 0
U1 5
U2 5
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1470-8175
EI 1539-3429
J9 BIOCHEM MOL BIOL EDU
JI Biochem. Mol. Biol. Educ.
PD 2023 NOV
PY 2023
VL 51
IS 6
BP 644
EP 652
DI 10.1002/bmb.21776
EA AUG 2023
PG 9
WC Biochemistry & Molecular Biology; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Biochemistry & Molecular Biology; Education & Educational Research
GA Z0NV1
UT WOS:001048522400001
PM 37578184
OA hybrid
DA 2024-02-21
ER

PT J
AU Canales-Ronda, P
   Aragonés-Jericó, C
AF Canales-Ronda, Pedro
   Aragones-Jerico, Cristina
TI Agile methodologies in times of pandemic: acquisition of employment
   skills in higher education
SO EDUCATION AND TRAINING
LA English
DT Article; Early Access
DE Agile methodologies; Motivation; Interactivity; Active learning;
   Engagement; Satisfaction
ID EMPLOYABILITY SKILLS; INTRINSIC MOTIVATION; SELF-DETERMINATION; DESIGN
AB Purpose This research aims to focus on analysing the opinion of university students on the effects that agile methodologies are having on their education during this time of pandemic that is affecting the normal functioning of on-site universities. Specifically, the authors intend to analyse the effect that different constructs have on the development of their skills for labour markets through the application of agile methodologies in blended learning. Thus, the authors will analyse the effects of intrinsic motivation, the interactivity of the system, the involvement of students, their engagement to these activities and their level of satisfaction with this training process. Design/methodology/approach The authors conducted research based on the use of agile methodologies applied to higher education. To this end, various activities were designed within different subjects in marketing area. 115 business students were consulted, who valued their experience and the usefulness of this methodology in relation to the improvement of the learning process. Findings The results of the research show the usefulness of agile methodologies for university students. In addition, these methodologies allow them to develop certain skills that will be important for labour markets, such as teamwork, motivation and engagement to tasks to be developed. Originality/value The main value of this research lies in the application of a methodology from the business environment in higher education and the subsequent analysis of the students' assessment of these agile methodologies in terms of their usefulness for their professional future. Moreover, this application of agile methodologies has been carried out in an unusual environment due to the pandemic situation that has changed the usual development of face-to-face university training towards the application of e-learning methodologies.
C1 [Canales-Ronda, Pedro; Aragones-Jerico, Cristina] Univ Valencia, Dept Comercializac & Invest Mercados, Valencia, Spain.
C3 University of Valencia
RP Canales-Ronda, P (corresponding author), Univ Valencia, Dept Comercializac & Invest Mercados, Valencia, Spain.
EM pedro.canales@uv.es
RI ; Canales-Ronda, Pedro/U-1673-2017
OI ARAGONES-JERICO, CRISTINA/0000-0002-3524-1184; Canales-Ronda,
   Pedro/0000-0002-2219-5967
FU Universitat de Valencia [UVSFPIE_PID20-1353030]
FX Funding: The authors gratefully acknowledge financial support from the
   Universitat de Valencia (UVSFPIE_PID20-1353030).
NR 36
TC 1
Z9 1
U1 6
U2 14
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0040-0912
EI 1758-6127
J9 EDUC TRAIN
JI Educ. Train.
PD 2022 OCT 27
PY 2022
VL 64
IS 6
BP 811
EP 825
DI 10.1108/ET-12-2021-0445
EA OCT 2022
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 5Q9EW
UT WOS:000868504300001
DA 2024-02-21
ER

PT J
AU Lane, M
   Moore, A
   Hooper, L
   Menzies, V
   Cooper, B
   Shaw, N
   Rueckert, C
AF Lane, Murray
   Moore, Alison
   Hooper, Louise
   Menzies, Victoria
   Cooper, Bernadine
   Shaw, Natasha
   Rueckert, Caroline
TI Dimensions of student success: a framework for defining and evaluating
   support for learning in higher education
SO HIGHER EDUCATION RESEARCH & DEVELOPMENT
LA English
DT Article; Early Access
DE Capabilities; evaluation; higher education; student support; support for
   learning
ID SELF-DETERMINATION; EMPLOYABILITY; MINDSETS
AB The capabilities students need for success during and beyond higher education extend far beyond specific discipline skills to include the development of productive mindsets, the management of life circumstances and the way they relate to others and identify with their profession. The provision of support for these capabilities at university can be both diverse in scope and diffuse in delivery. Consequently, the development of streamlined and integrated evaluation strategies to measure the extent to which these capabilities are being successfully delivered can be challenging. This paper describes how one Australian university used a collaborative process to design an evaluation framework for student learning services. The framework, a first for this university, represents the breadth of student support, including a typology of support for learning: connectedness, mindsets, self-management, professional identity and academic capabilities. These terms, coined as dimensions, form the scaffold of university-wide delivery of support for learning initiatives.
C1 [Lane, Murray; Moore, Alison; Hooper, Louise; Menzies, Victoria; Cooper, Bernadine; Shaw, Natasha; Rueckert, Caroline] Queensland Univ Technol, Student Success Grp, Brisbane, Qld, Australia.
C3 Queensland University of Technology (QUT)
RP Lane, M (corresponding author), Queensland Univ Technol, Student Success Grp, Brisbane, Qld, Australia.
EM mc.lane@qut.edu.au
RI Lane, Murray C/J-3259-2012
OI Lane, Murray C/0000-0002-1571-030X; Rueckert,
   Caroline/0000-0003-4366-3624
NR 64
TC 10
Z9 15
U1 4
U2 20
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0729-4360
EI 1469-8366
J9 HIGH EDUC RES DEV
JI High. Educ. Res. Dev.
PD 2019 JUL 29
PY 2019
VL 38
IS 5
BP 954
EP 968
DI 10.1080/07294360.2019.1615418
EA MAY 2019
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA IW6NT
UT WOS:000469702900001
DA 2024-02-21
ER

PT J
AU Geletu, GM
   Adige, AY
AF Geletu, Girma Moti
   Adige, Aklilu Yihun
TI Effectiveness of teaching-learning, research and innovative actions in
   Hawassa University, Ethiopia
SO COGENT EDUCATION
LA English
DT Article
DE Academic and professional capital; innovative action;
   research-based-teaching and learning; research -informed teaching and
   learning
AB The study examined the effectiveness of teaching-learning, research and innovative actions in Hawassa University. The study employed a mixed method research, with concurrent triangulation design. A researcher selected the samples of the study from target population using convenience, purposive, stratified and simple random sampling techniques. Then, a researcher collected data from 421 participants using open-and-closed ended self-constructed questionnaires, unstructured interview and document examination. The data were analyzed using descriptive and inferential statistics. Although exposing students to research contents and process aids understanding of knowledge construction, deep learning, networking and employability, the integration of teaching, learning, research and innovative actions inadequately contributed to technological, administrative, instructional and pedagogical innovations. The conceptualization and contextualization of the nexus between teaching learning, research and innovative actions in higher education institutions are important to promote students' knowledge construction, deep learning and self-confidence. The study recommended that the academic staffs and postgraduates should participate in integration of teaching, learning, research and community services to improve their academic and professional capital. Instructors should use research-informed and research-based teaching and learning strategies while planning, implementing and evaluating instruction. Hawassa University should conduct tracer studies to evaluate graduates employability and improve technological, administrative, instructional and pedagogical innovations.
C1 [Geletu, Girma Moti; Adige, Aklilu Yihun] Hawassa Univ, Coll Educ, Bari, Ethiopia.
   [Geletu, Girma Moti] Hawassa Univ, Coll Educ, 05, Bari, Ethiopia.
C3 Hawassa University; Hawassa University
RP Geletu, GM (corresponding author), Hawassa Univ, Coll Educ, 05, Bari, Ethiopia.
EM girmam2015@gmail.com
OI Geletu, Girma Moti/0000-0002-4962-037X
NR 37
TC 0
Z9 0
U1 5
U2 7
PU TAYLOR & FRANCIS AS
PI OSLO
PA KARL JOHANS GATE 5, NO-0154 OSLO, NORWAY
SN 2331-186X
J9 COGENT EDUC
JI Cogent Educ.
PD DEC 31
PY 2023
VL 10
IS 1
AR 2214222
DI 10.1080/2331186X.2023.2214222
PG 20
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA G6MA2
UT WOS:000990264400001
OA gold
DA 2024-02-21
ER

PT J
AU Thomas, L
AF Thomas, Lorraine
TI The value of the academic award in initial teacher education: key
   stakeholder perceptions of the masters level Postgraduate Certificate in
   Education in two English universities
SO EUROPEAN JOURNAL OF TEACHER EDUCATION
LA English
DT Article
DE Initial teacher education (ITE); initial teacher training (ITT); masters
   level (M level) study; Postgraduate Certificate in Education (PGCE);
   student-teachers; teacher-educators
AB The Postgraduate Certificate in Education (PGCE) has been a successful and popular initial teacher education (ITE) programme since the 1950s, with the masters level PGCE being successfully embedded within universities in England since 2007 and having high levels of student satisfaction. Recent White Papers, policy and reviews have undermined the academic award in ITE, however, favouring school-led initial teacher training and the minimum, essential professional award. Located within the Secondary ITE phase in two English universities, this article presents the value of studying education and the academic award at pre-service level via key stakeholder perceptions from interviews with teacher-educators and student-teachers within a case study. Findings highlight improvements to student-teachers' knowledge and practice; enjoyment in working at a higher academic level; improvements to the ITE programme overall, including student-teacher support and student-teachers' articulation of knowledge and practice; and enhanced opportunities for employability, career advancement and gaining a Master's degree.
C1 [Thomas, Lorraine] Newman Univ, Fac Educ, Birmingham, W Midlands, England.
C3 Newman University Birmingham
RP Thomas, L (corresponding author), Newman Univ, Fac Educ, Birmingham, W Midlands, England.
EM l.thomas@newman.ac.uk
NR 72
TC 0
Z9 0
U1 0
U2 18
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0261-9768
EI 1469-5928
J9 EUR J TEACH EDUC
JI Eur. J. Teach. Educ.
PY 2018
VL 41
IS 2
BP 246
EP 261
DI 10.1080/02619768.2018.1429399
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FV3QC
UT WOS:000424482500009
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Vázquez-Rodríguez, A
   García-Alvarez, J
   Moledo, ML
AF Vazquez-Rodriguez, Ana
   Garcia-Alvarez, Jesus
   Moledo, Mar Lorenzo
TI What to do in front of the risk of a "lost generation"? Youth and
   employment in an era of uncertainty
SO ESTUDIOS SOBRE EDUCACION
LA English
DT Article
DE Employability; Youth; Crisis; Labour mar-ket
ID EMPLOYABILITY; CAREER; UNEMPLOYMENT; MANAGEMENT; MODEL
AB The difficult socioeconomic scenario that is predicted in the wake of the health crisis is already a reality for young people. In this context, the aim of the study is to analyse the dimensions that determine the youth employability in order to identify the pil-lars of action that, with a political, socio-labour and educational character, should contribute to improve their professional and personal development. For that purpose, qualitative methodology has been followed, focusing on the review of reports, strategies and sci-entific research on youth employment from the Great Recession to the COVID-19 crisis (2008-2022). Three axes of intervention have been differentiated: (1) pro-tection and promotion of employment, (2) improve-ment of employability and (3) transversal measures. The results point the need to make progress from pub-lic policies in the second and areas, since they make possible the promotion of effective labour transitions.
C1 [Vazquez-Rodriguez, Ana; Garcia-Alvarez, Jesus; Moledo, Mar Lorenzo] Univ Santiago De Compostela, Fac Ciencias Educ, Dept Pedag & Didact, Campus Vida,Rua Xose Maria Suarez Nunez S-N, Santiago De Compostela 15782, Spain.
C3 Universidade de Santiago de Compostela
RP Vázquez-Rodríguez, A (corresponding author), Univ Santiago De Compostela, Fac Ciencias Educ, Dept Pedag & Didact, Campus Vida,Rua Xose Maria Suarez Nunez S-N, Santiago De Compostela 15782, Spain.
EM ana.vazquez@usc.es; jesus.garcia.alvarez@usc.es; mdelmar.lorenzo@usc.es
OI Vazquez-Rodriguez, Ana/0000-0002-5968-9549
NR 65
TC 1
Z9 1
U1 1
U2 4
PU UNIV NAVARRA, SERVICIO PUBLICACIONES
PI PAMPLONA
PA CAMPUS UNIV, CARRETERA DEL SADAR S-N, APARTADO 177, 31080 PAMPLONA,
   SPAIN
SN 1578-7001
EI 2386-6292
J9 ESTUD SOBRE EDUC
JI Estud. Sobre Educ.
PD FEB
PY 2023
IS 44
BP 81
EP 108
DI 10.15581/004.44.004
PG 28
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 9X5JR
UT WOS:000949806600004
OA Green Submitted, gold, Green Published
DA 2024-02-21
ER

PT J
AU Roodhouse, S
AF Roodhouse, Simon
TI Universities and the Creative Industries
SO JOURNAL OF ARTS MANAGEMENT LAW AND SOCIETY
LA English
DT Article
DE universities; vocationalism; creative industries; cultural quarters
AB Higher education institutions (HEIs) in the United Kingdom are in an era of change with an increasing focus on employer engagement. This article explores the employability issues and then specifically considers the creative industries. It focuses on the spaces and resources of cultural quarters (CQs) as an example of a specific domain in which HEN engage to realize the potential of their nonscientific creative knowledge. The author argues that employer engagement is not new; therefore, supporting creative practitioners in universities and the creative industries through vehicles such as CQs is a natural extension of an old mission.
C1 [Roodhouse, Simon] Univ Technol Sydney, Sydney, NSW 2007, Australia.
   [Roodhouse, Simon] Univ Arts, London, England.
   [Roodhouse, Simon] Queensland Univ Technol, CIRAC, Brisbane, Qld 4001, Australia.
C3 University of Technology Sydney; University of Arts London; Queensland
   University of Technology (QUT)
RP Roodhouse, S (corresponding author), Middlesex Univ, Inst Work Based Learning, London N17 8HR, England.
NR 29
TC 15
Z9 16
U1 0
U2 10
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1063-2921
EI 1930-7799
J9 J ART MANAG LAW SOC
JI J. Arts Manage. Law Soc.
PD FAL
PY 2009
VL 39
IS 3
BP 187
EP 199
DI 10.1080/10632920903218554
PG 13
WC Humanities, Multidisciplinary
WE Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Arts & Humanities - Other Topics
GA 513AL
UT WOS:000271294000003
DA 2024-02-21
ER

PT J
AU Kahangamage, U
   Leung, RCK
AF Kahangamage, Udaya
   Leung, Randolph C. K.
TI Remodelling an engineering design subject to enhance students' learning
   outcomes
SO INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
LA English
DT Article
DE Engineering design; Active learning; Scaffolded knowledge integration;
   Workplace skill development
ID EMPLOYABILITY; FRAMEWORK
AB This paper presents details of remodelling of an engineering design subject to enhance students' learning outcome. The subject is offered for second year mechanical engineering undergraduates in the first semester of the academic year. The basic objective of the subject is to introduce the engineering design practice and to build up the essential skills to carry out open-ended engineering design projects systematically. Before remodelling, the subject had been taught and assessed mainly with the use of techniques normally used for knowledge building subjects. Students were given only limited opportunities to actively engage with the content, peers and the facilitator in-class. Considering the reserved nature of Hong Kong students, the subject was remodelled by incorporating carefully selected active learning methods. The scaffolded knowledge integration framework for instructional design is extensively used for this subject remodelling exercise. The remodelled subject was delivered and the learning outcome achievements were assessed using pre and post survey questionnaires, focus group discussion and individual student's performance records. The assessment results indicate that the new approach of subject delivery and assessment methods are more effective in achieving intended learning outcomes and well accepted by the students.
C1 [Kahangamage, Udaya] Hong Kong Polytech Univ, Sch Profess Educ & Execut Dev SPEED, Kowloon, Hong Kong, Peoples R China.
   [Leung, Randolph C. K.] Hong Kong Polytech Univ, Dept Mech Engn, Kowloon, Hong Kong, Peoples R China.
C3 Hong Kong Polytechnic University; Hong Kong Polytechnic University
RP Kahangamage, U (corresponding author), Hong Kong Polytech Univ, Sch Profess Educ & Execut Dev SPEED, Kowloon, Hong Kong, Peoples R China.
EM upkahan@speed-polyu.edu.hk; randolph.leung@polyu.edu.hk
RI Leung, Randolph C. K./E-6479-2012; Kahangamage, Udaya/R-9085-2019
OI Leung, Randolph C. K./0000-0002-4316-2590; Kahangamage,
   Udaya/0000-0001-9009-5151
FU Teaching Development Grants of The Hong Kong Polytechnic University
   [LTG16-19/SS/ME]; Departmental Teaching and Learning Research Fund of
   Department of Mechanical Engineering, The Hong Kong Polytechnic
   University [4-43-XX-88CG]
FX The authors gratefully acknowledge the funding support given by the
   Teaching Development Grants of The Hong Kong Polytechnic University
   under grant no. LTG16-19/SS/ME and Departmental Teaching and Learning
   Research Fund of Department of Mechanical Engineering, The Hong Kong
   Polytechnic University under grant no. 4-43-XX-88CG.
NR 24
TC 0
Z9 0
U1 0
U2 15
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0957-7572
EI 1573-1804
J9 INT J TECHNOL DES ED
JI Int. J. Technol. Des. Educ.
PD SEP
PY 2020
VL 30
IS 4
BP 799
EP 814
DI 10.1007/s10798-019-09519-3
PG 16
WC Education & Educational Research; Education, Scientific Disciplines;
   Engineering, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Engineering
GA NJ0YR
UT WOS:000565770200008
DA 2024-02-21
ER

PT J
AU Ataç, LO
   Dirik, D
   Tetik, HT
AF Atac, Lale Oral
   Dirik, Deniz
   Tetik, Hilmiye Turesin
TI Predicting career adaptability through self-esteem and social support: A
   research on young adults
SO INTERNATIONAL JOURNAL FOR EDUCATIONAL AND VOCATIONAL GUIDANCE
LA English
DT Article
DE Career adaptability; Self-esteem; Social support
ID ADAPT-ABILITIES SCALE; FORM PSYCHOMETRIC PROPERTIES; WORK TRANSITION;
   MODEL; EMPLOYABILITY; CONSTRUCTION; VALIDATION; IDENTITY
AB The purpose of this study is to investigate the relationship between career adaptability and self-esteem, and analyze the moderating role of social support in this relationship on a sample of 313 young adults. The results of the study confirm that career adaptability is significantly predicted by self-esteem. Moreover, findings suggest that (1) self-esteem enhances career adaptability, (2) perceived social support positively predicts career adaptability, and (3) perceived social support plays a moderating role in the relationship between perceptions of self-esteem and career adaptability sub-scales. Self-esteem and social support positively predict young adults' career adaptability above and beyond the effects of demographics.
C1 [Atac, Lale Oral; Dirik, Deniz; Tetik, Hilmiye Turesin] Manisa Celal Bayar Univ, Dept Management & Org, Manisa, Turkey.
C3 Celal Bayar University
RP Ataç, LO (corresponding author), Manisa Celal Bayar Univ, Dept Management & Org, Manisa, Turkey.
EM laleoral.cbu@gmail.com
RI Dirik, Deniz/AAA-5713-2022
OI Dirik, Deniz/0000-0002-7652-5079
NR 43
TC 19
Z9 29
U1 4
U2 60
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0251-2513
EI 1573-1782
J9 INT J EDUC VOCAT GUI
JI Int. J. Educ. Vocat. Guid.
PD MAR
PY 2018
VL 18
IS 1
BP 45
EP 61
DI 10.1007/s10775-017-9346-1
PG 17
WC Education & Educational Research; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA FW7VS
UT WOS:000425535600003
DA 2024-02-21
ER

PT J
AU Fryer, T
AF Fryer, Tom
TI Conceptualising Graduate Outcomes with Critical Realism
SO HIGHER EDUCATION POLICY
LA English
DT Article; Early Access
DE Graduate outcomes; Higher education; Higher education policy; Critical
   realism; Philosophy; Learning outcomes
ID HIGHER-EDUCATION; EMPLOYABILITY
AB Graduate outcomes are becoming increasingly prominent within higher education (HE) policy, driven by national governments keen to demonstrate 'value for money'. The majority of HE policy in this area uses narrow economic metrics, such as employment status and salary, often derived from national surveys of graduates. This paper uses critical realist philosophy to develop a set of foundational concepts (graduate functionings, graduate capabilities and graduate outcomes) that illuminate the key characteristics and mistakes of this HE policy. It is shown that the narrow economic metrics used in policy are graduate functionings not graduate outcomes-they describe how graduates function in the world, rather than how HE influences these functionings. Using graduate functionings to assess the quality and value of HE is an ontological mistake. This judges HE institutions by what graduates do, which may or may not be influenced by HE, rather than considering what HE institutions actually contribute and change. This means that HE policy risks producing inaccurate and misleading conclusions. The paper concludes by recommending how policy could adopt these foundational concepts to better assess the quality and value of HE, offering more appropriate accounts of how HE impacts graduates.
C1 [Fryer, Tom] Univ Manchester, Manchester, Lancs, England.
C3 University of Manchester
RP Fryer, T (corresponding author), Univ Manchester, Manchester, Lancs, England.
EM tom.fryer@manchester.ac.uk
OI Fryer, Tom/0000-0003-0694-3504
NR 30
TC 2
Z9 3
U1 2
U2 11
PU PALGRAVE MACMILLAN LTD
PI BASINGSTOKE
PA BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND
SN 0952-8733
EI 1740-3863
J9 HIGH EDUC POLICY
JI High Educ. Policy
PD 2022 SEP
PY 2022
VL 35
IS 3
SI SI
BP 772
EP 787
DI 10.1057/s41307-021-00232-2
EA APR 2021
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 4I4NF
UT WOS:000637450300001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Sobnath, D
   Kaduk, T
   Rehman, IU
   Isiaq, O
AF Sobnath, Drishty
   Kaduk, Tobiasz
   Rehman, Ikram Ur
   Isiaq, Olufemi
TI Feature Selection for UK Disabled Students' Engagement Post Higher
   Education: A Machine Learning Approach for a Predictive Employment Model
SO IEEE ACCESS
LA English
DT Article
DE Disability; feature selection; job predictors; machine learning;
   MALSEND; predictive model; special educational needs
ID TRENDS
AB While only 4.2 million people out of a population of 7.9 million disabled people are working, a considerable contribution is still required from universities and industries to increase employability among the disabled, in particular, by providing adequate career guidance post higher education. This study aims to identify the potential predictive features, which will improve the chances of engaging disabled school leavers in employment about 6 months after graduation. MALSEND is an analytical platform that consists of information about UK Destinations Leavers from Higher Education (DLHE) survey results from 2012 to 2017. The dataset of 270,934 student records with a known disability provides anonymised information about students' age range, year of study, disability type, results of the first degree, among others. Using both qualitative and quantitative approaches, characteristics of disabled candidates during and after school years were investigated to identify their engagement patterns. This article builds on constructing and selecting subsets of features useful to build a good predictor regarding the engagement of disabled students 6 months after graduation using the big data approach with machine learning principles. Features such as age, institution, disability type, among others were found to be essential predictors of the proposed employment model. A pilot was developed, which shows that the Decision Tree Classifier and Logistic Regression models provided the best results for predicting the Standard Occupation Classification (SOC) of a disabled school leaver in the UK with an accuracy of 96%.
C1 [Sobnath, Drishty] Solent Univ, Dept Res Innovat & Enterprise, Southampton SO14 0YN, Hants, England.
   [Kaduk, Tobiasz; Isiaq, Olufemi] Solent Univ, Sch Comp, Southampton SO14 0YN, Hants, England.
   [Rehman, Ikram Ur] Univ West London, Sch Comp & Engn, London W5 5RF, England.
C3 University of West London
RP Sobnath, D (corresponding author), Solent Univ, Dept Res Innovat & Enterprise, Southampton SO14 0YN, Hants, England.
EM drishty.sobnath@solent.ac.uk
OI Sobnath, Dr Drishty/0000-0001-7799-2149; Rehman, Ikram
   Ur/0000-0003-0115-9024
FU Research, Innovation, and Enterprise Department; School of Computing,
   Solent University
FX This work was supported by the Research, Innovation, and Enterprise
   Department and the School of Computing, Solent University.
NR 33
TC 13
Z9 13
U1 3
U2 20
PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
PI PISCATAWAY
PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA
SN 2169-3536
J9 IEEE ACCESS
JI IEEE Access
PY 2020
VL 8
BP 159530
EP 159541
DI 10.1109/ACCESS.2020.3018663
PG 12
WC Computer Science, Information Systems; Engineering, Electrical &
   Electronic; Telecommunications
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science; Engineering; Telecommunications
GA NP4BP
UT WOS:000570122700001
OA Green Accepted, Green Submitted, gold
DA 2024-02-21
ER

PT J
AU Miller, CT
AF Miller, Chad T.
TI Classroom Trade Show: An Alternative to Traditional Classroom
   Presentations in an Undergraduate Plant Identification Course
SO HORTTECHNOLOGY
LA English
DT Article
DE &nbsp; assessment; communication skills; creativity; employability
   skills; scholarship of teaching and learning
ID CREATIVITY; PERFORMANCE
AB Students enrolled in a landscape plant identification course were assigned a plant project at the beginning of the semester that comprised a written portion and a presentation portion. During the Spring 2014 semester, an electronic slide presentation portion was replaced by a "trade show" display presentation format. The modification was implemented to provide a more meaningful and applicable learning experience because trade shows are important events in the horticulture industry. Using this format, students were required to present or sell their plant genus by constructing an informative display, similar to that used for a tradeshow. Groups of students presented on different days. Students who were not presenting or selling were the "customers," and they perused the trade show to learn about the various genera. A postactivity assessment survey was administered to gain insight into the student learning experience. The activity was evaluated during five spring semesters. Students responded that they were more comfortable with the trade show style of presentation than with a traditional presentation style, with a Likert scale rating of 1.5 (1-5). When asked to rate their ability to be creative with this activity, students agreed (Likert scale rating of 4.2) that the trade show activity allowed them to be creative. Eighty-nine percent of the students liked the activity. When asked to rate the activity compared with a more traditional speech in front of the class, students gave it a rating of 1.4, which is between excellent and above average. During the five semesters, nearly all students (97%) recommended that the trade show activity should be implemented again in future classes. The trade show format was well-received by students and can assist with the professional skills development of students.
C1 [Miller, Chad T.] Kansas State Univ, 1712 Claflin Rd, Manhattan, KS 66506 USA.
C3 Kansas State University
RP Miller, CT (corresponding author), Kansas State Univ, 1712 Claflin Rd, Manhattan, KS 66506 USA.
EM ctmiller@ksu.edu
NR 33
TC 0
Z9 0
U1 3
U2 3
PU AMER SOC HORTICULTURAL SCIENCE
PI ALEXANDRIA
PA 113 S WEST ST, STE 200, ALEXANDRIA, VA 22314-2851 USA
SN 1063-0198
EI 1943-7714
J9 HORTTECHNOLOGY
JI HortTechnology
PD FEB
PY 2023
VL 33
IS 1
BP 111
EP 117
DI 10.21273/HORTTECH05148-22
PG 7
WC Horticulture
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Agriculture
GA 8O9IK
UT WOS:000926144300001
OA gold
DA 2024-02-21
ER

PT J
AU Vekeman, E
   Devos, G
   Valcke, M
   Rosseel, Y
AF Vekeman, Eva
   Devos, Geert
   Valcke, Martin
   Rosseel, Yves
TI Do teachers leave the profession or move to another school when they
   don't fit?
SO EDUCATIONAL REVIEW
LA English
DT Article
DE Turnover intention; person-organisation fit; job satisfaction; perceived
   employability
ID PERSON-ORGANIZATION FIT; JOB-SATISFACTION; TURNOVER INTENTIONS; CULTURE;
   MODEL; COMMITMENT; RETENTION; EFFICACY; BURNOUT; PEOPLE
AB Teacher turnover is an international issue of continuing concern in education. While different antecedents of teachers' turnover intention have been identified, teachers' fit within the school (i.e. person-organisation [P-O] fit) in the context of turnover intention is still an emerging field of research. Building on the unfolding model of voluntary turnover, this study investigates the moderating role of teachers' perceived employability on teachers' P-O fit-job satisfaction-turnover intention relationship. Using survey data from 997 teachers across 74 schools, we conducted moderated mediation analysis. The analysis revealed different results for the hypothesised relationships depending on the specific dimension of turnover (i.e. intention to leave the profession or intention to move to another school). While P-O fit is directly related to the intention to move to another school, no evidence was found for a direct relation between P-O fit and the intention to leave the profession. Moreover, the results showed that the relation between P-O fit and the intention to leave/intention to move is mediated by job satisfaction. Yet, only for intention to leave, a small but significant moderating effect of perceived employability was found. These findings provide insight into the psychological processes of teachers wanting to leave the teaching profession or move to another school. Limitations, suggestions for further research and implications are also discussed in this article.
C1 [Vekeman, Eva; Devos, Geert; Valcke, Martin] Univ Ghent, Fac Psychol & Educ Sci, Dept Educ Studies, Ghent, Belgium.
   [Rosseel, Yves] Univ Ghent, Fac Psychol & Educ Sci, Dept Data Anal, Ghent, Belgium.
C3 Ghent University; Ghent University
RP Vekeman, E (corresponding author), Univ Ghent, Fac Psychol & Educ Sci, Dept Educ Studies, Ghent, Belgium.
EM Eva.Vekeman@UGent.be
RI Valcke, Martin/H-6693-2012; Valcke, Martin/N-1311-2019
OI Valcke, Martin/0000-0001-9544-4197; Valcke, Martin/0000-0001-9544-4197;
   Rosseel, Yves/0000-0002-4129-4477; Vekeman, Eva/0000-0001-9989-1939;
   Devos, Geert/0000-0003-1506-3621
NR 74
TC 16
Z9 25
U1 4
U2 31
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0013-1911
EI 1465-3397
J9 EDUC REV
JI Educ. Rev.
PY 2017
VL 69
IS 4
BP 411
EP 434
DI 10.1080/00131911.2016.1228610
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EV9AW
UT WOS:000402077900002
DA 2024-02-21
ER

PT J
AU Christianson, L
AF Christianson, Laura
TI Improving functional outcomes in college and university students with
   schizophrenia in the Western world
SO JOURNAL OF AMERICAN COLLEGE HEALTH
LA English
DT Article
DE Schizophrenia; early intervention; functional outcomes
ID RANDOMIZED CONTROLLED-TRIAL; 1ST-EPISODE PSYCHOSIS; 1ST EPISODE;
   INTERVENTION; INDIVIDUALS; RECOVERY; ILLNESS; CARE; PROGRESSION;
   COMMUNITY
AB Retrospective research from patients with schizophrenia suggests that remission becomes increasingly less likely the longer psychosis goes untreated. Yet symptoms of schizophrenia are insidious and disease evolution varies between patients, requiring an ongoing diagnostic process. One way of justifying early treatment is by focusing on functionality rather than symptomatology. Most patients are diagnosed with schizophrenia between the ages of 17 and 25-when many young adults are undergraduates or pursuing post-graduate education. The extent to which schools partner with mental health services has implications for the short-term success of students' recovery and their future employability. Translating study findings on schizophrenia to the college setting remains an important area of investigation.
C1 [Christianson, Laura] Univ Chicago, Pritzker Sch Med, 5540 S Woodlawn Ave, Chicago, IL 60637 USA.
C3 University of Chicago
RP Christianson, L (corresponding author), Univ Chicago, Pritzker Sch Med, 5540 S Woodlawn Ave, Chicago, IL 60637 USA.
EM Laura.Christianson@uchospitals.edu
NR 52
TC 1
Z9 1
U1 0
U2 3
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0744-8481
EI 1940-3208
J9 J AM COLL HEALTH
JI J. Am. Coll. Health
PY 2018
VL 66
IS 1
BP 61
EP 68
DI 10.1080/07448481.2017.1360306
PG 8
WC Education & Educational Research; Public, Environmental & Occupational
   Health
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Public, Environmental & Occupational
   Health
GA GE2YC
UT WOS:000431079600008
PM 28777705
DA 2024-02-21
ER

PT J
AU Chan, CKY
   Tsi, LHY
   Yeung, NCJ
AF Chan, Cecilia Ka Yuk
   Tsi, Louisa H. Y.
   Yeung, Nai Chi Jonathan
TI An adapted 3P (precursor-process-product) framework for the development
   of holistic competencies - "Approach to develop" in out of classroom
   learning
SO STUDIES IN EDUCATIONAL EVALUATION
LA English
DT Article; Early Access
DE Holistic competencies; Approach to develop; Out -of -classroom settings;
   Soft skills; Employability skills
ID STUDENTS PERCEPTIONS; PERSONALITY; PREDICTORS; OUTCOMES
AB The development of students' holistic competencies is a key imperative of higher education. This study formulated and tested a conceptual framework that models (a) the acquisition of holistic competencies as the outcomes of students' approach to develop the competencies in out-of-classroom contexts and (b) the approach as in turn affected by the characteristics and perceptions of the learners. The term "approach to develop" is coined for the development of competencies in out-of-classroom settings as distinguished from the approach to learn in academic contexts. Self-report measures were developed for the framework's variables, and the data collected from 207 participants on the measures allowed the framework to be tested as a structural model. The model was supported by good data fit, and the results suggested that students' approach to develop is a critical outcome determinant, quantifiable as an overall engagement level and is affected by learners' characters and perceptions of the environments.
C1 [Chan, Cecilia Ka Yuk; Tsi, Louisa H. Y.] Univ Hong Kong, Ctr Enhancement Teaching & Learning CETL, Room CPD-1-81,Centennial Campus, Hong Kong, Peoples R China.
   [Yeung, Nai Chi Jonathan] Univ Hong Kong, Dept Psychol, Hong Kong, Peoples R China.
C3 University of Hong Kong; University of Hong Kong
RP Chan, CKY (corresponding author), Univ Hong Kong, Ctr Enhancement Teaching & Learning CETL, Room CPD-1-81,Centennial Campus, Hong Kong, Peoples R China.
EM Cecilia.Chan@cetl.hku.hk; loui062@hku.hk; jncy@hku.hk
FU General Research Fund of the Hong Kong Research Grants Council
   [17602122, 17200720]
FX Funding This work was supported by the General Research Fund of the Hong
   Kong Research Grants Council, project reference numbers 17602122 and
   17200720.
NR 40
TC 1
Z9 1
U1 2
U2 6
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0191-491X
J9 STUD EDUC EVAL
JI Stud. Educ. Eval.
PD 2022 DEC
PY 2022
VL 75
AR 101205
DI 10.1016/j.stueduc.2022.101205
EA AUG 2022
PG 9
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 4P0DK
UT WOS:000855062800002
DA 2024-02-21
ER

PT J
AU Yorke, M
   Knight, P
AF Yorke, Mantz
   Knight, Peter
TI Evidence-informed pedagogy and the enhancement of student employability
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
AB Claims are frequently made that practice should be based on evidence. However, the nature of what should count as 'evidence' depends on purpose and context. In the case of curriculum development, decisions may rest on local and provisional evidence. This article takes an area of contemporary political interest-enhancing student employability-and illustrates the point with two examples of the use of survey methods for pedagogical purposes.
C1 Open Univ, Inst Educ Technol, Milton Keynes MK7 6AA, Bucks, England.
   Univ Lancaster, Lancaster LA1 4YW, England.
C3 Open University - UK; Lancaster University
RP Knight, P (corresponding author), Open Univ, Inst Educ Technol, Milton Keynes MK7 6AA, Bucks, England.
EM peter.knight@open.ac.uk
NR 32
TC 65
Z9 80
U1 2
U2 34
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PD APR
PY 2007
VL 12
IS 2
BP 157
EP 170
DI 10.1080/13562510701191877
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 163JA
UT WOS:000246154700001
DA 2024-02-21
ER

PT J
AU Jackson, D
AF Jackson, Denise
TI Accounting and Finance Graduate Employment Outcomes: Underemployment,
   Self-employment and Managing Diversity
SO AUSTRALIAN ACCOUNTING REVIEW
LA English
DT Article
ID LABOR-MARKET; HIGHER-EDUCATION; OVER-EDUCATION; WORK; EMPLOYABILITY;
   MANAGEMENT; ETHNICITY; GENDER
AB The employment landscape for new graduates is increasingly challenging due to rapid changes in automation and globalisation, coupled with softening labour markets arising from economic uncertainty. For accounting and finance, there is the added complexity of a shift away from traditional core responsibilities and evidence of marginalisation among certain groups within the professions. The study used national data (N= 40 141) to examine the employment outcomes of accounting and finance graduates in Australia. Findings indicate weak full-time, short-term employment outcomes among graduates with little variation in recent years. High levels of casual working were evidenced and the proportion of self-employed was relatively low in comparison with the broader workforce and was dominated by male and older graduates. Of those working, 45% were not in graduate-level employment. There were variations in patterns of employment and underemployment by individual characteristics. The study informs stakeholders of prevalent employment trends and determinants of postgraduation outcomes in accounting and finance graduates, in addition to insights into how these professions are progressing in managing diversity. Implications for stakeholders in relation to improving graduate employment outcomes, as well managing diversity, are discussed.
C1 [Jackson, Denise] Edith Cowan Univ, Joondalup, WA, Australia.
C3 Edith Cowan University
RP Jackson, D (corresponding author), Edith Cowan Univ, Sch Business & Law, Ctr Work & Org Performance, 270 Joondalup Dr, Joondalup, WA 6027, Australia.
EM d.jackson@ecu.edu.au
OI Jackson, Denise/0000-0002-7821-3394
NR 90
TC 6
Z9 6
U1 1
U2 16
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1035-6908
EI 1835-2561
J9 AUST ACCOUNT REV
JI Aust. Account. Rev.
PD SEP
PY 2020
VL 30
IS 3
BP 193
EP 205
DI 10.1111/auar.12256
PG 13
WC Business, Finance
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA NL5PK
UT WOS:000567467300004
DA 2024-02-21
ER

PT J
AU Atitsogbe, KA
   Hansenne, M
   Pari, P
   Rossier, J
AF Atitsogbe, Kokou A.
   Hansenne, Michel
   Pari, Paboussoum
   Rossier, Jerome
TI Normal Personality, the Dark Triad, Proactive Attitude and Perceived
   Employability: A Cross-Cultural Study in Belgium, Switzerland and Togo
SO PSYCHOLOGICA BELGICA
LA English
DT Article
DE personality traits; ZKA-PQ; dark triad; self-perceived employability;
   proactive attitude; cross-cultural psychology
ID OF-FIT INDEXES; CAREER INDECISION; WORK; SCALE; MACHIAVELLIANISM;
   METAANALYSIS; VALIDATION; BEHAVIOR; TRAITS; MODEL
AB The current research examined the link between both normal and malevolent personality, proactive attitude, and self-perceived employability across some highly investigated (Belgium, Switzerland) and under-investigated populations of sub-Saharan Africa (e.g., Togo), considering proactive attitude as a potential mediator and self-perceived employability as an outcome. Conducting such a study in contexts which present notable differences in political organization and linguistic diversity, might contribute to enriching the literature on the relationships between personality and self-perceived employability. A sample of 968 participants aged 18 to 85 including 335 Belgians (50% women), 279 Swiss (58.1% women) and 354 Togolese (43.5% women) completed a French version of the Zuckerman-Kuhlman-Aluja Personality Questionnaire (ZKA-PQ/SF), Short Dark Triad (SD3), Proactive Attitude Scale (PAS), and Perceived Employability Scale (PES). All four instruments exhibited metric invariance but did not systematically show scalar invariance across the three countries. ZKA-PQ/SF's activity and neuroticism and SD3's narcissism dimensions predicted perceived employability, and these relations were fully or partially mediated by proactive attitude in all cultural contexts. Moreover, perceived employability was predicted by aggressiveness and psychopathy in the Swiss sample and by sensation seeking in both the Swiss and the Belgian samples. Finally, proactive attitude fully mediated between sensation seeking and employability in Belgium and partially between psychopathy and employability in Switzerland. This study illustrates that the link between personality and employability may be mediated by proactive attitude and that these links may be quite robust across cultures.
C1 [Atitsogbe, Kokou A.; Rossier, Jerome] Univ Lausanne, Inst Psychol, CePCO, Lausanne, Switzerland.
   [Hansenne, Michel] Univ Liege, Dept Psychol, PsyNCog Res Unit, Liege, Belgium.
   [Pari, Paboussoum] Univ Lome, Dept Appl Psychol, Lome, Togo.
   [Rossier, Jerome] Univ Lausanne, NCCR LIVES, Lausanne, Switzerland.
C3 University of Lausanne; University of Liege; University of Lome;
   University of Lausanne
RP Atitsogbe, KA; Rossier, J (corresponding author), Univ Lausanne, Inst Psychol, CePCO, Lausanne, Switzerland.; Rossier, J (corresponding author), Univ Lausanne, NCCR LIVES, Lausanne, Switzerland.
EM kokouamenyona.atitsogbe@unil.ch; Jerome.Rossier@unil.ch
RI Rossier, Jérôme/A-3494-2009; Atitsogbe, Kokou A./ABH-2766-2021;
   Hansenne, Michel/D-2138-2015
OI Rossier, Jérôme/0000-0002-9924-3672; Atitsogbe, Kokou
   A./0000-0003-3469-1738; Hansenne, Michel/0000-0002-3478-4953
FU Swiss Government Excellence Ph.D. Scholarship [2015.0639/Togo/OP]; Swiss
   National Science Foundation (SNF); Swiss Agency for Development and
   Cooperation [IZO8ZO_177295]; National Centre of Competence in
   Research-LIVES [51NF40-160590]; SNF [100014_156540]; Swiss National
   Science Foundation (SNF) [100014_156540] Funding Source: Swiss National
   Science Foundation (SNF)
FX The contribution of Kokou A. Atitsogbe was supported by the Swiss
   Government Excellence Ph.D. Scholarship no. 2015.0639/Togo/OP. The
   contribution of Jerome Rossier was made partly within the Research for
   Development (r4d) program financed by the Swiss National Science
   Foundation (SNF) and the Swiss Agency for Development and Cooperation
   (grant no. IZO8ZO_177295), the National Centre of Competence in
   Research-LIVES (grant no. 51NF40-160590), and the project about normal
   and dysfunctional personality characteristics supported by the SNF
   (grant no. 100014_156540).
NR 45
TC 7
Z9 7
U1 2
U2 18
PU UBIQUITY PRESS LTD
PI LONDON
PA 2N, 6 OSBORNE ST, LONDON, E1 6TD, ENGLAND
SN 0033-2879
J9 PSYCHOL BELG
JI Psychol. Belg.
PY 2020
VL 60
IS 1
BP 217
EP 235
DI 10.5334/pb.520
PG 19
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA MO3QY
UT WOS:000551446000001
PM 32742708
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Karasová, K
   Baláz, V
   Polacková, Z
AF Karasova, Katarina
   Balaz, Vladimir
   Polackova, Zuzana
TI Efficiency of the Active Labour Market Policies: Evidence from the
   Slovak Republic
SO EKONOMICKY CASOPIS
LA English
DT Article
DE active labour market policies; demographic transition; employability
AB This paper analyses the performance of active labour market policies (ALMP) in Slovakia. We found limited evidence of the economic efficiency of the ALMP in Slovakia. We quantify the relative importance of the ALMP compared to other factors for the employability of job seekers. ALMP performance relates to a host of external factors, such as business cycles, the number of local job vacancies, discrimination towards some ethnic minorities, and levels of regional development. Furthermore, we quantify policy effectiveness of the most important ALMP instruments. The concluding part of the paper points towards the importance of the ongoing demographic transition for revamping the current structure of ALMP.
C1 [Karasova, Katarina; Balaz, Vladimir; Polackova, Zuzana] Slovak Acad Sci, Inst Forecasting CSPS, Sancova 56, Bratislava 81364 1, Slovakia.
C3 Slovak Academy of Sciences
RP Karasová, K (corresponding author), Slovak Acad Sci, Inst Forecasting CSPS, Sancova 56, Bratislava 81364 1, Slovakia.
EM katka.karasova@centrum.sk; vbalaz@yahoo.com; polackova.zuza@gmail.com
RI Polačková, Zuzana/W-9094-2019; Baláž, Vladimír/R-9416-2016
OI Polačková, Zuzana/0000-0002-7281-2302; Baláž,
   Vladimír/0000-0002-8132-3789
FU APVV [APVV-14-0324]; VEGA [2/0002/18]
FX This research was supported by the APVV grant No. APVV-14-0324 and VEGA
   grant No. 2/0002/18.
NR 27
TC 4
Z9 4
U1 0
U2 8
PU INST ECONOMICS RESEARCH SAS & INST FORECASTING CSPS SAS
PI BRATISLAVA
PA SANCOVA 56, BRATISLAVA, SLOVAKIA
SN 0013-3035
J9 EKON CAS
JI Ekon. Cas.
PY 2019
VL 67
IS 1
BP 11
EP 32
PG 22
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA HK3CU
UT WOS:000457791100002
DA 2024-02-21
ER

PT J
AU Davis, KM
AF Davis, Katrinell M.
TI An End to Job Mobility on the Sales Floor: The Impact of Department
   Store Cost Cutting on African-American Women, 1970-2000
SO FEMINIST ECONOMICS
LA English
DT Article
DE Occupational mobility; low-skilled work; race and gender; J60; J81
ID BLACK-WOMEN; HEADING HOUSEHOLDS; RELATIVE WAGES; EMPLOYMENT; WORK;
   EARNINGS; GAINS; RACE; PARTICIPATION; OPPORTUNITIES
AB Much of the literature regarding the employability of African-American women focuses on how demographic factors like single parenthood, limited social capital, and low levels of education diminish their employment options. This study engages this literature by exploring the role that institutional factors, including state action and cost-cutting strategies in the workplace, play in shaping the structure of job opportunities available to high school-educated African-American women. Focusing on department store workers in the San Francisco Bay area, this case study highlights how shifts, including the increasing contingency of employment between 1970 and 2000, have constrained African-American women's experience and progress in this low-skilled workplace.
C1 Univ Vermont UVM, Burlington, VT USA.
RP Davis, KM (corresponding author), Univ Vermont UVM, Burlington, VT USA.
NR 73
TC 3
Z9 6
U1 1
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1354-5701
J9 FEM ECON
JI Fem. Econ.
PD JAN 1
PY 2013
VL 19
IS 1
BP 54
EP 75
DI 10.1080/13545701.2012.736027
PG 22
WC Economics; Women's Studies
WE Social Science Citation Index (SSCI)
SC Business & Economics; Women's Studies
GA 190GJ
UT WOS:000322327100003
DA 2024-02-21
ER

PT J
AU Allan, K
AF Allan, Kori
TI Volunteering as hope labour: the potential value of unpaid work
   experience for the un- and under-employed
SO CULTURE THEORY AND CRITIQUE
LA English
DT Article
ID CULTURAL INDUSTRIES; INTERNSHIPS
AB This paper examines how voluntary labour is being reconfigured in precarious labour markets. I argue that like an internship, volunteering is increasingly construed as a form of 'hope labour', premised on the logic of investment. Hope labour promises that exposure and experience will possibly lead to employment in the future. In workshops for job seekers, experts reproduce a neoliberal logic through which the self is imagined as a portfolio or a bundle of skills that indexes one's employability. These workshops present simple correlations between investments in one's portfolio and enhanced employability, which tend to unravel in practice. The un- and under-employed, particularly immigrants, face difficulties accessing volunteer opportunities that develop appropriate skills and networks. They also struggle to present volunteer work as valuable 'work experience' in resumes and Linkedln profiles. These difficulties reveal the ways in which hope labour is structured by and reproduces social inequalities. Although volunteer positions do not necessarily lead to paid work, unpaid work is simultaneously about filling one's resume and chasing opportunity - prominent forms of neoliberal risk management in contingent and competitive labour markets. This labour creates potential affective and economic value, not only for individuals, but also for non-profit organisations and the state.
C1 [Allan, Kori] York Univ, Dept Sociol, Glendon Coll, Toronto, ON, Canada.
C3 York University - Canada
RP Allan, K (corresponding author), York Univ, Dept Sociol, Glendon Coll, Toronto, ON, Canada.
EM kori.l.allan@jyu.fi
FU Social Sciences and Humanities Research Council of Canada
FX This research was funded by the Social Sciences and Humanities Research
   Council of Canada.
NR 47
TC 35
Z9 36
U1 2
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1473-5784
EI 1473-5776
J9 CULT THEORY CRIT
JI Cult. Theory Crit.
PY 2019
VL 60
IS 1
SI SI
BP 66
EP 83
DI 10.1080/14735784.2018.1548300
PG 18
WC Humanities, Multidisciplinary
WE Emerging Sources Citation Index (ESCI)
SC Arts & Humanities - Other Topics
GA IA8WY
UT WOS:000469840500006
DA 2024-02-21
ER

PT J
AU Armitage-Chan, E
   Maddison, J
AF Armitage-Chan, Elizabeth
   Maddison, Jill
TI The influences of curriculum area and student background on mindset to
   learning in the veterinary curriculum: a pilot study
SO VETERINARY MEDICINE AND SCIENCE
LA English
DT Article
DE critical thinking; mindset; professional studies; resilience; student
   engagement
ID MEDICAL-EDUCATION; PROFESSIONALISM
AB A student's mindset influences their achievement and response to challenge, with a 'fixed mindset' encouraging disengagement from challenging tasks and avoidance of learning and feedback opportunities. These behaviours resemble those reported for professional and non-clinical curriculum areas, which are important for employability and resilience in veterinary practice. Students with a 'growth mindset' to learning are more persistent when faced with challenges and actively seek more demanding tasks. They also demonstrate higher levels of psychological well-being. The objectives of this study were to explore whether variation in veterinary students' mindset to learning exists across different curriculum areas, and to identify whether students' backgrounds influence their learning mindset. The mindsets of veterinary students at a UK veterinary school were measured using an adapted version of the Implicit Theories of Intelligence Scale. The survey was constructed to compare mindset in clinical reasoning, professional reasoning (incorporating ethics and critical thinking), communication skills and reflection. More students demonstrated a growth mindset to communication skills (59%), reflection (84%) and clinical reasoning (83%) than to professional reasoning (34%). There were more students with a fixed mindset to professional reasoning (10%) than in other areas (0-5%). Students' background (international or non-traditional university access) did not appear to influence mindset to learning. Disengagement from professional studies curricula may be a consequence of students lacking a growth mindset in professional reasoning. Curriculum interventions that encourage engagement and the development of a growth mindset to learning non-clinical competences may be beneficial.
C1 [Armitage-Chan, Elizabeth; Maddison, Jill] Royal Vet Coll, Dept Clin Sci & Serv, Hawkshead Lane, Hatfield AL9 7TA, Herts, England.
C3 University of London; University of London Royal Veterinary College
RP Armitage-Chan, E (corresponding author), Royal Vet Coll, Dept Clin Sci & Serv, Hawkshead Lane, Hatfield AL9 7TA, Herts, England.
EM echan@rvc.ac.uk
OI Armitage-Chan, Elizabeth/0000-0001-9632-4955
NR 45
TC 4
Z9 6
U1 1
U2 15
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN, NJ 07030 USA
EI 2053-1095
J9 VET MED SCI
JI Vet. Med. Sci.
PD AUG
PY 2019
VL 5
IS 3
BP 470
EP 482
DI 10.1002/vms3.174
PG 13
WC Veterinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Veterinary Sciences
GA IN7XA
UT WOS:000478893900020
PM 31070006
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Arko-Achemfuor, A
AF Arko-Achemfuor, Akwai
TI Revisiting Entrepreneurship Training for Adults: Basic Education
   Curriculum for Employability
SO ANTHROPOLOGIST
LA English
DT Article
DE Adult Education; SMMES; Entrepreneurship; Quality; Development
AB The Adult Basic Education Department at University of South Africa offers courses that equip adults with knowledge and skills for self-employment hence the inclusion of entrepreneurship in its programmes. Unfortunately the entrepreneurship modules have been taken off the programmes after the restructuring of the courses. The objective of this paper is to find out how programmes can be redesigned in entrepreneurship to teach adults self-employment skills. The qualitative method was used to interview the Chair of Department, 20 former and current students and 3 academics for their views on the reintroduction of entrepreneurship. and small business development into the basic education courses at UNISA. The study found out that course participants and former students would like to see the reintroduction of small business courses in the adult education curriculum. It is recommended that entrepreneurship modules be introduced in all the undergraduate programmes.
C1 Univ S Africa, Dept Adult Educ & Youth Dev, ZA-0001 Pretoria, South Africa.
C3 University of South Africa
RP Arko-Achemfuor, A (corresponding author), Univ S Africa, Dept Adult Educ & Youth Dev, ZA-0001 Pretoria, South Africa.
EM aachea@unisa.ca.za
NR 26
TC 2
Z9 2
U1 2
U2 24
PU KAMLA-RAJ ENTERPRISES
PI GURGAON
PA B2-GROUND FLR, SOUTH CITY II, GURGAON, HARYANA 122 018, INDIA
SN 0972-0073
J9 ANTHROPOLOGIST
JI Anthropologist
PD MAR
PY 2014
VL 17
IS 2
BP 433
EP 440
PG 8
WC Anthropology; Multidisciplinary Sciences; Social Sciences,
   Interdisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Anthropology; Science & Technology - Other Topics; Social Sciences -
   Other Topics
GA AM7AA
UT WOS:000340015900015
DA 2024-02-21
ER

PT J
AU Schneider, S
AF Schneider, Sebastian
TI The attractiveness of Indian Polytechnics graduates-An analysis from the
   (demand-side) perspective of companies and colleges
SO INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT
LA English
DT Article; Early Access
ID VOCATIONAL-EDUCATION
AB The paper examines the attractiveness of graduates from Indian Polytechnics (PTs). The attractiveness is examined from the perspective of actors who have a demand for the graduates, namely companies and engineering colleges. To understand the reasons for their assessment of attractiveness, this study uses the concept of institutional logics (ILs) to unveil the inherent reasons behind the stakeholders' perception of attractiveness. To understand the stakeholders' ILs, interviews were undertaken in nine companies and 10 colleges in Mumbai and Delhi. The findings make clear that the companies' and colleges' assessments of the attractiveness of PT graduates are very different, reflecting their own ILs. Companies assess the attractiveness as limited due to the lack of employability of PT graduates. In contrast, colleges view graduates far more positively, as the weaknesses described by companies have less of an impact on them.
C1 [Schneider, Sebastian] Univ Cologne, Chair Econ & Business Educ, Cologne, Germany.
   [Schneider, Sebastian] Univ Cologne, Chair Econ & Business Educ, Herbert-Lewin-Str 2, D-50931 Cologne, Germany.
C3 University of Cologne; University of Cologne
RP Schneider, S (corresponding author), Univ Cologne, Chair Econ & Business Educ, Herbert-Lewin-Str 2, D-50931 Cologne, Germany.
EM sschne31@uni-koeln.de
NR 51
TC 0
Z9 0
U1 0
U2 0
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1360-3736
EI 1468-2419
J9 INT J TRAIN DEV
JI Int. J. Train. Dev.
PD 2023 JUN
PY 2023
VL 27
IS 2
BP 172
EP 190
DI 10.1111/ijtd.12294
EA DEC 2022
PG 19
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA E9TJ1
UT WOS:000896791600001
OA hybrid
DA 2024-02-21
ER

PT J
AU Alós, R
   Esteban, F
   Jódar, P
   Miguélez, F
AF Alos, Ramon
   Esteban, Fernando
   Jodar, Pere
   Miguelez, Fausto
TI Effects of prison work programmes on the employability of ex-prisoners
SO EUROPEAN JOURNAL OF CRIMINOLOGY
LA English
DT Article
DE Desistance; employability; jail; prison work; prisoners; Spain
ID LIFE-COURSE; EMPLOYMENT; EDUCATION; EARNINGS; TIME
AB This paper presents the results of a study that links information from the prison system with information from the Spanish Social Security System in order to study the employability of former inmates of prisons in Catalonia, Spain. Few studies of this type have been carried out in the world and this is the first in Spain. The results show that 43.6 percent of ex-prisoners find a job after serving their sentence, but their integration in the labour market tends to be fragile, confirming that it is a very vulnerable group. It was also found that prison work has a favourable effect on employability and that vocational training has a lesser or no effect.
C1 [Alos, Ramon; Miguelez, Fausto] Autonomous Univ Barcelona, E-08193 Barcelona, Spain.
   [Esteban, Fernando] Univ Valencia, Valencia 46021, Spain.
   [Jodar, Pere] Univ Pompeu Fabra, Barcelona, Spain.
C3 Autonomous University of Barcelona; University of Valencia; Pompeu Fabra
   University
RP Esteban, F (corresponding author), Univ Valencia, 4b Tarongers Ave, Valencia 46021, Spain.
EM fernando.esteban@uv.es
OI Alos, Ramon/0000-0002-7225-2093
NR 29
TC 14
Z9 21
U1 5
U2 91
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1477-3708
EI 1741-2609
J9 EUR J CRIMINOL
JI Eur. J. Criminol.
PD JAN
PY 2015
VL 12
IS 1
BP 35
EP 50
DI 10.1177/1477370814538776
PG 16
WC Criminology & Penology
WE Social Science Citation Index (SSCI)
SC Criminology & Penology
GA AW9LE
UT WOS:000346577900003
OA Green Published, Green Submitted
DA 2024-02-21
ER

PT J
AU van Engelenhoven, AM
   Geiger, JL
   Ünal, AB
   Spinder, RN
   van der Zande, ISE
AF van Engelenhoven, Annelieke Michelle
   Geiger, Josefine L.
   Unal, A. Berfu
   Spinder, Rowan-Niels
   van der Zande, Indira S. E.
TI Student perceptions of Living Lab research internships in the COVID-19
   pandemic - a Dutch case study
SO EDUCATION AND TRAINING
LA English
DT Article
DE Research internship; Living Lab; Student experience; COVID-19;
   Transdisciplinarity
ID HIGHER-EDUCATION
AB PurposeTo effectively generate solutions to today's complex challenges, cooperation between governments, industry, civil society and academia is essential. To adequately prepare students for collaboration across academic and non-academic disciplines and stakeholders, Living Labs (LLs), unique research internships have emerged in the educational systems, which are focused on generating insights for society while embedding student learning in both practice and academia. To legitimise the LLs as a method of education in the academic curriculum, it is necessary to evaluate the experience of and potential benefits for students with regard to the development of their academic, professional and personal skills. Hence, this paper aims to investigate the outcomes of participating in LLs from the student's perspective via a case study at the University of Groningen in the Netherlands. A secondary aim is to evaluate the influence of the COVID-19 pandemic on the learning experience of the students.Design/methodology/approachThe authors employed self-reported pre-and post-questionnaires into students' confidence levels with regard to their academic, professional and personal skills. A total of 35 questionnaires were conducted during the period February 2020-July 2021. The authors subsequently applied evaluation research, using a benchmarking approach, to analyse the data.FindingsThis study firstly indicates that students are most confident in their personal skills, both before and after conducting the LL, and that they further developed these due to being pushed outside of their growth zone by the various challenges posed during the LL, including the COVID-19 pandemic. Secondly, while students seem to have become more aware of their professional skills in the LL, this was the aspect on which no improvement was reported after conducting the LL, potentially due to an increased awareness of one's own room for improving professional skills outside of academia. Thirdly, students' reported academic skills improved the most during the LL, which highlights the importance of embedding academic learning both in theory and practice. Lastly, the impact of COVID-19 changed the setting of the LL which led to challenges but also opportunities with respect to research design, time investment and communication.Practical implicationsAs LLs seem to contribute to transversal and academic skill development of students, we can legitimise their increasingly common place in higher education curricula. LLs are not only beneficial for stakeholders and society as they generate new insights into societal questions, they are also of added value to students who actively collaborate with the external organisations and researchers. The LLs can thus be seen as a method of education which contributes to students' preparation for future careers, which is one of the main tasks of higher education institutions. Due to the COVID-19 pandemic the LLs were conducted online, which resulted in disadvantages and advantages. Future LLs can be anticipated on more hybrid or even further online collaborations, which also opens the possibility of collaboration with international organisations located at different parts of the world. In this case, extra attention will need to be devoted to aligning expectations among the different stakeholders and specifically focussing on ways to ensure good communication.
   Originality/valueThis case-study is one of the first studies that specifically looks at the newly emerging concept of LL research internships and the perception of the student while conducting LLs with societal partners. Previous literature on the topic is scarce and, if existing, has mainly focused on the benefit of the partner organisation or society. Instead, we purposefully reflect on how the collaboration contributes towards students' professional development and employability. By doing so, this paper is one of the first to shed light on the benefits accrued to students' development by participating in an LL. In addition, as the case study, unexpectedly, took place at the height of the COVID-19 pandemic, we were also able to evaluate the influence of COVID-19 on the LLs and draw insightful lessons learned for future collaborations with local and international partners in an online setting.
C1 [van Engelenhoven, Annelieke Michelle; Geiger, Josefine L.; Unal, A. Berfu; Spinder, Rowan-Niels; van der Zande, Indira S. E.] Univ Groningen, Campus Fryslan, Groningen, Netherlands.
C3 University of Groningen
RP Geiger, JL (corresponding author), Univ Groningen, Campus Fryslan, Groningen, Netherlands.
EM j.l.geiger@rug.nl
FU The authors would like to thank all our respondents for their
   contribution to our research study.
FX The authors would like to thank all our respondents for their
   contribution to our research study.
NR 49
TC 0
Z9 0
U1 4
U2 4
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 0040-0912
EI 1758-6127
J9 EDUC TRAIN
JI Educ. Train.
PD SEP 8
PY 2023
VL 65
IS 10
BP 65
EP 80
DI 10.1108/ET-06-2022-0236
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA R0GO5
UT WOS:001061211200001
OA hybrid
DA 2024-02-21
ER

PT J
AU Jiménez-Muñoz, A
AF Jimenez-Munoz, Antonio
TI Beyond language: a multimodal analysis of success in non-native
   Business-English pitches
SO IBERICA
LA English
DT Article
DE Business English; multimodality; evidence-based assessment;
   presentations; non-verbal communication
ID ENTREPRENEURSHIP EDUCATION; PERSPECTIVE; STUDENTS; PRESENTATIONS;
   ATTITUDES
AB Most universities now target graduate employability as an indicator of their educational self-efficacy. Undergraduate English-for-Specific-Purposes syllabi also include a number of market-wise soft skills such as presenting and negotiating as learner outcomes. However, ESP assessment remains language-bound. This study follows a quantification approach of the impact of multimodal factors in 140 recorded business pitches and 376 written investor reports. It provides statistical evidence of the impact of non-verbal elements on pitch success, revealing in turn an implicit conflation of non-verbal aspects and soft skills in academic assessment. Further analysis on the start-up valuation (a result of funds raised and equity released, in real-life terms) and their success factors (as justified in investor reports) makes it possible to infer that non-verbal elements are more directly related to pitch success than verbal aspects. A qualitative-quantitative analysis of investor reports confirms the minimal presence of linguistic elements as reasons for investment, and the primary focus on paralinguistic features to explain business decisions, which is the exact opposite to the reasons why ESP raters assign grades. In view of both these findings, it seems empirically evident that the theoretical problem posed by assessment discrepancy is indeed present: target soft-skills cannot be readily measured through grades and, conversely, grades do not necessarily reflect the acquisition of these skills. As a potential remedy, the need for a multimodal rubric-based improved method for assessment is put forward, so as to better align assessment and module targets expectations.
C1 [Jimenez-Munoz, Antonio] Univ Oviedo, Dept English German & French Philol, Oviedo, Spain.
C3 University of Oviedo
RP Jiménez-Muñoz, A (corresponding author), Univ Oviedo, Dept English German & French Philol, Oviedo, Spain.
EM jimenezantonio@uniovi.es
RI Jimenez-Munoz, Antonio J/B-3810-2013; ARSLAN, Okan/AAA-3232-2020
OI Jimenez-Munoz, Antonio J/0000-0001-6375-2611; 
NR 49
TC 5
Z9 5
U1 0
U2 19
PU AELFE
PI CASTELLO
PA UNIV JAUME I, FAC CIENCIES HUMANAS & SOCIALS, DEPT ESTUDIS ANGLESOS,
   CAMPUS RIU SEC, S-N, CASTELLO, 12071, SPAIN
SN 1139-7241
EI 2340-2784
J9 IBERICA
JI Iberica
PD SPR
PY 2019
IS 37
BP 65
EP 86
PG 22
WC Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Linguistics
GA HX7OA
UT WOS:000467593700004
DA 2024-02-21
ER

PT J
AU Bradley, A
   Quigley, M
AF Bradley, Alex
   Quigley, Martyn
TI Governments harnessing the power of data to get 'value for money': a
   simulation study of England's Office for Students B3 Proceed Metric
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Employability; OfS; B3 regulations; proceed metric; graduate outcomes
ID INTERVAL ESTIMATION; HIGHER-EDUCATION
AB The mass participation in higher education has led to greater spending by governments and students which has increased the focus on graduate outcomes. In England, the Office for Students (OfS) is planning to take regulatory action, using the Proceed metric, against universities and their courses which do not have 60% of students with positive outcomes within 15 months of graduation. This study uses simulations to explore how effectively the Proceed metric can (a) identify the true population level of positive outcomes, (b) explore the precision of those estimates, and (c) accurately classify courses below the 60% threshold. The simulation varied: level of positive outcomes within the population (20-90%), sample size (40-1000), and the percentage of the population sampled (30-90%). The bias (difference between sample and population estimate), coverage probability (proportion of true population estimates within the intervals), and precision of confidence intervals (average range of confidence intervals) were calculated. Three main findings were (a) the Proceed metric is accurate in terms of bias and coverage probability, (b) the estimates lack precision, especially with small sample sizes, and (c) the imprecision will impact the Proceed metric ability to correctly classify courses below the 60% threshold. Governments seeking to collect graduate survey data and use it to regulate universities should make every effort to maximise sample size and should resist the temptation to regulate at a micro-level (i.e. courses) since classification will likely be inaccurate, especially for those just below the threshold.
C1 [Bradley, Alex] Univ Portsmouth, Sch Educ & Sociol, Portsmouth PO1 2HY, England.
   [Quigley, Martyn] Swansea Univ, Sch Psychol, Swansea, Wales.
C3 University of Portsmouth; Swansea University
RP Bradley, A (corresponding author), Univ Portsmouth, Sch Educ & Sociol, Portsmouth PO1 2HY, England.
EM alexander.bradley@port.ac.uk
RI Bradley, Alexander/AAA-5498-2020
OI Bradley, Alexander/0000-0003-4304-7653; Quigley,
   Martyn/0000-0003-4342-1369
NR 39
TC 1
Z9 1
U1 0
U2 2
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD 2023 AUG 3
PY 2023
VL 48
IS 8
BP 1289
EP 1302
DI 10.1080/03075079.2023.2196292
EA APR 2023
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA L6AS3
UT WOS:000963088800001
OA hybrid
DA 2024-02-21
ER

PT J
AU Ingram, N
   Gamsu, S
AF Ingram, Nicola
   Gamsu, Sol
TI Talking the Talk of Social Mobility: The Political Performance of a
   Misguided Agenda
SO SOCIOLOGICAL RESEARCH ONLINE
LA English
DT Article; Early Access
DE corporate social responsibility; graduate employability; higher
   education; social mobility commission; social mobility
ID BRITAIN
AB Since 2010, the language of social mobility has been increasingly utilised by UK politicians from across the political spectrum to denote a commitment to 'fair access' to opportunity in both education and the professions. Within this policy discourse, the default understanding of inequality is premised on a narrow notion of access to elite education and employment positions, where a deeper understanding of the politics of social reproduction and inequality, or any meaningful emphasis on redistribution, is absent. The social mobility agenda is axiomatically an equality of opportunity agenda where the focus is on 'levelling up' those who are considered to be falling behind. Its focus on opportunity to the detriment of outcome thus rules out considerations of structural solutions to inequalities. In this article, we unpack the discourses of social mobility that are prevalent in recent UK government papers and political talk, with a specific focus on the Social Mobility Commission (SMC) in order to consider how these shape policy approaches to education and labour market participation. We argue that the presiding 'race to the top' mentality undermines the very equality that the social mobility agenda claims to be seeking to achieve, and in doing so we implicate the SMC in purveying contradictory understandings of mobility that compound and conceal existing inequalities. Through a focus on graduate employment, we problematise the role of higher education in the promotion of social mobility. We consider the role of employers participating in the Social Mobility Employer Index and expose the contradictions between the performance of social mobility and the reality of corporate practices that entrench social inequalities. Our work underscores the need for a new political conversation about social mobility and a redirection of attendant education and employment policy to focus on dismantling rather than reinforcing social hierarchies.
C1 [Ingram, Nicola] Manchester Metropolitan Univ, Manchester, Lancs, England.
   [Gamsu, Sol] Univ Durham, Dept Sociol, Sociol, Durham, England.
C3 Manchester Metropolitan University; Durham University
RP Gamsu, S (corresponding author), Univ Durham, Dept Sociol, 32 Old Elvet, Durham DH1 3JA, England.
EM sol.j.gamsu@durham.ac.uk
OI Ingram, Nicola/0000-0001-7774-7549; Gamsu, Sol/0000-0001-8642-096X
NR 54
TC 10
Z9 10
U1 0
U2 10
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1360-7804
J9 SOCIOL RES ONLINE
JI Sociol. Res. Online
PD 2022 MAR
PY 2022
VL 27
IS 1
BP 189
EP 206
AR 13607804211055493
DI 10.1177/13607804211055493
EA JAN 2022
PG 18
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA ZV6OF
UT WOS:000752695200001
OA Green Accepted, Green Published
DA 2024-02-21
ER

PT J
AU Iqbal, F
   Gaffar, F
   Singh, H
AF Iqbal, Fatima
   Gaffar, Fatema
   Singh, Harprit
TI The use of near-peer tutors to improve level of learning & confidence in
   areas of human physiology
SO JOURNAL OF BIOLOGICAL EDUCATION
LA English
DT Article; Early Access
DE Near-peer tutors; engagement; learning; human physiology
ID CONTROLLED-TRIAL; PERCEPTIONS; SKILLS; EDUCATION; TEACHERS; ANATOMY
AB This study investigates the impact near-peer tutors (NPTs) have on the learning experience of students enrolled on the biomedical and medical science programmes at De Montfort University, UK. Using a questionnaire, tutees were able to comment on their confidence level on certain academic taught topics in human physiology before and after attending near-peer tutored sessions. Statistical analysis showed a significant increase in the level of confidence observed by the tutees after attending the sessions (before vs after, p < 0.05). Tutees enjoyed the level of interaction and active learning with huge praise towards the NPTs. Qualitative data were also captured on the experience and skills gained by NTPs. The near-peer tutors highlighted the importance of these sessions in enhancing their knowledge and gaining valuable employability skills for the workplace. In conclusion, supporting lecturers with additional student-led sessions improved confidence levels and understanding of topics in human physiology among tutees. Having similar NPTs sessions across programmes can prove to be beneficial to student engagement & learning in higher education.
C1 [Iqbal, Fatima; Gaffar, Fatema; Singh, Harprit] De Montfort Univ, Leicester Sch Allied Hlth Sci, Fac Hlth & Life Sci, Leicester, Leics, England.
C3 De Montfort University
RP Singh, H (corresponding author), De Montfort Univ, Leicester Sch Allied Hlth Sci, Fac Hlth & Life Sci, Leicester, Leics, England.
EM Harprit.Singh@dmu.ac.uk
OI Singh, Harprit/0000-0003-2337-3523
FU  [10493]
FX We are grateful to DMU Frontrunner Internship (Ref: 10493) in funding
   the near-peer tutors.
NR 25
TC 2
Z9 2
U1 0
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0021-9266
EI 2157-6009
J9 J BIOL EDUC
JI J. Biol. Educ.
PD 2022 JAN 1
PY 2022
VL 56
IS 1
BP 85
EP 94
DI 10.1080/00219266.2020.1756898
EA APR 2020
PG 10
WC Biology; Education & Educational Research; Education, Scientific
   Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Life Sciences & Biomedicine - Other Topics; Education & Educational
   Research
GA 0H0IQ
UT WOS:000531955200001
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Alpek, L
   Tésits, R
AF Alpek, Levente
   Tesits, Robert
TI Measuring Regional Differences in Employability in Hungary
SO APPLIED SPATIAL ANALYSIS AND POLICY
LA English
DT Article
DE Employability; Labor market; Qualification; Economic activity; Hungary
ID COMPETITIVENESS
AB The core of this study is to implement a statistical tool for measuring employability and identify its main functional factors using a theoretical model based on literary experience. The E-index explores the main elements of the Hungarian spatial structure and evaluates the territorial differentiation factors. The quantification of employability, beyond the complex indicator, is based on three more subdivisions: the quality of the economic and social environment and their relationship, the balance of supply and demand. The settlement types were identified by cluster analysis, the spatial "hot spots" and "cold spots" were localized using Getis-Ord's G* statistics. The analysis revealed that the spatial structure of employability, though similar in some respects to the pattern outlined by the unemployment rate, shows significant differences from several points. The difference can be clearly seen in both macro and microstructures. In a microstructural view, if the labor market situation is more favorable than employability, it is often resulted by the spatial proximity of a city with prominent economic indicators. Typically, the more accessible a job center, the more it is able to generate higher employment than what could be deduced from the level of employability. At the same time, high employability and potentially exploitable workforce is conceivable even in unfavorable labor market areas.
C1 [Alpek, Levente; Tesits, Robert] Univ Pecs, Inst Geog & Earth Sci, Ifjusag U 6, H-7624 Pecs, Hungary.
C3 University of Pecs
RP Tésits, R (corresponding author), Univ Pecs, Inst Geog & Earth Sci, Ifjusag U 6, H-7624 Pecs, Hungary.
EM alpeklevente@gmail.com; tesits.robert@gmail.com
RI B. Levente, Alpek/JLM-0488-2023
OI B. Levente, Alpek/0000-0001-9637-3693
FU University of Pecs (PTE)
FX Open access funding provided by University of Pecs (PTE).
NR 32
TC 2
Z9 2
U1 0
U2 15
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1874-463X
EI 1874-4621
J9 APPL SPAT ANAL POLIC
JI Appl. Spat. Anal. Policy
PD JUN
PY 2020
VL 13
IS 2
BP 329
EP 347
DI 10.1007/s12061-019-09306-6
PG 19
WC Environmental Studies; Geography; Regional & Urban Planning
WE Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Geography; Public Administration
GA LN6EZ
UT WOS:000533029500003
OA hybrid
DA 2024-02-21
ER

PT J
AU Sudnik, P
AF Sudnik, Paul
TI Picking up the pieces: themes in Macedonian midcareer transitions
SO INTERNATIONAL JOURNAL FOR EDUCATIONAL AND VOCATIONAL GUIDANCE
LA English
DT Article
DE Macedonia; Post-socialist; Midcareer; Transition
ID CAREER-DEVELOPMENT; ENTREPRENEURSHIP; BOUNDARIES; MODEL
AB Addressing midcareer transition in post-socialist Macedonia, this work sought to provide practical help to participants through a range of techniques. Four themes are identified as important options for transitioners. Enthusiasm for "entrepreneurship" is tempered by a lack of funds and "portfolio careers" are also viewed with caution. "Employment in a small firm" provides participants with cause for optimism, although the link between lifelong learning and "employability" is not clear to them. Career support for Macedonians experiencing midcareer transition is valued.
C1 Hsch Munchen, D-81243 Munich, Germany.
RP Sudnik, P (corresponding author), Hsch Munchen, Stadtpk 20, D-81243 Munich, Germany.
EM paul.sudnik@hm.edu
NR 69
TC 2
Z9 2
U1 0
U2 13
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0251-2513
EI 1573-1782
J9 INT J EDUC VOCAT GUI
JI Int. J. Educ. Vocat. Guid.
PD JUL
PY 2012
VL 12
IS 2
BP 123
EP 139
DI 10.1007/s10775-011-9214-3
PG 17
WC Education & Educational Research; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA 979DF
UT WOS:000306794400004
DA 2024-02-21
ER

PT J
AU Branicki, L
   Kalfa, S
   Pullen, A
   Brammer, S
AF Branicki, Layla
   Kalfa, Senia
   Pullen, Alison
   Brammer, Stephen
TI Corporate Responses to Intimate Partner Violence
SO JOURNAL OF BUSINESS ETHICS
LA English
DT Article; Early Access
DE Business ethics; Corporate social responsibility; Gender equality;
   Intimate partner violence; Stakeholder theory
ID SOCIAL-RESPONSIBILITY; DOMESTIC VIOLENCE; STAKEHOLDER THEORY; WOMENS
   HEALTH; MENTAL-HEALTH; WORKPLACE; GENDER; WORK; CSR; DISCLOSURE
AB Intimate partner violence (IPV) is among society's most pernicious and impactful social issues, causing substantial harm to health and wellbeing, and impacting women's employability, work performance, and career opportunity. Organizations play a vital role in addressing IPV, yet, in contrast to other employee- and gender-related social issues, very little is known regarding corporate responses to IPV. IPV responsiveness is a specific demonstration of corporate social responsibility and is central to advancing gender equity in organizations. In this paper, we draw upon unique data on the IPV policies and practices of 191 Australian listed corporations between 2016 and 2019, that collectively employ around 1.5 M employees. Providing the first large-scale empirical analysis of corporate IPV policies and practices, we theorise that listed corporations' IPV responsiveness reflects institutional and stakeholder pressures which are multifaceted and central to corporate social responsibility. Our findings identify greater IPV responsiveness among larger corporations, as well as those corporations with higher proportions of women middle managers, greater financial resources, and more advanced employee consultation on gender issues. This paper concludes that there is a need for further research on corporate IPV responsiveness, to further illuminate corporate motivations, organizational support processes, and employee experiences.
C1 [Branicki, Layla; Brammer, Stephen] Univ Bath, Bath Sch Management, Bath BA2 7AY, England.
   [Kalfa, Senia; Pullen, Alison] Macquarie Univ, Macquarie Business Sch, 4,Eastern Rd, Macquarie Pk, NSW 2113, Australia.
C3 University of Bath; Macquarie University
RP Branicki, L (corresponding author), Univ Bath, Bath Sch Management, Bath BA2 7AY, England.
EM Ljb217@bath.ac.uk; Senia.Kalfa@mq.edu.au; Alison.Pullen@mq.edu.au;
   mnssjab@bath.ac.uk
RI ; Brammer, Stephen/C-5890-2009
OI Branicki, Layla/0000-0002-0952-9504; Kalfa, Senia/0000-0002-6937-0961;
   Pullen, Alison/0000-0003-1933-1582; Brammer, Stephen/0000-0003-1424-0008
NR 138
TC 1
Z9 1
U1 13
U2 15
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0167-4544
EI 1573-0697
J9 J BUS ETHICS
JI J. Bus. Ethics
PD 2023 NOV
PY 2023
VL 187
IS 4
SI SI
BP 657
EP 677
DI 10.1007/s10551-023-05461-6
EA JUN 2023
PG 21
WC Business; Ethics
WE Social Science Citation Index (SSCI)
SC Business & Economics; Social Sciences - Other Topics
GA W0UP0
UT WOS:001004772800001
PM 37359806
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Lindsay, C
   Pearson, S
   Batty, E
   Cullen, AM
   Eadson, W
AF Lindsay, Colin
   Pearson, Sarah
   Batty, Elaine
   Cullen, Anne Marie
   Eadson, Will
TI Street-Level Practice, Personalisation and Co-Production in
   Employability: Insights from Local Services with Lone Parents
SO SOCIAL POLICY AND SOCIETY
LA English
DT Article
DE Employability; co-governance; co-management; co-production; activation
ID PUBLIC-SERVICES; LESSONS
AB Policymakers in the UK have promised to deliver personalised employability services for vulnerable jobseekers. However, unemployed people often describe their engagement with state-funded services as defined by: the offer of low cost, standardised job search services; and pressure to accept any job, irrespective of quality or appropriateness. This article argues that more progressive, co-produced alternatives are possible. We draw on an evaluation of local, third sector-led services targeting lone parents (LPs) in five local government areas in Scotland. Our research involved more than 100 in-depth interviews with both service providers and LPs. We find that partnership-oriented co-governance mechanisms facilitated collaborative approaches to the management of services and processes of co-production. LPs expressed positive views of the personalised services that were co-produced. We conclude that a commitment to collaboration and co-production may be more effective in promoting personalised services that are responsive to the needs of vulnerable groups.
C1 [Lindsay, Colin] Univ Strathclyde, Dept Work Employment & Org, Glasgow, Lanark, Scotland.
   [Pearson, Sarah; Batty, Elaine; Eadson, Will] Sheffield Hallam Univ, Ctr Reg Econ & Social Res, Sheffield, S Yorkshire, England.
   [Cullen, Anne Marie] Univ Strathclyde, Scottish Ctr Employment Res, Glasgow, Lanark, Scotland.
C3 University of Strathclyde; Sheffield Hallam University; University of
   Sheffield; University of Strathclyde
RP Lindsay, C (corresponding author), Univ Strathclyde, Dept Work Employment & Org, Glasgow, Lanark, Scotland.
EM colin.lindsay@strath.ac.uk; s.pearson@shu.ac.uk; e.bally@shu.ac.uk;
   anne.cullen@strath.ac.uk; w.eadson@shu.ac.uk
OI Eadson, Will/0000-0002-2158-7205; Lindsay, Colin/0000-0003-2493-6797;
   Pearson, Sarah/0000-0001-5049-5396
NR 21
TC 7
Z9 7
U1 1
U2 19
PU CAMBRIDGE UNIV PRESS
PI CAMBRIDGE
PA EDINBURGH BLDG, SHAFTESBURY RD, CB2 8RU CAMBRIDGE, ENGLAND
SN 1474-7464
EI 1475-3073
J9 SOC POLICY SOC
JI Soc. Policy Soc.
PD OCT
PY 2019
VL 18
IS 4
BP 647
EP 658
DI 10.1017/S1474746419000174
PG 12
WC Social Issues; Social Work
WE Social Science Citation Index (SSCI)
SC Social Issues; Social Work
GA KK3OR
UT WOS:000512656100010
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Soeker, MS
   Truter, T
   Van Wilgen, N
   Khumalo, P
   Smith, H
   Bezuidenhout, S
AF Soeker, Mogammad Shaheed
   Truter, Tamarin
   Van Wilgen, Nicole
   Khumalo, Polly
   Smith, Heather
   Bezuidenhout, Simone
TI The experiences and perceptions of individuals diagnosed with
   schizophrenia regarding the challenges they experience to employment and
   coping strategies used in the open labor market in Cape Town, South
   Africa
SO WORK-A JOURNAL OF PREVENTION ASSESSMENT & REHABILITATION
LA English
DT Article
DE Open labor market; schizophrenia; coping skills and strategies;
   rehabilitation
ID ILLNESS
AB BACKGROUND: There is limited research available regarding the coping skills of individuals living with schizophrenia and the strategies used in the open labor market, particularly from a South African context.
   OBJECTIVE: The aim of the study was to explore and describe the barriers, facilitators and coping strategies that individuals with schizophrenia use when returning to the open labor market after participating in a vocational rehabilitation program to improve work skills.
   PARTICIPANTS: Four individuals diagnosed with schizophrenia and two key informants (occupational therapists) participated in the study.
   METHODS: The research study was positioned within the interpretive paradigm, specifically utilizing an exploratory and descriptive design. Semi-structured interviews were used in order to gather data from the participants.
   RESULTS: Theme one reflects the barriers related to returning to work (i.e. society's acceptance of an individual's work potential). The second theme relates to the enabling factors related to returning to work (i.e. the usefulness of work preparation programs to enhance open labor market employability). Theme three relates to the coping skills that individuals with schizophrenia utilize (i.e. holistic support enhances participation in the worker role).
   CONCLUSION: In conclusion, the findings indicate individuals with schizophrenia experience barriers that prevent them from being able to adapt to their work environments. However, with the support of the occupational therapist, family, and employer, together with improvements to the vocational rehabilitation program, these barriers may be alleviated, and there could be an improvement in the reintegration of individuals with schizophrenia into the open labor market. The findings suggest that the disclosure of an individual's medical diagnosis, in order to facilitate the return to work of an individual diagnosed with schizophrenia, could be viewed as a barrier and a facilitator.
C1 [Soeker, Mogammad Shaheed; Truter, Tamarin; Van Wilgen, Nicole; Khumalo, Polly; Smith, Heather; Bezuidenhout, Simone] Univ Western Cape South Africa, Cape Town, South Africa.
RP Soeker, MS (corresponding author), Univ Western Cape South Africa, Cape Town, South Africa.
EM msoeker@uwc.ac.za
NR 25
TC 7
Z9 7
U1 1
U2 6
PU IOS PRESS
PI AMSTERDAM
PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS
SN 1051-9815
EI 1875-9270
J9 WORK
JI Work
PY 2019
VL 62
IS 2
BP 221
EP 231
DI 10.3233/WOR-192857
PG 11
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA HN3ZQ
UT WOS:000460124400006
PM 30829633
DA 2024-02-21
ER

PT J
AU Pereira, A
   Bispo, CJC
   Pontes, AN
AF Pereira Junior, Antonio
   Capela Bispo, Carlos Jose
   Pontes, Altem Nascimento
TI INTERDISCIPLINARITY IN HIGHER EDUCATION: FROM UNDERGRADUATE TO GRADUATE
SO REVISTA IBERO-AMERICANA DE ESTUDOS EM EDUCACAO
LA English
DT Article
DE Higher education; Interdisciplinarity; Integration of knowledge
ID PROGRAMS
AB Interdisciplinarity tends to present academic contexts of research and scientific production more accurately. The objective of this work was to analyze its application in higher education, from undergraduate to postgraduate. To answer the guiding question of this work, we first searched for the genesis and the concept of the word in question. Then, the historical context of its evolution in employability was verified in higher education institutions abroad and Brazil. After analyzing it was verified that there are still barriers that hinder the application of interdisciplinarity in the context of the higher education course because the concepts described lack more excellent discussions within the faculty and students.
C1 [Pereira Junior, Antonio; Capela Bispo, Carlos Jose; Pontes, Altem Nascimento] Para State Univ, UEPA, Grad Program Environm Sci, Belem, Para, Brazil.
C3 Universidade do Estado do Para (UEPA)
RP Pereira, A (corresponding author), Para State Univ, UEPA, Grad Program Environm Sci, Belem, Para, Brazil.
EM antonio.junior@uepa.br; capela@uepa.br; altempontes@uepa.br
RI Pereira, Antonio Pereira Jr/N-8110-2017
OI Pereira, Antonio Pereira Jr/0000-0001-6241-985X
NR 66
TC 0
Z9 0
U1 2
U2 12
PU UNIV ESTADUAL PAULISTA-UNESP, FAC CIENCIAS LETRAS ASSIS
PI ASSIS
PA CENTRO DOCUMENTACAO & APOIO PESQUISA AV DOM ANTONIO, 2100-PQ UNIV,
   ASSIS, SP CEP-19806900, BRAZIL
SN 2446-8606
EI 1982-5587
J9 REV IBERO-AM ESTUD E
JI Rev. Ibero-Am. Estud. Educ.
PD MAR
PY 2022
VL 17
SI 1
BP 751
EP 767
DI 10.21723/riaee.v17iesp.1.15644
PG 17
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 4R3JU
UT WOS:000856665300011
OA gold
DA 2024-02-21
ER

PT J
AU Delgado-Márquez, BL
   Escudero-Torres, MA
   Hurtado-Torres, NE
AF Delgado-Marquez, Blanca L.
   Angeles Escudero-Torres, M.
   Hurtado-Torres, Nuria E.
TI Being highly internationalised strengthens your reputation: an empirical
   investigation of top higher education institutions
SO HIGHER EDUCATION
LA English
DT Article
DE Internationalisation; Reputation; Higher education; University rankings
ID CORPORATE REPUTATION; STUDENTS; RANKING; MODEL; FRAMEWORK; IMAGE
AB In an educational context characterised by globalisation, reputation constitutes a crucial issue for today's higher education institutions. Internationalisation of higher education is often seen as a potential response to globalisation and, consequently, higher education has become increasingly internationalised during the past decade. In this paper, we investigate the relationship between internationalisation and reputation in top higher education institutions. Results reveal that internationalisation positively influences a university's reputation but also moderates the relationship between the institution's reputation and its institutional performance with regard to research quality, teaching quality and graduate employability.
C1 [Delgado-Marquez, Blanca L.] Dept Int & Spanish Econ, Granada 18071, Spain.
   [Angeles Escudero-Torres, M.; Hurtado-Torres, Nuria E.] Dept Business & Management, Granada 18071, Spain.
RP Delgado-Márquez, BL (corresponding author), Dept Int & Spanish Econ, Campus Cartuja S-N, Granada 18071, Spain.
EM bdelgado@ugr.es
RI Delgado-Márquez, Blanca L./H-6314-2018; Torres, Nuria Esther
   Hurtado/AAN-8611-2020; Hurtado-Torres, Nuria E./G-3033-2015
OI Delgado-Márquez, Blanca L./0000-0001-5690-5798; Hurtado-Torres, Nuria
   E./0000-0002-4383-9856
NR 54
TC 41
Z9 51
U1 3
U2 104
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD NOV
PY 2013
VL 66
IS 5
BP 619
EP 633
DI 10.1007/s10734-013-9626-8
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 237DD
UT WOS:000325847500007
DA 2024-02-21
ER

PT J
AU Jentjens, S
AF Jentjens, Sabine
TI Je ne parle pas francais-So what? The impact of language on skilled
   German migrant women's employment in France
SO INTERNATIONAL JOURNAL OF CROSS CULTURAL MANAGEMENT
LA English
DT Article; Early Access
DE Employability; gravity model of trade; human capital; intercultural
   communication; language skills; migration; skilled women
ID LABOR-MARKET PERFORMANCE; INTERNATIONAL-BUSINESS; NATIVE LANGUAGE; TRADE
   EVIDENCE; IMMIGRANTS; EARNINGS; PROFICIENCY; FEMALE; ENGLISH;
   TRANSLATION
AB This paper uncovers language-related issues that skilled female migrants face and what their strategies are to (re-)build their careers after migrating. Using an inductive, interpretative research methodology, the author conducted 19 in-depth interviews with skilled German women who had migrated to France. Contrary to the findings of extant research, the study revealed that host country language proficiency played a minor role in the migration motivation, choice of destination, and labor market integration in this sample. However, the informants' mother tongue (German) and their proficiency in English were perceived as competitive advantages when it came to integrating into the labor market. For some, these particular language skills even led to a conscious change of career. The findings demonstrate that language proficiency goes beyond grammatical mastery but relates, more importantly, to culture-sensitive communication skills underlining the importance of investigating language associated with the concept of culture. This study contributes to the language-related literature on international migration by combining different strands of research and levels of analysis to obtain a more holistic picture of the complex impact of language and its culture-relatedness.
C1 [Jentjens, Sabine] ISC Paris, Paris, France.
RP Jentjens, S (corresponding author), Grp ISC Paris, Dept Management, 22 Bd Ft Vaux, F-75848 Paris 17, France.
EM sabine.bacouel-jentjens@iscparis.com
OI Bacouel-Jentjens, Sabine/0000-0002-5951-1679
NR 83
TC 3
Z9 3
U1 0
U2 8
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1470-5958
EI 1741-2838
J9 INT J CROSS CULT MAN
JI Int. J. Cross Cult. Manag.
PD 2021 APR
PY 2021
VL 21
IS 1
BP 71
EP 93
AR 1470595821999073
DI 10.1177/1470595821999073
EA MAR 2021
PG 23
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA RG6YP
UT WOS:000625253800001
DA 2024-02-21
ER

PT J
AU Cook, EJ
AF Cook, Elizabeth J.
TI Evaluation of work-integrated learning: A realist synthesis and toolkit
   to enhance university evaluative practices
SO INTERNATIONAL JOURNAL OF WORK-INTEGRATED LEARNING
LA English
DT Article
DE Evaluation; university; higher education; work-integrated learning;
   employability; realist synthesis
ID SELF-EFFICACY; PROFESSIONAL IDENTITY; HIGHER-EDUCATION; EMPLOYABILITY;
   STUDENTS; IMPACT; BUSINESS; SKILLS; COMPETENCES; CHALLENGES
AB Situated in the context of work-integrated learning (WIL), this paper aims to build the evaluative capacity of universities in response to an increasing need for evaluation in higher education. It contributes a realist synthesis of international peer-reviewed literature on university evaluation of WIL, which revealed no use of evaluation theory or approaches by the authors. In response, to support the enhancement of university evaluative practices, this paper offers a toolkit of evaluation theory and approaches, with examples relating to WIL, featuring an evaluation planning tool (RUFDATAE). RUFDATAE is demonstrated using a study from the realist synthesis, to highlight its relevance, usefulness and simplicity, or ease of use, for university stakeholders conducting any evaluation. This paper also contributes to recent scholarly debates about evaluation - how it is perceived and differs from research - suggesting evaluation could be considered as an extension of research.
C1 [Cook, Elizabeth J.] Edith Cowan Univ, Perth, WA, Australia.
C3 Edith Cowan University
RP Cook, EJ (corresponding author), Edith Cowan Univ, Perth, WA, Australia.
EM e.cook@ecu.edu.au
RI Cook, Elizabeth/AAR-5413-2021
OI Cook, Elizabeth/0000-0002-8406-4049
NR 109
TC 2
Z9 2
U1 0
U2 1
PU Work-Integrated Learning NZ-WILNZ
PI Hamilton
PA Univ Waikato, Private Bag 3105, Hamilton, NEW ZEALAND
SN 2538-1032
J9 INT J WORK-INTEGR L
JI Int. J. Work-Integr. L.
PY 2021
VL 22
IS 2
BP 213
EP 239
PG 27
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 6Y2XY
UT WOS:000896964200007
DA 2024-02-21
ER

PT J
AU Aeberhardt, R
   Coudin, É
   Rathelot, R
AF Aeberhardt, Romain
   Coudin, Elise
   Rathelot, Roland
TI The heterogeneity of ethnic employment gaps
SO JOURNAL OF POPULATION ECONOMICS
LA English
DT Article
DE Discrimination; Employment differentials; Decomposition
ID LABOR-MARKET; DISCRIMINATION; UNEMPLOYMENT; IDENTIFICATION;
   DIFFERENTIALS; AMBIGUITY; EDUCATION; FRANCE; MEN; 1ST
AB This paper investigates the heterogeneity of ethnic employment gaps using a new single-index based approach. Instead of stratifying our sample by age or education, we study ethnic employment gaps along a continuous measure of employability, the employment probability minority workers would have if their characteristics were priced as in the majority group. We apply this method to French males, comparing those whose parents are North African immigrants and those with native parents. We find that both the raw and the unexplained ethnic employment differentials are larger for low-employability workers than for high-employability ones. We show in a theoretical framework that this heterogeneity can be accounted for by homogeneous underlying mechanisms and is not evidence for, say, heterogeneous discrimination. Finally, we discuss our main empirical findings in the light of simple taste-based vs. statistical discrimination models.
C1 [Aeberhardt, Romain; Coudin, Elise] CREST, Paris, France.
   [Rathelot, Roland] Univ Warwick, Coventry, W Midlands, England.
C3 University of Warwick
RP Rathelot, R (corresponding author), Univ Warwick, Coventry, W Midlands, England.
EM r.rathelot@warwick.ac.uk
OI Rathelot, Roland/0000-0001-5694-0112
FU ESRC [ES/L011719/1] Funding Source: UKRI; Economic and Social Research
   Council [ES/L011719/1] Funding Source: researchfish
NR 50
TC 7
Z9 7
U1 1
U2 23
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0933-1433
EI 1432-1475
J9 J POPUL ECON
JI J. Popul. Econ.
PD JAN
PY 2017
VL 30
IS 1
BP 307
EP 337
DI 10.1007/s00148-016-0602-3
PG 31
WC Demography; Economics
WE Social Science Citation Index (SSCI)
SC Demography; Business & Economics
GA EB2ZQ
UT WOS:000387231500013
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Cai, ZY
   Maguire, K
   Winters, JV
AF Cai, Zhengyu
   Maguire, Karen
   Winters, John, V
TI Who benefits from local oil and gas employment? Labor market composition
   in the oil and gas industry in Texas and the rest of the United States
SO ENERGY ECONOMICS
LA English
DT Article
DE Oil; Natural gas; Employment; Gender; Race; Energy
ID SPATIAL MISMATCH; FORCE PARTICIPATION; RACIAL-DISCRIMINATION; JOB;
   BLACK; FRACKING; SEARCH; GENDER; WHITE; EMPLOYABILITY
AB This paper examines local labor market outcomes from an oil and gas boom. We examine two main outcomes; the probability of employment and the log wages of workers employed outside the oil and gas industry for Texas and the rest of the United States across gender, race, and ethnicity. We find that men and women gain employment in the oil and gas industry during booms, but such gains are much larger for men and are largest for black and Hispanic men. We also find positive income spillovers for workers in other industries that are similar in magnitude across demographic groups. (C) 2019 Elsevier B.V. All rights reserved.
C1 [Cai, Zhengyu] Southwestern Univ Finance & Econ, Inst Dev Studies, Chengdu 611130, SC, Peoples R China.
   [Cai, Zhengyu] GLO, Bonn, Germany.
   [Maguire, Karen] Oklahoma State Univ, Dept Econ, 352 Business Bldg, Stillwater, OK 74078 USA.
   [Winters, John, V] Iowa State Univ, Dept Econ, 460B Heady Hall, Ames, IA 50011 USA.
   [Winters, John, V] GLO, CARD, Bonn, Germany.
   [Winters, John, V] Inst Lab Econ IZA, Bonn, Germany.
C3 Southwestern University of Finance & Economics - China; Oklahoma State
   University System; Oklahoma State University - Stillwater; Iowa State
   University; IZA Institute Labor Economics
RP Maguire, K (corresponding author), Oklahoma State Univ, Dept Econ, 352 Business Bldg, Stillwater, OK 74078 USA.
EM czy@swufe.edu.cn; karen.maguire@okstate.edu; winters1@iastate.edu
RI Cai, Zhengyu/AFY-2636-2022
OI Cai, Zhengyu/0000-0002-3852-1253; Maguire, Karen/0000-0002-4514-3342
NR 95
TC 14
Z9 15
U1 0
U2 13
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0140-9883
EI 1873-6181
J9 ENERG ECON
JI Energy Econ.
PD OCT
PY 2019
VL 84
AR 104515
DI 10.1016/j.eneco.2019.104515
PG 18
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA KB8AW
UT WOS:000506712700004
DA 2024-02-21
ER

PT J
AU Franke, R
   Ramírez, GB
AF Franke, Ray
   Ramirez, Gerardo Blanco
TI Value for Money and Employability: Conceptualizing the US Federal Rating
   System of Postsecondary Institutions
SO HIGHER EDUCATION POLICY
LA English
DT Article
DE accountability; policy analysis; quality in higher education;
   employability; ratings
ID HIGHER-EDUCATION; GRADUATE EMPLOYABILITY; QUALITY-ASSURANCE; COLLEGE
   QUALITY; POLICY; UNIVERSITY
AB This paper analyzes the development of the Postsecondary Institutions Rating System (PIRS) by the United States federal government from 2013 to 2015. PIRS generated debate and opposition, which. ultimately resulted in a significant transformation of the initiative. The present analysis identifies and explores key assumptions regarding higher education access, affordability, and quality embedded in this policy agenda. We argue that, as a rating mechanism, PIRS involves different and at times conflicting notions of quality, one of the most salient being "value for money." The ratings system also emphasizes and promotes the concept of employability through its proposed outcome measures. Analyzing PIRS requires not only an exploration of its technical implementation and potential outcomes, but also a conceptual analysis. For this, we relied on discourse analysis of documents the U.S. government has generated or made publically available, and of the responses among different policy stakeholders.
C1 [Franke, Ray; Ramirez, Gerardo Blanco] Univ Massachusetts, 100 Morrissey Blvd,W-01-77D, Boston, MA 02125 USA.
C3 University of Massachusetts System; University of Massachusetts Boston
RP Franke, R (corresponding author), Univ Massachusetts, 100 Morrissey Blvd,W-01-77D, Boston, MA 02125 USA.
EM Ray.Franke@umb.edu
RI Blanco, Gerardo/JJE-5509-2023; Franke, Ray/J-8890-2019; Blanco, Gerardo
   L/AAT-8262-2020
OI Franke, Ray/0000-0001-9749-9204; Blanco, Gerardo L/0000-0002-1577-3722
FU U.S. federal government
FX A Pell Grant is money the U.S. federal government provides to students
   with financial need. Established through the Higher Education Act in
   1965, it is currently the largest source of grant aid for low-income
   students.
NR 54
TC 1
Z9 2
U1 0
U2 8
PU PALGRAVE MACMILLAN LTD
PI BASINGSTOKE
PA BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND
SN 0952-8733
EI 1740-3863
J9 HIGH EDUC POLICY
JI High Educ. Policy
PD SEP
PY 2017
VL 30
IS 3
BP 299
EP 317
DI 10.1057/s41307-016-0024-6
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FC4OE
UT WOS:000406818900002
DA 2024-02-21
ER

PT J
AU Ray, K
   Hoggart, L
   Taylor, R
   Vegeris, S
   Campbell-Barr, V
AF Ray, Kathryn
   Hoggart, Lesley
   Taylor, Rebecca
   Vegeris, Sandra
   Campbell-Barr, Verity
TI Rewarding responsibility? Long-term unemployed men and the
   welfare-to-work agenda
SO ENVIRONMENT AND PLANNING C-GOVERNMENT AND POLICY
LA English
DT Article
ID LABOR; EMPLOYABILITY; UK
AB In this paper we explore the responses of a group of long-term unemployed men to chronic labour market insecurity and 'active' labour market policies promoting individual responsibility for employability. We draw from an evaluation of a recent pilot scheme: the UK Employment Retention and Advancement Demonstration. We identify a range of responses, shaped through experiences which reflect gender, class, and age divisions. Despite significant tabour market disadvantage, some of the men responded by proactively engaging with the employability agenda. Drawing on qualitative longitudinal data, we follow the trajectories of the men in work, examining how they fared in insecure, precarious labour markets. We conclude by looking at the strengths and limitations of the current policy agenda, suggesting that more creative ways need to be found to engage some of the most disadvantaged in the reskilling agenda and that employers are currently a 'weak link' in the package of support provided.
C1 [Ray, Kathryn; Hoggart, Lesley; Vegeris, Sandra] Policy Studies Inst, London W1W 6UP, England.
   [Taylor, Rebecca] Univ Birmingham, Sector Res Ctr 3, Birmingham B15 2RT, W Midlands, England.
   [Campbell-Barr, Verity] Univ Plymouth, Fac Educ, Plymouth PL4 8AA, Devon, England.
C3 University of Birmingham; University of Plymouth
RP Ray, K (corresponding author), Policy Studies Inst, 50 Hanson St, London W1W 6UP, England.
EM k.ray@psi.org.uk; l.hoggart@psi.org.uk; r.taylor@tsrc.ac.uk;
   s.vegeris@psi.org.uk; verity.campbell-barr@plymouth.ac.uk
OI Taylor, Rebecca/0000-0002-8677-0246; Hoggart, Lesley/0000-0002-4786-7950
NR 37
TC 5
Z9 5
U1 0
U2 14
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0263-774X
EI 1472-3425
J9 ENVIRON PLANN C
JI Environ. Plan. C-Gov. Policy
PD DEC
PY 2009
VL 27
IS 6
BP 975
EP 990
DI 10.1068/c0852
PG 16
WC Environmental Studies; Public Administration
WE Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public Administration
GA 543TM
UT WOS:000273601500003
DA 2024-02-21
ER

PT J
AU Rego, MAS
   Núñez, IM
   Naval, C
   Verdera, VV
AF Santos Rego, Miguel A.
   Mella Nunez, Igor
   Naval, Concepcion
   Vazquez Verdera, Victoria
TI The Evaluation of Social and Professional Life Competences of University
   Students Through Service-Learning
SO FRONTIERS IN EDUCATION
LA English
DT Article
DE service-learning; higher education; evaluation; competences; soft
   skills; employability; social capital
ID SKILLS; VALIDATION; EDUCATION; ETHICS
AB The view previously held in the university regarding teaching-learning processes has changed significantly over the past few years. Undoubtedly, in the case of Europe, this change of pedagogical model has gone hand in hand with the creation of the European Higher Education Area (EHEA). Some of the pivotal areas of EHEA are the independent work of the individual student, the social dimension of learning, and the acquiring of skills, which are not reduced to the mere technical and/or subject matter knowledge. Generic competences and the so-called "soft skills" have also become important, given their significant contribution to the students' academic, personal, social, and professional development. Predictably, within this framework, new methodologies appear, in line with this educational focus on competences; among these new methodologies include service-learning (SL). It basically consists of introducing a community service into the traditional academic and curricular tasks thereby seeking a better relevance and applicability in the learning processes. This article analyzes the way in which SL contributes to the acquisition, by university students, of a certain skill set which is useful for their social and professional life. To this end, we used a quasi-experimental design, which included pretest and posttest assessments based on a total sample of 1,153 students (789 SL students and 364 non-SL students). The used questionnaire evaluates three important components relevant for the purpose of the present article (perception of the university education, social participation and civic-social competences). The conclusion is that students involved in SL not only show a more positive evolution, but also obtain better results after the projects are completed (regarding satisfaction with the training, and social participation). By the same token, not all students included in the experimental group achieve homogeneous results; the differences are according to variables such as gender, the cycle/year they are enrolled in, area of study or whether or not they previously participated in university service activities. Finally, we observe that this methodology is capable of approaching university education in a holistic way by asserting cross-section type learning processes likely to be useful in the transition from the students' academic to their professional life.
C1 [Santos Rego, Miguel A.; Mella Nunez, Igor] Univ Santiago de Compostela, Dept Pedag & Didact, Res Grp ESCULCA, Santiago De Compostela, Spain.
   [Naval, Concepcion] Univ Navarra, Dept Res Theory & Methods Educ & Psychol, Character Educ & Citizenship Res Grp, Pamplona, Spain.
   [Vazquez Verdera, Victoria] Univ Valencia, Dept Educ Theory, Res Grp Univ Pedag & Teaching Learning Strategies, Valencia, Spain.
C3 Universidade de Santiago de Compostela; University of Navarra;
   University of Valencia
RP Rego, MAS (corresponding author), Univ Santiago de Compostela, Dept Pedag & Didact, Res Grp ESCULCA, Santiago De Compostela, Spain.
EM miguelangel.santos@usc.es
RI Mella, Ígor/ABA-2599-2021; Naval, Concepción/J-6297-2017
OI Naval, Concepción/0000-0002-5927-9398
FU Spanish State Program of Research, Development and Innovation oriented
   toward the Challenges of Society [EDU2013-41687-R, EDU2017-82629-R];
   Spanish State Program for Knowledge Generation and Scientific and
   Technological Strengthening of the RDI System [EDU2017-90651-REDT]
FX This work is derived from two projects of the Spanish State Program of
   Research, Development and Innovation oriented toward the Challenges of
   Society (EDU2013-41687-R and EDU2017-82629-R) and a Research Network of
   the Spanish State Program for Knowledge Generation and Scientific and
   Technological Strengthening of the R&D&I System
   (EDU2017-90651-REDT)-http://www.usc.es/apsuni/.
NR 75
TC 6
Z9 6
U1 5
U2 20
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
EI 2504-284X
J9 FRONT EDUC
JI Front. Educ.
PD APR 12
PY 2021
VL 6
AR 606304
DI 10.3389/feduc.2021.606304
PG 13
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA TW9DU
UT WOS:000682691800001
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Budzynski-Seymour, E
   Conway, R
   Wade, M
   Lucas, A
   Jones, M
   Mann, S
   Steele, J
AF Budzynski-Seymour, Emily
   Conway, Rebecca
   Wade, Matthew
   Lucas, Alex
   Jones, Michelle
   Mann, Steve
   Steele, James
TI Physical Activity, Mental and Personal Well-Being, Social Isolation, and
   Perceptions of Academic Attainment and Employability in University
   Students: The Scottish and British Active Students Surveys
SO JOURNAL OF PHYSICAL ACTIVITY & HEALTH
LA English
DT Article
DE physical education; sport; wellness
ID QUALITY-OF-LIFE; ACTIVITY GUIDELINES; SEDENTARY BEHAVIOR; HEALTH;
   ASSOCIATIONS; TRANSITION; SPORT; ACHIEVEMENT; PROMOTION; EDUCATION
AB Background: Physical activity (PA) promotes health and well-being. For students, university represents a transitional period, including increased independence over lifestyle behaviors, in addition to new stressors and barriers to engaging in PA. It is, therefore, important to monitor PA trends in students to gain a greater understanding about the role it might play in physical and mental well-being, as well as other factors, such as attainment and employability. Methods: Cross-sectional surveys were conducted in 2016 in Scottish universities and colleges, and in 2017 in universities and colleges across the United Kingdom, and the data were pooled for the present study (N = 11,650). Cumulative ordinal logistic regression was used to model the association between PA levels and mental and personal well-being, social isolation, and perceptions of academic attainment and employability. Results: Only 51% of the respondents met the recommended levels of moderate to vigorous PA per week. There was a linear relationship between PA levels and all outcomes, with better scores in more active students. Conclusions: UK university students are insufficiently active compared with the general population of 16- to 24-year olds. Yet, students with higher PA report better outcomes for mental and personal well-being, social isolation, and perceptions of academic attainment and employability.
C1 [Budzynski-Seymour, Emily; Conway, Rebecca; Steele, James] Solent Univ, Southampton, Hants, England.
   [Wade, Matthew; Lucas, Alex; Steele, James] Ukact Res Inst, London, England.
   [Lucas, Alex] Univ Portsmouth, Portsmouth, Hants, England.
   [Jones, Michelle] Plymouth Marjon Univ, Plymouth, Devon, England.
   [Mann, Steve] Places People Leisure, London, England.
C3 University of Portsmouth
RP Steele, J (corresponding author), Solent Univ, Southampton, Hants, England.; Steele, J (corresponding author), Ukact Res Inst, London, England.
EM jamessteele@ukactive.org.uk
RI Wade, Matthew/AAL-7516-2020
OI Wade, Matthew/0000-0002-9217-1493; Jones, Michelle/0000-0002-1357-3559
FU Scottish Student Sport - British Universities and Colleges Sport,
   Scottish Student Sport
FX The Scottish Active Student Survey was funded by Scottish Student Sport,
   and the British Active Student Survey was funded by British Universities
   and Colleges Sport, Scottish Student Sport, and Precor.
NR 53
TC 8
Z9 9
U1 4
U2 31
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 1543-3080
EI 1543-5474
J9 J PHYS ACT HEALTH
JI J. Phys. Act. Health
PD JUN
PY 2020
VL 17
IS 6
BP 610
EP 620
DI 10.1123/jpah.2019-0431
PG 11
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA LY5GQ
UT WOS:000540557900004
PM 32369765
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Wo, MCM
   Lim, KS
   Choo, WY
   Tan, CT
AF Wo, Monica Chen Mun
   Lim, Kheng Seang
   Choo, Wan Yuen
   Tan, Chong Tin
TI Employability in people with epilepsy: A systematic review
SO EPILEPSY RESEARCH
LA English
DT Article
DE Employment; Epilepsy; Uncontrolled seizures; Employment rate; Stigma;
   Factors
ID QUALITY-OF-LIFE; CHILDHOOD-ONSET EPILEPSY; ANTERIOR TEMPORAL LOBECTOMY;
   LONG-TERM PROGNOSIS; REFRACTORY EPILEPSY; EMPLOYMENT STATUS; INTRACTABLE
   EPILEPSY; EMPLOYERS ATTITUDES; LOBE EPILEPSY; PSYCHOSOCIAL OUTCOMES
AB Objectives: People with epilepsy were (PWE) reported to have poorer employment rate. However, the methodologies used differ greatly from one study to another, making global comparison difficult. We aimed to determine the employment rate of PWE globally using a unified definition of employment rate and to summarize the reported positive and negative factors affecting employability in PWE, using a systematic review.
   Methods: All studies reporting employment rate of PWE were independently assessed. Employment rate was recalculated according to the standard definition by the Bureau of Labor statistics (BLS) of United States and the International Labour Organization i.e. employment rate is the percentage of employed person over the labor force.
   Results: Of 95 papers reported on employment status of PWE, adjusted employment rate (aER) was shown to be as low as 14% to as high as 89% with a mean adjusted employment rate of 58%. No significant differences in mean of aER was found between continents, or among Asian countries. Employment rate of people with uncontrolled seizures were reported in 16 papers, with a mean adjusted employed rate of 58%. Psychological factors were less frequently reported as compared to clinical and socio-demographical factors, seen in a total of 25 (26%) out of 97 studies. The positive factors leading to successful career in PWE were understudied and needed to be further explored.
   Conclusion: Employability is multifactorial, including clinical, psychological and social factors. The adjusted employment rate of people with uncontrolled seizures is comparable to those with controlled seizures, supporting the need to explore non-clinical factors. (C) 2015 Elsevier B.V. All rights reserved.
C1 [Wo, Monica Chen Mun; Lim, Kheng Seang; Tan, Chong Tin] Univ Malaya, Fac Med, Div Neurol, Dept Med, Kuala Lumpur 50603, Malaysia.
   [Choo, Wan Yuen] Univ Malaya, Fac Med, Dept Social & Prevent Med, Kuala Lumpur 50603, Malaysia.
C3 Universiti Malaya; Universiti Malaya
RP Lim, KS (corresponding author), Univ Malaya, Med Ctr, Neurol Lab, 6th Floor, Kuala Lumpur 50603, Malaysia.
EM moniwocm@gmail.com; kslimum@gmail.com; ccwy@ummc.edu.my;
   chongtin.tan@gmail.com
RI Choo, Wan Yuen/ABH-3055-2021; CHOO, WAN YUEN/B-8399-2010; Wo, Monica,
   Chen Mun/O-1621-2014; Lim, Kheng Seang/B-8863-2010
OI Choo, Wan Yuen/0000-0002-2644-6073; CHOO, WAN YUEN/0000-0002-2644-6073;
   Wo, Monica, Chen Mun/0000-0001-8491-056X; Lim, Kheng
   Seang/0000-0002-2787-2365
FU High Impact Research Grant, a governmental research fund
   [UM.C/HIR/MOHE/ED-08]
FX This study was sponsored by a High Impact Research Grant, a governmental
   research fund (reference no: UM.C/HIR/MOHE/ED-08).
NR 92
TC 20
Z9 23
U1 1
U2 19
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 0920-1211
EI 1872-6844
J9 EPILEPSY RES
JI Epilepsy Res.
PD OCT
PY 2015
VL 116
BP 67
EP 78
DI 10.1016/j.eplepsyres.2015.06.016
PG 12
WC Clinical Neurology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Neurosciences & Neurology
GA CR8BH
UT WOS:000361575600009
PM 26354169
DA 2024-02-21
ER

PT J
AU Evans, T
   Burkett, M
AF Evans, Tanya
   Burkett, Melanie
TI The pedagogical and social value of public history and work integrated
   learning: a case study from Australia
SO CULTURAL & SOCIAL HISTORY
LA English
DT Article; Early Access
DE Public history teaching; transferable skills; employability;
   citizenship; neo-liberal university
ID CURRICULUM; CHALLENGES; BUSINESS; PROGRAM
AB This essay presents research undertaken in Sydney Australia on the pedagogical and social impact of a public history undergraduate course on students between 2016 and 2019 using surveys, interviews and focus groups. It argues that historians working within universities need to recognise the value of public history teaching and learning, framed by a commitment to the politics of social and cultural history, to help combat the forces of neo-liberalism working to devalue history within the tertiary sector and the decline in numbers of students opting to study history at university.
C1 [Evans, Tanya] Macquarie Univ, Hist & Archaeol Evans, Sydney, NSW, Australia.
   [Burkett, Melanie] Stanford Univ, Off Vice Provost Undergrad Educ, Palo Alto, CA 94304 USA.
C3 Macquarie University; Stanford University
RP Evans, T (corresponding author), Macquarie Univ, Hist & Archaeol Arts, LeveL 2,25 Wallys Walk Bldg B, Sydney, NSW 2109, Australia.
EM Tanya.evans@mq.edu.au
OI Burkett, Melanie/0000-0002-8080-8485; Evans, Tanya/0000-0003-3701-9736
FU Macquarie University [PACE grant]
FX This work was supported by Macquarie University [PACE grant].
NR 35
TC 0
Z9 0
U1 0
U2 0
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1478-0038
EI 1478-0046
J9 CULT SOC HIST
JI Cult. Soc. Hist.
PD 2022 JAN 1
PY 2022
VL 19
IS 1
BP 77
EP 95
DI 10.1080/14780038.2022.2031423
EA FEB 2022
PG 19
WC History
WE Arts &amp; Humanities Citation Index (A&amp;HCI)
SC History
GA ZU3NM
UT WOS:000750220700001
DA 2024-02-21
ER

PT J
AU Wen, JH
   Boone, K
   Kim, K
AF Wen, Johnny H.
   Boone, Kyle
   Kim, Kevin
TI Ecological validity of neuropsychological assessment and perceived
   employability
SO JOURNAL OF CLINICAL AND EXPERIMENTAL NEUROPSYCHOLOGY
LA English
DT Article
ID TRAUMATIC BRAIN-INJURY; SEVERE MENTAL-ILLNESS; HEAD-INJURY; RECOGNITION
   TRIAL; EMPLOYMENT STATUS; SUSPECT EFFORT; NORMATIVE DATA; WORK STATUS;
   PREDICTORS; REHABILITATION
AB Ecological validity studies that have examined the relationship between cognitive abilities and employment in psychiatric and medical populations have found that a wide range of cognitive domains predict employability, although memory and executive skills appear to be the most important. However, no information is available regarding a patient's self-perceived work attributes and objective neuropsychological performance, and whether the same cognitive domains associated with successful employment are also related to a patient's self-perception of work competence. In the present study, 73 medical and psychiatric patients underwent comprehensive neuropsychological assessment. Step-wise multiple regression analyses revealed that the visual-spatial domain was the only significant predictor of self-perceived work attributes and work competence as measured by the Working Inventory (WI) and the Work Adjustment Inventory (WAI), accounting for 7% to 10% of inventory score variability. The results raise the intriguing possibility that targeting of visual spatial skills for remediation and development might play a separate and unique role in the vocational rehabilitation of a lower SES population, specifically, by leading to enhanced self-perception of work competence as these individuals attempt to enter the job market.
C1 Univ Calif Los Angeles, Harbor Med Ctr, Dept Psychiat, Inst Biomed, Torrance, CA 90509 USA.
   Univ Pittsburgh, Dept Educ Psychol, Pittsburgh, PA USA.
C3 University of California System; University of California Los Angeles;
   University of California Los Angeles Medical Center; Pennsylvania
   Commonwealth System of Higher Education (PCSHE); University of
   Pittsburgh
RP Boone, K (corresponding author), Univ Calif Los Angeles, Harbor Med Ctr, Dept Psychiat, Inst Biomed, 1000 W Carson St,Box 495,Bld F-9, Torrance, CA 90509 USA.
EM kboone@labiomed.org
NR 42
TC 5
Z9 5
U1 0
U2 14
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 325 CHESTNUT ST, SUITE 800, PHILADELPHIA, PA 19106 USA
SN 1380-3395
J9 J CLIN EXP NEUROPSYC
JI J. Clin. Exp. Neuropsychol.
PD NOV
PY 2006
VL 28
IS 8
BP 1423
EP 1434
DI 10.1080/13803390500409609
PG 12
WC Psychology, Clinical; Clinical Neurology; Psychology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology; Neurosciences & Neurology
GA 091UQ
UT WOS:000241054200011
PM 17043034
DA 2024-02-21
ER

PT J
AU Aminu, N
   Pon, K
   Ritchie, C
   Ivanov, S
AF Aminu, Nasir
   Pon, Kevin
   Ritchie, Caroline
   Ivanov, Stanislav
TI Student motivation and satisfaction: Why choose an international
   academic franchise programme rather than a home one?
SO INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT
LA English
DT Article; Early Access
ID TRANSNATIONAL HIGHER-EDUCATION; UNIVERSITY; PERCEPTIONS; BENEFITS;
   MOBILITY; LESSONS; IMPACT
AB As globalisation increases, Higher Education Institutions are challenged to produce more young graduates to meet the corporate world's demand for highly qualified, mobile international managers. Business and management programmes are required to have international components to attract the best students. To date, the majority of research has focused on the management and quality of such programmes with few studies undertaken from the students' perspective. This article examines students' motivations to study on an internationally franchised academic programme, prior expectations and whether these were met. Students of international franchised management programmes at both undergraduate and postgraduate level studying in five different countries were asked what motivated them to choose this form of study over other possibilities open to them, their prior expectations and how satisfied they were with their actual experiences. The results confirmed some previous findings, i.e. the significance of enhanced employability potential. However, they also identified new themes, showing how the students' funders influenced the choice of study and how that influence was affected by gender. The results also queried students' true motivation for these programmes and the international academic franchisees' potential to meet those expectations fully.
C1 [Aminu, Nasir; Ritchie, Caroline] Cardiff Metropolitan Univ, Cardiff Sch Management, 200 Western Ave,Llandaff Campus, Cardiff CF5 2YB, Wales.
   [Pon, Kevin] Lyon Catholic Univ, ESDES, Lyon, France.
   [Ivanov, Stanislav] Varna Univ Management, Sofia Local Ctr, Varna, Bulgaria.
C3 Cardiff Metropolitan University; Varna University of Management
RP Aminu, N (corresponding author), Cardiff Metropolitan Univ, Cardiff Sch Management, 200 Western Ave,Llandaff Campus, Cardiff CF5 2YB, Wales.
EM NAminu@cardiffmet.ac.uk
RI Ivanov, Stanislav Hristov/D-7692-2012; Morales, Fabián/HNS-0601-2023
OI Ivanov, Stanislav Hristov/0000-0002-6851-5823; Aminu,
   Nasir/0000-0001-9698-2157
NR 54
TC 2
Z9 2
U1 1
U2 9
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1360-3736
EI 1468-2419
J9 INT J TRAIN DEV
JI Int. J. Train. Dev.
PD 2022 SEP
PY 2022
VL 26
IS 3
BP 407
EP 426
DI 10.1111/ijtd.12263
EA FEB 2022
PG 20
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA 3T5TQ
UT WOS:000749613100001
OA hybrid, Green Published
DA 2024-02-21
ER

PT J
AU Trede, F
   Mahinroosta, R
AF Trede, Franziska
   Mahinroosta, Reza
TI Strengthening Educational Partnerships: An Online Preparation Program
   for Engineering Partners
SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION
LA English
DT Article
DE cadetship; host supervisor; professional identity; university-industry
   partnership; workplace learning; preparation program
ID STUDENTS
AB One of the key goals of professional engineering entry courses is to prepare graduates for the world of work, foster professionalism and strengthen employability. Universities can best accomplish this with effective, reciprocal educational partnerships with industry that include professional development support for host supervisors based on shared educational values and goals. To this end, a purposeful, self-paced, online preparation program for host supervisors was developed for an innovative, practice-based engineering degree situated in regional Australia. Survey methodology before and after the completion of the online preparation program was used to explore host supervisors' perceptions of its value and effectiveness as well as their views of what makes a good host supervisor. The results demonstrated that online preparation program was well received with supervision skills for cadet engineers the most informative of the five topics. Participant data provided evidence of host supervisors' insights into the complexity of their supervision role beyond training and recruiting technically competent future engineers. The paper discusses participants' keen interest in contributing to educating the next generation of engineers, their interests in purposeful, supervisor-centred professional development programs and concludes with implications for further research in this neglected yet so important aspect of engineering education.
C1 [Trede, Franziska] Charles Sturt Univ, Div Learning & Teaching, Panorama Ave, Bathurst, NSW 2795, Australia.
   [Mahinroosta, Reza] Charles Sturt Univ, CSU Engn, Panorama Ave, Bathurst, NSW 2795, Australia.
C3 Charles Sturt University; Charles Sturt University
RP Trede, F (corresponding author), Charles Sturt Univ, Div Learning & Teaching, Panorama Ave, Bathurst, NSW 2795, Australia.
EM franziska.trede@uts.edu.au; rmahinroosta@csu.edu.au
RI Trede, Franziska/AAR-4529-2021
OI Trede, Franziska/0000-0002-6638-2609; Mahinroosta,
   Reza/0000-0002-6042-3983
NR 18
TC 1
Z9 1
U1 1
U2 3
PU TEMPUS PUBLICATIONS
PI DURRUS, BANTRY
PA IJEE , ROSSMORE,, DURRUS, BANTRY, COUNTY CORK 00000, IRELAND
SN 0949-149X
J9 INT J ENG EDUC
JI Int. J. Eng. Educ
PY 2018
VL 34
IS 5
SI SI
BP 1569
EP 1580
PG 12
WC Education, Scientific Disciplines; Engineering, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Engineering
GA GS0HN
UT WOS:000443171600014
DA 2024-02-21
ER

PT J
AU Saridaki, S
   Papavassiliou-Alexiou, I
AF Saridaki, Sofia
   Papavassiliou-Alexiou, Ioanna
TI University Lifelong Learning Programs and Perceived Employability: The
   Case of Aristotle University of Thessaloniki
SO ADULT EDUCATION QUARTERLY
LA English
DT Article; Early Access
DE lifelong learning; university; perceived employability
ID ADULT-EDUCATION; PARTICIPATION
AB This qualitative research explores the impact of university lifelong learning programs on the participants' perceived employability by examining six training programs implemented by the Lifelong Learning Center of Aristotle University of Thessaloniki. The grounded theory approach was used throughout the research. After a set of data were gathered through face-to-face interviews with the programs' directors, 21 semistructured interviews were conducted with people who attended the programs. Through a process of data coding and analysis, a theoretical model was developed. The findings indicated that the programs examined enhanced the three dimensions of the participants' perceived employability (career identity, personal adaptability, and human and social capital). Moreover, the interviewees emphasized that universities should strengthen their links with the labor market and the local society, to meet the needs of a larger number of citizens.
C1 [Saridaki, Sofia] Univ Crete, VET Multilevel Governance, Rethimnon, Greece.
   [Saridaki, Sofia] Univ Crete, Ctr Polit Res & Documentat, Dept Polit Sci, Rethimnon, Greece.
   [Papavassiliou-Alexiou, Ioanna] Univ Macedonia, Dept Educ & Social Policy, Lifelong Career Guidance & Counselling, Thessaloniki, Greece.
C3 University of Crete; University of Crete; University of Macedonia
RP Saridaki, S (corresponding author), Univ Crete, Dept Polit Sci, Gallos Campus, Rethimnon 74100, Greece.
EM sofsaridaki@gmail.com
OI Saridaki, Sofia/0000-0001-8916-1609
NR 78
TC 2
Z9 3
U1 1
U2 11
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0741-7136
EI 1552-3047
J9 ADULT EDUC QUART
JI Adult Educ. Q.
PD 2022 FEB
PY 2022
VL 72
IS 1
BP 65
EP 83
AR 07417136211023176
DI 10.1177/07417136211023176
EA JUN 2021
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA YK2RP
UT WOS:000663893900001
DA 2024-02-21
ER

PT J
AU Emanuel, ES
   Sijbom, RBL
   Koen, J
   Baas, M
AF Emanuel, Ellis S.
   Sijbom, Roy B. L.
   Koen, Jessie
   Baas, Matthijs
TI Learning communities:A conceptualization and principles of learning and
   knowledge utilization
SO GEDRAG & ORGANISATIE
LA English
DT Article
DE learning communities; lifelong learning; cocreation; employability;
   knowledge sharing
ID GOAL ORIENTATION; TRANSFORMATIONAL LEADERSHIP; BUSINESS ORGANIZATIONS;
   CLIMATE; INNOVATION; PERFORMANCE; EMPLOYABILITY; DETERMINANTS;
   ANTECEDENTS; ENGAGEMENT
AB Learning communities are increasingly popular to promote the development of knowledge and skills at work. Learning communities are communities in which employees and experts from different organizations co-actively learn and innovate. Despite their seemingly added value in practice, scientific research into learning communities is underdeveloped: especially studies that explore the underlying mechanisms of learning in learning communi-ties are scarce. This is unfortunate because knowledge about the functioning of learning communities can provide useful insights on how to optimize learning in learning communities. In this article, we argue that research on learning and knowledge utilization in learning communities should take into account the unique characteristics of learning communities, such as their inter-organizational character and the dynamic transfer of knowledge gained in the learning community to the organization. We discuss directions for future research to understand the functioning of learning communities. With this fundamental knowledge, we can more effectively design learning communities that contribute to lifelong learning among the workforce.
C1 [Emanuel, Ellis S.; Sijbom, Roy B. L.; Baas, Matthijs] Univ Amsterdam, Amsterdam, Netherlands.
   [Koen, Jessie] TNO & Univ Amsterdam, Amsterdam, Netherlands.
   [Emanuel, Ellis S.] Univ Amsterdam, Programmagroep Arbeids Organisatiepsychologie, Postbus 15919, NL-1001 NK Amsterdam, Netherlands.
C3 University of Amsterdam; University of Amsterdam
RP Emanuel, ES (corresponding author), Univ Amsterdam, Programmagroep Arbeids Organisatiepsychologie, Postbus 15919, NL-1001 NK Amsterdam, Netherlands.
EM e.s.emanuel@uva.nl; r.b.l.sijbom@uva.nl; j.koen@uva.nl; m.baas@uva.nl
RI Sijbom, Roy/I-5073-2019
OI Sijbom, Roy/0000-0001-8473-3903
NR 82
TC 0
Z9 0
U1 10
U2 43
PU UITGEVERIJ LEMMA B V
PI DEN HAAG
PA POSTBUS 85576, DEN HAAG, 2508 CG, NETHERLANDS
SN 0921-5077
EI 1875-7235
J9 GEDRAG ORGAN
JI Gedrag Organ.
PD SEP
PY 2022
VL 35
IS 3
BP 289
EP 315
DI 10.5117/Go2022.3.003.EMAN
PG 27
WC Psychology, Applied; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA 5A4VL
UT WOS:000862886800003
DA 2024-02-21
ER

PT J
AU van de Vijfeijke, H
   Leijten, FRM
   Ybema, JF
   van den Heuvel, SG
   Robroek, SJW
   van der Beek, AJ
   Burdorf, A
   Taris, TW
AF van de Vijfeijke, Hanneke
   Leijten, Fenna R. M.
   Ybema, Jan Fekke
   van den Heuvel, Swenne G.
   Robroek, Suzan J. W.
   van der Beek, Allard J.
   Burdorf, Alex
   Taris, Toon W.
TI Differential Effects of Mental and Physical Health and Coping Style on
   Work Ability <i>A 1</i>-<i>Year Follow</i>-<i>Up Study Among Aging
   Workers</i>
SO JOURNAL OF OCCUPATIONAL AND ENVIRONMENTAL MEDICINE
LA English
DT Article
ID ILLNESS; SYMPTOMS; LIFE; ASSOCIATIONS; DISABILITY; DISORDERS; EMPLOYEES;
   MODEL; INDEX
AB Objective: This study examines whether mental and physical health relate differently to work ability and whether these associations vary with coping style. Methods: A 1-year longitudinal study was conducted among 8842 employees aged 45 to 64 years from the Study on Transitions in Employment, Ability and Motivation. On-line questionnaires measured self-perceived mental and physical health at baseline and coping and work ability at follow-up. The data were analyzed using hierarchical regression analysis. Results: Active coping and good mental and especially physical health predicted high work ability at follow-up. Avoidant coping was negatively related to work ability. Seeking support was unrelated to work ability. Interaction effects of coping and health on work ability were weak. Conclusions: Successful coping styles and good health predict high work ability, and thus, promoting such factors can help improve sustainable employability.
C1 [van de Vijfeijke, Hanneke; Taris, Toon W.] Univ Utrecht, Dept Social & Org Psychol, Utrecht, Netherlands.
   [Leijten, Fenna R. M.; Robroek, Suzan J. W.] Erasmus MC, Univ Med Ctr, Dept Publ Hlth, Rotterdam, Netherlands.
   [Leijten, Fenna R. M.; Ybema, Jan Fekke; van den Heuvel, Swenne G.] Netherlands Org Appl Sci Res TNO, NL-2130 NL Hoofddorp, Netherlands.
   [van der Beek, Allard J.] Vrije Univ Amsterdam, Med Ctr, EMGO Inst Hlth & Care Res, Dept Publ & Occupat Hlth, Amsterdam, Netherlands.
   [van der Beek, Allard J.] TNO VU VU Univ, Med Ctr, Body Work, Res Ctr Phys Act Work & Hlth, Amsterdam, Netherlands.
C3 Utrecht University; Erasmus University Rotterdam; Erasmus MC;
   Netherlands Organization Applied Science Research; Vrije Universiteit
   Amsterdam
RP Ybema, JF (corresponding author), Netherlands Org Appl Sci Res TNO, POB 718, NL-2130 NL Hoofddorp, Netherlands.
EM janfekke.ybema@tno.nl
RI Burdorf, Alex/A-2226-2008
OI Burdorf, Alex/0000-0003-3129-2862; Robroek, Suzan/0000-0002-9427-9676;
   van der Beek, Allard/0000-0002-4672-9062
FU Netherlands Organization for Applied Scientific Research (TNO); Dutch
   Ministry of Social Affairs and Employment
FX This study received financial support from Netherlands Organization for
   Applied Scientific Research (TNO) and the Dutch Ministry of Social
   Affairs and Employment.
NR 41
TC 28
Z9 31
U1 0
U2 12
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA
SN 1076-2752
EI 1536-5948
J9 J OCCUP ENVIRON MED
JI J. Occup. Environ. Med.
PD OCT
PY 2013
VL 55
IS 10
BP 1238
EP 1243
DI 10.1097/JOM.0b013e3182a2a5e1
PG 6
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 300FC
UT WOS:000330448800016
PM 24064781
DA 2024-02-21
ER

PT J
AU Smith, J
   McKnight, A
   Naylor, R
AF Smith, J
   McKnight, A
   Naylor, R
TI Graduate employability: Policy and performance in higher education in
   the UK
SO ECONOMIC JOURNAL
LA English
DT Article
AB The UK government is introducing new sets of indicators designed to measure the performance of universities. A first wave of indicators was published in December 1990. A performance indicator based on graduate employment outcomes will follow. This paper proposes a method for developing employment-related performance indicators based on the analysis of data on the first destinations of a full cohort of leavers from pre-1992 universities in the United Kingdom. We analyse the determinants of graduate first destinations and suggest a method for the construction of university performance indicators. We also discuss limitations of league tables based on university performance indicators.
C1 Univ Warwick, Coventry CV4 7AL, W Midlands, England.
C3 University of Warwick
RP Smith, J (corresponding author), Univ Warwick, Coventry CV4 7AL, W Midlands, England.
RI Smith, Jeremy P/B-3053-2013
NR 15
TC 59
Z9 60
U1 0
U2 35
PU BLACKWELL PUBL LTD
PI OXFORD
PA 108 COWLEY RD, OXFORD OX4 1JF, OXON, ENGLAND
SN 0013-0133
J9 ECON J
JI Econ. J.
PD JUN
PY 2000
VL 110
IS 464
BP F382
EP F411
DI 10.1111/1468-0297.00546
PG 30
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 328MN
UT WOS:000087854800008
DA 2024-02-21
ER

PT J
AU González-Serrano, MH
   Moreno, FC
   Valantine, I
   Hervás, JC
AF Huertas Gonzalez-Serrano, Maria
   Calabuig Moreno, Ferran
   Valantine, Irena
   Crespo Hervas, Josep
TI How to detect potential sport intrapreneurs? Validation of the
   intrapreneurial intention scale with sport science students
SO JOURNAL OF ENTREPRENEURSHIP AND PUBLIC POLICY
LA English
DT Article
DE Intrapreneurial intentions; Sport science students; Sport intrapreneurs;
   University policies; Employability; Risk taking; Innovation
ID ENTREPRENEURIAL INTENTIONS; ORGANIZATIONAL IDENTIFICATION;
   TRANSFORMATIONAL LEADERSHIP; ORIENTATION; COMPETENCES; CONSTRUCT;
   EDUCATION; MODEL; DIRECTIONS; VALUES
AB Purpose The sport sector is a very competitive and dynamic industry, son intrapreneurial employees are needed. However, although entrepreneurial intentions in sport sciences students have been studied, less is known about intrapreneurial intentions. It is, therefore, the purpose of this paper to validate a scale to measure the intrapreneurial intentions of sports science students from two different countries. Design/methodology/approach A sample of 304 final-year students from the sport sector of two different countries (Spain and Lithuania) was analyzed. First, an exploratory factorial analysis of the two samples was performed separately, and then a confirmatory factorial analysis was carried out to performed. Finally, in order to check the invariance of the measuring instrument, a multi-group analysis was performed with the constraints of all factors variances and all factors loading. Findings The entrepreneurial intentions scale works well both in its English version in the Lithuanian sports students' and in its Spanish version with the university sports students from Spain. Therefore, it can be said that there is a metric invariance. However, the scale presents better fit indexes, reliability and validity in its English version. Lithuanian sports students scored significantly higher on the risk-taking dimension than Spanish students. Research limitations/implications - The scale has only been validated with final-year sport science students from two countries. It is necessary to test this scale with a larger sample of students from different fields and countries. Practical implications - This scale can be used in both in Spanish and English versions to detect potential entrepreneurs in the sports sector, so it can help universities and employers to detect future intraentrepreneurs in the sports sector. Social implications - Social implication of this paper is the detection of potential entrepreneurs who can improve economic, social or sports performance in organizations or sports companies. Originality/value A new tool to detect the potential sport intrapreneurs in university students has been created. Moreover, a cross-cultural validation of the intrapreneurial intentions scale (in English and Spanish version) with sport sciences students from two different countries has been performed.
C1 [Huertas Gonzalez-Serrano, Maria; Calabuig Moreno, Ferran; Crespo Hervas, Josep] Univ Valencia, Valencia, Spain.
   [Valantine, Irena] Lithuanian Sports Univ, Kaunas, Lithuania.
C3 University of Valencia; Lithuanian Sports University
RP González-Serrano, MH (corresponding author), Univ Valencia, Valencia, Spain.
EM m.huertas.gonzalez@uv.es
RI Valantine, Irena/AAD-3844-2020; Hervas, Josep Crespo/I-5526-2016;
   Calabuig, Ferran/A-9738-2009; Valantine, Irena/AAV-4873-2020
OI Hervas, Josep Crespo/0000-0002-8509-0353; Calabuig,
   Ferran/0000-0002-4538-2976; Gonzalez-Serrano, Maria
   Huertas/0000-0002-2742-4191
NR 99
TC 6
Z9 6
U1 1
U2 18
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 2045-2101
EI 2045-211X
J9 J ENTREP PUBLIC POLI
JI J. Engrep. Public Policy
PD MAR 11
PY 2019
VL 8
IS 1
SI SI
BP 40
EP 61
DI 10.1108/JEPP-D-18-00093
PG 22
WC Economics
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA IW9GM
UT WOS:000485301500004
DA 2024-02-21
ER

PT J
AU Falk, AEL
   Sandqvist, JL
   Liedberg, GM
AF Falk, Annika E. Lindh
   Sandqvist, Jan L.
   Liedberg, Gunilla M.
TI Euro-Education: Employability for all (EEE4all) <i>Design and
   implementation of an international course for future health-care
   professionals</i>
SO WORK-A JOURNAL OF PREVENTION ASSESSMENT & REHABILITATION
LA English
DT Article
DE Occupational therapy; gender; e-learning; vocational rehabilitation;
   course design
AB Background: Employment is a priority in the European Union, and it is essential to address the needs of individuals disadvantaged at the labour market on grounds such as ethnicity, age, gender or disability, to increase the opportunities for these groups to gain employment. The Council of the European Union recognize the important role of national organisations in increasing gender equality and the need to integrate a gender perspective in all policies. Gender equality perspectives should also, according to the EU Plan of Action and Gender Equality be integrated in education.
   Objectives: To equip students in higher education with knowledge, about gender, age, disability and ethnicity in relation to employability, a European group initiated a project; Euro-Education: Employability for all (EEE4all).
   Approach: The project, funded by the European Lifelong Learning Programme, was aimed to develop and implement four course modules, each relating to employability with different focus: gender, age, disability or ethnicity. In this paper design, implementation, and evaluation of the course focused on gender, provided by the Occupational Therapy Programme at Linkoping University, is described.
   Conclusions: The students highlighted the importance of awareness and knowledge about gender theory and its application in relation to employability and client-centred approach.
C1 [Falk, Annika E. Lindh; Sandqvist, Jan L.; Liedberg, Gunilla M.] Linkoping Univ, Dept Social & Welf Studies, Fac Hlth Sci, S-60174 Norrkoping, Sweden.
C3 Linkoping University
RP Falk, AEL (corresponding author), Linkoping Univ, Dept Social & Welf Studies, Fac Hlth Sci, S-60174 Norrkoping, Sweden.
EM Annika.Lindh.Falk@liu.se
OI Sandqvist, Jan/0000-0002-9488-6142
NR 21
TC 3
Z9 3
U1 0
U2 9
PU IOS PRESS
PI AMSTERDAM
PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS
SN 1051-9815
EI 1875-9270
J9 WORK
JI Work
PY 2012
VL 41
IS 4
BP 433
EP 438
DI 10.3233/WOR-2012-1311
PG 6
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 929DU
UT WOS:000303042200009
PM 22495414
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Gomes-Machado, ML
   Santos, FH
   Schoen, T
   Chiari, B
AF Gomes-Machado, Maria Luiza
   Santos, Flavia Heloisa
   Schoen, Teresa
   Chiari, Brasilia
TI Effects of Vocational Training on a Group of People with Intellectual
   Disabilities
SO JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES
LA English
DT Article
DE intellectual disability; labor market; professionalization; vocational
   training
ID QUALITY-OF-LIFE; EMPLOYMENT OUTCOMES; SELF-DETERMINATION; ADULTS;
   TRANSITION; STUDENTS; IMPACT; WORK
AB Intellectual disability (ID) is the most restraining disability for professional inclusion, mainly due to the lack of adaptive skills focused on the work environment observed in people with ID. The aims of this study were (i) to describe and analyze the effects of a vocational training program on the adaptive behavior of people with ID and (ii) to evaluate the social impact of employability on the life of the employees with ID. Participants were 43 people with mild or moderate ID, age between 18 and 28 years. The Supports Intensity Scale was applied at two stages: T1-PRETRAINING and T2-POSTTRAINING, while the Social Impact Questionnaire was used at the third stage, after employment (T-3 POSTINCLUSION). The authors found that there were differences in total scores between stages T-1 and T-2 in relation to all the adaptive skills assessed, with a reduction of around 50% in the need for support. One year after inclusion in the labor market (T-3), participants were still employed, with significant improvements in such aspects as learning, autonomy, affective and social development, as well as in family and community relations. The vocational training contributed to the global development of persons, favoring their professional inclusion, and as a result, sustenance, autonomy, and a decrease in the need for assistance and support.
C1 [Gomes-Machado, Maria Luiza; Schoen, Teresa; Chiari, Brasilia] Univ Fed Sao Paulo, Sao Paulo, Brazil.
   [Santos, Flavia Heloisa] Univ Estadual Paulista, Bauro, Brazil.
   [Santos, Flavia Heloisa] Univ Minho, Braga, Portugal.
C3 Universidade Federal de Sao Paulo (UNIFESP); Universidade Estadual
   Paulista; Universidade do Minho
RP Santos, FH (corresponding author), Univ Minho, Escola Psicol, Gabinete 1098 Campus Gualtar, P-4710057 Braga, Portugal.
EM flaviahs@psi.uminho.pt
RI Chiari, Brasilia Maria/Q-2795-2017; Santos, Flávia/IXN-5060-2023;
   Santos, Flávia H./C-1390-2011
OI Chiari, Brasilia Maria/0000-0001-8085-7837; Santos,
   Flávia/0009-0009-0573-324X; Santos, Flávia H./0000-0003-2592-9038;
   Schoen, Teresa Helena/0000-0002-4743-8435
FU APAE Sao Paulo; SCOT Board
FX We thank the APAE Sao Paulo and the SCOT Board for the support, and
   especially the trainees and their families, which made this research
   possible.
NR 54
TC 10
Z9 15
U1 0
U2 32
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1741-1122
EI 1741-1130
J9 J POLICY PRACT INTEL
JI J. Policy Pract. Intellect. Disabil.
PD MAR
PY 2016
VL 13
IS 1
BP 33
EP 40
DI 10.1111/jppi.12144
PG 8
WC Health Policy & Services; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Health Care Sciences & Services; Rehabilitation
GA DI0ZX
UT WOS:000373226900004
DA 2024-02-21
ER

PT J
AU Thompson, D
   Brewster, S
AF Thompson, D.
   Brewster, S.
TI Inclusive placement learning for diverse higher education students:
   anxiety, uncertainty and opportunity
SO EDUCATIONAL REVIEW
LA English
DT Article; Early Access
DE Diversity; inclusion; disability; higher education; placement;
   work-based learning
ID DISABLED STUDENTS; WORK EXPERIENCE
AB There is an increasing policy emphasis on supporting diversity and inclusive practice, as well as graduate employability for higher education students. Work-based learning (WBL), placement learning, or work integrated learning (WIL) is a key component of many undergraduate degree programmes. However, for many students, factors such as disability, ill-health, caring or work responsibilities can impact on their placement experience. This paper presents research based upon students' experiences and staff members' views of placement learning. It offers a wider discussion of inclusion and inclusive practice that goes beyond a single focus on disability. Firstly, the paper addresses the challenges that a diverse range of students face when considering placement and then discusses the experiences of staff in support of this activity. These are conceptualised within the three themes of anxiety, uncertainty, but also opportunity. As researchers and reflective practitioners, the authors present discussion that aims to develop our understanding of inclusive practice, inclusive placement learning, and meeting the needs of diverse groups of students. These are universal requirements, relating to themes of social justice, reaching across different institutions, subject disciplines, and international boundaries.
C1 [Thompson, D.; Brewster, S.] Univ Wolverhampton, Sch Educ, Walsall, W Midlands, England.
C3 University of Wolverhampton
RP Thompson, D (corresponding author), Univ Wolverhampton, Sch Educ, Walsall, W Midlands, England.
EM d.w.thompson@wlv.ac.uk
NR 41
TC 2
Z9 2
U1 3
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0013-1911
EI 1465-3397
J9 EDUC REV
JI Educ. Rev.
PD 2023 NOV 10
PY 2023
VL 75
IS 7
BP 1406
EP 1424
DI 10.1080/00131911.2021.2023470
EA FEB 2022
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA U4LC3
UT WOS:000758623400001
DA 2024-02-21
ER

PT J
AU Lecat, A
   Beausaert, S
   Raemdonck, I
AF Lecat, Antoine
   Beausaert, Simon
   Raemdonck, Isabel
TI On the Relation Between Teachers' (In)formal Learning and Innovative
   Working Behavior: the Mediating Role of Employability
SO VOCATIONS AND LEARNING
LA English
DT Article
DE Teachers; Formal and informal learning; Employability; Innovative work
   behavior
ID HUMAN-RESOURCE MANAGEMENT; GOAL ORIENTATIONS; FUTURE-RESEARCH; CAREER
   SUCCESS; HELP-SEEKING; PERFORMANCE; FEEDBACK; MODEL; ANTECEDENTS;
   PERCEPTIONS
AB Teachers' innovative work behavior and professional development is receiving more attention lately. More precisely, it is argued that teachers' formal and informal learning is crucial to anticipate and deal with continuous changes and innovations in technology and didactics, for example. Therefore, this study researches the teachers' innovative work behavior by studying relations between (in)formal learning activities, employability (i.e. five competences: occupational expertise, anticipation and optimization, personal flexibility, corporate sense and balance) and innovative working behavior (IWB, i.e. ideas generation, promotion and realization). Furthermore, the mediating role of employability between learning and innovative working behavior is studied, too. Based on path analysis conducted on questionnaire data from 301 primary and secondary school teachers from the French-speaking community of Belgium, findings conclude that employability competences are related to both formal and informal learning, but the relationship between informal learning and employability is stronger. Next, making a distinction between the frequency and use of social informal learning is relevant given the differentiated role the different components play. Feedback use in particular seems to play an important role in teachers' employability and IWB. Finally, it can be concluded that employability partially mediates the relation between the undertaking of (in)formal learning activities and dimensions of innovative working behavior. Results imply that schools should pay more attention to supporting teachers' informal learning since it's crucial for improving their ability to innovate and to be able to deal with changes in the dynamic world of education.
C1 [Lecat, Antoine] Psychol Sci Res Inst IPSY, Pl Cardinal Mercier 10 Box L3-05-01, B-1348 Louvain La Neuve, Belgium.
   [Beausaert, Simon] Maastricht Univ, Sch Business & Econ, Dept Educ Res & Dev, Maastricht, Netherlands.
   [Raemdonck, Isabel] Catholic Univ Louvain, Inst Anal Change Contemporary & Hist Soc IACCHOS, Louvain La Neuve, Belgium.
C3 Maastricht University; Universite Catholique Louvain; Institute for the
   Analysis of Change in Contemporary & Historical Societies (IACS)
RP Lecat, A (corresponding author), Psychol Sci Res Inst IPSY, Pl Cardinal Mercier 10 Box L3-05-01, B-1348 Louvain La Neuve, Belgium.
EM antoine.lecat@uclouvain.be
OI Beausaert, Simon/0000-0002-3036-8143
FU FSR grant from the Universite catholique de Louvain
FX This author is supported by an FSR grant from the Universite catholique
   de Louvain
NR 93
TC 26
Z9 27
U1 5
U2 57
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1874-785X
EI 1874-7868
J9 VOCAT LEARN
JI Vocat. Learn.
PD OCT
PY 2018
VL 11
IS 3
BP 529
EP 554
DI 10.1007/s12186-018-9199-x
PG 26
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GV6FT
UT WOS:000446204200008
DA 2024-02-21
ER

PT J
AU Crawford, J
   Irving, C
AF Crawford, John
   Irving, Christine
TI Information literacy in employability training: The experience of
   Inverclyde Libraries
SO JOURNAL OF LIBRARIANSHIP AND INFORMATION SCIENCE
LA English
DT Article
DE community learning and development; employability; information literacy;
   Inverclyde Libraries; learning life histories; lifelong learning; public
   libraries; Scottish Information Literacy Project; skills development
AB The study is an evaluation of an employability training programme provided by Inverclyde Libraries in West Central Scotland and the role of information literacy within the training programme. Inverclyde is an area with high unemployment and pockets of multiple deprivation. Modern, applicable skills are also lacking. The findings are based on interviews with five learners and also one with an adult literacies tutor. The interviews were conducted in August 2009 and a Learning Life Histories methodology was used. Interviewees had mainly previously worked in the service industries and none had post-school qualifications, despite which all the interviewees were highly motivated. Information literacy was found to between 30% and 60% of course content depending on learner needs. Family influence was found to be the main motivation to enrol on the course and the learners sought personal social development as well as employability skills. There was found to be a lack of appropriate, relevant training materials and a lack of collaboration between the LIS sector and Community Learning and Development in developing them. The article concludes with a number of recommendations including the need to improve recruitment and course scheduling and planning.
RP Crawford, J (corresponding author), 21 Polbae Crescent, Glasgow G76 0LW, Lanark, Scotland.
EM polbae2003@yahoo.co.uk
NR 17
TC 10
Z9 10
U1 2
U2 41
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0961-0006
J9 J LIBR INF SCI
JI J. Libr. Inf. Sci.
PD JUN
PY 2012
VL 44
IS 2
BP 79
EP 89
DI 10.1177/0961000611436096
PG 11
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA 952UW
UT WOS:000304819500001
DA 2024-02-21
ER

PT J
AU Dale, C
   Povey, G
AF Dale, Crispin
   Povey, Ghislane
TI An evaluation of learner-generated content and podcasting
SO JOURNAL OF HOSPITALITY LEISURE SPORT & TOURISM EDUCATION
LA English
DT Article
DE podcasting; learner-generated content; heritage attractions
ID LECTURES
AB The adoption of podcasting as a delivery mechanism within higher education is becoming more pervasive. Podcasting can offer great potential when used as a strategy for learners to generate content to be shared with their peer group. This study explores the use of podcasting as a means of developing learner-generated content within a third-year undergraduate module called Heritage Management. In groups, students had to produce a podcast for a heritage attraction which could be used by tourists as a visitor guide. As part of a weekly blog, students reflected upon their learning process in the development of the podcast. The findings suggest that the activity develops a range of academic and practical skills that have the potential to enhance the students' employability.
C1 [Dale, Crispin; Povey, Ghislane] Wolverhampton Univ, Sch Sport Performing Arts & Leisure, Walsall WS12 4TB, W Midlands, England.
C3 University of Wolverhampton
RP Dale, C (corresponding author), Wolverhampton Univ, Sch Sport Performing Arts & Leisure, Gorway Rd, Walsall WS12 4TB, W Midlands, England.
EM cdale@wlv.ac.uk; g.povey@wlv.ac.uk
NR 17
TC 19
Z9 23
U1 1
U2 19
PU HOSPITALITY LEISURE SPORT & TOURISM NETWORK
PI OXFORD
PA OXFORD BROOKES UNIV, WHEATLEY CAMPUS, WHEATLEY, OXFORD, OXON OX33 1HX,
   ENGLAND
SN 1473-8376
J9 J HOSP LEIS SPORT TO
JI J. Hosp. Leis. Sport Tour. Educ.
PD APR
PY 2009
VL 8
IS 1
BP 117
EP 123
DI 10.3794/johlste.81.214
PG 7
WC Education & Educational Research; Hospitality, Leisure, Sport & Tourism
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Social Sciences - Other Topics
GA 443BG
UT WOS:000265884600010
DA 2024-02-21
ER

PT J
AU Wilson, CB
   Slade, C
AF Wilson, Christine Brown
   Slade, Christine
TI From consultation and collaboration to consensus: introducing an
   alternative model of curriculum development
SO INTERNATIONAL JOURNAL FOR ACADEMIC DEVELOPMENT
LA English
DT Article
DE Consensus approach; curriculum development; employability; stakeholder
   engagement
AB Scholarly discourses call for curriculum development to be democratic and collaborative, include multiple stakeholders' perspectives, and aligned to values that promote the professional, social, and public good. Despite this, curriculum development remains an internal process: a situation challenged by a greater emphasis on employability. This paper reflects on a consensus model of curriculum development in health professions, based on constructivist principles, where internal and external stakeholders' voices were incorporated and valued. A framework is presented to support a consensus model of curriculum development that is more likely to represent the socio-political context in which the future graduate may be employed.
C1 [Wilson, Christine Brown] Queens Univ Belfast, Sch Nursing & Midwifery, Belfast, Antrim, North Ireland.
   [Slade, Christine] Univ Queensland, Inst Teaching & Learning Innovat, St Lucia, Qld, Australia.
C3 Queens University Belfast; University of Queensland
RP Wilson, CB (corresponding author), Queens Univ Belfast, Sch Nursing & Midwifery, Belfast, Antrim, North Ireland.
EM c.brownwilson@qub.ac.uk
RI Brown Wilson, Christine/E-7885-2010; Slade, Christine/C-9200-2017
OI Brown Wilson, Christine/0000-0002-7861-9538; Slade,
   Christine/0000-0002-2197-2824
NR 12
TC 5
Z9 7
U1 2
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1360-144X
EI 1470-1324
J9 INT J ACAD DEV
JI Int. J. Acad. Dev.
PD APR 2
PY 2020
VL 25
IS 2
BP 189
EP 194
DI 10.1080/1360144X.2019.1584897
PG 6
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA QI1TO
UT WOS:000618756300009
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Rivas, A
   Channoso, P
   Gonzalez-Briones, A
   Casado-Vara, R
   Corchado, JM
AF Rivas, Alberto
   Channoso, Pablo
   Gonzalez-Briones, Alfonso
   Casado-Vara, Roberto
   Manuel Corchado, Juan
TI Hybrid job offer recommender system in a social network
SO EXPERT SYSTEMS
LA English
DT Article
DE agents; argumentation; employability; machine learning; recommender
   systems; social networks
ID OF-THE-ART; ARGUMENTATION
AB Recommender systems (RSs) play a very important role in web navigation, ensuring that the users easily find the information they are looking for. Today's social networks contain a large amount of information and it is necessary that they employ a mechanism that will guide users to the information they are interested in. However, to be able to recommend content according to user preferences, it is necessary to analyse their profiles and determine their preferences. The present work proposes a job offer RS for a career-oriented social network. The recommendation system is a hybrid, it consists of a case-based reasoning (CBR) system and an argumentation framework, based on a multi-agent system (MAS) architecture. The CBR system uses a series of metrics and similar cases to decide whether a job offer is likely to be recommended to a user. Besides, the argumentation framework extends the system with an argumentation CBR, through which old and similar cases can be obtained from the CBR system. Finally, a discussion process is established amongst the agents who debate using their experience from past cases to take a final decision.
C1 [Rivas, Alberto; Channoso, Pablo; Gonzalez-Briones, Alfonso; Casado-Vara, Roberto; Manuel Corchado, Juan] Univ Salamanca, BISITE Res Grp, Salamanca, Spain.
   [Rivas, Alberto; Gonzalez-Briones, Alfonso; Manuel Corchado, Juan] IoT Digital Innovat Hub Spain, Air Inst, Salamanca, Spain.
   [Manuel Corchado, Juan] Osaka Inst Teachnol, Fac Engn, Dept Elect Informat & Commun, Osaka, Japan.
   [Manuel Corchado, Juan] Univ Malaysia Kelantan, Pusat Komputeran & Informat, Kota Baharu, Kelantan, Malaysia.
C3 University of Salamanca; Universiti Malaysia Kelantan
RP Channoso, P (corresponding author), Univ Salamanca, BISITE Digital Innovat Hub, Salamanca 37007, Salamanca, Spain.
EM chamoso@usal.es
RI González Briones, Alfonso/B-2571-2016; Corchado Rodríguez,
   Juan/D-3229-2013; Chamoso, Pablo/A-7274-2016; Casado Vara,
   Roberto/Q-3575-2018
OI González Briones, Alfonso/0000-0002-3444-4393; Corchado Rodríguez,
   Juan/0000-0002-2829-1829; Chamoso, Pablo/0000-0001-5109-3583; Casado
   Vara, Roberto/0000-0003-0198-696X
NR 56
TC 8
Z9 8
U1 2
U2 22
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0266-4720
EI 1468-0394
J9 EXPERT SYST
JI Expert Syst.
PD AUG
PY 2019
VL 36
IS 4
SI SI
AR e12416
DI 10.1111/exsy.12416
PG 13
WC Computer Science, Artificial Intelligence; Computer Science, Theory &
   Methods
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science
GA IO3YW
UT WOS:000479317700004
DA 2024-02-21
ER

PT J
AU Peters, V
   Engels, JA
   de Rijk, AE
   Nijhuis, FJN
AF Peters, Velibor
   Engels, Josephine A.
   de Rijk, Angelique E.
   Nijhuis, Frans J. N.
TI Sustainable employability in shiftwork: related to types of work
   schedule rather than age
SO INTERNATIONAL ARCHIVES OF OCCUPATIONAL AND ENVIRONMENTAL HEALTH
LA English
DT Article
DE Work schedules; Sustainable employability; Chronological age; Life-span
   age; Functional age; Organisational age
AB Purpose There is scarce research on age and sustainable employability of nurses working in various types of work schedules. Earlier research showed that nurses working in work schedules differ regarding age. Different operationalisations of age might explain variations in sustainable employability. Therefore, the aim of this study was to investigate how nurses working in various types of work schedule differ regarding sustainable employability, and the role that age plays in these differences. Age was defined as chronological age, organisational age, life-span age, and functional age.
   Method Questionnaires were distributed to 974 Dutch nurses in residential elder care (response rate 51 %) with questions about the type of work schedule, aspects of sustainable employability, various operationalisations of age, and registered sickness absence data were used.
   Results Nurses working in various types of work schedules differed regarding aspects of sustainable employability, also when operationalisations of age were added. The 'life-span age' was directly related to aspects of sustainable employability. Statistically, work ability and job satisfaction were only explained by varying operationalisations of age.
   Conclusions Nurses' sustainable employability appeared to be mainly related to differences between the types of work schedule rather than age. Fixed early shifts are characterised by the most positive aspects of sustainable employability, and three rotating schedules score worst. To improve sustainable employability, organisations should implement a system in which nurses with different types of work schedule are monitored in combination with their life-span perspective.
C1 [Peters, Velibor] HAN Univ Appl Sci, Fac Hlth & Social Studies, Nijmegen, Netherlands.
   [Peters, Velibor; de Rijk, Angelique E.] Maastricht Univ, Fac Hlth Med & Life Sci, Res Inst Primary Care & Publ Hlth CAPHRI, Dept Social Med, Maastricht, Netherlands.
   [Engels, Josephine A.] HAN Univ Appl Sci, Fac Hlth & Social Studies, Dept Occupat & Hlth, Nijmegen, Netherlands.
   [Nijhuis, Frans J. N.] Maastricht Univ, Fac Psychol & Neurosci, Dept Work & Social Psychol, Maastricht, Netherlands.
C3 Maastricht University; Maastricht University
RP Peters, V (corresponding author), HAN Univ Appl Sci, Fac Hlth & Social Studies, Nijmegen, Netherlands.
EM Velibor.Peters@han.nl
NR 0
TC 14
Z9 15
U1 0
U2 44
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0340-0131
EI 1432-1246
J9 INT ARCH OCC ENV HEA
JI Int. Arch. Occup. Environ. Health
PD OCT
PY 2015
VL 88
IS 7
BP 881
EP 893
DI 10.1007/s00420-014-1015-9
PG 13
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Public, Environmental & Occupational Health
GA CR0HZ
UT WOS:000361000600006
PM 25578669
DA 2024-02-21
ER

PT J
AU Chum, A
   Carpenter, S
   Farrell, E
   Mook, L
   Handy, F
   Schugurensky, D
   Quarter, J
AF Chum, Antony
   Carpenter, Sara
   Farrell, Eddie
   Mook, Laurie
   Handy, Femida
   Schugurensky, Daniel
   Quarter, Jack
TI Does geographic context influence employability-motivated volunteering?
   The role of area-level material insecurity and urbanicity
SO CANADIAN GEOGRAPHER-GEOGRAPHE CANADIEN
LA English
DT Article
DE Employability; material insecurity; multilevel modeling; contextual
   effects; volunteerism
ID MISSING DATA; BENEFIT; POLICY; ADULTS
AB There is a growing public discourse that volunteering increases the likelihood of finding a better job because it improves social and human capital. While previous studies have largely treated volunteers' motivations as individualistically determined, contextual determinants of volunteers' motivations are relatively neglected. The purpose of this study is to understand the individual and contextual characteristics in which individuals are more likely to volunteer as a means of improving their employability. Using a random sample of 768 volunteers across Canada, we estimate the independent effects of a) municipal-level material insecurity, b) urbanicity, and c) individual characteristics on the odds of volunteering to improve employability. Our findings show that living in municipalities with high economic insecurity and in urban settings independently increases the odds of volunteering to improve employability. Our study points to evidence of model misspecification, by omission of unobserved geographical covariates, in previous studies of volunteers' motivations.
C1 [Chum, Antony] London Sch Hyg & Trop Med, Dept Social & Environm Hlth Res, London WC1H 9SH, England.
   [Carpenter, Sara; Farrell, Eddie; Quarter, Jack] Univ Toronto, Ontario Inst Studies Educ, Toronto, ON M5S 1A1, Canada.
   [Mook, Laurie] Arizona State Univ, Sch Community Resources & Dev, Tempe, AZ 85287 USA.
   [Handy, Femida] Univ Penn, Sch Social Policy & Practice, Philadelphia, PA 19104 USA.
   [Schugurensky, Daniel] Arizona State Univ, Sch Social Transformat, Tempe, AZ 85287 USA.
C3 University of London; London School of Hygiene & Tropical Medicine;
   University of Toronto; University Health Network Toronto; Arizona State
   University; Arizona State University-Tempe; University of Pennsylvania;
   Arizona State University; Arizona State University-Tempe
RP Chum, A (corresponding author), London Sch Hyg & Trop Med, Dept Social & Environm Hlth Res, 15-17 Tavistock Pl, London WC1H 9SH, England.
EM antony.chum@utoronto.ca
RI Mook, Laurie/AAH-9966-2019; Mook, Laurie/C-6045-2014; Chum,
   Antony/H-1980-2015
OI Mook, Laurie/0000-0001-5831-6866; Chum, Antony/0000-0002-6756-7031;
   Farrell, Eddie/0000-0002-1467-6920; Handy, Femida/0000-0003-3200-8042
NR 82
TC 6
Z9 6
U1 0
U2 12
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0008-3658
EI 1541-0064
J9 CAN GEOGR-GEOGR CAN
JI Can. Geogr.-Geogr. Can.
PD FAL
PY 2015
VL 59
IS 3
BP 354
EP 368
DI 10.1111/cag.12167
PG 15
WC Geography
WE Social Science Citation Index (SSCI)
SC Geography
GA CQ7FO
UT WOS:000360768600019
DA 2024-02-21
ER

PT J
AU Lipton, B
AF Lipton, Briony
TI Ways to write an academic life: Queering the academic curriculum vitae
SO MANAGEMENT LEARNING
LA English
DT Article; Early Access
DE Academic careers; auto-ethico-ethnography; curriculum vitae;
   employability; gender; productivity; queer failure; success
ID GENDER; ORGANIZATION; FEMINIST; EXPECTATIONS; EDUCATION; CAREERS; EQUITY
AB The curriculum vitae (CV) is a short account of one's career and qualifications typically prepared for a position or promotion. In academia, the CV chronicles a representation of the academic self in terms of scholarly activities such as publications, research grants and projects, conference participation and teaching awards. Far from being a neutral record, the CV (re)produces gendered norms and highlights continued gender inequalities in academic careers. This article explores how the CV is made possible (and consequently measured and valued) through material practices as well as via discourses of productivity, employability and success. It does this by embracing Jack Halberstam's concept of 'queer failure' and Karen Barad's theory of 'intra-action' in an experimental auto-ethico-ethnography of the academic CV. Using a diffractive approach, this article also calls into question the separation of the body and the materiality of the CV, our emotional relationship with the CV, as well as gendered academic labour. In theorising the CV through the lens of performativity, attention is reoriented towards the assemblage of relations and intra-actions between academic, writing, the career, the body and representation and reveals them to be complexly located within and through each other.
C1 [Lipton, Briony] Univ Sydney, Sydney, NSW 2006, Australia.
C3 University of Sydney
RP Lipton, B (corresponding author), Univ Sydney, Sydney, NSW 2006, Australia.
EM briony.lipton@sydney.edu.au
OI Lipton, Briony/0000-0002-9808-6046
NR 97
TC 3
Z9 4
U1 2
U2 14
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1350-5076
EI 1461-7307
J9 MANAGE LEARN
JI Manage. Learn.
PD 2022 JUL
PY 2022
VL 53
IS 3
BP 566
EP 581
AR 13505076211051201
DI 10.1177/13505076211051201
EA OCT 2021
PG 16
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 1O2XQ
UT WOS:000712507000001
DA 2024-02-21
ER

PT J
AU Leow, A
   Billett, S
   Le, AH
   Chua, SY
AF Leow, Anthony
   Billett, Stephen
   Le, Ahn Hai
   Chua, Shuyi
TI Graduates' perspectives on effective continuing education and training:
   participation, access and engagement
SO INTERNATIONAL JOURNAL OF LIFELONG EDUCATION
LA English
DT Article; Early Access
DE Continuing education and training; adult learning; learner needs;
   learner engagement; purposes of adult education
ID LIFELONG; SKILLS
AB There is a growing global concern about providing effective continuing education and training (CET) to support and sustain the employability of working-age populations. More than enhancing workplace viability and employability, CET also assists in achieving governments' economic and social goals. Educational institutions organise CET provisions based on intended goals, resources, capacities, and institutional imperatives. However, working-age adults' effective engagement and worthwhile outcomes are likely to be strongest when what is afforded them is aligned with their goals, needs and readiness to participate. Thus, what constitutes effective CET provisions can be best understood by appraising them through how they secure individuals' engagement and meet their needs. Drawing on an investigation of CET provisions in Singapore, this paper seeks to illuminate and appraise what constitutes qualities of effective CET provisions in relation to addressing issues of relevance, accessibility and quality of engagement with educational experiences. Through analyses of interview and survey data, the motivations for informants' CET participation, their preferences and requirements for effective engagement in CET including desirable qualities of teachers were identified and delineated. Given that adults elect to participate in CET to achieve personal and professional outcomes, the findings provide bases for designing, enacting and evaluating effective CET programmes.
C1 [Leow, Anthony; Chua, Shuyi] Republ Polytech, Ctr Educ Dev, Singapore, Singapore.
   [Billett, Stephen; Le, Ahn Hai] Griffith Univ, Sch Educ & Profess Studies, Brisbane, Qld, Australia.
C3 Griffith University
RP Leow, A (corresponding author), Republ Polytech, Ctr Educ Dev, Singapore, Singapore.
EM anthony_leow2@rp.edu.sg
RI Leow, Anthony/AHE-5855-2022; Le, Anh/GLQ-9083-2022
OI Leow, Anthony/0000-0002-9725-7771; Le, Anh/0000-0002-8449-0005; Billett,
   Stephen/0000-0002-9926-3518; Chua, Shuyi/0000-0001-5503-3449
FU  [GA17-05]
FX This work was supported by the SkillsFuture Singapore (SSG)'s Workforce
   Development Applied Research Fund [GA17-05].
NR 36
TC 4
Z9 4
U1 2
U2 3
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0260-1370
EI 1464-519X
J9 INT J LIFELONG EDUC
JI Int. J. Lifelong Educ.
PD 2022 MAR 4
PY 2022
VL 41
IS 2
BP 212
EP 228
AR 2044398
DI 10.1080/02601370.2022.2044398
EA FEB 2022
PG 17
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 1G4PL
UT WOS:000761541100001
DA 2024-02-21
ER

PT J
AU Müller, O
   Schmiedel, T
   Gorbacheva, E
   vom Brocke, J
AF Mueller, Oliver
   Schmiedel, Theresa
   Gorbacheva, Elena
   vom Brocke, Jan
TI Towards a typology of business process management professionals:
   identifying patterns of competences through latent semantic analysis
SO ENTERPRISE INFORMATION SYSTEMS
LA English
DT Article
DE business process management; professionals; competences; knowledge;
   skills; abilities; latent semantic analysis; typology
ID KNOWLEDGE; LEVEL; IMPLEMENTATION; SEEKING; SKILLS
AB While researchers have analysed the organisational competences that are required for successful Business Process Management (BPM) initiatives, individual BPM competences have not yet been studied in detail. In this study, latent semantic analysis is used to examine a collection of 1507 BPM-related job advertisements in order to develop a typology of BPM professionals. This empirical analysis reveals distinct ideal types and profiles of BPM professionals on several levels of abstraction. A closer look at these ideal types and profiles confirms that BPM is a boundary-spanning field that requires interdisciplinary sets of competence that range from technical competences to business and systems competences. Based on the study's findings, it is posited that individual and organisational alignment with the identified ideal types and profiles is likely to result in high employability and organisational BPM success.
C1 [Mueller, Oliver; Schmiedel, Theresa; vom Brocke, Jan] Univ Liechtenstein, Inst Informat Syst, Vaduz, Liechtenstein.
   [Gorbacheva, Elena] Univ Munster, European Res Ctr Informat Syst, D-48149 Munster, Germany.
C3 University of Liechtenstein; University of Munster
RP Müller, O (corresponding author), Univ Liechtenstein, Inst Informat Syst, Vaduz, Liechtenstein.
EM oliver.mueller@uni.li
RI Brocke, Jan vom/Q-3807-2019
OI Gorbacheva, Elena/0000-0001-5993-0817
NR 50
TC 48
Z9 51
U1 1
U2 63
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 1751-7575
EI 1751-7583
J9 ENTERP INF SYST-UK
JI Enterp. Inf. Syst.
PD JAN 2
PY 2016
VL 10
IS 1
BP 50
EP 80
DI 10.1080/17517575.2014.923514
PG 31
WC Computer Science, Information Systems
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science
GA CU1ZT
UT WOS:000363321700004
DA 2024-02-21
ER

PT J
AU Llinares-Insa, LI
   Roldán-Pardo, M
   González-Navarro, P
   Benedito-Monleón, MD
AF Llinares-Insa, Lucia I.
   Roldan-Pardo, Manuel
   Gonzalez-Navarro, Pilar
   Desamparados Benedito-Monleon, Maria
TI Well-Being without Employment? Promoting the Employability of Refugees
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE employability; refugee; intervention; labor market; social inclusion
ID HEALTH; GAP
AB There are more than 25 million refugees in the world. Many of them try to reach the Mediterranean in order to enter Europe. Spain is one of the countries that receive refugees and have to integrate them. Many refugees have experienced persecution in their countries, as well as forced migration, rape, diseases, etc. Their integration requires support and coordination from the government, health services, and social agents. The first step in achieving this integration is getting a job, which is currently an important issue. Thus, we aim to analyze the employability of a specific group of refugees in Spain and then develop and implement an intervention program to improve their employability. Our framework is based on the Bioecological Model of Employability. The results obtained show that the program is effective in improving employability, and they highlight the importance of labor inclusion for refugees' well-being. Moreover, the findings reveal the need to create labor market policies and further evaluations, diagnostics, and intervention programs that improve employability and other types of personal-community growth. It is necessary to focus on refugees' needs and develop appropriate services.
C1 [Llinares-Insa, Lucia I.; Roldan-Pardo, Manuel; Desamparados Benedito-Monleon, Maria] Univ Valencia, Fac Psicol, Valencia 46010, Spain.
   [Gonzalez-Navarro, Pilar] Univ Valencia, Res Inst Human Resources Psychol Org Dev & Qual W, Valencia 46010, Spain.
C3 University of Valencia; University of Valencia
RP González-Navarro, P (corresponding author), Univ Valencia, Res Inst Human Resources Psychol Org Dev & Qual W, Valencia 46010, Spain.
EM lucia.llinares@uv.es; rolparma@uv.es; gonznava@uv.es; abenedit@uv.es
RI ; Gonzalez-Navarro, Pilar/G-8625-2011
OI Roldan-Pardo, Manuel/0000-0003-3990-6056; Gonzalez-Navarro,
   Pilar/0000-0002-2750-0166; Llinares-Insa, Lucia
   Inmaculada/0000-0001-9626-4948
FU Universitat de Valencia "Programa Valoritza i Transfereix" [20200261]
FX This paper stems from the research project 'EMPLEAM: Evalua y mejora la
   empleabilidad'. Code: 20200261. Funded by Universitat de Valencia
   "Programa Valoritza i Transfereix".
NR 70
TC 2
Z9 2
U1 7
U2 17
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD NOV
PY 2020
VL 17
IS 21
AR 7775
DI 10.3390/ijerph17217775
PG 14
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA OQ6WZ
UT WOS:000588922300001
PM 33114232
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Koopmans, L
   Huijs, J
AF Koopmans, Linda
   Huijs, Jenny
TI Klaar voor de toekomst: Mentaal pensioen herstellen met het Vitaal
   Vakmanschap-actieprogramma
SO GEDRAG & ORGANISATIE
LA English
DT Article
DE employability; self-management; intervention; participatory approach;
   effectiveness; mental retirement; vitality; craftsmanship; sustainable
ID DEMANDS-RESOURCES MODEL; SUSTAINABLE EMPLOYABILITY; HEALTH
   INTERVENTIONS; WORK; DESIGN
AB Fit for the future: Reversing mental retirement with the 'Vitaal Vakmanschap' action program This article investigates the effectiveness of the 'Vitaal Vakmanschap' action program in the workplace. The 'Vitaal Vakmanschap' action program has been developed to support organizations in maintaining and/or restoring the 'fit' between employees and work. The aim is to stop and/or reverse the process of mental retirement among employees. In this way, the program contributes to employees being able and willing to continue working longer, healthily and productively. In this article, we examine the effectiveness of the program in three Dutch organizations, namely the Sociale Verzekeringsbank (SVB), Doc-Direct and the National Police. A total of 1,035 employees participated in the program. Both quantitative and qualitative information was collected. The results show that the participants experienced the program as positive. Overall, the level of mental retirement did not decrease between the diagnosis measurement and the effect measurement one year later. However, the decline in mental retirement was greater for employees who actively participated in the intervention(s) in the program compared with employees who participated less actively. Thus, the more actively individuals participated, the greater the effectiveness of the program. We conclude with lessons learned.
C1 [Koopmans, Linda; Huijs, Jenny] TNO, The Hague, Netherlands.
C3 Netherlands Organization Applied Science Research
RP Koopmans, L (corresponding author), TNO Gezond Leven, Schipholweg 77-98, NL-2316 ZL Leiden, Netherlands.
EM linda.koopmans@tno.nl; jenny.huijs@tno.nl
NR 37
TC 0
Z9 0
U1 0
U2 0
PU UITGEVERIJ LEMMA B V
PI DEN HAAG
PA POSTBUS 85576, DEN HAAG, 2508 CG, NETHERLANDS
SN 0921-5077
EI 1875-7235
J9 GEDRAG ORGAN
JI Gedrag Organ.
PD MAR
PY 2022
VL 35
IS 1
BP 22
EP 50
DI 10.5117/Go2022.1.002.Koop
PG 29
WC Psychology, Applied; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA 0Z3PP
UT WOS:000790993400002
DA 2024-02-21
ER

PT J
AU Blaschke, LM
AF Marie Blaschke, Lisa
TI The dynamic mix of heutagogy and technology: Preparing learners for
   lifelong learning
SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article; Early Access
DE heutagogy; higher education; lifelong learning; online learning;
   self&#8208; determined learning; self&#8208; directed learning
AB With the swift pivot to online learning, teachers and students have been forced to adopt a new way of teaching and learning, which has required students to become more self-directed in their learning. In addition, teachers are faced with the challenge of preparing students for the workforce and lifelong learning. One emerging approach for addressing both these challenges is that of heutagogy, or self-determined learning. This paper discusses the rising demand for lifelong learning skills and the role that heutagogy can play in supporting students in developing self-directed and lifelong learning skills. Specifically, the paper presents a case study of a higher education institution that has introduced heutagogy, using interviews with programme leaders/instructors to investigate how a college in Israel incorporated heutagogy into their master's education programmes. Case study results reveal that there are challenges in incorporating heutagogy (eg, difficulty for students in adopting the approach), but once adopted, students preferred learning in a self-determined way.
   Practitioner notes
   What is already known about this topic?
   Lifelong learning skills are critical to student employability, and there is a need for exploring new theories and approaches for developing these skills.
   The current pandemic has forced traditional learning into the online space, requiring more self-directed learning skills in learners.
   Heutagogy has been identified as a net-centric teaching and learning theory for online learning.
   What this paper adds
   Positions heutagogy for use in traditional and online classroom settings in order to develop learners' self-directed and lifelong learning skills.
   Explores the pedagogy-andragogy-heutagogy continuum and its use as an instructional strategy.
   Presents a case study of a higher education institution that has implemented self-determined learning.
   Implications for practice and/or policy
   This study encourages further research into use of heutagogy for developing self-directed and lifelong learning skills.
   This study provides guidance for those who want to introduce self-determined learning into classroom settings.
C1 [Marie Blaschke, Lisa] Learnlife, Home Hub, Barcelona, Spain.
RP Blaschke, LM (corresponding author), Learnlife, Barcelona, Spain.
EM lisa.maria.blaschke@t-online.de
NR 57
TC 18
Z9 25
U1 3
U2 28
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-1013
EI 1467-8535
J9 BRIT J EDUC TECHNOL
JI Br. J. Educ. Technol.
PD 2021 JUL
PY 2021
VL 52
IS 4
BP 1629
EP 1645
DI 10.1111/bjet.13105
EA MAY 2021
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA TE4XY
UT WOS:000651783700001
DA 2024-02-21
ER

PT J
AU Morrison, A
AF Morrison, Andrew
TI Outclassed?: Undergraduates' Perceptions of the Competition for Primary
   Teaching Jobs in England and Wales
SO SOCIOLOGICAL RESEARCH ONLINE
LA English
DT Article
DE Class; Gender; Teaching; Employability; Higher Education
ID SOCIAL-CLASS; TEACHERS
AB This paper presents the results of a mixed-methods investigation into undergraduates' perceptions of the competition for Newly Qualified Teacher positions within the primary sector in England and Wales. The study sample was a cohort of final-year Education Studies undergraduates at a post-1992 university in Wales. All of the participants aimed to become primary school teachers. The study's rationale lies in evidence that teaching is becoming more competitive while offering less security. The study revealed that the students had a realistic view of the labour market for NQT positions, showing awareness of the increasing demands placed upon the cultural, social and material resources of potential entrants. Although this knowledge did not deter the students, it is concluded that developments within teaching may ultimately deter working-class students. This has worrying implications for the composition of the teaching profession and, in turn, for wider issues of social justice within education
C1 Cardiff Metropolitan Univ, Cardiff, S Glam, Wales.
C3 Cardiff Metropolitan University
RP Morrison, A (corresponding author), Cardiff Metropolitan Univ, Cardiff, S Glam, Wales.
NR 50
TC 0
Z9 0
U1 0
U2 6
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1360-7804
J9 SOCIOL RES ONLINE
JI Sociol. Res. Online
PD AUG 31
PY 2013
VL 18
IS 3
AR 6
DI 10.5153/sro.3056
PG 11
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA AO3QQ
UT WOS:000341249200006
DA 2024-02-21
ER

PT J
AU Fukuura, Y
   Shigematsu, Y
   Mizuochi, Y
   Kakuma, T
AF Fukuura, Yoshitomo
   Shigematsu, Yukako
   Mizuochi, Yumi
   Kakuma, Tatsuyuki
TI Assessing Continued Employability among People with Mental Illnesses:
   Development of a Scale in Japan
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE mental illness; continued employability; assessment; scale development
ID SOCIAL-SKILLS; WORK-ABILITY; EMPLOYMENT; INTERVENTIONS; IMPACT
AB Continued employment enables people with mental illnesses to maintain and improve their mental health, and its mutual understanding between them and their workplaces can help provide specific support and improve the work environment. Hence, this study developed a Continued Employability Scale to provide people with mental illnesses solutions for achieving continued employment and examined the scale's reliability and validity. It is based on a conceptual analysis of the skills necessary for continued employment and comprises items related to continued employability and the consequences of continued employment. We performed conceptual analyses to prepare the item list, conducted the study using a questionnaire survey, and examined its content validity and reliability using factor analyses. The results showed that the developed scale, which can determine self-management, dedication to work, environmental adjustments, and expression of sincerity necessary for continued employment, was reliable and valid. This can be a potentially helpful tool for assessing the ability to continue working and help people with mental illnesses visualise their continued employability, clarify what is being assessed, and improve the self-management ability necessary for continued employment. Further, it can help people who support them at work and enable existing support and programs to function effectively.
C1 [Fukuura, Yoshitomo; Mizuochi, Yumi] Kurume Univ, Dept Nursing, Grad Sch Med, 777-1 Higashikushiharamachi, Kurume, Fukuoka 8300003, Japan.
   [Shigematsu, Yukako] Kurume Univ, Sch Nursing, 777-1 Higashikushiharamachi, Kurume, Fukuoka 8300003, Japan.
   [Kakuma, Tatsuyuki] Kurume Univ, Biostat Ctr, 777-1 Higashikushiharamachi, Kurume, Fukuoka 8300003, Japan.
C3 Kurume University; Kurume University; Kurume University
RP Fukuura, Y (corresponding author), Kurume Univ, Dept Nursing, Grad Sch Med, 777-1 Higashikushiharamachi, Kurume, Fukuoka 8300003, Japan.
EM fukuura_yoshitomo@med.kurume-u.ac.jp
OI Fukuura, Yoshitomo/0000-0002-5389-8358
FU JSPS KAKENHI
FX The authors are grateful to all the participants in the study. In
   addition, this study was supported by JSPS KAKENHI.
NR 33
TC 0
Z9 0
U1 1
U2 2
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD NOV
PY 2022
VL 19
IS 22
AR 14786
DI 10.3390/ijerph192214786
PG 12
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA 6K0IT
UT WOS:000887198100001
PM 36429523
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Signoretti, A
   Sacchetti, S
AF Signoretti, Andrea
   Sacchetti, Silvia
TI Lean HRM practices in work integration social enterprises: Moving
   towards social lean production. Evidence from Italian case studies
SO ANNALS OF PUBLIC AND COOPERATIVE ECONOMICS
LA English
DT Article; Early Access
ID HUMAN-RESOURCE MANAGEMENT; NONPROFIT ORGANIZATIONS; JOB-SATISFACTION;
   PERFORMANCE; SYSTEM; HEALTH; IMPACT; TRIANGULATION; COOPERATIVES;
   GOVERNANCE
AB Lean production human resource management (HRM) practices, which are deemed to increase firms' competitiveness through a skilled and empowered workforce, have arisen in the context of for-profit companies. The same attention to lean HRM practices has not been paid in non-profit organizations. In turn, few studies have looked into the adoption of for-profit HRM practices within such organizations or focused on single practices and ordinary workers. Within this research, dichotomous positions between advocates and opponents have emerged, but with an underlying universalistic perspective considering HRM practices as detached from context. We consider HRM practices as context dependent and conduct a new study concerning lean production HRM practices in work integration social enterprises (WISEs), a particular type of NPO and social enterprise that focuses on building employability and jobs for vulnerable workers. We rely on three case studies involving multiple actors. Our exploratory results suggest that WISEs realize social lean production. They implement lean HRM practices by adapting them to their specific context and integrating both social and economic goals.
C1 [Signoretti, Andrea; Sacchetti, Silvia] Univ Trento, Trento, Italy.
C3 University of Trento
RP Sacchetti, S (corresponding author), Univ Trento, Trento, Italy.
EM silvia.sacchetti@unitn.it
RI Sacchetti, Silvia/A-5533-2009
OI Sacchetti, Silvia/0000-0002-5662-2074
FU British Academy [SG150560]; Provincia Autonoma di Trento
FX BritishAcademy, Grant/AwardNumbers: Leverhulme, SG150560; Provincia
   Autonoma di Trento, Grant/AwardNumber: Euricse
NR 65
TC 8
Z9 8
U1 0
U2 9
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1370-4788
EI 1467-8292
J9 ANN PUBLIC COOP ECON
JI Ann. Public Coop. Econ.
PD 2020 DEC
PY 2020
VL 91
IS 4
BP 545
EP 563
DI 10.1111/apce.12283
EA AUG 2020
PG 19
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA OQ5PE
UT WOS:000559658400001
OA hybrid, Green Submitted
DA 2024-02-21
ER

PT J
AU Caballero-Garcia, PA
   Ruiz, SS
AF Caballero-Garcia, Presentacion A.
   Sanchez Ruiz, Sara
TI Creativity and Life Satisfaction in Spanish University Students. Effects
   of an Emotionally Positive and Creative Program
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE creativity; life satisfaction; higher education; key competences;
   employability
ID QUALITY-OF-LIFE; GENDER-DIFFERENCES; INTERVENTION; PSYCHOLOGY; AGE;
   ADOLESCENTS; HAPPINESS; HEALTH; PERSONALITY; RESILIENCE
AB There is an increasing demand by society that university students demonstrate competitive skills to enable them to achieve greater success when entering the workplace. Creativity and life satisfaction correlate positively with academic performance, productivity, and excellence in the working environment. The presence of creativity and emotional intelligence in the curriculum and teaching methods in Spanish universities, however, is surprisingly lacking. Studies that examine gender differences in these variables provide conflicting results. The purpose of our research is to analyse the changes produced in both creativity and life satisfaction in university students by a positive emotional and creative intervention and explore individual differences by gender. The methodology used was a quasi-experimental pre- test/post- test design with experimental/control groups. Three hundred university students (23% men and 77% women) from the Community of Madrid (Spain) completed three exercises that evaluated creativity and life satisfaction. The results show significantly higher results in creativity and life satisfaction in women, who continued to achieve high results after the intervention. Finally, we discuss the need for emotional and creative education in universities and focus on the employability and the guarantee of equal opportunities through the development of these competencies.
C1 [Caballero-Garcia, Presentacion A.; Sanchez Ruiz, Sara] Camilo Jose Cela Univ, Fac Educ, Madrid, Spain.
C3 Camilo Jose Cela University
RP Caballero-Garcia, PA (corresponding author), Camilo Jose Cela Univ, Fac Educ, Madrid, Spain.
EM pcaballero@ucjc.edu
RI Caballero-García, Presentación Ángeles/D-9299-2016
OI Caballero-García, Presentación Ángeles/0000-0002-8436-7429
NR 170
TC 6
Z9 6
U1 4
U2 41
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD DEC 6
PY 2021
VL 12
AR 746154
DI 10.3389/fpsyg.2021.746154
PG 15
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA XR1MC
UT WOS:000732001500001
PM 34938232
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Roper, J
   Ganesh, S
   Inkson, K
AF Roper, Juliet
   Ganesh, Shiv
   Inkson, Kerr
TI Neoliberalism and knowledge interests in boundaryless careers discourse
SO WORK EMPLOYMENT AND SOCIETY
LA English
DT Article
DE boundaryless careers; discourse; knowledge interests; neoliberalism
ID EMPLOYABILITY; NEEDS
AB Decades of critical research have established that economic and political ideologies permeate and shape thought, text and action, and academic knowledge production is no exception. This article examines how ideologies might permeate academic texts, by assessing the reach and influence of neoliberalism in research on boundaryless careers. Specifically, it asks: did the emergence and growth of scholarship on boundaryless careers support, challenge, or merely run parallel to the rising dominance of neoliberal ideology? It was found that a diversity of knowledge interests, including managerial, agentic, curatorial and critical interests underlie the production of research on boundaryless careers. However, all four of these knowledge interests are complicit in discursively constructing and aligning the notion of boundaryless careers with neoliberalism in two specific ways. Implications for scholarship on careers and work are discussed.
C1 [Roper, Juliet] Univ Waikato, Dept Management Commun, Hamilton 3214, New Zealand.
   [Inkson, Kerr] Univ Waikato, Dept Strategy & Human Resource Management, Hamilton 3214, New Zealand.
C3 University of Waikato; University of Waikato
RP Roper, J (corresponding author), Univ Waikato, Dept Management Commun, Private Bag 3105, Hamilton 3214, New Zealand.
EM jroper@waikato.ac.nz; sganesh@waikato.ac.nz; kinkson@waikato.ac.nz
RI Roper, Juliet/O-9994-2017
NR 65
TC 72
Z9 85
U1 0
U2 24
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0950-0170
EI 1469-8722
J9 WORK EMPLOY SOC
JI Work Employ. Soc.
PD DEC
PY 2010
VL 24
IS 4
BP 661
EP 679
DI 10.1177/0950017010380630
PG 19
WC Economics; Industrial Relations & Labor; Sociology
WE Social Science Citation Index (SSCI)
SC Business & Economics; Sociology
GA 703GF
UT WOS:000285965700003
DA 2024-02-21
ER

PT J
AU Young, AE
   Choi, Y
   Besen, E
AF Young, Amanda E.
   Choi, YoonSun
   Besen, Elyssa
TI An Exploration of the Factors Considered When Forming Expectations for
   Returning to Work following Sickness Absence Due to a Musculoskeletal
   Condition
SO PLOS ONE
LA English
DT Article
ID LOW-BACK-PAIN; RECOVERY EXPECTATIONS; TO-WORK; DISABILITY; INJURY
AB Introduction
   Workers' own expectations for returning to work following a period of sickness absence have been found to be one of the best predictors of future work status; however, there is a limited understanding of why people expect what they do. The current study was undertaken with the aim of determining what people take into consideration when forming their expectations for returning to work.
   Methods
   Thirty-four people (8 women, 26 men), who were off work due to a musculoskeletal condition, participated in one of 14 focus groups. Participants were aged 25 to 65 (M = 45, SD = 12.6), and all had been out of work for 3 months or less.
   Results
   All participants reported expecting to return to work, with the most common timeframe being approximately 30 days (Range = 1 day-12months). When explaining what they thought about when forming their expectations, participants referenced numerous considerations. Much of what was spoken about could be compartmentalized to reflect features of themselves, their condition, or their broader environmental contexts. Participant's subjective experience of these features influenced his or her expectations. Prominent themes included concerns about employability, a desire to get back to normal, no job to go back to, mixed emotions, re-injury concerns, the judgments of workplace stakeholders, being needed by their employer, waiting for input, until the money runs out, and working out what was in their best interest.
   Conclusions
   Indications are that many of the reported considerations are amenable to intervention, suggesting opportunities to assist workers in the process of returning to work.
C1 [Young, Amanda E.; Choi, YoonSun; Besen, Elyssa] Liberty Mutual Res Inst Safety, Ctr Disabil Res, Hopkinton, MA 01748 USA.
C3 Liberty Mutual Research Institute for Safety
RP Young, AE (corresponding author), Liberty Mutual Res Inst Safety, Ctr Disabil Res, Hopkinton, MA 01748 USA.
EM amandae.young@libertymutual.com
RI Young, Amanda Ellen/HDN-1629-2022
OI Young, Amanda Ellen/0000-0002-7288-3469
NR 31
TC 7
Z9 7
U1 0
U2 14
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD NOV 18
PY 2015
VL 10
IS 11
AR e0143330
DI 10.1371/journal.pone.0143330
PG 17
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics
GA CW7CD
UT WOS:000365154600108
PM 26580559
OA Green Submitted, gold, Green Published
DA 2024-02-21
ER

PT J
AU Maree, JG
AF Maree, Jacobus G.
TI Integrative career counselling for early career individuals
SO SOUTH AFRICAN JOURNAL OF PSYCHOLOGY
LA English
DT Article; Early Access
DE Career Interest Profile; changing work environments; early career
   individuals; Maree Career Matrix; self; and career construction
   counselling
ID CONSTRUCTION; ADAPTABILITY; LIFE; SELF
AB This article reports on integrative career counselling for early career individuals. This approach and intervention involve the elicitation and use of individuals' multiple smaller career-life stories (qualitative assessment and intervention) and their scores on tests (quantitative assessment). The aim is to help them make important choices in their career-lives in collaboration with their career counsellors in rapidly changing times and work contexts. In the end, career counsellors and these individuals are enabled to devise life and career projects that enable early career individuals to make meaning in their work-lives, make social contribution, and experience a sense of self-worth and purpose in their career-lives. Using the approach within the current South African situation could enhance entrepreneurship and promote self-entrepreneurship and employability. Future longitudinal research, including multiple case and quantitative studies on the topic is needed. Such research could potentially implement different assessment instruments and include questionnaires to facilitate pre- and post-assessment of the effectiveness of the intervention.
C1 [Maree, Jacobus G.] Univ Free State, Fac Humanities, ZA-9300 Bloemfontein, South Africa.
C3 University of the Free State
RP Maree, JG (corresponding author), Univ Free State, Fac Humanities, ZA-9300 Bloemfontein, South Africa.
EM careercounselling984@gmail.com
RI Maree, Jacobus G/B-7110-2015
OI Maree, Kobus/0000-0002-9492-8445
NR 48
TC 2
Z9 3
U1 0
U2 7
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0081-2463
EI 2078-208X
J9 S AFR J PSYCHOL
JI South Afr. J. Psychol.
PD 2020 JUN
PY 2020
VL 50
IS 2
BP 228
EP 238
AR 0081246319899592
DI 10.1177/0081246319899592
EA FEB 2020
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA ME9NL
UT WOS:000516685700001
DA 2024-02-21
ER

PT J
AU Robertson, PJ
AF Robertson, Peter J.
TI The well-being outcomes of career guidance
SO BRITISH JOURNAL OF GUIDANCE & COUNSELLING
LA English
DT Article
DE career guidance; career counselling; positive psychology; emotions
ID SELF-EFFICACY; MENTAL-HEALTH; UNEMPLOYMENT; WORK; LIFE; EMPLOYABILITY;
   SATISFACTION; PERSONALITY; ALLIANCE; ILLNESS
AB The potential for career guidance to impact on well-being has received insufficient attention in the UK. There are both conceptual and empirical reasons to expect that the impacts may be positive, but a lack of evidence directly testing this proposition. Career guidance has commonalities with therapeutic counselling suggesting analogous effects, and it promotes positive engagement in work and learning, which may be associated with health benefits. There are implications for services in reconciling health and employment objectives. However, the promotion of well-being need not imply quasi-clinical ways of working. A call is made for more research and debate in the career guidance community as to the extent and implications of the potentially important relationship between career guidance and well-being.
C1 Edinburgh Napier Univ, Sch Life Sport & Social Sci, Edinburgh, Midlothian, Scotland.
C3 Edinburgh Napier University
RP Robertson, PJ (corresponding author), Edinburgh Napier Univ, Sch Life Sport & Social Sci, Edinburgh, Midlothian, Scotland.
EM p.robertson@napier.ac.uk
FU ESRC [ES/I002464/1] Funding Source: UKRI
NR 94
TC 18
Z9 21
U1 1
U2 29
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0306-9885
EI 1469-3534
J9 BRIT J GUID COUNS
JI Brit. J. Guid. Couns.
PD JUN 1
PY 2013
VL 41
IS 3
SI SI
BP 254
EP 266
DI 10.1080/03069885.2013.773959
PG 13
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 161HA
UT WOS:000320182200004
PM 24009403
OA Green Accepted, Green Published, Bronze
DA 2024-02-21
ER

PT J
AU Madsen, M
AF Madsen, Miriam
TI The configurative agency of metrics in education: a research agenda
   involving a different engagement with data
SO JOURNAL OF EDUCATION POLICY
LA English
DT Article; Early Access
DE Metrics; new materialism; graduate employability; higher education
ID RANKINGS; ASSEMBLAGES; RETHINKING; ONTOLOGIES; SOCIOLOGY; KNOWLEDGE;
   NUMBERS; POLICY; SCHOOL
AB The increased use of quantitative education data is often regarded by scholars as evidence of the emergence of'governing by numbers'. These scholars ascribe major stakeholders such as the OECD and nation states agency as they produce, distribute and consume data, and respond to these with policy and management initiatives. This paper argues that metrics themselves have a configurative agency that affects education in terms of educational ideas and designs. The paper illustrates this point by analysing two cases of graduate employability metrics, each of which configures education differently, and discusses how the configurative agency of metrics can become the focal point of a different research agenda using distinct analytical concepts drawn from the sociology of quantification and new materialism. The paper concludes that such a research agenda can enable actors involved in the design and development of education to enter into a professional dialogue and engagement with education data, rather than merely dismissing it.
C1 [Madsen, Miriam] Aarhus Univ, Danish Sch Educ, Aarhus, Denmark.
C3 Aarhus University
RP Madsen, M (corresponding author), Aarhus Univ, Danish Sch Educ, Aarhus, Denmark.
EM mirm@edu.au.dk
OI Madsen, Miriam/0000-0003-4818-0525
NR 59
TC 6
Z9 6
U1 0
U2 3
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0268-0939
EI 1464-5106
J9 J EDUC POLICY
JI J. Educ. Policy
PD 2021 JAN 2
PY 2021
VL 36
IS 1
BP 64
EP 83
DI 10.1080/02680939.2019.1682679
EA OCT 2019
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA PC2TC
UT WOS:000492509900001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Tomlinson, M
AF Tomlinson, Michael
TI Conceptions of the value of higher education in a measured market
SO HIGHER EDUCATION
LA English
DT Article
DE Policy; Marketisation; Value; Quality; Employability; Consumerism;
   Goods; Performativity
ID GRADUATE EMPLOYABILITY; PERCEPTIONS; POLITICS; LOGIC
AB A critical analysis is developed of the dominant meanings of value in marketised higher education. In policy terms, this has become informed by the logics of the measured market whereby value has become synonymous with economic return and institutional accountability. The notion of value is one which permeates many discussions on the purpose of higher education and the perceived benefits it confers onto individuals and society as a whole. This, however, remains largely implicit and unearthing the specific meaning of value (and values) clearly presents challenges. This article critically examines a variety of concepts relevant to discussion of the value of higher education, including the relationship between value and quality, consumerism, goods and performativity. In each case, it unpacks their meanings and implications for the relationship between students and institutions, particularly at a time when this is seen to be increasingly transactional. It then outlines an alternative value framing to the utilitarian 'value for money' so prevalent in much market-driven policy.
C1 [Tomlinson, Michael] Univ Southampton, Southampton Educ Sch, Southampton, Hants, England.
C3 University of Southampton
RP Tomlinson, M (corresponding author), Univ Southampton, Southampton Educ Sch, Southampton, Hants, England.
EM m.b.tomlinson@soton.ac.uk
OI Tomlinson, Michael/0000-0002-1057-5188
NR 62
TC 80
Z9 105
U1 2
U2 27
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD APR
PY 2018
VL 75
IS 4
BP 711
EP 727
DI 10.1007/s10734-017-0165-6
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GC3EE
UT WOS:000429666300009
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Ibanescu, BC
   Cristea, M
   Gheorghiu, A
   Pascariu, GC
AF Ibanescu, Bogdan-Constantin
   Cristea, Mioara
   Gheorghiu, Alexandra
   Pascariu, Gabriela Carmen
TI The regional evolution of job insecurity during the first COVID-19 wave
   in relation to the pandemic intensity
SO LETTERS IN SPATIAL AND RESOURCE SCIENCES
LA English
DT Article
DE Job insecurity; COVID-19 pandemic; European Union; Spatial model
ID ORGANIZATIONAL COMMITMENT; PERCEIVED EMPLOYABILITY; SATISFACTION;
   DETERMINANTS; WORKERS; HEALTH; UNCERTAINTY; VALIDATION; DEPRESSION;
   ANXIETY
AB As the COVID-19 pandemic hit the European continent at the beginning of 2020, one of the most significant socio-economic effects that immediately become the central focus of media and governing bodies was the unemployment and the sudden transformations suffered by the job market. This effect created major concerns for citizens and governing structures, as the pandemic generated a new and unparalleled economic context, where the short and medium-term future of several sectors seemed unpredictable. The concern acted upon the job insecurity of individuals, a perceived threat to the continuity and stability of their employment.Based on a self-reported survey covering the first pandemic wave, our study classifies the regions (NUTS2 level) from six EU countries according to their performance in terms of job insecurity, but also the shock intensity (death rates and case fatality ratio), and identifies the overall over and under performers. The results show that the regional evolution of the job insecurity could be linked to the pandemic evolution, especially in the stronger economies. However, the model does not follow a classic economic core-periphery pattern. The model is challenged especially by a stronger performance of several less performant regions from Italy, Romania, or France.
C1 [Ibanescu, Bogdan-Constantin; Gheorghiu, Alexandra; Pascariu, Gabriela Carmen] Alexandru Ioan Cuza Univ, Iasi, Romania.
   [Cristea, Mioara] Heriot Watt Univ, Edinburgh, Scotland.
C3 Alexandru Ioan Cuza University; Heriot Watt University
RP Ibanescu, BC (corresponding author), Alexandru Ioan Cuza Univ, Iasi, Romania.
EM ibanescu.bogdan@uaic.ro; m.cristea@hw.ac.uk; gheorghiu.anda@yahoo.com;
   gcpas@uaic.ro
RI Gheorghiu, Alexandra/IVH-4830-2023; Ibanescu, Bogdan/AAT-2248-2020;
   Gheorghiu, Alexandra/AAE-6523-2021; Cristea, Mioara/V-3771-2018
OI Gheorghiu, Alexandra/0000-0002-0043-5173; Gheorghiu,
   Alexandra/0000-0002-0043-5173; Stanton, Michael/0000-0002-8142-6569;
   IBANESCU, Bogdan-Constantin/0000-0002-3861-2251; Cristea,
   Mioara/0000-0002-2944-3791
FU Erasmus + programme of the European Union
   [621,262-EPP-1-2020-1-RO-EPPJMO-MODULE]; European Commission
FX This research has been conducted with the support of the Erasmus +
   programme of the European Union, within the Project no.
   621,262-EPP-1-2020-1-RO-EPPJMO-MODULE Jean Monnet Module on EU
   Interdisciplinary Studies: Widening Knowledge for a more Resilient Union
   (EURES)', co-financed by European Commission in the framework of Jean
   Monnet Action and the ESPON TERRCOV Project (Geography of COVID-19
   Territorial impacts of COVID-19 and policy answers in European regions
   and cities).The European Commission support for the production of this
   publication does not constitute an endorsement of the contents which
   reflects the views only of the authors, and the Commission cannot be
   held responsible for any use which may be made of the information
   contained therein.
NR 71
TC 0
Z9 0
U1 4
U2 6
PU SPRINGER HEIDELBERG
PI HEIDELBERG
PA TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY
SN 1864-4031
EI 1864-404X
J9 LETT SPAT RESOUR SCI
JI Lett. Spat. Resour. Sci.
PD DEC
PY 2023
VL 16
IS 1
AR 13
DI 10.1007/s12076-023-00337-9
PG 12
WC Geography
WE Emerging Sources Citation Index (ESCI)
SC Geography
GA A9CI0
UT WOS:000958019700001
PM 37006656
OA Bronze, Green Published
DA 2024-02-21
ER

PT J
AU Peters, P
   Lam, W
AF Peters, Pascale
   Lam, Willem
TI Can employability do the trick? Revealing paradoxical tensions and
   responses in the process of adopting innovative employability enhancing
   policies and practices in organizations
SO ZEITSCHRIFT FUR PERSONALFORSCHUNG
LA English
DT Article
DE employability; employment relationship; HRM; paradox; policy adoption;
   psychological contract; social security
ID PERFORMANCE; FLEXIBILITY; MANAGEMENT; IMPACT; HRM
AB This study uses a 'paradox lens' to contribute to employability debates in HRM by examining the effectiveness of employability enhancing policies and practices (hereafter EP&Ps) in three case organizations. We identify three organizing paradoxes reflecting the complexities of the Dutch economic, political and socio-cultural contexts. In line with the EP&Ps' competing goals, we label these: the '(inverted) flexibility/commitment paradox'; 'self-management/(human-resource) management paradox'; and the 'sustainability/effectiveness and efficiency paradox'. We further analyse how their underlying paradoxical tensions spill over and create role-performance, belonging and learning paradoxical tensions at the micro-level and how these cumulatively impact managers' and employees' responses to EP&Ps. We then explore how HRM tries to actively go beyond 'reinforcing paradox cycles' by creating awareness and stimulating contextual change to foster the wider adoption of EP&Ps. In conclusion, we argue that the paradox lens can inform HRM scholars and labour market stakeholders to search for innovative ways to study and govern contemporary employability issues.
C1 [Peters, Pascale; Lam, Willem] Radboud Univ Nijmegen, Inst Management Res, Thomas van Aquinostr 3, NL-6525 GD Nijmegen, Netherlands.
C3 Radboud University Nijmegen
RP Peters, P (corresponding author), Radboud Univ Nijmegen, Inst Management Res, Thomas van Aquinostr 3, NL-6525 GD Nijmegen, Netherlands.
EM p.peters@fm.ru.nl
RI Peters, Pascale/HFZ-9267-2022
NR 30
TC 16
Z9 17
U1 1
U2 17
PU RAINER HAMPP VERLAG
PI MERING
PA MERINGERZELLERSTR 10, MERING, D-86415, GERMANY
SN 0179-6437
EI 1862-0000
J9 Z PERSONALFORSCH
JI Z. Personalforsch.
PY 2015
VL 29
IS 3-4
SI SI
BP 235
EP 258
DI 10.1688/ZfP-2015-03-Peters
PG 24
WC Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Psychology; Business & Economics
GA DF1IS
UT WOS:000371093700004
DA 2024-02-21
ER

PT J
AU Jackson, C
   Milos, D
   Kerr, M
AF Jackson, Claire
   Milos, Dani
   Kerr, Monica
TI Mentoring for employability: a state-level impact study
SO STUDIES IN GRADUATE AND POSTDOCTORAL EDUCATION
LA English
DT Article
DE Skills development; Researcher development; PhD experience; Industry
   engagement; PhD employability; PhD mentoring
AB Purpose Industry mentoring has been repeatedly called out in sector reports on research training in Australian Universities as an effective way to develop PhD capacity and capabilities during research degrees (ACOLA, 2016; NOUS, 2017). Despite the understood importance of this type of experiential development, there is little published evidence on how effective mentoring is to develop the capabilities linked to improved employability. The University of South Australia developed the industry mentoring network in STEM (IMNIS) Impact Evaluation Instrument (IIEI) to capture advanced self-assessed data from mentees and demonstrate what impact the IMNIS program has on developing industry-relevant knowledge and skills in PhD participants. In 2017, the three universities in South Australia implemented a state-wide study using the IIEI to understand the impact of the national IMNIS scheme on the South Australian cohort. Design/methodology/approach This paper presents a case study on the impact of mentoring on PhD students during the IMNIS program. A self-assessed, competency-based study design has been used to collect pre, mid and post experience data, which measures the extent to which objectives of the IMNIS program are met. The evaluation of the results, using the Vitae Impact Framework (Vitae, 2012), seeks to understand the development of mentees' skills and knowledge as a result of their mentoring experience to support program development and build an evidence base of impact. Findings This paper presents the 2017/2018 results from the South Australian IMNIS impact evaluation. Through analysis of the three data sets, findings show that skills and knowledge have been developed in mentees as a result of the program. Originality/value This study provides an extended approach to the existing evaluation undertaken in the national IMNIS program. The IIEI is now available for other universities to use as a method for extended evaluation of their IMNIS program or potentially other WIL opportunities, providing an opportunity for institutional and national benchmarking.
C1 [Jackson, Claire] Univ South Australia, Dept Res & Innovat Serv, Adelaide, SA, Australia.
   [Milos, Dani] Flinders Univ S Australia, Off Grad Res, Adelaide, SA, Australia.
   [Kerr, Monica] Univ Adelaide, Adelaide Grad Ctr, Adelaide, SA, Australia.
C3 University of South Australia; Flinders University South Australia;
   University of Adelaide
RP Milos, D (corresponding author), Flinders Univ S Australia, Off Grad Res, Adelaide, SA, Australia.
EM Claire.Jackson@unisa.edu.au; dani.milos@flinders.edu.au;
   monica.kerr@adelaide.edu.au
OI Jackson, Claire/0000-0001-7779-3641; Milos, Dani/0000-0002-4322-0252
NR 8
TC 4
Z9 4
U1 0
U2 16
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2398-4686
EI 2398-4694
J9 STUD GRAD POSTDR EDU
JI Stud. Grad. Postdr. Educ.
PD OCT 14
PY 2019
VL 10
IS 3
SI SI
BP 180
EP 188
DI 10.1108/SGPE-04-2019-0047
PG 9
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA IY6RN
UT WOS:000486524100004
DA 2024-02-21
ER

PT J
AU Holman, K
   Richardson, T
AF Holman, Kerry
   Richardson, Tanya
TI Perceptions of placement experiences of Early Childhood Studies
   students: the fluency of knowledge and skills
SO JOURNAL OF FURTHER AND HIGHER EDUCATION
LA English
DT Article; Early Access
DE Placement; higher education; Early Childhood Studies; England; workplace
   learning; tacit and explicit knowledge
ID EMPLOYABILITY; OPPORTUNITIES; PERSPECTIVES
AB This paper discusses how academic support prepares undergraduate students for their workplace experience, involving cohorts of students from two universities in England, who offer an undergraduate level, three-year, Early Childhood Studies (ECS) degree. By adopting an interpretive approach, questionnaires were administered to the students concerned (n = 65), to seek their views and opinions on the placement experience. These were administered prior to them attending their first placement and then again on their return. The study found that students were more prepared than they originally perceived themselves to be when undertaking placement, and that a lack of confidence derived from fearing the unknown. The findings indicated that tutor and peer support were most valued as preparation tools and it is suggested that this support is a major factor in the confidence levels of students. This paper argues that the explicit knowledge gained from studying a degree course, and the tacit knowledge and skills that are gained through placement should be viewed as a combined approach rather than two separate entities which should, in turn, aid in confidence building. This is of significance both nationally and internationally for those who may be considering including a workplace experience within their programme.
C1 [Holman, Kerry] Canterbury Christ Church Univ, Sch Childhood & Educ Sci, Canterbury, Kent, England.
   [Richardson, Tanya] Univ Northampton, Fac Hlth Educ & Soc, Northampton, England.
C3 Canterbury Christ Church University; University of Northampton
RP Richardson, T (corresponding author), Univ Northampton, Fac Hlth Educ & Soc, Northampton, England.
EM Tanya.richardson@northampton.ac.uk
OI Holman, Kerry/0000-0002-2780-3060
NR 43
TC 0
Z9 0
U1 0
U2 1
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0309-877X
EI 1469-9486
J9 J FURTH HIGHER EDUC
JI J. Furth Higher Education
PD 2021 
PY 2021
VL 45
IS 3
BP 324
EP 336
DI 10.1080/0309877X.2020.1762170
EA MAY 2020
PG 13
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA RB0NA
UT WOS:000537462700001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Nicholas, JM
   Handley, MH
AF Nicholas, Jennifer M.
   Handley, Meg H.
TI Employability development in business undergraduates: A qualitative
   inquiry of recruiter perceptions
SO JOURNAL OF EDUCATION FOR BUSINESS
LA English
DT Article
DE Corporate education; communications; human relations; staff development
ID SELF-PERCEIVED EMPLOYABILITY; VALIDATION
AB Campus recruiters play a pivotal role identifying talent and socializing students into employment. In this exploratory study, 16 recruiters participated in semistructured interviews in the business college of a large state-affiliated research university. Their perceptions emphasize meaningful learning and growth factors in support of developing student potential in contemporary recruitment practices. Analysis and discussion offer implications of practical importance to higher education stakeholders.
C1 [Nicholas, Jennifer M.; Handley, Meg H.] Penn State Univ, Smeal Coll Business, University Pk, PA 16801 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park
RP Nicholas, JM (corresponding author), Penn State Univ, Smeal Coll Business, University Pk, PA 16801 USA.
EM jun149@psu.edu
NR 22
TC 4
Z9 4
U1 0
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0883-2323
EI 1940-3356
J9 J EDUC BUS
JI J. Educ. Bus.
PD FEB 17
PY 2020
VL 95
IS 2
BP 67
EP 72
DI 10.1080/08832323.2019.1604483
PG 6
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA LO5FW
UT WOS:000533654500001
DA 2024-02-21
ER

PT J
AU DASGUPTA, AK
AF DASGUPTA, AK
TI EPILEPSY AND EMPLOYABILITY - A COMPARATIVE-EVALUATION OF EPILEPTIC
   EMPLOYEES WORKING IN THE STEEL PLANTS OF INDIA
SO OCCUPATIONAL MEDICINE-OXFORD
LA English
DT Article
AB Information on seizures and provoking factors, occupational status, shift work, overtime, home and work place adjustment was obtained from 176 epileptic employees working in hazardous, less and non-hazardous areas of steel plants in India. Accidents at work and sickness absence were also assessed in 44 epileptics. An overall comparison was made between Group A hazardous (63) and Group B less/non-hazardous (76) of the total of 139 epileptic employees over a three year period. Group A performed better than Group B. When compared with 77 employees with occupational dermatoses, 139 epileptics did more fixed shifts and had less promotion.
RP DASGUPTA, AK (corresponding author), ST MARYS HOSP,DEPT REHAB MED,PORTSMOUTH DSC,MILTON RD,PORTSMOUTH PO3 6AD,ENGLAND.
NR 0
TC 2
Z9 2
U1 0
U2 1
PU RAPID SCIENCE PUBLISHERS
PI LONDON
PA 2-6 BOUNDARY ROW, LONDON, ENGLAND SE1 8NH
SN 0962-7480
J9 OCCUP MED-OXFORD
JI Occup. Med.-Oxf.
PD AUG
PY 1992
VL 42
IS 3
BP 137
EP 142
DI 10.1093/occmed/42.3.137
PG 6
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Public, Environmental & Occupational Health
GA JG329
UT WOS:A1992JG32900006
PM 1504297
DA 2024-02-21
ER

PT J
AU Brouwer, AJ
   Veldkamp, BP
AF Brouwer, Arnold J.
   Veldkamp, Bernard P.
TI How Age Affects the Relation between Personality Facets and Work Values
   of Business and Private Bankers
SO JOURNAL OF WORK AND ORGANIZATIONAL PSYCHOLOGY-REVISTA DE PSICOLOGIA DEL
   TRABAJO Y DE LAS ORGANIZACIONES
LA English
DT Article
DE Personnel selection; Life-course; Age-dependent; Sustainable
   employability; Personality facets; Intrinsic work values; Extrinsic work
   values
ID JOB VALUES; TRAITS; STABILITY
AB Personality traits and work values are important characteristics in personnel selection. Studies on their associations show limited agreement. In order to clarify, this paper investigates their association on a personality facet level. Work values are differentiated in intrinsic and extrinsic factors. This paper adds the role of age to the association. Earlier studies on traits and values about the influence of age on their development and associations are reviewed. Then the moderating influence of age in the association between facets of the Five-Factor Model and work values of the Universal Values Model of 465 Dutch bankers is studied. The results elucidate the association between personality facets and work values and the role of age in their associations. Considering this in personnel selection might contribute to sustainable employability of both the young as well as the older worker. Therewith, the study contributes to the debate of ageing in recruitment and selection.
C1 [Brouwer, Arnold J.; Veldkamp, Bernard P.] Univ Twente, Enschede, Netherlands.
C3 University of Twente
RP Brouwer, AJ (corresponding author), Univ Twente, Enschede, Netherlands.
EM a.j.brouwer@utwente.nl
OI Veldkamp, Bernard/0000-0003-3543-2164
NR 48
TC 0
Z9 1
U1 0
U2 7
PU COLEGIO OFICIAL PSICOLOGOS
PI MADRID
PA CUESTA DE SAN VICENTE, N 4, 6 PLANTA, MADRID, 28008, SPAIN
SN 1576-5962
EI 2174-0534
J9 J WORK ORGAN PSYCHOL
JI J. Work Organ. Psychol.
PD DEC
PY 2018
VL 34
IS 3
BP 181
EP 193
DI 10.5093/jwop2018a20
PG 13
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA HC2EW
UT WOS:000451616100006
OA gold, Green Published, Green Submitted
DA 2024-02-21
ER

PT J
AU Camps, J
   Torres, F
AF Camps, Joaquin
   Torres, Federico
TI Contingent Reward Leader Behaviour: Where Does It Come From?
SO SYSTEMS RESEARCH AND BEHAVIORAL SCIENCE
LA English
DT Article
DE contingent reward; transactional leadership; organizational learning
   capability; employability; performance
ID ORGANIZATIONAL LEARNING CAPABILITY; PATH-GOAL THEORY; TRANSFORMATIONAL
   LEADERSHIP; TRANSACTIONAL LEADERSHIP; JOB-SATISFACTION; SUBORDINATE
   PERFORMANCE; CHARISMATIC LEADERSHIP; PUNISHMENT BEHAVIORS;
   MANAGEMENT-PRACTICES; MEMBER EXCHANGE
AB As many academics have pointed out, while researchers have learned a great deal about the effects of contingent reward (CR) leader behaviour, relatively little is known about its genesis. CR transactional leadership is traditionally viewed as an independent variable which exerts influence downstream. However, if we are to understand how to influence, improve or modify these downstream effects, we need to shift our focus upstream towards the study of transactional leadership as a dependent variable. In line with this reasoning, we put forward the hypothesis that a contextual variable (organizational learning capability) and a subordinate's characteristic (employability) are antecedents of CR transactional leader behaviour. These original relationships will be empirically assessed, alongside the well documented relationship between CR leader behaviour and a worker's individual performance. Our hypothesis was tested on a sample of 795 professors from 70 university departments, using structural equation methodology. Copyright (C) 2010 John Wiley & Sons, Ltd.
C1 [Camps, Joaquin] Univ Valencia, Fac Econ, Valencia 46022, Spain.
C3 University of Valencia
RP Camps, J (corresponding author), Univ Valencia, Fac Econ, Ave Naranjos S-N, Valencia 46022, Spain.
EM Joaquin.camps@uv.es
RI Torres-Carballo, Federico/C-3360-2016
OI Torres-Carballo, Federico/0000-0002-6051-2177
NR 146
TC 13
Z9 30
U1 1
U2 26
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1092-7026
EI 1099-1743
J9 SYST RES BEHAV SCI
JI Syst. Res. Behav. Sci.
PD MAY-JUN
PY 2011
VL 28
IS 3
BP 212
EP 230
DI 10.1002/sres.1067
PG 19
WC Management; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Business & Economics; Social Sciences - Other Topics
GA 767HH
UT WOS:000290845400003
DA 2024-02-21
ER

PT J
AU Dowling, R
   Ruming, K
AF Dowling, Robyn
   Ruming, Kristian
TI Synergies between geography, planning and vocationalism in curriculum
   development and implementation
SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
LA English
DT Article
DE Bachelor of planning; geography curriculum; vocationalism; professional
   accreditation
ID HIGHER-EDUCATION; CORE CURRICULUM; EMPLOYABILITY; COMPETENCES;
   KNOWLEDGE; PLANNERS; CONTEXT; FUTURE; SKILLS
AB Geography curricula are being transformed by the increasing emphasis on skills, employability and professional competencies. In this paper, we contribute to these ongoing debates through reporting and reflecting on one curriculum transformation introduced in response to these pressures: the development of a Bachelor of Planning pedagogically framed within geography at Macquarie University. We explore the ways in which the vocational orientations of a planning degree can be woven through a geography curriculum, and its communication to a cross section of stakeholders. The paper highlights the complexity of implementing vocationally oriented curricula and provides signposts for those considering such a transformation.
C1 [Dowling, Robyn; Ruming, Kristian] Macquarie Univ, Dept Geog & Environm, Sydney, NSW 2109, Australia.
C3 Macquarie University
RP Dowling, R (corresponding author), Macquarie Univ, Dept Geog & Environm, Sydney, NSW 2109, Australia.
EM robyn.dowling@mq.edu.au
RI dowling, robyn/IVH-3565-2023
OI Dowling, Robyn/0000-0001-8998-2685; Ruming, Kristian/0000-0003-1065-9530
NR 30
TC 10
Z9 10
U1 0
U2 18
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0309-8265
EI 1466-1845
J9 J GEOGR HIGHER EDUC
JI J. Geogr. High. Educ.
PD MAY 1
PY 2013
VL 37
IS 2
BP 204
EP 219
DI 10.1080/03098265.2012.730507
PG 16
WC Education & Educational Research; Geography
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Geography
GA 130GP
UT WOS:000317901800006
DA 2024-02-21
ER

PT J
AU Krishnan, SRG
   Meena, BP
AF Krishnan, S. Rama Gokula
   Meena, B. Preethi
TI Working with adults with intellectual challenges to enhance their
   employability skills
SO JOURNAL OF INTELLECTUAL DISABILITIES
LA English
DT Article; Early Access
DE employability; employment; empowerment; intellectual disability
ID MENTAL-ILLNESS; EMPLOYMENT
AB The employability of the intellectually challenged has received little attention in the past. In order to fill this research gap, the present study was undertaken. The study is centered on the experiences of six intellectually challenged individuals who received employability training at a non-governmental organization. A focus group discussion along with a case study was conducted. The researchers employed the Rigorous and Accelerated Data Reduction (RADaR) technique to analyze the data from the focus group discussion. Results from both the focus group discussion and the case study revealed that the training program has had a significant impact on the lives of the participants and has aided them in becoming economically empowered and independent.
C1 [Krishnan, S. Rama Gokula] St Josephs Univ, Sch Social Work, Bengaluru, India.
   [Meena, B. Preethi] Diya Fdn, Bengaluru, India.
   [Krishnan, S. Rama Gokula] St Josephs Univ, Sch Social Work, Langford Rd, Bangalore 560027, India.
RP Krishnan, SRG (corresponding author), St Josephs Univ, Sch Social Work, Langford Rd, Bangalore 560027, India.
EM ramagokulakrishnan@gmail.com
RI Krishnan, S. Rama Gokula/GPX-5142-2022
OI Krishnan, S. Rama Gokula/0000-0002-6914-530X; , B. Preethi
   Meena/0000-0001-7665-7357
NR 45
TC 0
Z9 0
U1 0
U2 2
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1744-6295
EI 1744-6309
J9 J INTELLECT DISABILI
JI J. Intellect. Disabil.
PD 2023 APR 16
PY 2023
DI 10.1177/17446295231171198
EA APR 2023
PG 14
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA E2SL5
UT WOS:000974095400001
PM 37062809
DA 2024-02-21
ER

PT J
AU Del Percio, A
AF Del Percio, Alfonso
TI Speeding up, slowing down. Language, temporality and the constitution of
   migrant workers as labour force
SO INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM
LA English
DT Article; Early Access
DE Language; speed; labour; differential inclusion; migration
AB This article offers an original ethnographic documentation of employability schemes targeting migrants in contemporary Italy. It argues that analysts' current theorisations of time and space compression do not help us understand the multiple temporalities that migrants are subjected to when crossing borders, including those of labour market regimes. This ethnographic account is informed by a scholarship of migration that has extensively documented how the acceleration of movement and access to language, citizenship or work co-exist with experiences of waiting, elongation, withdrawal and delay - processes that complicate our understanding of the temporal regimes migrants are subjected to. Through a thick documentation of the experiences of unemployed migrants, job counsellors and other social actors in employability programmes in Rome, this article argues that both speeding up and slowing down are technologies of temporal management, including time-space compression, elongation and partitioning. These technologies regulate the time and speed of migrants' incorporation into the labour market and allow the performance of processes of differential inclusion.
C1 [Del Percio, Alfonso] UCL Inst Educ, London, England.
C3 University of London; University College London; UCL Institute of
   Education
RP Del Percio, A (corresponding author), UCL Inst Educ, London, England.
EM a.percio@ucl.ac.uk
NR 44
TC 2
Z9 2
U1 1
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1367-0050
EI 1747-7522
J9 INT J BILING EDUC BI
JI Int. J. Biling. Educ. Biling.
PD 2023 NOV 26
PY 2023
VL 26
IS 10
SI SI
BP 1197
EP 1209
DI 10.1080/13670050.2021.1954386
EA JUL 2021
PG 13
WC Education & Educational Research; Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Education & Educational Research; Linguistics
GA CA8D5
UT WOS:000677733700001
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Galvez, SMN
   Heiberger, R
   McFarland, D
AF Galvez, Sebastian Munoz-Najar
   Heiberger, Raphael
   McFarland, Daniel
TI Paradigm Wars Revisited: A Cartography of Graduate Research in the Field
   of Education (1980-2010)
SO AMERICAN EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article; Early Access
DE higher education; sociology of science; field theory; academic
   employment; educational data science
ID POLITICS; BOOKS; TEXT; PERSPECTIVES; SOCIOLOGY; BOURDIEU; CULTURE;
   MODELS
AB Education entails conflicting perspectives about its subject matter. In the late 1980s, the conflict developed into a war between interpretive and causal paradigms. Did the confrontation result in a balance between these warring sides? We use text analysis to identify research trends in 137,024 dissertation abstracts from 1980 to 2010 and relate these to students' academic employment outcomes. Topics associated with the interpretive approach rose in popularity, while the outcomes-oriented paradigm declined. Academic employment remained stably associated with topics in the interpretive approach, but their effect is moderated by the prestige of the students' institutions. The relation between topic popularity and employability provides insight into field change and how the benefits of cultural shifts fall along the lines of institutional power.
C1 [Galvez, Sebastian Munoz-Najar] Stanford Univ, Grad Sch Educ, 520 Galvez Mall, Stanford, CA 94305 USA.
   [Heiberger, Raphael] Univ Bremen, Bremen, Germany.
   [McFarland, Daniel] Stanford Univ, Stanford, CA 94305 USA.
C3 Stanford University; University of Bremen; Stanford University
RP Galvez, SMN (corresponding author), Stanford Univ, Grad Sch Educ, 520 Galvez Mall, Stanford, CA 94305 USA.
EM smunozng@stanford.edu; raphael.heiberger@uni-bremen.de;
   mcfarland@stanford.edu
RI ; McFarland, Daniel/L-7619-2017
OI Heiberger, Raphael/0000-0003-3465-7214; McFarland,
   Daniel/0000-0002-6805-0798
NR 96
TC 27
Z9 29
U1 2
U2 15
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0002-8312
EI 1935-1011
J9 AM EDUC RES J
JI Am. Educ. Res. J.
PD 2020 APR
PY 2020
VL 57
IS 2
BP 612
EP 652
AR 0002831219860511
DI 10.3102/0002831219860511
EA JUL 2019
PG 41
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA LA4NP
UT WOS:000475014900001
OA Bronze
DA 2024-02-21
ER

PT J
AU Hammershoj, LG
AF Hammershoj, Lars Geer
TI The perfect storm scenario for the university: Diagnosing converging
   tendencies in higher education
SO FUTURES
LA English
DT Article
DE Diagnosis of times; Future scenario; University; Academic ethos;
   Employability
ID MANAGEMENT; INNOVATION; CREATIVITY
AB The purpose of this article is to examine the future of higher education and higher education institutions. The point of departure is the discussion on the crisis of the university and the apparent lack in this discussion of reflections on the one thing that has historically made the university an important social institution: its capacity to prepare students for employment. The argument in the article is that higher education is determined by the convergence of three tendencies. First, the tendency that the university is losing its purpose, which is caused by an academic bias against employability and a managerial focus on administrative goals. Second, the tendency that academic ethos rather than academic skills is becoming central for future employability in higher education. Third, the tendency that the barriers of entry to the market for higher education are being reduced due to the digitalisation and liberalisation of higher education. My diagnosis suggests that the convergence of these three tendencies is very likely to result in a disruptive scenario for the university. The enquiry combines two analysis strategies of futures studies: diagnosis of the times and construction of future scenarios.
C1 [Hammershoj, Lars Geer] Aarhus Univ, Danish Sch Educ DPU, Campus Emdrup Copenhagen,Off D248,Tuborgvej 164, DK-2400 Copenhagen NV, Denmark.
C3 Aarhus University
RP Hammershoj, LG (corresponding author), Aarhus Univ, Danish Sch Educ DPU, Campus Emdrup Copenhagen,Off D248,Tuborgvej 164, DK-2400 Copenhagen NV, Denmark.
EM lgha@edu.au.dk
OI Hammershoj, Lars Geer/0000-0003-4156-7989
NR 62
TC 4
Z9 6
U1 0
U2 23
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0016-3287
EI 1873-6378
J9 FUTURES
JI Futures
PD AUG
PY 2019
VL 111
BP 159
EP 167
DI 10.1016/j.futures.2018.06.001
PG 9
WC Economics; Regional & Urban Planning
WE Social Science Citation Index (SSCI)
SC Business & Economics; Public Administration
GA IN5GL
UT WOS:000478703800014
DA 2024-02-21
ER

PT J
AU Maxwell, NL
   Dunn, A
   Rotz, D
   Shoji, M
AF Maxwell, Nan L.
   Dunn, Adam
   Rotz, Dana
   Shoji, Megan
TI Doing good while doing business: Using financial viability to enhance
   employability for the disadvantaged
SO NONPROFIT MANAGEMENT & LEADERSHIP
LA English
DT Article
DE employment program; social enterprise; social entrepreneurship; social
   mission; transitional job
ID SOCIAL ENTERPRISE
AB The employment social enterprise (ESE) model can provide an opportunity to create a financially viable business that helps individuals with employment barriers become integrated into the labor force. This research studied eight ESEs. Findings suggest that by applying private-sector business principles to a workforce development programs, social enterprises can provide participants with meaningful and valuable work experience, while offsetting program costs. Analysis identified four promising practices that social entrepreneurs should adopt when setting up a new enterprise. Enterprises should (a) provide soft-skill training and social services to participants; (b) operate at a size that allows for economies of scale in production and the provision of support services; (c) have few occupational skill requirements; and (d) hire supervisors with both industry knowledge and the capacity to support individuals with employment barriers.
C1 [Maxwell, Nan L.; Dunn, Adam; Shoji, Megan] Math Policy Res Inc, Oakland, CA 94612 USA.
   [Rotz, Dana] Math Policy Res Inc, Cambridge, MA USA.
C3 Mathematica; Mathematica
RP Maxwell, NL (corresponding author), Math Policy Res Inc, Oakland, CA 94612 USA.
EM nmaxwell@mathematica-mpr.com
RI xunhao, Lin/AAB-3368-2019
OI Maxwell, Nan/0000-0003-4161-2399
FU Corporation for National and Community Service under Social Innovation
   Fund [10SIHCA001]
FX Corporation for National and Community Service under Social Innovation
   Fund, Grant/Award Number: 10SIHCA001
NR 18
TC 2
Z9 2
U1 0
U2 14
PU WILEY PERIODICALS, INC
PI SAN FRANCISCO
PA ONE MONTGOMERY ST, SUITE 1200, SAN FRANCISCO, CA 94104 USA
SN 1048-6682
EI 1542-7854
J9 NONPROFIT MANAG LEAD
JI Nonprofit Manag. Leadersh.
PD JUN
PY 2019
VL 29
IS 4
BP 589
EP 600
DI 10.1002/nml.21350
PG 12
WC Management; Public Administration
WE Social Science Citation Index (SSCI)
SC Business & Economics; Public Administration
GA IH0SG
UT WOS:000474202100008
DA 2024-02-21
ER

PT J
AU Gilar-Corbí, R
   Pozo-Rico, T
   Sánchez, B
   Castejón, JL
AF Gilar-Corbi, Raquel
   Pozo-Rico, Teresa
   Sanchez, Barbara
   Castejon, Juan Luis
TI Can Emotional Competence Be Taught in Higher Education? A Randomized
   Experimental Study of an Emotional Intelligence Training Program Using a
   Multimethodological Approach
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE emotional intelligence; multimethodological approach; e-learning
   methodology; higher education; emotional competence training programs
ID STUDENTS PERCEPTIONS; EMPLOYABILITY; WORKPLACE; CREATIVITY; SKILLS;
   LEADERSHIP; INNOVATION; ORGANIZATIONS; EXPERIENCES; ENGAGEMENT
AB Since the introduction of the Bologna Process, the goal of education has been not only to acquire technical skills but also to master other skills, such as teamwork, effective communication skills, time optimization, and the ability to manage one's emotions. The present work describes a program to develop emotional intelligence in higher education, the "Emotional Intelligence Training Program," with a multimethodological approach that offers the opportunity for university students to develop their emotional intelligence. A total of 192 higher education students participated in this educational experience. Of the participants, 66% were women, and 34% were men; the average age of the sample was 18.83 years with a standard deviation of 2.73. The results indicate that our program can help improve emotional intelligence through three proposed methodologies: online, in the classroom, and coaching. It has been demonstrated that the program is effective in the three methodological modalities presented, offering a range of possibilities to future users because it is possible to select the most appropriate modality based on the resources and possibilities available in each situation. Finally, Future research should focus on the application of this program to assess the acquisition of emotional competences at the postgraduate level.
C1 [Gilar-Corbi, Raquel; Pozo-Rico, Teresa; Sanchez, Barbara; Castejon, Juan Luis] Univ Alicante, Dev & Educ Psychol Dept, Alicante, Spain.
C3 Universitat d'Alacant
RP Gilar-Corbí, R (corresponding author), Univ Alicante, Dev & Educ Psychol Dept, Alicante, Spain.
EM raquel.gilar@ua.es
RI Pozo-Rico, Teresa/ABF-4268-2020; Gilar-Corbi, Raquel/AAO-9206-2021;
   Gilar-Corbi, Raquel/D-1316-2015; CASTEJON, JUAN LUIS/B-8680-2011
OI Gilar-Corbi, Raquel/0000-0002-2209-4429; CASTEJON, JUAN
   LUIS/0000-0003-0743-0882; Pozo-Rico, Teresa/0000-0002-5849-4600
FU Spanish Ministry of Economy and Competitiveness [EDU2015-64562-R]
FX This research was supported by the Spanish Ministry of Economy and
   Competitiveness (EDU2015-64562-R).
NR 102
TC 34
Z9 52
U1 4
U2 52
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 27
PY 2018
VL 9
AR 1039
DI 10.3389/fpsyg.2018.01039
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA GK8LA
UT WOS:000436473400001
PM 29997545
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Siivonen, P
   Filander, K
AF Siivonen, Paivi
   Filander, Karin
TI 'Non-traditional' and 'traditional' students at a regional Finnish
   University: demanding customers and school pupils in need of support
SO INTERNATIONAL JOURNAL OF LIFELONG EDUCATION
LA English
DT Article; Early Access
DE (Non-)traditional mature; young university student; employability;
   social positioning; student-as-consumer; school pupil
ID HIGHER-EDUCATION; EMPLOYABILITY; PERSPECTIVES; MARKET; POLICY
AB This article explores university students' constructions of the ideal student at present-day university, that emphasises student-as-consumer culture and employability rather than education as a virtue in itself. The research is based on thematic narrative accounts (n = 67) generated in a generalist field in one regional Finnish university. We apply a narrative-discursive approach to analyse how 'traditional' young students (n = 34) and 'non-traditional' mature students (n = 33) position themselves in relation to the ideal good student in a present-day university and in relation to their university studies. Moreover, we examine some of the consequences of such positionings for the students themselves. Our analysis indicates that the present-day university student is constructed in line with the ideal student of the neoliberal order and student-as-consumer culture. However, whereas mature students positioned themselves as customers and were comfortable with the demands of today's university for self-directedness and self-responsibility, younger students positioned themselves as 'school pupils' and were critical about being left on their own without adequate support. The study suggests that the terms 'traditional' and 'non-traditional' make differences related to age and different kinds of student positionings visible and, thus, also possible to reconstruct the ideals and normalities of the present-day neoliberal university.
C1 [Siivonen, Paivi] Univ Eastern Finland, Sch Educ Sci & Psychol, POB 111, Joensuu 80101, Finland.
   [Filander, Karin] Univ Tampere, Fac Educ & Culture, Tampere, Finland.
C3 University of Eastern Finland; Tampere University
RP Siivonen, P (corresponding author), Univ Eastern Finland, Sch Educ Sci & Psychol, POB 111, Joensuu 80101, Finland.
EM paivi.siivonen@uef.fi
RI Siivonen, Päivi/GVT-8813-2022
FU Academy of Finland [295961, 315796]; Academy of Finland (AKA) [315796]
   Funding Source: Academy of Finland (AKA)
FX This work was supported by the Academy of Finland under Grant [number
   295961] and Grant [number 315796].
NR 46
TC 5
Z9 5
U1 0
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0260-1370
EI 1464-519X
J9 INT J LIFELONG EDUC
JI Int. J. Lifelong Educ.
PD 2020 MAY 3
PY 2020
VL 39
IS 3
BP 247
EP 262
DI 10.1080/02601370.2020.1758814
EA MAY 2020
PG 16
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA MX1JL
UT WOS:000533851300001
DA 2024-02-21
ER

PT J
AU van der Vaart, L
   Linde, B
   Cockeran, M
AF van der Vaart, Leoni
   Linde, Bennie
   Cockeran, Marike
TI The state of the psychological contract and employees' intention to
   leave: The mediating role of employee well-being
SO SOUTH AFRICAN JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE Intention to leave; mediation; psychological contract; structural
   equation modelling; well-being
ID PERCEIVED EMPLOYABILITY; TURNOVER INTENTIONS; BREACH; ATTITUDES
AB Changes in the work environment can influence employees' perception of the employment relationship, their psychological contracts, and consequently, their work-related attitudes and behaviour. The study aimed to demonstrate the mechanism through which the state of employees' psychological contract impacts employees' intention to leave employment and the role of employee well-being as a mediator. Cross-sectional data were obtained from employees representing various organisations (N = 246). Structural equation modelling demonstrated that employee well-being mediates the relationship between the state of the psychological contract and an employee's intention to leave the organisation. The study stresses the importance of designing individual-level interventions to enhance well-being in the workplace, which should form part of the retention strategy of any organisation.
C1 [van der Vaart, Leoni; Linde, Bennie; Cockeran, Marike] North West Univ, ZA-2520 Potchefstroom, South Africa.
C3 North West University - South Africa
RP van der Vaart, L (corresponding author), North West Univ, WorkWell Res Unit, Internal Box 202,Private Bag X6001, ZA-2520 Potchefstroom, South Africa.
EM leonivandervaart@gmail.com
RI Linde, Bennie/AAA-8559-2022; van der Vaart, Leoni/AAK-2995-2021
OI Linde, Bennie/0000-0003-3811-3214; van der Vaart,
   Leoni/0000-0002-8236-0637; Cockeran, Marike/0000-0002-3990-8345
NR 54
TC 12
Z9 25
U1 2
U2 58
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0081-2463
EI 2078-208X
J9 S AFR J PSYCHOL
JI South Afr. J. Psychol.
PD SEP
PY 2013
VL 43
IS 3
BP 356
EP 369
DI 10.1177/0081246313494154
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 220PE
UT WOS:000324596400008
DA 2024-02-21
ER

PT J
AU Ahmad, R
   Scott, N
AF Ahmad, Rozila
   Scott, Noel
TI Benefits and challenges for Malaysian hotels when employing foreign
   workers and interns
SO INTERNATIONAL JOURNAL OF CULTURE TOURISM AND HOSPITALITY RESEARCH
LA English
DT Article; Early Access
DE Malaysia; Challenges; Expatriate; Hotel business; Benefit; Foreign
   workers; Interns
ID MIGRANT WORKERS; COST-ANALYSIS; BRAND LOVE; LABOR; EXPERIENCES;
   ADJUSTMENT; MANAGERS
AB Purpose - In Malaysia, globalization has increased the number of multinational hotel chains and independent five-star hotels employing foreign professionals, interns and labourers. This study aims to explore the benefits and challenges for hotels of the many foreigners working in Malaysia.
   Design/methodology/approach - Semi-structured interviews were conducted with Malaysian hotel managers concerning employment of foreign workers.
   Findings - The results indicate that the employment of foreign workers benefits customers, enlarges the hotel's network of industry contacts and enhances the knowledge, professionalism and service culture of the hotel workforce. This study identified challenges for the foreign workers such as culture shocks and problems with learning the Malay language.
   Research limitations/implications - This is an exploratory qualitative study conducted prior to the outbreak of COVID-19. The unemployment issue is worsened as COVID-19 spreads globally. To the best of the authors' knowledge, this is among the first study to examine the positive and negative impacts of foreign workers employment in hotels in Malaysia.
   Practical implications - The employment of foreign workers reduces the availability of jobs for locals. Recommendations are provided for locals to improve their employability and for hotels to better host international interns.
   Social implications - This study highlights the need for balance between the benefits of foreign workers employment, and its challenges such as local unemployment.
   Originality/value - To the best of the authors' knowledge, this research is among the first in the international human resources management literature to provide a first-hand perspective of employment of expatriate managers, foreign labourers and interns in hotels in a Southeast Asian developing country.
C1 [Ahmad, Rozila] Univ Utara Malaysia, Sch Tourism Hospitality & Event Management, Sintok, Kedah, Malaysia.
   [Scott, Noel] Univ Sunshine Coast, Sustainabil Res Ctr, Sunshine Coast, Australia.
C3 Universiti Utara Malaysia; University of the Sunshine Coast
RP Ahmad, R (corresponding author), Univ Utara Malaysia, Sch Tourism Hospitality & Event Management, Sintok, Kedah, Malaysia.
EM rozila@uum.edu.my
OI ahmad, rozila/0000-0001-5260-287X
FU Fundamental Research Grant Scheme, Ministry of Higher Education,
   Malaysia
FX This research is funded by Fundamental Research Grant Scheme, Ministry
   of Higher Education, Malaysia.
NR 60
TC 1
Z9 1
U1 3
U2 12
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1750-6182
EI 1750-6190
J9 INT J CULT TOUR HOSP
JI Int. J. Cult. Tour. Hosp. Res.
PD 2021 APR 30
PY 2021
VL 15
IS 2
BP 248
EP 265
DI 10.1108/IJCTHR-05-2020-0103
EA JAN 2021
PG 18
WC Hospitality, Leisure, Sport & Tourism
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA RV1PE
UT WOS:000614887400001
DA 2024-02-21
ER

PT J
AU Singh, S
AF Singh, Saranjit
TI Quality by Design in Education (QbDE)-A Possible Futuristic Approach to
   Improve Current Status of Pharmaceutical Education in India
SO INDIAN JOURNAL OF PHARMACEUTICAL EDUCATION AND RESEARCH
LA English
DT Article
DE Pharmaceutical education; Explosion; Outcomes; Quality-by-design;
   Implementation
AB Pharmacy education in India needs a drastic change. In the last decade, there has been uncontrolled spurt in number of pharmacy colleges. But only few of them have infrastructure and experienced faculty members to train and teach the students to become a quality professional. The situation is such that most college managements resort to one or other type of malpractice to seek regulatory approvals and to attract students to their institutions. This must stop and both regulatory bodies and managements need to seriously ponder over the same. In the opinion of the author, extension of quality-by-design (QbD) concept to pharmaceutical education is the one possible way out. QbD is primarily meant for implementation in pharmaceutical industry, where it aims is to build quality into the finished product, without reliance on end testing. Similarly, QbD in education (QbDE) would mean building quality in students through effectively designed policies, curriculum and teaching/training program incorporating continuous evaluation, so that every student has equal quality and employability. Implementation of QbDE, both at macro and micro levels, is expected to help pharmacy students to adapt to the reality of the 21st century and enter active life, the world of work, and society, which is becoming extremely competitive day-by-day. At macro level, QbDE would require establishing policies, procedures and controls that aim at all institutions having similar high quality infrastructure, facilities and faculties so as to produce highly trained students. At the micro level, QbDE tends to focus upon a teaching and training program that aims at all students in a class having similar knowledge and skill set and hence employability, despite that students may be from different backgrounds, levels of intelligence, and capacity to learn. It is the conviction of the author that if QbDE concept is taken seriously, the situation can be significantly improved from the distasteful condition we are in today.
C1 [Singh, Saranjit] NIPER, Sect 67, Sas Nagar 160062, Punjab, India.
C3 National Institute of Pharmaceutical Education & Research (NIPER);
   National Institute of Pharmaceutical Education & Research, S.A.S. Nagar
   (Mohali)
RP Singh, S (corresponding author), NIPER, Sect 67, Sas Nagar 160062, Punjab, India.
EM ssingh@niper.ac.in
RI Singh, Saranjit/AAL-7568-2021
NR 3
TC 5
Z9 5
U1 1
U2 6
PU ASSOC PHARMACEUTICAL TEACHERS INDIA
PI BANGALORE
PA AL-AMEEN COLL PHARMACY, OPP LALBACH MAIN GATE, HOSUR MAIN RD, BANGALORE,
   560 027, INDIA
SN 0019-5464
J9 INDIAN J PHARM EDUC
JI Indian J. Pharm. Educ. Res.
PD JAN-MAR
PY 2016
VL 50
IS 1
BP 39
EP 45
DI 10.5530/ijper.50.1.6
PG 7
WC Education, Scientific Disciplines; Pharmacology & Pharmacy
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Pharmacology & Pharmacy
GA DO3YF
UT WOS:000377717900006
OA hybrid, Green Submitted
DA 2024-02-21
ER

PT J
AU Pavlidou, I
   Dragicevic, N
   Tsui, E
AF Pavlidou, Ioanna
   Dragicevic, Nikolina
   Tsui, Eric
TI A Multi-Dimensional Hybrid Learning Environment for Business Education:
   A Knowledge Dynamics Perspective
SO SUSTAINABILITY
LA English
DT Article
DE hybrid learning environment; hybrid learning; blended learning; business
   education; knowledge dynamics; higher education; learning objectives
ID ONLINE; EXPERIENCES; FRAMEWORK; EMOTIONS; STUDENTS; SKILLS;
   NEUROSCIENCE; MOTIVATION; MANAGEMENT; RESOURCES
AB The main promise of new, digitally enabled and hybrid learning environments is to enable future-ready knowledge workers by equipping them with business and digital competences. However, business education (BE) research often focuses on the problems of instructional design and individual disciplines, rather than on the challenges of developing a holistic knowledge and competences required to ensure students' long-term employability. This paper, to address this gap, approaches BE as a knowledge dynamics field that consists of rational, emotional and spiritual knowledge and proposes a related framework to serve as a guide for developing and analyzing a hybrid learning environment (HLE) that would support BE. Then, it uses the developed framework in an interview-based study to understand the students' perceptions of how the implementation of an HLE in postgraduate course stimulated knowledge dynamics for BE. The results show that the HLE stimulated different aspects of knowledge due to the diversity of modes of learning-Face-to-Face (F2F) and online, the diversification of learning sources and the internationalization of the course-level curriculum. These results pave the direction for teachers to use the knowledge framework as a compass for future implementations and evaluations of similar methods.
C1 [Pavlidou, Ioanna; Dragicevic, Nikolina] Hong Kong Polytech Univ, Dept Ind & Syst Engn, Hung Hom, Kowloon, Hong Kong, Peoples R China.
   [Tsui, Eric] Hong Kong Polytech Univ, Educ Dev Ctr, Hung Hom, Kowloon, Hong Kong, Peoples R China.
C3 Hong Kong Polytechnic University; Hong Kong Polytechnic University
RP Dragicevic, N (corresponding author), Hong Kong Polytech Univ, Dept Ind & Syst Engn, Hung Hom, Kowloon, Hong Kong, Peoples R China.
EM ioanna.pavlidou@connect.polyu.hk; nikolina.dragicevic@connect.polyu.hk;
   eric.tsui@polyu.edu.hk
RI Dragicevic, Nikolina/HHM-5333-2022
OI Dragicevic, Nikolina/0000-0003-4046-8487; Pavlidou,
   Ioanna/0000-0003-0507-9435
FU "Exploring NewWays of Learning project at PolyU" by Hong Kong
   Polytechnic University [GYF18-19/PT1/ISE01]
FX The work covered in this paper is funded by a "Exploring NewWays of
   Learning project at PolyU" (Project code is GYF18-19/PT1/ISE01) by The
   Hong Kong Polytechnic University. Support by the university is
   gratefully acknowledged.
NR 84
TC 9
Z9 9
U1 3
U2 36
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD APR
PY 2021
VL 13
IS 7
AR 3889
DI 10.3390/su13073889
PG 23
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA RL3RO
UT WOS:000638895100001
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Pastor, DG
   Rico, C
AF Gonzalez Pastor, Diana
   Rico, Celia
TI Machine translation and postediting in the didactics of translation and
   interpreting
SO REVISTA DIGITAL DE INVESTIGACION EN DOCENCIA UNIVERSITARIA-RIDU
LA English
DT Article
DE machine translation; technology; educational innovation; translation
   didactics; qualitative research
ID SKILLS
AB Introduction: This paper presents the results of an educational experience within the framework of POSEDITrad, an educational innovation project that incorporates the use of machine translation and postediting in the translation classroom within the Degree of Translation and Interlinguistic Mediation at the University of Valencia (Spain). Theoretical framework: Technology and machine translation are envisaged as helpful tools that can enhance both the translation process and the students' translation competence. Procedure: This curricular innovation includes the design and implementation of a series of activities that provide students with the necessary tools, techniques and procedures in machine translation and post-editing to fulfil translation market demands and foster students' technological competence. Discussion: The benefits of this teaching innovation are associated with an increase in student's employability. Similarly, this experiment paves the way for an innovative curriculum design in the field of translation didactics.
C1 [Gonzalez Pastor, Diana] Univ Valencia, Valencia, Spain.
   [Rico, Celia] Univ Autonoma Barcelona, Grp Invest Tradumat, Barcelona, Spain.
C3 University of Valencia; Autonomous University of Barcelona
RP Pastor, DG (corresponding author), Univ Valencia, Valencia, Spain.
EM diana.gonzalez@uv.es
RI Rico, Celia/AFI-8482-2022; Rico, Celia/AAF-4106-2022
OI Rico, Celia/0000-0002-5056-8513; Rico, Celia/0000-0002-5056-8513
NR 45
TC 14
Z9 14
U1 1
U2 9
PU UNIV PERUANA CIENCIAS APLICADAS
PI LIMA
PA PROLONGACION PRIMAVERA 2390, MONTERRICO, LIMA, 00000, PERU
SN 2223-2516
J9 REV DIGIT INVEST DOC
JI Rev. Digit. Invest. Docencia Univ.-RIDU
PD JAN-JUN
PY 2021
VL 15
IS 1
AR e1213
DI 10.19083/ridu.2021.1213
PG 13
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA YJ0RQ
UT WOS:000744246900002
DA 2024-02-21
ER

PT J
AU van Berkel, R
   van der Aa, P
AF van Berkel, Rik
   van der Aa, Paul
TI New Welfare, New Policies: Towards Preventive Worker-Directed Active
   Labour-Market Policies
SO JOURNAL OF SOCIAL POLICY
LA English
DT Article
ID SOCIAL INVESTMENT STATE; FLEXICURITY; CRISIS; PROTECTION; RISKS; TIME;
   CITIZENSHIP; AGREEMENTS; POLITICS; POVERTY
AB Debates about the new welfare, and the new social policies that go (or should go) with it, share an emphasis on risk-prevention strategies and pluralistic risk management. Focusing specifically on the risk of unemployment, this article discusses the case for so-called preventive worker-directed active labour market policies as part of the new welfare architecture. These policies are aimed at preventing unemployment and promoting labour-market transitions and employability. They involve responsibilities on the part of the state, social partners and employers. First, the case for these policies is elaborated by analysing the social investment, flexicurity and transitional labour-market literature. In this context, several issues related to the feasibility of the pluralistic management of preventing unemployment, as well as the possible impact of pluralistic risk management on dualisation, are discussed. Secondly, recent policy initiatives in the Netherlands are presented as an illustration of the incremental emergence of preventive worker-directed active labour-market policies. It is argued that although these policy initiatives were initially introduced as responses to the crisis, they may eventually turn out to reflect a more fundamental reorientation in managing and dealing with the risks of unemployment. The conclusion critically reflects and argues that pluralistic risk management may exacerbate, rather than mitigate, the insecurities of flexible and non-standard workers.
C1 [van Berkel, Rik; van der Aa, Paul] Univ Utrecht, Sch Governance, Fac Law Econ & Governance, NL-3511 ZC Utrecht, Netherlands.
C3 Utrecht University
RP van Berkel, R (corresponding author), Univ Utrecht, Sch Governance, Fac Law Econ & Governance, NL-3511 ZC Utrecht, Netherlands.
EM r.vanberkel@uu.nl; p.h.j.vanderaa@uu.nl
RI van Berkel, Rik/AAA-5794-2019
OI van Berkel, Rik/0000-0003-4866-2778
FU European Community [320121]
FX The research leading to this publication has received funding from the
   European Community's Seventh Framework Programme under grant agreement
   No. 320121 (Project INSPIRES). We would like to thank two anonymous
   reviewers for their constructive comments on an earlier version of this
   article.
NR 53
TC 5
Z9 6
U1 0
U2 29
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 0047-2794
EI 1469-7823
J9 J SOC POLICY
JI J. Soc. Policy
PD JUL
PY 2015
VL 44
IS 3
BP 425
EP 442
DI 10.1017/S0047279415000082
PG 18
WC Public Administration; Social Issues; Social Work
WE Social Science Citation Index (SSCI)
SC Public Administration; Social Issues; Social Work
GA CK2ST
UT WOS:000356063300001
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Barwood, D
   O'Rourke, J
   Penney, D
   Jones, A
   Thomas, J
AF Barwood, Donna
   O'Rourke, John
   Penney, Dawn
   Jones, Andrew
   Thomas, Jordan
TI Professional teaching standards and inclusion in teacher education:
   insights from a hearing-impaired Health and Physical Education
   pre-service teacher's professional experience
SO SPORT EDUCATION AND SOCIETY
LA English
DT Article; Early Access
DE disability; equity; teacher education; legislation; professional
   standards; hearing-impaired
ID STUDENTS; DEAF
AB Initial Teacher Education (ITE) is a critical arena for advancing inclusion in Health and Physical Education (HPE). This paper reports research that is engaging with the diversity of the HPE profession and practitioners. It centres on a unique case study that critically explored the school-based professional experience of an Australian secondary HPE Pre-service Teacher (PsT) who has a hearing impairment. Specifically, to enable PST success in HPE professional experiences as defined by the professional standards for teachers in Australia and to which, PSTs' must evidence to graduate and attain teacher registration. Drawing on documentary and interview data the paper focuses on tensions identified between the bureaucratic environment of ITE and the legislation of 'reasonable adjustments' for students with additional needs. Discussion highlights the expertise that PsTs with additional needs can bring to inform institutional and sector-wide work to advance equity and inclusion in ITE. Our research shows that graduate employability of peoples with additional needs in HPE teacher education relies on the inclusive interpretation and application of the professional standards for teachers. We advocate further research to increase knowledge(s) supporting (i) the representation of people with additional needs in HPE teaching and (ii) inclusive practice in HPE ITE courses.
C1 [Barwood, Donna; O'Rourke, John; Penney, Dawn; Jones, Andrew; Thomas, Jordan] Edith Cowan Univ, Sch Educ, 270 Joondalup Dr, Perth, WA 6027, Australia.
C3 Edith Cowan University
RP Barwood, D (corresponding author), Edith Cowan Univ, Sch Educ, 270 Joondalup Dr, Perth, WA 6027, Australia.
EM d.barwood@ecu.edu.au
RI O'Rourke, John A/H-2862-2016; Penney, Dawn/G-1335-2013; Barwood, Donna
   Michelle/AAP-3015-2021
OI O'Rourke, John A/0000-0003-3074-9154; Penney, Dawn/0000-0002-2000-8953;
   Barwood, Donna Michelle/0000-0001-7447-6333; Thomas,
   Jordan/0000-0002-1546-4815
NR 46
TC 0
Z9 0
U1 9
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1357-3322
EI 1470-1243
J9 SPORT EDUC SOC
JI Sport. Educ. Soc.
PD 2023 FEB 12
PY 2023
VL 28
IS 2
BP 173
EP 187
DI 10.1080/13573322.2021.2004394
EA DEC 2021
PG 15
WC Education & Educational Research; Hospitality, Leisure, Sport & Tourism;
   Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Social Sciences - Other Topics; Sport
   Sciences
GA 8V1DL
UT WOS:000726414200001
OA Green Published
DA 2024-02-21
ER

PT J
AU Fleuren, BPI
   van Amelsvoort, LGPM
   Zijlstra, FRH
   de Grip, A
   Kant, I
AF Fleuren, Bram P. I.
   van Amelsvoort, Ludovic G. P. M.
   Zijlstra, Fred R. H.
   de Grip, Andries
   Kant, IJmert
TI Handling the reflective-formative measurement conundrum: a practical
   illustration based on sustainable employability
SO JOURNAL OF CLINICAL EPIDEMIOLOGY
LA English
DT Article
DE Formative measurement model; Reflective measurement model; Sustainable
   employability; Health; Validation; Complex constructs
ID METHODOLOGICAL QUALITY; INDICATORS; MISSPECIFICATION; CONSTRUCTION;
   INSTRUMENTS; DEFINITION; CRITERIA; FATIGUE; BREIVIK; FALLACY
AB Objectives: Constructs capturing health or functioning can have reflective and/or formative measurement models. Although a construct's measurement model has extensive implications on the construction, validation, and use of a measurement instrument, measurement models are frequently wrongly or not explicitly specified. As this is likely due to a lack of guidelines, this study uses sustainable employability as an example to demonstrate a) the applicability of an adapted checklist for establishing a construct's measurement model; and b) the use of structural equation modeling to handle formative constructs.
   Study Design and Setting: First, the checklist is applied to sustainable employability to establish its measurement model. Second, using observational self-report data from 2,544 employees, structural equation models are estimated to evaluate the structural and criterion validity of sustainable employability as a formative construct.
   Results: The checklist demonstrates strong applicability, identifying sustainable employability as a formative construct. Model fit indices (Comparative fit indices >= 0.932, Tucker-Lewis indices >= 0.925, root mean square errors of approximation <= 0.034) suggest the formative measurement model for sustainable employability is valid.
   Conclusion: The checklist and structural equation modeling facilitate handling formative constructs. By establishing sustainable employability as a formative construct, individuals' long term ability to function at work can be more adequately studied and intervened upon. (C) 2018 Elsevier Inc. All rights reserved.
C1 [Fleuren, Bram P. I.; Zijlstra, Fred R. H.] Maastricht Univ, Fac Psychol & Neurosci, Dept Work & Social Psychol, Maastricht, Netherlands.
   [van Amelsvoort, Ludovic G. P. M.; Kant, IJmert] Maastricht Univ, Fac Hlth Med & Life Sci, CAPHRI Sch Publ Hlth & Primary Care, Dept Epidemiol, Maastricht, Netherlands.
   [de Grip, Andries] Maastricht Univ, Sch Business & Econ, Res Ctr Educ & Labor Market, Maastricht, Netherlands.
   [de Grip, Andries] IZA, Bonn, Germany.
   [de Grip, Andries] Tilburg Univ, Netspar, Tilburg, Netherlands.
C3 Maastricht University; Maastricht University; Maastricht University; IZA
   Institute Labor Economics; Tilburg University
RP Fleuren, BPI (corresponding author), Bram Fleuren Univ Singel 40,POB 616, NL-6200 MD Maastricht, Netherlands.
EM bram.fleuren@maastrichtuniversity.nl
RI De Grip, Andries/A-6021-2009; van Amelsvoort, Ludovic/A-3689-2008;
   Fleuren, Bram/AFW-3437-2022; Zijlstra, Fred/JNR-6367-2023
OI van Amelsvoort, Ludovic/0000-0003-0120-1552; Fleuren,
   Bram/0000-0002-9748-2522; Zijlstra, Fred/0000-0002-3505-9753
NR 55
TC 32
Z9 36
U1 3
U2 40
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0895-4356
EI 1878-5921
J9 J CLIN EPIDEMIOL
JI J. Clin. Epidemiol.
PD NOV
PY 2018
VL 103
BP 71
EP 81
DI 10.1016/j.jclinepi.2018.07.007
PG 11
WC Health Care Sciences & Services; Public, Environmental & Occupational
   Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services; Public, Environmental & Occupational
   Health
GA GX4FR
UT WOS:000447683500009
PM 30031210
OA Green Published
DA 2024-02-21
ER

PT J
AU Brown, EJ
   Dunlop, L
   Scally, J
AF Brown, Eleanor J.
   Dunlop, Lynda
   Scally, Jayme
TI 'It's about not achieving the outcomes that you necessarily expected':
   Non-formal learning in higher education
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE Non-formal learning; capability approach; valued outcomes; learning
   community; social justice education
ID STRATEGIES
AB This study explores students' experiences of a non-formal living-learning community in a UK higher education institution. The participants were students from different countries and academic disciplines who came together with a shared interest in international development and human rights. The experiences of students were investigated using the capability approach (Sen 1999; Walker 2012) as a framework for understanding students' personal development through their participation in the community. This approach focuses on the ability of the student participants to lead lives they have reason to value, and allows us to consider development beyond employability. The research included participant observations and interviews. We found there were four key features of the learning community that were important in fostering the outcomes they identified as valuable. We argue that it is beneficial to open such spaces in higher education, as they provide opportunities for student-led skills development and engagement with social justice issues.
C1 [Brown, Eleanor J.; Dunlop, Lynda; Scally, Jayme] Univ York, Dept Educ, York YO10 5DD, N Yorkshire, England.
C3 University of York - UK
RP Brown, EJ (corresponding author), Univ York, Dept Educ, York YO10 5DD, N Yorkshire, England.
EM eleanor.brown@york.ac.uk
OI Dunlop, Lynda/0000-0002-0936-8149; Brown, Eleanor/0000-0003-4987-801X;
   Scally, Jayme/0000-0002-6206-3707
NR 29
TC 2
Z9 4
U1 0
U2 29
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PD JAN 2
PY 2020
VL 25
IS 1
BP 52
EP 67
DI 10.1080/13562517.2018.1541880
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA JM9MX
UT WOS:000496531300004
OA Green Accepted
DA 2024-02-21
ER

PT J
AU McTier, A
   McGregor, A
AF McTier, Alexander
   McGregor, Alan
TI Integrating employment and skills: the role of community-based learning
SO POLICY STUDIES
LA English
DT Article
DE community-based learning; employability; learning; progression
AB Community-based learning delivers a diverse range of learning opportunities in community venues across the UK to all sections of society. Its outreach is extensive yet the sector is often overlooked by employability policy-makers and practitioners. Following the Leitch Review of Skills and the UK government's policy announcement to integrate more closely employment and skills services, this article aims to overcome this lack of recognition by first generating a pragmatic definition of community-based learning before highlighting the potentially significant role that it can play in supporting people to enter, sustain and progress in employment. Set within the UK policy context, the article draws on the findings of two Glasgow research studies into community-based learning to give a balanced assessment of the sector's contribution to the employability agenda. In highlighting both the benefits and the limitations of community-based learning to achieve employment outcomes, the article concludes with recommendations and potential areas for future research into how employment and community-based learning services could be more closely integrated to achieve stronger employment outcomes.
C1 [McTier, Alexander; McGregor, Alan] Univ Glasgow, Training & Employment Res Unit TERU, Glasgow G12 8RT, Lanark, Scotland.
C3 University of Glasgow
RP McTier, A (corresponding author), Univ Glasgow, Training & Employment Res Unit TERU, Adam Smith Bldg, Glasgow G12 8RT, Lanark, Scotland.
EM a.mctier@lbss.gla.ac.uk
OI McTier, Alexander/0000-0002-3639-5214
NR 40
TC 1
Z9 5
U1 1
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0144-2872
J9 POLICY STUD-UK
JI Policy Stud.
PY 2011
VL 32
IS 1
BP 73
EP 90
DI 10.1080/01442872.2010.529322
PG 18
WC Public Administration
WE Social Science Citation Index (SSCI)
SC Public Administration
GA 769HM
UT WOS:000291003400005
DA 2024-02-21
ER

PT J
AU Jebril, MY
AF Jebril, Mohammad Y.
TI Exploring people with disabilities' perspectives on the availability of
   appropriate work that fits their capabilities in Jordan
SO WORK-A JOURNAL OF PREVENTION ASSESSMENT & REHABILITATION
LA English
DT Article
DE Working conditions; supported employment; accessibility; qualitative
   research; stigma; rehabilitation; reasonable accommodations
ID EMPLOYER ATTITUDES; EMPLOYABILITY; INDIVIDUALS; PERCEPTIONS; IMPAIRMENTS
AB BACKGROUND: There is a lack of information regarding the availability of work and the appropriateness of work to people with disabilities (PWD) in Jordan. Therefore, this research was initiated and it was hypothesized that work is available and it is appropriate to PWD abilities.
   OBJECTIVES: To explore the availability of work and the appropriateness of working conditions to PWD abilities.
   METHOD: Thirty-five individuals completed the "People with Disabilities Working Condition Scale" (PWDWCS). Descriptive and nonparametric statistical analyses including Chi square, Pearson correlation, Mann-Whitney U and Kruskal Wallis tests were used, and content analysis was used for the open-ended questions section to identify the availability of work in terms of opportunities and competition as well as to identify the work fitness to PWDs' abilities.
   RESULTS: Sixty percent of the participants had difficulties finding a job, with a high competition on the available ones. Several work conditions do not fit PWDs' abilities including improper fitness of work assignment to their capabilities and relatively inappropriate wages. In addition, a higher percentage of the participants reported: A) availability of written job descriptions and procedure manuals B) lack of work-related training and continuing education (CE) programs C) PWD are not being promoted D) availability of relative social acceptance at work E) a relatively comfortable work environment F) finally, work areas which require several modifications to boost accessibility.
   CONCLUSION: Initial hypotheses could not be confirmed. Several challenges face PWD in Jordan pertaining to the availability and fitness to work. Rehabilitation for all sectors of work is necessary as well as for PWD to improve their employability and work appropriateness to PWD abilities.
C1 [Jebril, Mohammad Y.] Hashemite Univ, Phys & Occupat Therapy Dept, Fac Appl Hlth Sci, Zarqa, Jordan.
C3 Hashemite University
RP Jebril, MY (corresponding author), Hashemite Univ, Phys & Occupat Therapy Dept, Fac Appl Hlth Sci, Zarqa, Jordan.
EM mohjebril@hu.edu.jo
RI Jebril, Mohammad/I-1213-2017
OI Jebril, Mohammad/0000-0001-7472-101X
FU Hashemite University
FX The author would like to acknowledge the Hashemite University for the
   support and help in providing all the required reviews, approval and
   communications (with HCD) to facilitate the conduction of this research,
   as well as providing electronic resources, databases and the SPSS
   program for the data analysis. In addition, special thanks goes toHCD
   personnel who helped in distributing and collecting the PWDWCS.
NR 44
TC 0
Z9 0
U1 1
U2 5
PU IOS PRESS
PI AMSTERDAM
PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS
SN 1051-9815
EI 1875-9270
J9 WORK
JI Work
PY 2021
VL 70
IS 1
BP 219
EP 233
DI 10.3233/WOR-213567
PG 15
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA WB2PL
UT WOS:000703419400021
PM 34511526
DA 2024-02-21
ER

PT J
AU Klein, JF
   Hood, SB
AF Klein, JF
   Hood, SB
TI The impact of stuttering on employment opportunities and job performance
SO JOURNAL OF FLUENCY DISORDERS
LA English
DT Article
DE stuttering; employment; job performance; survey; handicap
ID PERCEPTIONS; ATTITUDES; PEOPLE; ASSOCIATION; COMPETENCE; DISORDERS;
   SPEAKERS; STAMMER; ADULTS
AB The purpose of this study was to examine the impact that stuttering has on job performance and employability. The method involved administration of a 17-item survey that was completed by 232 people who stutter, age 18 years or older. Results indicated that more than 70% of people who stutter agreed that stuttering decreases one's chances of being hired or promoted. More than 33% of people who stutter believed stuttering interferes with their job performance, and 20% had actually turned down a job or promotion because of their stuttering. Results also indicated that men and minorities were more likely to view stuttering as handicapping than were women and Caucasians. These findings suggest that people who stutter believe stuttering to be handicapping in the workplace. The results may be helpful for clinicians who work with people who stutter.
   Educational objectives: The reader will be able to: (1) describe the impact that stuttering can have on employability and job performance and (2) be better able to explain how factors such as gender, ethnicity, and stuttering severity can impact the belief that stuttering is a handicapping condition. (C) 2004 Elsevier Inc. All rights reserved.
C1 Univ S Alabama, Dept Speech Pathol & Audiol, Mobile, AL 36688 USA.
C3 University of South Alabama
RP Klein, JF (corresponding author), Coll St Rose, Sch Educ, 432 Western Ave, Albany, NY 12203 USA.
EM jfklein3@hotmail.com
NR 30
TC 145
Z9 191
U1 2
U2 34
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 0094-730X
J9 J FLUENCY DISORD
JI J. Fluency Disord.
PY 2004
VL 29
IS 4
BP 255
EP 273
DI 10.1016/j.jfludis.2004.08.001
PG 19
WC Audiology & Speech-Language Pathology; Education, Special; Linguistics;
   Rehabilitation
WE Social Science Citation Index (SSCI)
SC Audiology & Speech-Language Pathology; Education & Educational Research;
   Linguistics; Rehabilitation
GA 889EE
UT WOS:000226425500001
PM 15639081
DA 2024-02-21
ER

PT J
AU Everill, P
AF Everill, Paul
TI Pedagogy and Practice: The Provision and Assessment of Archaeological
   Fieldwork Training in UK Higher Education
SO HISTORIC ENVIRONMENT-POLICY & PRACTICE
LA English
DT Article
DE fieldwork training; applied archaeology; higher education; UK
AB With significant job losses across the UK heritage sector resulting from the recent economic crisis and subsequent austerity measures, and UK higher education on the brink of effective privatisation, the teaching of applied archaeological techniques and its relationship to graduate employability has never been more keenly scrutinised. In February and March 2011 the author collected data relating to the provision and assessment of fieldwork from all 44 UK higher education institutions (HEIs) then offering archaeology (or closely related) degree programmes. The results indicated that there were 4,718 undergraduate students (approximately 1,591 per year group) on those programmes, being taught by a total of 708.61 full-time equivalent academic and support staff. An average of 66.47 per cent of staff in each department were actively engaged in archaeological fieldwork. The results also demonstrated the diversity of approaches to assessed fieldwork training across the sector, with over a quarter reporting either no fixed policy, or no requirement. Of the rest, the greatest numbers required four or six weeks. Thirty-two per cent of HEIs reported that their fieldwork was mostly UK-based with some overseas projects, while 30 per cent predominantly worked in their home region. In terms of assessment, 41 per cent of respondents assessed their students in the field - giving either an overall mark or individual marks for each task - supported by assessed written work, predominantly in the form of site diaries.
C1 [Everill, Paul] Univ Winchester, Dept Archaeol, Winchester SO22 4NR, Hants, England.
C3 University of Winchester
RP Everill, P (corresponding author), Univ Winchester, Dept Archaeol, Winchester SO22 4NR, Hants, England.
EM Paul.Everill@winchester.ac.uk
RI Everill, Paul/JJX-2567-2023
OI Everill, Paul/0000-0001-7868-7082
NR 20
TC 4
Z9 4
U1 0
U2 3
PU MANEY PUBLISHING
PI LEEDS
PA STE 1C, JOSEPHS WELL, HANOVER WALK, LEEDS LS3 1AB, W YORKS, ENGLAND
SN 1756-7505
EI 1756-7513
J9 HIST ENVIRON POLICY
JI Hist. Env.-Policy Pract.
PD SEP
PY 2015
VL 6
IS 2
BP 122
EP 141
DI 10.1179/1756750515Z.00000000078
PG 20
WC Humanities, Multidisciplinary
WE Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Arts & Humanities - Other Topics
GA CX0LS
UT WOS:000365388700002
DA 2024-02-21
ER

PT J
AU RUFF, RM
   MARSHALL, LF
   CROUCH, J
   KLAUBER, MR
   LEVIN, HS
   BARTH, J
   KREUTZER, J
   BLUNT, BA
   FOULKES, MA
   EISENBERG, HM
   JANE, JA
   MARMAROU, A
AF RUFF, RM
   MARSHALL, LF
   CROUCH, J
   KLAUBER, MR
   LEVIN, HS
   BARTH, J
   KREUTZER, J
   BLUNT, BA
   FOULKES, MA
   EISENBERG, HM
   JANE, JA
   MARMAROU, A
TI PREDICTORS OF OUTCOME FOLLOWING SEVERE HEAD TRAUMA - FOLLOW-UP DATA FROM
   THE TRAUMATIC-COMA-DATA-BANK
SO BRAIN INJURY
LA English
DT Article
ID INJURY
AB Outcome as a function of employment status or return to school was evaluated in severely head-injured patients. A priori we selected the most salient demographic, physiological, neuropsychological and psychosocial outcome predictors with the aim of identifying which of there variables captured at baseline or 6 months would best predict employability at 6 or 12 months. Based on the patients evaluated at 6 months, 18% of former workers had returned to gainful employment and 62% of former students had returned to school. For those not back to work or school at 6 months, 31% of the former workers and 66% of the former students had returned by 12 months. Age, length of coma, speed for both attending and motor movements, spatial integration, and intact vocabulary were all significantly related to returning to work or school. The three most potent predictors for returning to work or school were intactness of the patient's verbal intellectual power, speed of information processing and age.
C1 ST MARYS HOSP,REHABIL UNIT,SAN FRANCISCO,CA.
   UNIV CALIF SAN DIEGO,DIV NEUROSURG,LA JOLLA,CA 92093.
   SANTA CLARA MED CTR,SANTA CLARA,CA.
   UNIV TEXAS,MED BRANCH,DIV NEUROSURG,GALVESTON,TX 77550.
   UNIV VIRGINIA,MED CTR,DEPT BEHAV MED,CHARLOTTESVILLE,VA 22903.
   VIRGINIA COMMONWEALTH UNIV,MED COLL VIRGINIA,RICHMOND,VA 23298.
   UNIV CALIF SAN DIEGO,DEPT COMMUNITY & FAMILY MED,LA JOLLA,CA 92093.
   NINCDS,BIOMETRY & FIELD STUDIES BRANCH,BETHESDA,MD 20892.
C3 University of California System; University of California San Diego;
   University of Texas System; University of Texas Medical Branch
   Galveston; University of Virginia; Virginia Commonwealth University;
   University of California System; University of California San Diego;
   National Institutes of Health (NIH) - USA; NIH National Institute of
   Neurological Disorders & Stroke (NINDS)
FU NINDS NIH HHS [N01-NS-9-2308, N01-NS-9-2306, N01-NS-9-2307] Funding
   Source: Medline
NR 21
TC 149
Z9 162
U1 0
U2 10
PU TAYLOR & FRANCIS LTD
PI LONDON
PA ONE GUNDPOWDER SQUARE, LONDON, ENGLAND EC4A 3DE
SN 0269-9052
J9 BRAIN INJURY
JI Brain Inj.
PD MAR-APR
PY 1993
VL 7
IS 2
BP 101
EP 111
DI 10.3109/02699059309008164
PG 11
WC Neurosciences; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Neurosciences & Neurology; Rehabilitation
GA KZ726
UT WOS:A1993KZ72600002
PM 8453409
DA 2024-02-21
ER

PT J
AU Elshaer, A
   Huang, R
AF Elshaer, Abdallah
   Huang, Rong
TI Perceived value within an international hospitality learning
   environment: Antecedents and outcomes
SO JOURNAL OF HOSPITALITY LEISURE SPORT & TOURISM EDUCATION
LA English
DT Article; Early Access
DE Internationalization of education; International learning environment;
   Perceived value; Academic integration; Scholarship of teaching and
   learning
ID HIGHER-EDUCATION; GRADUATE EMPLOYABILITY; STUDENTS; PERCEPTIONS; UK;
   EXPERIENCE; TOURISM; CLIMATE; CAMPUS; SATISFACTION
AB The number of students attending British universities is rapidly increasing, among them, many are international students. These diverse students pose opportunities and concerns regarding the equitable and efficient delivery of the learning environment. This study examines the perceived value within an international learning environment (ILE) and examines antecedents and outcomes of such value in addressing the students' needs. Structure Equation Modeling (PLS-SEM) was used to analyse 323 online survey responses, and thematic analysis and content analysis were used to examine 35 semi-structured interviews. Work-Integrated Learning, Academic Integration, and Scholarship of Teaching and Learning are established as major value practices that have significant relationships with both students' perceived value and satisfaction. The perceived value also mediates the relationship between different value practices and students' satisfaction. Moreover, the classroom environment and campus climate mediate the relationship between the perceived value and students' satisfaction. The qualitative results provided further insights to significant relationships among different constructs. The research findings make significant theoretical contributions and have practical implications for understanding the perceived value at an ILE, which is a critical need for higher education development today.
C1 [Elshaer, Abdallah] Univ Sadat City, Fac Tourism & Hotels, Hotel Management Dept, Sadat City, Egypt.
   [Huang, Rong] Univ Plymouth, Plymouth Business Sch, Room 327,Cookworthy Bldg,Drake Circus, Plymouth PL4 8AA, England.
   [Elshaer, Abdallah] Univ Plymouth, Plymouth Business Sch, Plymouth, England.
C3 Egyptian Knowledge Bank (EKB); University of Sadat City; University of
   Plymouth; University of Plymouth
RP Elshaer, A (corresponding author), Univ Sadat City, Fac Tourism & Hotels, Hotel Management Dept, Sadat City, Egypt.
EM elshaerabdallah66@yahoo.com
RI Elshaer, Abdallah/JBJ-2746-2023
NR 58
TC 4
Z9 4
U1 3
U2 4
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1473-8376
J9 J HOSP LEIS SPORT TO
JI J. Hosp. Leis. Sport Tour. Educ.
PD 2023 JUN
PY 2023
VL 32
AR 100429
DI 10.1016/j.jhlste.2023.100429
EA APR 2023
PG 12
WC Education & Educational Research; Hospitality, Leisure, Sport & Tourism
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Social Sciences - Other Topics
GA J1LQ3
UT WOS:001007295400001
OA Bronze
DA 2024-02-21
ER

PT J
AU Bergers, J
   Nijhuis, F
   Janssen, M
   van der Horst, F
AF Bergers, J
   Nijhuis, F
   Janssen, M
   van der Horst, F
TI Employment careers of young type I diabetic patients in the Netherlands
SO JOURNAL OF OCCUPATIONAL AND ENVIRONMENTAL MEDICINE
LA English
DT Article
ID MELLITUS; PEOPLE; IDDM; DISCRIMINATION; EXPERIENCES; ADJUSTMENT;
   WORKPLACE; MORBIDITY; EDUCATION; HEALTH
AB The factors that influence the employment careers of diabetic patients aged 20 to 34 years were studied using a mail questionnaire. The study included all members of the Dutch diabetics association (Diabetes Vereniging Nederland) in that age group, A total of 5987 questionnaires were mailed; 4300 completed questionnaires were returned, giving a response rate of about 72%. The aim of the study was to provide a better insight into the problems type I diabetic patients face in the labor market: entry into the labor market, conditions at work, and (premature) exit from the labor market owing to health reasons, This study carefully distinguished between employability and employment, Results showed that having diabetes did not decrease the chances of entry into the labor market for the subjects, although some types of jobs are still unavailable for diabetic patients, There was no higher unemployment in the study population than in the general population. Although there were problems faced by patients in the work situation, they were generally limited to a small group.
C1 IRV Res Field Rehabil & Handicap, Fac Hlth Sci, Dept Hlth Org Policy & Econ, Hoensbroek, Netherlands.
   IRV Res Field Rehabil & Handicap, Fac Med, Dept Med Sociol, Hoensbroek, Netherlands.
   IRV Res Field Rehabil & Handicap, Fac Med, Dept Gen Practice, Hoensbroek, Netherlands.
   Univ Maastricht, Maastricht, Netherlands.
C3 Maastricht University
RP Bergers, J (corresponding author), BEOZ, Postbus 616, NL-6200 MD Maastricht, Netherlands.
NR 22
TC 7
Z9 7
U1 0
U2 2
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA 530 WALNUT ST, PHILADELPHIA, PA 19106-3621 USA
SN 1076-2752
J9 J OCCUP ENVIRON MED
JI J. Occup. Environ. Med.
PD NOV
PY 1999
VL 41
IS 11
BP 1005
EP 1010
DI 10.1097/00043764-199911000-00013
PG 6
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 254YR
UT WOS:000083642300013
PM 10570507
DA 2024-02-21
ER

PT J
AU Swart, C
AF Swart, Christelle
TI An assessment of work-integrated learning for public relations in an
   open distance learning context
SO PUBLIC RELATIONS REVIEW
LA English
DT Article
DE Public relations (PR); Public relations diploma; Distance learning; Open
   distance learning (ODL); Work-integrated learning (WIL)
ID STUDENT; EXPERIENCE; EDUCATION
AB Education institutions are increasingly required to ensure the employability of their students through quality and relevant educational programmes. Organisational change, in response to current global challenges, is not a new occurrence and impacts on all levels and functions of the organisation. This is of particular relevance to the field of public relations as an organisational function and it is therefore essential to match theoretical learning with practice, to ensure that the function operates effectively in the broader organisational context. It, moreover, re-establishes the need for the continuous assessment of educational programmes to ensure competent and employable public relations students.
   Against this background, the questions underlying this study are whether the public relations students of the University of South Africa (Unisa), as prospective public relations practitioners, possess the necessary skills to add value to organisations in their attempt to meet the challenges they face today, and what is the contribution of work-integrated learning in acquiring the necessary industry skills. (C) 2013 Elsevier Inc. All rights reserved.
C1 Univ S Africa Unisa, Dept Commun Sci, ZA-0003 Unisa, South Africa.
C3 University of South Africa
RP Swart, C (corresponding author), Univ S Africa Unisa, Dept Commun Sci, POB 392, ZA-0003 Unisa, South Africa.
EM cswart@unisa.ac.za
RI Swart, Christelle/U-9546-2018
OI Swart, Christelle/0000-0001-7119-519X
NR 53
TC 6
Z9 6
U1 0
U2 9
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 0363-8111
EI 1873-4537
J9 PUBLIC RELAT REV
JI Public Relat. Rev.
PD JUN
PY 2014
VL 40
IS 2
SI SI
BP 387
EP 396
DI 10.1016/j.pubrev.2013.10.008
PG 10
WC Business; Communication
WE Social Science Citation Index (SSCI)
SC Business & Economics; Communication
GA AI9OB
UT WOS:000337260800024
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Morgenstern, J
   McCrady, BS
   Blanchard, KA
   McVeigh, KH
   Riordan, A
   Irwin, TW
AF Morgenstern, J
   McCrady, BS
   Blanchard, KA
   McVeigh, KH
   Riordan, A
   Irwin, TW
TI Barriers to employability among substance dependent and
   nonsubstance-affected women on federal welfare: Implications for program
   design
SO JOURNAL OF STUDIES ON ALCOHOL
LA English
DT Article
ID POSTTRAUMATIC-STRESS-DISORDER; HEALTH SURVEY; SERVICES; ACCESS; SF-36;
   CARE
AB Objective: This study examined barriers to employability among women meeting criteria for a substance dependence disorder who were identified by routine screening conducted in welfare offices. The characteristics of these women were compared to other women on welfare who did not have a substance use disorder. Method: A sample of 214 substance dependent women on federal welfare were recruited to participate in a substance use disorders welfare demonstration project. An additional 69 nonsubstance-affected women on welfare served as a comparison sample. All participants were assessed in welfare settings through a standardized battery of measures. Results: Substance dependent women reported moderate to severe substance use problems. They also reported significantly higher rates than the women with no substance use disorder of other barriers such as domestic violence, mental health problems, legal problems, child welfare investigations and fewer job skills. Conclusions: Findings raise questions about the likely effectiveness of existing welfare reform services in addressing the needs of substance dependent women.
C1 Columbia Univ, Natl Ctr Addict & Substance Abuse, New York, NY 10017 USA.
C3 Columbia University
RP Morgenstern, J (corresponding author), Columbia Univ, Natl Ctr Addict & Substance Abuse, 633 3rd Ave, New York, NY 10017 USA.
EM jon.morgenstern@mssm.edu
NR 33
TC 36
Z9 40
U1 1
U2 6
PU ALCOHOL RES DOCUMENTATION INC CENT ALCOHOL STUD RUTGERS UNIV
PI PISCATAWAY
PA C/O DEIRDRE ENGLISH, 607 ALLISON RD, PISCATAWAY, NJ 08854-8001 USA
SN 0096-882X
J9 J STUD ALCOHOL
JI J. Stud. Alcohol
PD MAR
PY 2003
VL 64
IS 2
BP 239
EP 246
DI 10.15288/jsa.2003.64.239
PG 8
WC Substance Abuse; Psychology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Substance Abuse; Psychology
GA 664MN
UT WOS:000182065000012
PM 12713198
DA 2024-02-21
ER

PT J
AU Gürlek, M
AF Gurlek, Mert
TI The role of acculturation in hotel managers' person-environment (P-E)
   fit and hiring decisions: An experimental study on immigrant job
   applications
SO TOURISM MANAGEMENT PERSPECTIVES
LA English
DT Article
DE HRM; Job applicants; Acculturation; Person-environment fit; Hiring;
   Hotel Industry
ID CORPORATE SOCIAL-RESPONSIBILITY; HUMAN-RESOURCE MANAGEMENT; ORGANIZATION
   FIT; PHYSICAL ATTRACTIVENESS; GANG MEMBERSHIP; DISCRIMINATION;
   APPLICANTS; ATTITUDES; WORK; PERCEPTIONS
AB This study aims to examine the effect of acculturation strategies on managers' person-environment (P-E) fit and hiring decisions. An experimental research design was employed, within whose context, four conditions were created and fictitious job interview record forms of applicants were presented to hotel managers in Turkey. The findings revealed that the separated Syrian applicant was evaluated to have a lower P-E fit. Furthermore, the separated Syrian applicant has a lower employability score than the other applicants and is less preferred for the vacancy in point. Theoretically, the current research expands the current literature by revealing that acculturation preferences impact managers' assessments of P-E fit and their hiring decisions. In practice, this study highlights the importance of cultural awareness and intercultural skills for managers, and the need to implement rigorous assessment tools.
C1 [Gurlek, Mert] Mehmet Akif Ersoy Univ, Sch Tourism & Hotel Management, TR-15030 Burdur, Turkey.
C3 Mehmet Akif Ersoy University
RP Gürlek, M (corresponding author), Mehmet Akif Ersoy Univ, Sch Tourism & Hotel Management, TR-15030 Burdur, Turkey.
EM mertgurlek89@hotmail.com
RI GÜRLEK, Mert/ABH-2203-2020
OI GÜRLEK, Mert/0000-0002-0024-7746
NR 137
TC 7
Z9 7
U1 2
U2 23
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 2211-9736
EI 2211-9744
J9 TOUR MANAG PERSPECT
JI Tour. Manag. Perspect.
PD OCT
PY 2020
VL 36
AR 100739
DI 10.1016/j.tmp.2020.100739
PG 11
WC Hospitality, Leisure, Sport & Tourism; Management
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics; Business & Economics
GA OV1KU
UT WOS:000591978600012
DA 2024-02-21
ER

PT J
AU Dibeh, G
   Fakih, A
   Marrouch, W
AF Dibeh, Ghassan
   Fakih, Ali
   Marrouch, Walid
TI Employment and skill mismatch among youth in Lebanon
SO INTERNATIONAL JOURNAL OF MANPOWER
LA English
DT Article
DE Employment; Youth; Skill mismatch; School-to-work transition; Bivariate
   probit model
ID EDUCATIONAL MISMATCH; OVEREDUCATION; EMPLOYABILITY; INCOME; WAGE
AB Purpose Employment and skill mismatch among youth constitute a major obstacle for access to the job market in the Middle East and North African region. The purpose of this paper is to explore factors explaining employment and the perception of the skill-mismatch problem among the youth in Lebanon using a novel data set covering young people aged from 15 to 29. The paper provides a set of empirical insights that help in the design of public policy targeting school-to-work transition. Design/methodology/approach The authors control for a rich set of youth and household characteristics to jointly estimate the probability of being employed and the likelihood of reporting a skill-mismatch problem. The empirical analysis uses a bivariate probit model where the first equation estimates the employment status while the second estimates the determinants of skill-mismatch perceptions. The bivariate probit model considers the error terms in both equations to be correlated and the model tests for such a correlation. The authors estimate the model recursively by controlling for the employment dummy variable in the skill-mismatch equation since employed youth could be more or less likely to perceive the skill mismatch. The estimation is conducted first over the whole sample of youth, and then it is implemented by gender and region. Findings The authors find that youth employment is mainly correlated with age, being male, being single, having received vocational training and financial support from parents, living with parents and receiving current education. The skill-mismatch perceptions are mainly driven by being male, being single, having received post-secondary education and belonging to upper and middle social classes. The authors also find that employability level and skill-mismatch problems are jointly determined in the labor market for males and in the core region only. Originality/value The paper covers a country that is neglected in the literature on the employment-skill mismatch nexus in the context of school-to-work transition. The study also uses a novel data set focusing on youth. The paper contributes to our understanding of the school-to-work transition in particular and to the youth-to-adulthood transition in general.
C1 [Dibeh, Ghassan; Fakih, Ali; Marrouch, Walid] Lebanese Amer Univ, Dept Econ, Beirut, Lebanon.
C3 Lebanese American University
RP Fakih, A (corresponding author), Lebanese Amer Univ, Dept Econ, Beirut, Lebanon.
EM afakih@lau.edu.lb
RI Dibeh, Ghassan/AAG-2819-2019; Fakih, Ali/AAG-2833-2019; Marrouch,
   Walid/D-5597-2019
OI Dibeh, Ghassan/0000-0003-2139-1429; Fakih, Ali/0000-0002-8562-3308;
   Marrouch, Walid/0000-0001-8488-6555
NR 58
TC 21
Z9 23
U1 5
U2 26
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0143-7720
EI 1758-6577
J9 INT J MANPOWER
JI Int. J. Manpow.
PD NOV 4
PY 2019
VL 40
IS 8
SI SI
BP 1438
EP 1457
DI 10.1108/IJM-02-2018-0073
PG 20
WC Industrial Relations & Labor; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA JD8RV
UT WOS:000490250500005
DA 2024-02-21
ER

PT J
AU Saeed, A
   Maqsood, S
   Rafique, A
AF Saeed, Abubakr
   Maqsood, Sidra
   Rafique, Amir
TI Color matters: field experiment to explore the impact of facial
   complexion in Pakistani labor market
SO JOURNAL OF THE ASIA PACIFIC ECONOMY
LA English
DT Article; Early Access
DE Facial complexion; discrimination; employability; field experiment
ID DISCRIMINATION; BEAUTY; ATTRACTIVENESS; GENDER
AB This study aims to investigate the role of facial complexion on applicant's employability in Pakistani labor market. We carried out a resume audit study. In doing so, we sent 1216 fictitious curricula vitae (CVs) against 304 real job advertisements. Four CVs were sent against each advertisement which contained the pictures of fair and dark males and females. The results show that odds of receiving callbacks are 31.5% higher for a fair-skinned applicant compared to the applicant with dark complexion. Moreover, fair females have 28.5% higher probability in receiving (more) callbacks than fair male applicants. This discriminatory pattern in labor market exists across both front and back office jobs, however, the odds of receiving callbacks by fair applicants, particularly females, are higher in front office jobs. Further, we divide our sample into jobs advertised by companies themselves and jobs through recruitment agencies. Our results show that the impact of facial complexion is present in both recruitment sources, nevertheless, it is more pronounced when recruitment is carried out through employment agencies. Lastly, we find the evidence of beauty premium across various occupational categories, except finance and accounting.
C1 [Saeed, Abubakr; Maqsood, Sidra; Rafique, Amir] COMSATS Univ Islamabad, Dept Management Sci, Pk Rd, Chak Shahzad, Pakistan.
C3 COMSATS University Islamabad (CUI)
RP Saeed, A (corresponding author), COMSATS Univ Islamabad, Dept Management Sci, Pk Rd, Chak Shahzad, Pakistan.
EM abubakr.saeed@comsats.edu.pk
RI Saeed, Abubakr/M-3023-2016
OI Saeed, Abubakr/0000-0002-6863-9287
NR 32
TC 8
Z9 8
U1 0
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1354-7860
EI 1469-9648
J9 J ASIA PAC ECON
JI J. Asia. Pac. Econ.
PD 2019 JUL 3
PY 2019
VL 24
IS 3
BP 347
EP 363
DI 10.1080/13547860.2019.1612974
EA MAY 2019
PG 17
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA IW6MX
UT WOS:000470567500001
DA 2024-02-21
ER

PT J
AU Ursic, L
   Baldacchino, G
   Basic, Z
   Sainz, AB
   Buljan, I
   Hampel, M
   Kruzic, I
   Majic, M
   Marusic, A
   Thetiot, F
   Tokalic, R
   Markic, LV
AF Ursic, Luka
   Baldacchino, Godfrey
   Basic, Zeljana
   Sainz, Ana Belen
   Buljan, Ivan
   Hampel, Miriam
   Kruzic, Ivana
   Majic, Mia
   Marusic, Ana
   Thetiot, Franck
   Tokalic, Ruzica
   Markic, Leandra Vranjes
TI Factors Influencing Interdisciplinary Research and Industry-Academia
   Collaborations at Six European Universities: A Qualitative Study
SO SUSTAINABILITY
LA English
DT Article
DE interdisciplinary research; industry-academia collaborations; technology
   transfer; interdisciplinarity; knowledge transfer; higher education
   institutions; sustainability; sustainable development
ID SUSTAINABLE DEVELOPMENT; 3RD MISSION; EDUCATION; STUDENTS; SCIENCE;
   IMPACT
AB The introduction of interdisciplinarity and industry-academia collaborations (IAC) into higher education institutions (HEIs) and curricula as tools for promoting sustainable development has been debated both in academic and non-academic contexts. While overall rising trends in the acceptance of interdisciplinarity and IAC exist, research has stressed difficulty in implementation and practices. We conducted eight focus groups at six European Universities (members of the SEA-EU alliance) and analysed the transcripts using Braun and Clarke's reflexive thematic approach to qualitative analysis in order to develop themes on barriers and facilitators to both conducting interdisciplinarity and IAC, as well as the inclusion of university students in interdisciplinary research. We observed that the main barriers to IR and IAC and the inclusion of students in such activities include traditional HEI structures focused on single-discipline approaches, a lack of joint platforms for IR and IAC, and academic differences (publication outcome differences, academic background). Likewise, a lack of funding (especially for early career researchers), employability (for students willing to do a research career), and a lack of validation by HEIs for researchers conducting IR and IAC are major barriers. To IDR- and IAC-related activities, a top-down approach is needed to restructure HEIs and make them more accommodating to both students and staff willing to conduct IR and IAC activities, thus refocusing them towards sustainability.
C1 [Ursic, Luka; Buljan, Ivan; Marusic, Ana; Tokalic, Ruzica] Univ Split, Ctr Evidence Based Med, Dept Res Biomed & Hlth, Split 21000, Croatia.
   [Baldacchino, Godfrey] Univ Malta, Dept Sociol, Msida 2080, Malta.
   [Basic, Zeljana; Kruzic, Ivana] Univ Split, Dept Forens Sci, Split 21000, Croatia.
   [Sainz, Ana Belen] Univ Gdansk, Int Ctr Theory Quantum Technol, PL-80309 Gdansk, Poland.
   [Hampel, Miriam] Univ Cadiz, Inst Marine Res INMAR, Dept Phys Chem, Puerto Real 11510, Spain.
   [Majic, Mia] Univ Split, European Univ Seas Project Off, Split 21000, Croatia.
   [Thetiot, Franck] Univ Brest UBO, Dept Chem, F-29238 Brest, France.
   [Markic, Leandra Vranjes] Univ Split, Fac Sci, Dept Phys, Split 21000, Croatia.
C3 University of Split; University of Malta; University of Split;
   Fahrenheit Universities; University of Gdansk; Universidad de Cadiz;
   University of Split; Universite de Bretagne Occidentale; University of
   Split
RP Basic, Z (corresponding author), Univ Split, Dept Forens Sci, Split 21000, Croatia.
EM luka.ursic@mefst.hr; godfrey.baldacchino@um.edu.mt;
   zeljana.basic@unist.hr; ana.sainz@ug.edu.pl; ibuljan@mefst.hr;
   miriam.hampel@uca.es; ivana.kruzic@unist.hr; mia.majic@unist.hr;
   ana.marusic@mefst.hr; thetiot@univ-brest.fr; rtokalic@mefst.hr;
   leandra@pmfst.hr
RI Buljan, Ivan/GWB-9402-2022; Ursić, Luka/GNP-2251-2022; Vranjes Markic,
   Leandra/M-7843-2013; Buljan, Ivan/B-4671-2019; Hampel,
   Miriam/AAE-4180-2022; Marusic, Ana/E-7683-2013; Basic,
   Zeljana/D-3018-2017
OI Buljan, Ivan/0000-0002-8719-7277; Ursić, Luka/0000-0003-2469-2948;
   Vranjes Markic, Leandra/0000-0002-4912-3840; Buljan,
   Ivan/0000-0002-8719-7277; Hampel, Miriam/0000-0002-3517-2334; Marusic,
   Ana/0000-0001-6272-0917; Baldacchino, Godfrey/0000-0001-7994-1767;
   Basic, Zeljana/0000-0002-8327-1978
FU European Commission [612468-EPP-1-2019-1-ES-EPPKA2EUR-UNIV]; Foundation
   for Polish Science (IRAP Project, ICTQT - EU within the Smart Growth
   Operational Programme) [2018/MAB/5]; Croatian Science Foundation
   [IP-2019-04-4882]
FX This study is part of the knowledge generated in the context of the
   "European University of the Seas" (SEA-EU), a consortium formed by the
   Universities of Cadiz (Spain), Bretagne Occidentale in Brest (France),
   Kiel (Germany), Gda ' nsk (Poland), Split (Croatia), and Malta (Malta).
   The "European University" is a flagship initiative of the European
   Commission and is partially funded by the European Commission's Erasmus
   Plus programme (Grant number: 612468-EPP-1-2019-1-ES-EPPKA2EUR-UNIV).
   ABS acknowledges support by the Foundation for Polish Science (IRAP
   Project, ICTQT, Contract No. 2018/MAB/5, co-financed by EU within the
   Smart Growth Operational Programme. L.U., I.B., R.T., and A.M. are
   supported by the Croatian Science Foundation under Grant agreement No.
   IP-2019-04-4882 (Professionalism in Health-Decision making in practice
   and research, ProDem). The funders had no role in the design of the
   study, its execution, analyses, interpretation of the data, or decision
   to submit the results.
NR 100
TC 1
Z9 1
U1 6
U2 34
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD AUG
PY 2022
VL 14
IS 15
AR 9306
DI 10.3390/su14159306
PG 24
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA 3R4JW
UT WOS:000838882200001
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU van Heerden, A
   Jelodar, MB
   Chawynski, G
   Ellison, S
AF van Heerden, Andries (Hennie)
   Jelodar, Mostafa Babaeian
   Chawynski, Gregory
   Ellison, Sean
TI A Study of the Soft Skills Possessed and Required in the Construction
   Sector
SO BUILDINGS
LA English
DT Article
DE soft skills; construction turnover; principal component factor analysis;
   employability and retention
ID PROJECT MANAGERS; PERSONALITY-TRAITS; INDUSTRY; QUALITY;
   CONCEPTUALIZATION; PERCEPTIONS; COMPETENCES; VALIDITY; BEHAVIOR; STRESS
AB Soft skills are essential to employability and retention; therefore, if obtained and observed, they can significantly reduce sector-wide turnover. This study aims to investigate and compare soft skills that industry professionals currently possess and soft skills the industry requires and needs to attain. A questionnaire was administered using the RICS database, and 741 respondents participated in this study. Initially, the soft skills possessed and the soft skills required were analysed and compared via descriptive statistics. Furthermore, principal component factor analysis was used to identify the underlying factors and classify the identified soft skills. It was found that there are alignments and evident discrepancies between the actual skills currently possessed and the skills required by these professionals. The soft skills currently possessed by the industry were classified into three groups: (a) Ethics and Professionalism Cluster; (b) Self-Effort Management Cluster; and (c) Management-Leadership and Power Cluster. This was different to the two clusters identified for the soft skills requirements, which were: (a) trait-based cluster-less controllable; (b) training-based cluster-more controllable. The study concludes that there are controllable and less-controllable skills, which need to be possessed and managed in building professionals. Controllable soft skills are easier to train, whereas trait-based soft skills are more difficult to train and possess. The findings of this research are significant as their understanding can be used to help mitigate turnover and guide construction sector professionals to plan for the appropriate skills they require.
C1 [van Heerden, Andries (Hennie); Jelodar, Mostafa Babaeian; Chawynski, Gregory] Massey Univ, Coll Sci, Sch Built Environm, Auckland 0745, New Zealand.
   [Ellison, Sean] Royal Inst Chartered Surveyors RICS, Suite 317,60 Martin Pl, Sydney, NSW 2000, Australia.
C3 Massey University
RP van Heerden, A; Jelodar, MB (corresponding author), Massey Univ, Coll Sci, Sch Built Environm, Auckland 0745, New Zealand.
EM a.vanheerden@massey.ac.nz; m.b.jelodar@massey.ac.nz
RI van Heerden, Andries/AAH-3152-2019; Chawynski, Gregory/Y-1982-2018
OI van Heerden, Andries/0000-0002-4445-5432; Babaeian Jelodar,
   Mostafa/0000-0003-1956-7384; Chawynski, Gregory/0000-0002-7136-3162
FU Massey University Research Fund (MURF) for the College of Sciences
   [RM22303]
FX This research was funded by the Massey University Research Fund (MURF)
   for the College of Sciences, MURF account number RM22303. Project: Soft
   skills for construction professionals.
NR 71
TC 4
Z9 5
U1 5
U2 9
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2075-5309
J9 BUILDINGS-BASEL
JI BUILDINGS-BASEL
PD FEB
PY 2023
VL 13
IS 2
AR 522
DI 10.3390/buildings13020522
PG 20
WC Construction & Building Technology; Engineering, Civil
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Construction & Building Technology; Engineering
GA 9H6DH
UT WOS:000938920900001
OA gold
DA 2024-02-21
ER

PT J
AU Santos, PAC
   Vitor, GB
   Braga, RAD
   Santos, ACO
AF Santos, Pedro Augusto C.
   Vitor, Giovani Bernardes
   Braga, Rodrigo Aparecido da S.
   Santos, Ana Carolina O.
TI Engineering Student Profile Related to the Market of Operation:
   Competence Perspective
SO IEEE TRANSACTIONS ON EDUCATION
LA English
DT Article; Early Access
DE Guidelines; Systematics; Proposals; Ethics; Engineering students; Design
   methodology; Analytical models; Analytic hierarchy process (AHP);
   competence; conceive design implement operate (CDIO); graduate student
   profile; graphs
ID ANALYTIC HIERARCHY PROCESS; EMPLOYABILITY
AB This article proposes a method/framework to model and quantify engineer competencies from the point of view of students, teachers, and the market. Design/Methodology/Approach: As this work has a practical nature to solve a real problem related to engineering course design, the applied methodology was design science research (DSR). Limitations of the Investigation: The study carries out in a single course, and the instrument allows it to be applied only in courses that use the competence of the conceive design implement operate (CDIO) Syllabus. The number of respondents tends to be low because the student must attend the components of the course (students of the last year or former students). Practical Implications: This study allows us to analyze the differences between the competence developed during the undergraduate course and the labor market demand. Thus, course design improvements can be implemented more effectively. Originality/Value: There are no works in the literature that propose the use of the graph technique in conjunction with the analytic hierarchy process (AHP) to map engineer competence and model performance indicators for the competence developed by students in an engineering course.
C1 [Santos, Pedro Augusto C.; Vitor, Giovani Bernardes; Braga, Rodrigo Aparecido da S.] Univ Fed Itajuba, Lab Robot Intelligent & Complex Syst, Inst Sci & Technol, Itabira Campus, BR-35903 Itabira, Brazil.
   [Santos, Ana Carolina O.] Univ Fed Itajuba, Res Grp Qual & Prod, Inst Integrated Engn, Itabira Campus, BR-35903 Itabira, Brazil.
C3 Universidade Federal de Itajuba; Universidade Federal de Itajuba
RP Santos, PAC (corresponding author), Univ Fed Itajuba, Lab Robot Intelligent & Complex Syst, Inst Sci & Technol, Itabira Campus, BR-35903 Itabira, Brazil.
EM p.augustocampos@gmail.com; giovanibernardes@unifei.edu.br;
   rodrigobraga@unifei.edu.br; anasantos@unifei.edu.br
RI BRAGA, RODRIGO TREVISAN/HPE-7741-2023
OI BRAGA, RODRIGO TREVISAN/0000-0002-3607-4349; Augusto Campos dos Santos,
   Pedro/0000-0001-9025-1003; Braga, Rodrigo Aparecido da
   Silva/0000-0002-5490-9944; Bernardes Vitor, Giovani/0000-0002-5807-5465
NR 28
TC 0
Z9 0
U1 5
U2 13
PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
PI PISCATAWAY
PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA
SN 0018-9359
EI 1557-9638
J9 IEEE T EDUC
JI IEEE Trans. Educ.
PD 2023 FEB
PY 2023
VL 66
IS 1
BP 45
EP 54
DI 10.1109/TE.2022.3179127
EA JUN 2022
PG 10
WC Education, Scientific Disciplines; Engineering, Electrical & Electronic
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Engineering
GA 9G1SQ
UT WOS:000826390400001
DA 2024-02-21
ER

PT J
AU Dunn, A
AF Dunn, Andrew
TI The 'Dole or Drudgery' Dilemma: Education, the Work Ethic and
   Unemployment
SO SOCIAL POLICY & ADMINISTRATION
LA English
DT Article
DE Unemployment; Work ethic; Education; Employability; Jobseeker's
   Allowance; Job search
AB Before the recession, Labour ministers claimed that much unemployment in the UK was voluntary. While social policy authors have repeatedly countered such claims by stressing that unemployed people generally possess a strong work ethic and employment commitment, their accounts typically neglect the role that choosiness in job search behaviour plays in deciding individuals' employment status. Fifty in-depth interviews with both unemployed and employed respondents exposed considerable diversity in attitudes towards 'dole' (being unemployed and claiming unemployment benefits) and 'drudgery' (doing less attractive jobs). The more educated were more likely to prefer 'dole' to 'drudgery' (this was also found using National Child Development Study survey data), yet they usually found jobs despite their greater choosiness. Those with very low educational attainment often desperately wanted jobs but could not find them due to their low employability-which might offer an explanation for the often replicated (yet paradoxical) finding that unemployed people generally exhibit a strong work ethic and pro-employment attitudes and behaviours. Furthermore, the findings indicate that the scope for many Jobseeker's Allowance claimants to increase their net income by undertaking an unattractive job is greater than social policy authors often imply. The question of 'who must do the least attractive jobs?' has been neglected by both social policy academics and policy-makers.
C1 Lincoln Univ, Sch Social Sci, Brayford Pool LN6 7TS, Lincs, England.
C3 University of Lincoln
RP Dunn, A (corresponding author), Lincoln Univ, Sch Social Sci, Brayford Pool LN6 7TS, Lincs, England.
EM adunn@lincoln.ac.uk
RI Dunn, Andrew/JZD-7062-2024
NR 62
TC 16
Z9 20
U1 1
U2 10
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0144-5596
EI 1467-9515
J9 SOC POLICY ADMIN
JI Soc. Policy Adm.
PD FEB
PY 2010
VL 44
IS 1
BP 1
EP 19
DI 10.1111/j.1467-9515.2009.00697.x
PG 19
WC Development Studies; Public Administration; Social Issues; Social Work
WE Social Science Citation Index (SSCI)
SC Development Studies; Public Administration; Social Issues; Social Work
GA 545GR
UT WOS:000273721000001
DA 2024-02-21
ER

PT J
AU Isopahkala-Bouret, U
AF Isopahkala-Bouret, Ulpukka
TI 'It's considered a second class thing.' The differences in status
   between traditional and newly established higher education credentials
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE educational credentials; master's degrees; status differences; sociology
   of education; narrative analysis
ID EMPLOYABILITY
AB Although the system of educational credentials differs in many important ways from country to country, all western countries have experienced a similar trend in the form of an increasing number of graduate degrees. Graduate degrees have also taken on a bewildering range of forms and content. As a consequence, not all graduate degrees have the same credibility and status in the labor market. The aim of this study is to discover how status differences among different kinds of master's degrees are justified within the dual system of Finnish higher education, and how these differences are experienced by graduates themselves. The qualitative data consist of interviews with 30 master's degree graduates and their accounts are narratively analyzed. Theories of educational credentialing are applied to reveal the complex linkage between graduate degrees and how organizational status and resources are hierarchically allocated to different groups of people.
C1 [Isopahkala-Bouret, Ulpukka] Univ Helsinki, Ctr Sociol Educ, FIN-00014 Helsinki, Finland.
C3 University of Helsinki
RP Isopahkala-Bouret, U (corresponding author), Univ Helsinki, Ctr Sociol Educ, FIN-00014 Helsinki, Finland.
EM ulpukka.isopahkala@helsinki.fi
NR 30
TC 15
Z9 17
U1 0
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2015
VL 40
IS 7
BP 1291
EP 1306
DI 10.1080/03075079.2014.881339
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DD3NU
UT WOS:000369829900010
DA 2024-02-21
ER

PT J
AU Bozorgmanesh, M
   Khodamoradi, M
   Emami, A
   Ghorbani, E
AF Bozorgmanesh, Mehran
   Khodamoradi, Maryam
   Emami, Abbas
   Ghorbani, Esmaeel
TI The importance of lifelong education
SO LIFE SCIENCE JOURNAL-ACTA ZHENGZHOU UNIVERSITY OVERSEAS EDITION
LA English
DT Article
DE lifelong education; learning
AB Lifelong learning is the continuous building of skills and knowledge throughout the life of an individual. It occurs through experiences encountered in the course of a lifetime. These experiences could be formal (training, counseling, tutoring, mentorship, apprenticeship, higher education, etc.) or informal (experiences, situations, etc.) Lifelong learning, also known as LLL, is the "lifelong, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. As such, it not only enhances social inclusion, active citizenship and personal development, but also competitiveness and employability. Adult learning is any 'post-compulsory' learning. Adult learning is not just about formal qualifications but includes all forms of skill development activities including formal college education, job related and workplace training, informal and community education, skills updating and refreshing, or general self improvement. In the context of demographic and technological change and globalisation, an educated and skilled population represents one of the strongest foundations for ensuring a strong and healthy economy and a socially inclusive society. adult who is able to recognize their needs. [Mehran Bozorgmanesh, Maryam Khodamoradi, Abbas Emami and Esmaeel Ghorbani. The importance of lifelong education. Life Sci J 2012; 9(2): 571-573]. (ISSN: 1097-8135). http://www.lifesciencesite.com. 87
C1 [Bozorgmanesh, Mehran; Khodamoradi, Maryam; Emami, Abbas; Ghorbani, Esmaeel] Islamic Azad Univ, Marvdasht Branch, Marvdasht, Iran.
C3 Islamic Azad University
RP Bozorgmanesh, M (corresponding author), Islamic Azad Univ, Marvdasht Branch, Marvdasht, Iran.
EM mehran11070@yahoo.com
NR 9
TC 2
Z9 3
U1 5
U2 29
PU MARSLAND PRESS
PI LANSING
PA PO BOX 21126, LANSING, MI 48909 USA
SN 1097-8135
J9 LIFE SCI J
JI Life Sci. J.
PY 2012
VL 9
IS 2
BP 571
EP 573
PG 3
WC Biology
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Life Sciences & Biomedicine - Other Topics
GA 019HK
UT WOS:000309728600087
DA 2024-02-21
ER

PT J
AU Baltes, S
   Park, G
   Serebrenik, A
AF Baltes, Sebastian
   Park, George
   Serebrenik, Alexander
TI Is 40 the New 60? How Popular Media Portrays the Employability of Older
   Software Developers
SO IEEE SOFTWARE
LA English
DT Article
DE Software; Media; Computer hacking; Industries; Face; Engineering
   profession; Companies
AB We studied the public discourse around age and software development, focusing on the United States. This work was designed to build awareness among decision makers in software projects to help them anticipate and mitigate challenges that their older employees may face.
C1 [Baltes, Sebastian] Univ Adelaide, Adelaide, SA, Australia.
   [Park, George] Eindhoven Univ Technol, Eindhoven, Netherlands.
   [Serebrenik, Alexander] Eindhoven Univ Technol, Social Software Engn, Eindhoven, Netherlands.
C3 University of Adelaide; Eindhoven University of Technology; Eindhoven
   University of Technology
RP Baltes, S (corresponding author), Univ Adelaide, Adelaide, SA, Australia.
EM research@sbaltes.com; g.w.a.park@student.tue.nl; a.serebrenik@tue.nl
OI Serebrenik, Alexander/0000-0002-1418-0095
NR 19
TC 8
Z9 8
U1 1
U2 2
PU IEEE COMPUTER SOC
PI LOS ALAMITOS
PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1314 USA
SN 0740-7459
EI 1937-4194
J9 IEEE SOFTWARE
JI IEEE Softw.
PD NOV
PY 2020
VL 37
IS 6
BP 26
EP 31
DI 10.1109/MS.2020.3014178
PG 6
WC Computer Science, Software Engineering
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science
GA OJ9ES
UT WOS:000584257200006
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Elhajjar, S
AF Elhajjar, Samer
TI The current and future state of the marketing management profession
SO JOURNAL OF MARKETING THEORY AND PRACTICE
LA English
DT Article; Early Access
ID ARTIFICIAL-INTELLIGENCE; EMPLOYABILITY SKILLS; SOCIAL MEDIA; BIG DATA;
   TECHNOLOGIES; BUSINESS; MODEL; INNOVATION; ANALYTICS; EDUCATION
AB PurposeThis study evaluates the current responsibilities, skills, and knowledge sets required by marketing managers. Furthermore, it seeks to make projections about the future of the marketing management profession.Research MethodThree different studies were conducted to achieve our objectives. The first analyses 600 job descriptions, the second gathers insights from marketing managers using a survey, and the third explores the perspectives of the marketing managers regarding the future of their profession.ResultsThe results analyze and systematize the key activities and responsibilities of marketing managers and highlight the role of future marketing managers. The study concludes that changes in technology and big data will have a significant impact on the marketing management profession.Research ValueThis paper makes three primary contributions. First, it identifies the qualifications and skillsets sought among marketing managerial positions. Second, it contributes to research within the marketing domain by examining the interface between marketing management function and automation by generating insights that highlight how technology affects the role of marketing managers. Finally, it presents a snapshot of guidelines to direct companies in guiding skill development and understanding future requirements for the marketing manager position.
C1 [Elhajjar, Samer] Natl Univ Singapore, Mkt Dept, Business Sch, 15 Kent Ridge Dr, Singapore 119245, Singapore.
C3 National University of Singapore
RP Elhajjar, S (corresponding author), Natl Univ Singapore, Mkt Dept, Business Sch, 15 Kent Ridge Dr, Singapore 119245, Singapore.
EM samer@nus.edu.sg
NR 69
TC 1
Z9 1
U1 7
U2 12
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1069-6679
EI 1944-7175
J9 J MARKET THEORY PRAC
JI J. Market. Theory Pract.
PD 2023 JAN 14
PY 2023
DI 10.1080/10696679.2023.2166535
EA JAN 2023
PG 18
WC Business
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA 8H2AU
UT WOS:000920838700001
DA 2024-02-21
ER

PT J
AU Frenette, A
AF Frenette, Alexandre
TI Making the Intern Economy: Role and Career Challenges of the Music
   Industry Intern
SO WORK AND OCCUPATIONS
LA English
DT Article
DE internships; career; cultural work; music industry; precariousness
ID LABOR; TELEVISION; FILM; ORGANIZATION; WORK; NETWORKS
AB This article focuses on a major host of unpaid intern laborthe music industryto examine how internships function as a challenging, intermediary step for individuals attempting to launch careers. Based on interviews and participant observation, the author finds that ambiguity plays an important role in producing and maintaining the intern economy. The author uses the term provisional labor to describe the temporary, conditional, and ambiguous standing of interns, as they simultaneously build their employability and provide inexpensive labor. The case study reveals why aspirants encounter varying opportunities in their internships, which may differ from their respective hopes, expectations, and career aspirations.
C1 CUNY, Grad Ctr, New York, NY 10016 USA.
C3 City University of New York (CUNY) System
RP Frenette, A (corresponding author), CUNY, Grad Ctr, 365 5th Ave,Room 6112-04, New York, NY 10016 USA.
EM afrenette@gc.cuny.edu
NR 82
TC 100
Z9 125
U1 1
U2 43
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0730-8884
EI 1552-8464
J9 WORK OCCUPATION
JI Work Occup.
PD NOV
PY 2013
VL 40
IS 4
SI SI
BP 364
EP 397
DI 10.1177/0730888413504098
PG 34
WC Industrial Relations & Labor; Sociology
WE Social Science Citation Index (SSCI)
SC Business & Economics; Sociology
GA 239AH
UT WOS:000325993300002
DA 2024-02-21
ER

PT J
AU Watson, M
   Barton, G
AF Watson, Marthy
   Barton, Georgina
TI Using Arts-Based Methods and Reflection to Support Postgraduate
   International Students' Wellbeing and Employability through Challenging
   Times
SO JOURNAL OF INTERNATIONAL STUDENTS
LA English
DT Article
DE international students; reflection; wellbeing; challenges; future;
   employment
ID MENTAL-HEALTH; CHINESE STUDENTS; CREATIVE ARTS; RESILIENCE; EXPLORATION;
   INTEGRATION; CAPACITY; THERAPY
AB International students face many challenges when studying and living outside their home countries. These challenges are magnified when unexpected events occur such as COVID-19. Due to border closures, travel restrictions, quarantining and even job losses international students have particularly faced hardship in the first six months of the 2020 academic year in Australia. This paper reports on an arts-based research study that aimed to support international students to reflect on their studies and personal working lives during the COVID-19 global pandemic. The authors implemented a reflective process involving mindfulness and body mapping to support international students in expressing their experiences and feelings during this time. Results show that the international students gained a deeper understanding of what they experienced personally and how these experiences were both different and similar to their peers. The process enabled students to acknowledge and accept challenges faced as well as provided a safe avenue to do so. They reported the powerful nature of the arts-based methods in helping them think positively about their studies and future working lives.
C1 [Watson, Marthy] Univ Southern Queensland, Brisbane, Qld, Australia.
   [Barton, Georgina] Univ Southern Queensland, Sch Educ, Literacies & Pedag, Brisbane, Qld, Australia.
C3 University of Southern Queensland; University of Southern Queensland
RP Watson, M (corresponding author), Univ Southern Queensland, Brisbane, Qld, Australia.
EM marthy.watson@usq.edu.au; georgina.barton@usq.edu.au
OI Watson, Marthy/0000-0002-8461-0708
NR 60
TC 4
Z9 6
U1 1
U2 13
PU UNIV LOUISIANA MONROE
PI MONROE
PA 700 UNIVERSITY AVE, MONROE, LA 71209 USA
SN 2162-3104
EI 2166-3750
J9 J INT STUDENTS
JI J. Int. Students
PY 2020
VL 10
SU 2
SI SI
BP 101
EP 118
PG 18
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA PS3CL
UT WOS:000607803600008
DA 2024-02-21
ER

PT J
AU Lin, YQ
   Chan, PWK
AF Lin, Yuqi
   Chan, Philip Wing Keung
TI Class origins, higher education and employment in China during the 21st
   century
SO HIGHER EDUCATION QUARTERLY
LA English
DT Article; Early Access
ID GRADUATE EMPLOYMENT; MASSIFICATION; EQUALITY; TAIWAN; GLOBALIZATION;
   OPPORTUNITY; POLITICS; IMPACTS; LUCK
AB The liberal theory of industrialism is one of the chief political theories impacting education. Such a framework associates academic achievement directly with employability and establishes education's dominant position in mediating social mobility. However, Chinese graduates are confronted with the broken promises of higher education, since college credentials are no longer regarded as 'golden tickets' that guarantee decent jobs or high social status. Therefore, this paper establishes a critical framework for analysing the liberal theory of industrialism. By referencing to empirical research, the current study provides an in-depth discussion from the national perspective and offers explanations from both quantitative and qualitative evidence. The study suggests that the implementation of the theory in egalitarian societies has been largely compromised with regard to meritocratic selection. Meanwhile, the theory relies on a veil of ignorance, for it assumes that people would have a unanimous perception regarding social status. In both respects, it is argued to be incompatible with the contemporary Chinese context. Thus a more comprehensive and flexible perspective is needed to identify functions of higher education in developing countries.
C1 [Lin, Yuqi; Chan, Philip Wing Keung] Monash Univ, Fac Educ, Clayton, Vic, Australia.
C3 Monash University
RP Lin, YQ (corresponding author), Monash Univ, Fac Educ, Clayton, Vic, Australia.
OI LIN, YUQI/0000-0002-2915-4164; Chan, Philip Wing
   Keung/0000-0003-1605-1665
NR 76
TC 5
Z9 5
U1 0
U2 4
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0951-5224
EI 1468-2273
J9 HIGH EDUC Q
JI High. Educ. Q.
PD 2021 OCT
PY 2021
VL 75
IS 4
SI SI
BP 634
EP 647
DI 10.1111/hequ.12291
EA DEC 2020
PG 14
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA WJ2UN
UT WOS:000595839100001
DA 2024-02-21
ER

PT J
AU Moghaddas, M
   Khoshsaligheh, M
AF Moghaddas, Mahboubeh
   Khoshsaligheh, Masood
TI Implementing project-based learning in a Persian translation class: a
   mixed-methods study
SO INTERPRETER AND TRANSLATOR TRAINER
LA English
DT Article
DE Social constructivism; project-based learning; project-based translator
   education; critical thinking; teamwork; Persian translation
ID CRITICAL THINKING; TEAMWORK; EDUCATION; EMPLOYABILITY; SKILLS
AB The present study aimed to investigate the effectiveness of Project-based learning (PjBL) in the Iranian context in an English-Persian translation class. Therefore, a project-based translation treatment was implemented to a course on advanced translation in a class of 21 students at a university in Iran. The study qualitatively investigated how students' attitudes toward the treatment differed before and after the treatment and how PjBL was practically implemented. The improvement of students' critical thinking, their attitudes toward their teamwork performance, and their translation quality were quantitatively examined. The data regarding the students' attitudes were obtained through focus group interviews before and after the treatment as well as participant observations and audio-recordings. The improvement of the students' critical thinking abilities, their attitudes toward their teamwork performance, and their translation quality were examined through a pre- and post-treatment model. The findings of the study indicated that the students' attitudes toward the treatment were generally positive, not only before but also after the treatment, although certain challenges of applying PjBL in the Iranian context were observed. Empirical evidence indicated an improvement of the students' translation quality, some of their critical thinking abilities as well as a few of their teamwork skills.
C1 [Moghaddas, Mahboubeh; Khoshsaligheh, Masood] Ferdowsi Univ Mashhad, Dept English, Mashhad, Razavi Khorasan, Iran.
C3 Ferdowsi University Mashhad
RP Khoshsaligheh, M (corresponding author), Ferdowsi Univ Mashhad, Dept English, Mashhad, Razavi Khorasan, Iran.
EM khoshsaligheh@um.ac.ir
RI Khoshsaligheh, Masood/Q-3217-2019
OI Khoshsaligheh, Masood/0000-0002-6508-1986
NR 61
TC 8
Z9 9
U1 4
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1750-399X
EI 1757-0417
J9 INTERPRET TRANSL TRA
JI Interpret. Transl. Train.
PD APR 3
PY 2019
VL 13
IS 2
BP 190
EP 209
DI 10.1080/1750399X.2018.1564542
PG 20
WC Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Linguistics
GA HY7WJ
UT WOS:000468347700004
DA 2024-02-21
ER

PT J
AU Gill, AJG
AF Gill, Ashley J. G.
TI 'Looking forward': non-traditional students perceptions of their
   readiness and preparedness for the transition to work after graduation
SO RESEARCH IN POST-COMPULSORY EDUCATION
LA English
DT Article
DE Transition; readiness; preparedness; higher education; work transition;
   student perceptions
ID HIGHER-EDUCATION; SOCIAL-WORKERS; EMPLOYABILITY; EMPLOYMENT; MOTIVATION;
   DIFFICULTIES; EXPERIENCES; ENGAGEMENT; SUPPORT; ADULT
AB This study explores how Higher Education students from non-traditional backgrounds perceive their readiness and preparedness to make the transition from university to work, after graduation. Thirteen students participated and each underwent a semi-structured interview exploring perceptions of their upcoming transition. Findings indicate that participants have mixed views about their readiness for work, with some expressing anxiety surrounding their future progression. Despite this, participants were positive about their preparedness for industry roles, highlighting elements of the practical and theoretical content of their courses as effective preparation for work. Furthermore, it was apparent that the participants' non-traditional backgrounds influenced HE experiences and informed perceptions of readiness and preparedness for transition to work. The guidelines provided will help inform institutions on inherent challenges supporting students who are from non-traditional backgrounds.
C1 [Gill, Ashley J. G.] Staffordshire Univ, Sport & Exercise Dept, Stoke On Trent, England.
C3 Staffordshire University
RP Gill, AJG (corresponding author), Staffordshire Univ, Sport & Exercise Dept, Stoke On Trent, England.
EM Ashley.Gill1@staffs.ac.uk
OI Gill, Ashley/0000-0002-2433-8490
NR 105
TC 0
Z9 0
U1 1
U2 1
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1359-6748
EI 1747-5112
J9 RES POST-COMPULS EDU
JI Res. Post-Compuls. Educ.
PD JAN 2
PY 2023
VL 28
IS 1
BP 149
EP 172
DI 10.1080/13596748.2023.2166697
PG 24
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA A3XT1
UT WOS:000954500100008
DA 2024-02-21
ER

PT J
AU Joosten, H
AF Joosten, Henrietta
TI Excellence for All: A Nietzschean-inspired approach in professional
   higher education
SO EDUCATIONAL PHILOSOPHY AND THEORY
LA English
DT Article
DE excellence; professional development; employability; curriculum
   development; Nietzsche
AB Europe's objectives of economic growth and job creation require large numbers of professionals who are willing and able to innovate and rise above themselves. In this article, a concept of excellence is developed that can be broadly applied in professional higher education. This concept of excellence derives from three concepts which the German philosopher Friedrich Nietzsche developed in The Gay Science (2001/1887): self-transcendence, self-control and self-styling. By starting with Nietzsche's radical thoughts, the author aims to grasp the probabilities and challenges of preparing all students for their professional future. Several proposals for educational practice are outlined based on this perspective of excellence for all'.
C1 [Joosten, Henrietta] The Hague Univ Appl Sci, Res Grp Philosophy & Profess Practice, The Hague, Netherlands.
RP Joosten, H (corresponding author), The Hague Univ Appl Sci, Res Grp Philosophy & Profess Practice, The Hague, Netherlands.
OI Joosten, Henrietta/0000-0003-1112-9515
NR 22
TC 4
Z9 4
U1 0
U2 3
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0013-1857
EI 1469-5812
J9 EDUC PHILOS THEORY
JI Educ. Philos. Theory
PD DEC 6
PY 2015
VL 47
IS 13-14
BP 1516
EP 1528
DI 10.1080/00131857.2014.963491
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CY6MA
UT WOS:000366522000015
DA 2024-02-21
ER

PT J
AU Cifre, E
   Vera, M
   Sánchez-Cardona, I
   de Cuyper, N
AF Cifre, Eva
   Vera, Maria
   Sanchez-Cardona, Israel
   de Cuyper, Nele
TI Sex, Gender Identity, and Perceived Employability Among Spanish Employed
   and Unemployed Youngsters
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE qualitative and quantitative; perceived employability; gender identity;
   sex; employment; unemployment; youngsters
ID JOB INSECURITY; COMMITMENT; ANDROGYNY; ATTITUDES; CONSTRUCT
AB Young people find it difficult to access to the labor market, particularly in countries like Spain with a dramatically high rate of unemployment. A further problem is that this labor market is not gender-neutral. This has been demonstrated repeatedly in the literature, with women typically being at a disadvantage. This highlights the need to study issues related to employability from a gender perspective, beyond including sex as a mere control variable. This analysis is relevant given the gender biases in organizations and in society in general that hinder the advancement of gender equality in organizations. Accordingly, our aim is to study both sex (male vs. female) and four profiles of gender identity based on dimensions of masculinity and femininity (i.e., feminine, masculine, undifferentiated, and androgynous) in relation to perceived employability in an exploratory way in two samples of employed (N = 181) and unemployed (N = 246) Spanish youngsters (i.e., below 30). The results show different patterns for employed and unemployed youngsters regarding sex, gender identity and their interaction in relation to perceptions of being employable. Concerning sex, women seem more confident about their employment chances when unemployed. In contrast, men feel more confident about their employment chances within their organization than women when employed. Concerning gender identity, the androgynous gender profile in the employed sample (in both men and women) scored highest on perceived employability. Results of the sexgender identity interaction show that being feminine associates with the highest level of perceived employability for an unemployed man and the lowest for an unemployed woman. Moreover, both unemployed men and women androgynous score the highest in perceiving employability (except feminine men). Our findings highlight that sex and gender identity do play a role in shaping employability perceptions of young men and women in different labor contexts (employment and unemployment). This reinforces the need of changes against discrimination at work and in job search from a feminist approach to arrive at a more equal society.
C1 [Cifre, Eva] Univ Jaume 1, Res Grp Genero Salud & Trabajo, Dept Dev & Social Psychol & Methodol, Castellon de La Plana, Spain.
   [Vera, Maria] Univ Pablo Olavide, Dept Educ & Social Psychol, Seville, Spain.
   [Sanchez-Cardona, Israel] Carlos Albizu Univ, PhD Clin Psychol Program, San Juan, PR USA.
   [de Cuyper, Nele] Katholieke Univ Leuven, Res Grp Work, Org & Personnel Psychol, Fac Psychol & Educ Sci, Leuven, Belgium.
C3 Universitat Jaume I; Universidad Pablo de Olavide; KU Leuven
RP Cifre, E (corresponding author), Univ Jaume 1, Res Grp Genero Salud & Trabajo, Dept Dev & Social Psychol & Methodol, Castellon de La Plana, Spain.
EM cifre@uji.es
RI Vera, Maria/Z-6188-2019; Sánchez-Cardona, Israel/AAX-9266-2020;
   Cifre-Gallego, Eva/C-9231-2011
OI Vera, Maria/0000-0003-2449-4685; Sánchez-Cardona,
   Israel/0000-0001-8925-5023; Cifre-Gallego, Eva/0000-0002-5182-032X; De
   Cuyper, Nele/0000-0001-7241-9941
FU Generalitat Valenciana (Spain) [AICO-2017-073]; Universitat Jaume I
   (Spain) [UJI-B2017-20]
FX This research has been possible thanks to the project AICO-2017-073,
   funded by Generalitat Valenciana (Spain) and UJI-B2017-20, funded by
   Universitat Jaume I (Spain).
NR 57
TC 15
Z9 18
U1 1
U2 20
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD DEC 7
PY 2018
VL 9
AR 2467
DI 10.3389/fpsyg.2018.02467
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA HD4YV
UT WOS:000452535400003
PM 30581404
OA Green Published, Green Accepted, gold
DA 2024-02-21
ER

PT J
AU Ngonda, T
   Nkhoma, R
   Falayi, T
AF Ngonda, Tiyamike
   Nkhoma, Richard
   Falayi, Thabo
TI Work-integrated learning placement in engineering education: a
   comparative contextual analysis of public universities in Malawi,
   Namibia and South Africa
SO HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING
LA English
DT Article; Early Access
DE Work-integrated learning; WIL placement; Comparative analysis;
   Engineering students; Employability; Southern Africa
ID INTERNATIONAL STUDENTS; CHALLENGES
AB PurposeThe study compares how work-integrated learning (WIL) placement positioning, duration, assessment strategies and environment at three Southern African universities influence engineering students' academic and employability outcomes.Design/methodology/approachThe study used a qualitative case study approach that drew on the principles of collaborative autoethnography (CAE). The researchers reflected on WIL placement practices, structure, assessment, environment and outcomes at their universities and then analysed the reflections using comparative descriptive techniques.FindingsThe study reports no uniformity among the universities in positioning WIL placement in the curriculum. It is done during end-of-year vacations, between the penultimate and final year or in the last year. The study found WIL placement positioning does not influence academic outcomes; however, the influence on employability outcomes needs further investigation. Components of WIL placement assessment are similar, presentations, logbooks and reports. However, there are differences in the weightings of the various assessment components and the contribution of the industry supervisor. There is a growing trend towards placing students within universities to mitigate the challenges of limited opportunities of placements available in the industry. The impact of this also needs to be further investigated. Lastly, there are policy-related challenges in placing international students. Work restrictions on student visas limit international students' access to WIL placement. Southern African universities need to lobby the waivers to student visa restrictions that limit their participation in WIL programs if there are to succeed in their internationalisation efforts.Originality/valueThe study highlights the gaps in understanding Southern African universities' WIL placement practices, particularly relating to the positioning of WIL placement in the curriculum, the assessment methods used and the theory to work integration and employability outcomes.
C1 [Ngonda, Tiyamike] Cape Peninsula Univ Technol, Dept Mech & Mechatron Engn, Bellville Campus, Bellville, South Africa.
   [Nkhoma, Richard] Malawi Univ Sci & Technol, Limbe, Malawi.
   [Falayi, Thabo] Namibia Univ Sci & Technol, Windhoek, Namibia.
C3 Cape Peninsula University of Technology; Namibia University of Science &
   Technology
RP Ngonda, T (corresponding author), Cape Peninsula Univ Technol, Dept Mech & Mechatron Engn, Bellville Campus, Bellville, South Africa.
EM ngondat@cput.ac.za; rnkhoma@must.ac.mw; tfalayi@nust.na
OI Nkhoma, Richard/0000-0002-6407-432X; Ngonda,
   Tiyamike/0000-0003-1083-4239
NR 44
TC 0
Z9 0
U1 2
U2 2
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 2042-3896
EI 2042-390X
J9 HIGH EDUC SKILL WORK
JI High Educ. Skills Work-based Learn
PD 2024 FEB 1
PY 2024
VL 14
IS 1
BP 41
EP 54
DI 10.1108/HESWBL-02-2023-0040
EA JUL 2023
PG 14
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA GE8Z7
UT WOS:001021232200001
OA hybrid
DA 2024-02-21
ER

PT J
AU Staunton, T
AF Staunton, Tom
TI Icarus, Grannies, Black Holes and the death of privacy: exploring the
   use of digital networks for career enactment
SO BRITISH JOURNAL OF GUIDANCE & COUNSELLING
LA English
DT Article; Early Access
DE Career development; technology; digital; social media; career guidance;
   digital sociology
ID INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS; SOCIAL MEDIA; SELF;
   EMPLOYABILITY
AB New perspectives on how digital networks can be understood as an environment for career enactment are explored in this article, in particular, through using critical perspectives on technology, especially in the context of prevailing instrumental perspectives in the majority of the career development literature. Thus, the narratives of people using digital networks for their careers were explored using an Interpretative Phenomenological Analysis. The results are captured in three main themes or critical discourses: the speed and scale of digital environments, game-like features of social media interactions and a divide between offline and online worlds. These are presented as sites for critical investigation and are aligned with technological and socio-cultural critical theories.
C1 [Staunton, Tom] Univ Derby, ICeGS, Kedleston Rd, Derby DE22 1GB, England.
C3 University of Derby
RP Staunton, T (corresponding author), Univ Derby, ICeGS, Kedleston Rd, Derby DE22 1GB, England.
EM t.staunton@derby.ac.uk
RI Staunton, Thomas/AAL-1742-2021
OI Staunton, Tom/0000-0001-6887-5493
NR 35
TC 3
Z9 3
U1 1
U2 5
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0306-9885
EI 1469-3534
J9 BRIT J GUID COUNS
JI Brit. J. Guid. Couns.
PD 2020 SEP 2
PY 2020
VL 48
IS 5
BP 611
EP 622
DI 10.1080/03069885.2019.1698007
EA NOV 2019
PG 12
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA OU2ZE
UT WOS:000499261900001
DA 2024-02-21
ER

PT J
AU Lindsay, C
   Mcquaid, RW
   Dutton, M
AF Lindsay, Colin
   Mcquaid, Ronald W.
   Dutton, Matthew
TI New approaches to employability in the UK: Combining 'human capital
   development' and 'Work First' strategies?
SO JOURNAL OF SOCIAL POLICY
LA English
DT Article
ID WELFARE-TO-WORK; YOUNG-PEOPLE
AB This article analyses recent developments in policies to promote the employability of unemployed and economically inactive people in the UK. It discusses the extent to which these policies reflect the dominant approaches of 'Work First', where programmes focus mainly on compulsory job search and short-term interventions to facilitate a quick return to work, or human capital development (HCD), where programmes tailor services to promote longer-term skills and personal development. Specifically, the article reports on case-study research into two recent pilot initiatives: Working Neighbourhoods (which targeted a range of intensive services in neighbourhoods characterised by high levels of inactivity) and Pathways to Work (which combines employability services and cognitive behaviour therapy-type approaches to help clients to manage health problems). While both pilots have retained strong Work First features, they potentially represent a shift towards a more HCD-oriented approach, through the delivery of more holistic 'coping and enabling' services. However, there remain concerns that, as with previous progressive policy initiatives, the positive lessons of these pilots will not be fully mainstreamed. We conclude that, if the UK is to balance Work First compulsion with high-quality services delivering progress in the labour market and HCD, a strengthening of 'coping and enabling' interventions is required, alongside a renewed commitment to training.
C1 Napier Univ, Sch Business, Employment Res Inst, Edinburgh EH14 1DJ, Midlothian, Scotland.
C3 Edinburgh Napier University
RP Lindsay, C (corresponding author), Napier Univ, Sch Business, Employment Res Inst, Craiglockhart Campus, Edinburgh EH14 1DJ, Midlothian, Scotland.
EM c.lindsay@napier.ac.uk; rmcquaid@napier.ac.uk; m.dutton@napier.ac.uk
RI McQuaid, Ronald/K-6219-2012; Dutton, Matthew/C-5763-2017
OI McQuaid, Ronald/0000-0002-5342-7097; Lindsay, Colin/0000-0003-2493-6797
NR 36
TC 99
Z9 104
U1 1
U2 32
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 0047-2794
J9 J SOC POLICY
JI J. Soc. Policy
PD OCT
PY 2007
VL 36
BP 539
EP 560
DI 10.1017/S0047279407001171
PN 4
PG 22
WC Public Administration; Social Issues; Social Work
WE Social Science Citation Index (SSCI)
SC Public Administration; Social Issues; Social Work
GA 204XJ
UT WOS:000249077000002
OA Green Accepted, Green Submitted
DA 2024-02-21
ER

PT J
AU Ulvik, M
   Helleve, I
   Smith, K
AF Ulvik, Marit
   Helleve, Ingrid
   Smith, Kari
TI What and how student teachers learn during their practicum as a
   foundation for further professional development
SO PROFESSIONAL DEVELOPMENT IN EDUCATION
LA English
DT Article
DE Practicum; work place learning; on- and off-campus learning; teacher
   education
ID EDUCATION; WORK; KNOWLEDGE; EMPLOYABILITY; EXPERIENCES; COMPETENCE;
   MOTIVATION; MENTOR; IMPACT
AB This study investigates how work placement contributes to the integration of practical skills and theoretical knowledge in teacher education. The lack of connection has commonly been criticised in teacher education as well as in other professional studies. The aim of the study is to gain a deeper understanding of how practicum interacts with the university coursework to enhance professional competencies among student teachers. The context is three different Norwegian teacher education programmes that prepare for secondary school. In focus groups the students describe the placement context and the differences between learning on campus and in the practice field. Furthermore, they explain the outcome of field experiences. The findings show that the learning in practicum should not be taken for granted. The students experience great differences between workplaces related to attitudes, support, facilities, mentoring and possibilities to learn from experiences. Practicum should be recognised as an important part of student teachers' education. It should not be left to chance, but have a binding framework related to the quality of mentoring and the working conditions student teachers are offered.
C1 [Ulvik, Marit; Helleve, Ingrid] Univ Bergen, Dept Educ, Bergen, Norway.
   [Smith, Kari] Norwegian Univ Sci & Technol NTNU, Programme Teacher Educ, Trondheim, Norway.
C3 University of Bergen; Norwegian University of Science & Technology
   (NTNU)
RP Ulvik, M (corresponding author), Univ Bergen, Dept Educ, Bergen, Norway.
EM marit.ulvik@uib.no
NR 36
TC 29
Z9 33
U1 3
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1941-5257
EI 1941-5265
J9 PROF DEV EDUC
JI Prof. Dev. Educ.
PY 2018
VL 44
IS 5
BP 638
EP 649
DI 10.1080/19415257.2017.1388271
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GS2AY
UT WOS:000443342800005
DA 2024-02-21
ER

PT J
AU Chan, CKY
   Wong, HYH
AF Chan, Cecilia K. Y.
   Wong, Hannah Y. H.
TI Students' perception of written, audio, video and face-to-face
   reflective approaches for holistic competency development
SO ACTIVE LEARNING IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE assessment; employability skills; experiential learning; generic skills;
   reflection; 21st century skills
ID KNOWLEDGE; EDUCATION; EMOTIONS; SUPPORT; MODEL
AB Reflection has been increasingly used to enhance student development in higher education, in both undergraduate and postgraduate studies. Learner autonomy is essential on reflection, particularly on how learners interpret their learning experiences. The learner has to take initiatives in making meaning of their learning by examining their experiences, and purposefully exploring their learning. Reflection is a key component in active learning as students actively engage in the process of thinking about what they have learnt or experienced. Mezirow highlighted how reflection can mean many things, including awareness of a perception, thought, feeling, intention and action, taking something into consideration or simply imagining alternatives. And there are also multiple approaches to embracing reflection today, such as reflective essays, videos and online blogs, where reflective processes and approaches may differ particularly in relation to technological adoption. In a learning environment, reflective approaches are adopted with the aim for learners to transfer knowledge and experiences to practice. However, there is scarce literature on student perception of the different reflective approaches. The present paper therefore examines student perspectives on four different reflective approaches and how these different approaches are applied within the context of higher education. The four approaches chosen are written, audio, video and face-to-face based on current literature on how reflection is documented or presented in education) and the integration of the concept of multimodality.
C1 [Chan, Cecilia K. Y.; Wong, Hannah Y. H.] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
C3 University of Hong Kong
RP Chan, CKY (corresponding author), Univ Hong Kong, Fac Educ, Ctr Enhancement Teaching & Learning, Centennial Campus,Pokfulam Rd, Hong Kong, Peoples R China.
EM cecilia.chan@cetl.hku.hk
FU General Research Fund of the Hong Kong Research Grants Council
   [17200720]; University Grants Committee of Hong Kong
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   research described in this article was funded through the General
   Research Fund (No. 17200720) of the Hong Kong Research Grants Council
   and the University Grants Committee of Hong Kong.
NR 88
TC 5
Z9 5
U1 2
U2 18
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1469-7874
EI 1741-2625
J9 ACT LEARN HIGH EDUC
JI Act. Learn. High. Educ.
PD 2023 NOV
PY 2023
VL 24
IS 3
BP 239
EP 256
AR 14697874211054449
DI 10.1177/14697874211054449
EA NOV 2021
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA W9TM1
UT WOS:000721809600001
DA 2024-02-21
ER

PT J
AU Livanos, I
   Nuñez, I
AF Livanos, Ilias
   Nunez, Imanol
TI Better safe than sorry? The role of stratification and quality of higher
   education in the labour market outcomes of graduates across Europe
SO ECONOMIC AND INDUSTRIAL DEMOCRACY
LA English
DT Article
DE Academic fields; employment; European Union; higher education; Labour
   Force Survey; sequential logit approach
ID EMPLOYMENT; EMPLOYABILITY; OCCUPATION; TEMPORARY; BIAS; JOBS
AB This article assesses the impact of higher education and academic field of study on young people's labour market outcomes across Europe. A sequential logit approach is adopted to analyse transitions into (a) labour market participation, (b) employment and (c) permanent contracts. Three waves (2003-2005) of the European Union Labour Force Survey are pooled capturing data on over a million individuals across Europe. The results show that higher education has indeed a positive impact on securing employment, but a more limited effect on assuring permanent contracts. Furthermore, strong differences across countries and academic fields are found, which are explained in the light of the stratification level and quality of the higher education systems across European countries.
C1 [Livanos, Ilias] Cedefop, Europe 123, Thessaloniki, Greece.
   [Nunez, Imanol] Univ Publ Navarra, Org Studies, Navarra, Spain.
C3 Universidad Publica de Navarra
RP Livanos, I (corresponding author), Cedefop, Europe 123, Thessaloniki, Greece.
EM ilias.LIVANOS@cedefop.europa.eu
FU Spanish Ministry of Economy and Competitiveness [ECO2013-46954-C3-1-R]
FX Imanol Nunez acknowledges the financial support from the Spanish
   Ministry of Economy and Competitiveness (project ECO2013-46954-C3-1-R).
NR 44
TC 3
Z9 6
U1 1
U2 12
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0143-831X
EI 1461-7099
J9 ECON IND DEMOCRACY
JI Econ. Ind. Democr.
PD MAY
PY 2016
VL 37
IS 2
BP 345
EP 372
DI 10.1177/0143831X14547117
PG 28
WC Industrial Relations & Labor
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA DK4EZ
UT WOS:000374871300007
DA 2024-02-21
ER

PT J
AU Le Barbanchon, T
AF Le Barbanchon, Thomas
TI The effect of the potential duration of unemployment benefits on
   unemployment exits to work and match quality in France
SO LABOUR ECONOMICS
LA English
DT Article
DE Unemployment benefits; Job match quality; Regression discontinuity
ID REGRESSION-DISCONTINUITY APPROACH; EXTENDED BENEFITS; SAMPLE SELECTION;
   INSURANCE; EMPLOYMENT; SEARCH; DESIGN; MARKET; WAGES; COMPENSATION
AB Recent empirical literature finds very limited average effects of generous unemployment benefits on match quality. This study examines those effects in a setting where they could be large. We focus on workers with low employability and evaluate the impact of a large increase in potential benefit duration from 7 to 15 months. Our regression discontinuity design does not elicit significant short-term or medium-term effects on either employment duration or wages, whereas we find large positive effects on unemployment and non employment duration. (C) 2016 Elsevier B.V. All rights reserved.
C1 [Le Barbanchon, Thomas] Bocconi Univ, Milan, Italy.
   [Le Barbanchon, Thomas] IGIER, Milan, Italy.
C3 Bocconi University; Bocconi University
RP Le Barbanchon, T (corresponding author), Bocconi Univ, Milan, Italy.; Le Barbanchon, T (corresponding author), IGIER, Milan, Italy.
EM lebarbanchon@unibocconi.it
NR 47
TC 25
Z9 31
U1 1
U2 16
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 0927-5371
EI 1879-1034
J9 LABOUR ECON
JI Labour Econ.
PD OCT
PY 2016
VL 42
BP 16
EP 29
DI 10.1016/j.labeco.2016.06.003
PG 14
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA EF7FZ
UT WOS:000390496800002
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Parton, SR
   Siltanen, SA
   Hosman, LA
   Langenderfer, J
AF Parton, SR
   Siltanen, SA
   Hosman, LA
   Langenderfer, J
TI Employment interview outcomes and speech style effects
SO JOURNAL OF LANGUAGE AND SOCIAL PSYCHOLOGY
LA English
DT Article
ID EVALUATIVE CONSEQUENCES; VERBAL-BEHAVIOR; JOB APPLICANTS; POWERFUL;
   COMMUNICATION; LANGUAGE; SEX; INTENSIFIERS; VALIDITY; DECISION
AB This study examines the effects of powerful versus powerless speech styles on employment interview outcomes, extending and refining research by Wiley and Eskilson. Undergraduate and professional respondents listened to one of eight audiotaped interviews manipulated by speech style, interviewer gender, and interviewee gender and evaluated the interviewees' dynamism, social attractiveness, competence, and employability on Likert-type scales. Results indicate that a powerful speech style results in positive attributions of competence and employability and that professional respondents evaluated the speech styles differently than did undergraduates. Implications for the employment interview are discussed, and directions for future research are also identified.
C1 Kennesaw State Univ, Dept Commun, Kennesaw, GA 30144 USA.
   Univ So Mississippi, Hattiesburg, MS 39406 USA.
   Berry Coll, Mt Berry, GA 30149 USA.
C3 University System of Georgia; Kennesaw State University; University of
   Southern Mississippi
RP Parton, SR (corresponding author), Kennesaw State Univ, Dept Commun, 1000 Chastain Rd 3102, Kennesaw, GA 30144 USA.
EM sparton@kennesaw.edu
RI Van Mulken, Margot/J-3567-2012
OI Van Mulken, Margot/0000-0002-0801-287X
NR 57
TC 19
Z9 29
U1 1
U2 19
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0261-927X
EI 1552-6526
J9 J LANG SOC PSYCHOL
JI J. Lang. Soc. Psychol.
PD JUN
PY 2002
VL 21
IS 2
BP 144
EP 161
DI 10.1177/02627X02021002003
PG 18
WC Communication; Linguistics; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Communication; Linguistics; Psychology
GA 550TR
UT WOS:000175519800003
DA 2024-02-21
ER

PT J
AU Baker, KL
   Perkins, J
   Comber, DPM
AF Baker, Kate L.
   Perkins, Joy
   Comber, Darren P. M.
TI International students and their experiences of Personal Development
   Planning
SO ACTIVE LEARNING IN HIGHER EDUCATION
LA English
DT Article
DE Employability; international students; personal development planning;
   taught postgraduate students
ID UNIVERSITIES
AB Taught postgraduate students are a unique group, undergoing a short, intensive period of study. Many taught postgraduate students are international, engaging for the first time with new learning approaches, including Personal Development Planning (PDP). This article provides analysis of the views of international taught postgraduates about the place and value of PDP within the academic curriculum, an area that has received scant attention in the research literature on PDP. A total of 41 students from 17 countries studying at five universities were interviewed. Responses revealed that these students were able to identify their development needs and the perceived employability benefits of engaging with PDP as part of, and beyond, their Master's programme. There were strong indications that international taught postgraduates do not need to be convinced of the value of PDP, a point not frequently associated with PDP engagement at undergraduate level. We conclude that international taught postgraduates recognise the value of PDP, and that PDP is more likely to appeal to international taught postgraduates' own agendas if it is underpinned by a strong employability focus. In particular, PDP resources developed specifically to meet the needs of international taught postgraduates and integrated into the curriculum appear essential.
C1 [Baker, Kate L.; Perkins, Joy; Comber, Darren P. M.] Univ Aberdeen, Kings Coll, Ctr Acad Dev, Aberdeen AB24 3FX, Scotland.
C3 University of Aberdeen
RP Baker, KL (corresponding author), Univ Aberdeen, Kings Coll, Ctr Acad Dev, Aberdeen AB24 3FX, Scotland.
EM k.baker.10@aberdeen.ac.uk; j.perkins@abdn.ac.uk; d.comber@abdn.ac.uk
FU Higher Education Academy funding [1150 LT000 RGH0478]
FX This research was commissioned by the Scottish Higher Education
   Employability Network (SHEEN), through the Scottish Funding Council's
   Learning to Work Initiative. The work was supported by Higher Education
   Academy funding (Grant number 1150 LT000 RGH0478).
NR 28
TC 1
Z9 1
U1 0
U2 12
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1469-7874
EI 1741-2625
J9 ACT LEARN HIGH EDUC
JI Act. Learn. High. Educ.
PD JUL
PY 2014
VL 15
IS 2
BP 129
EP 143
DI 10.1177/1469787414527388
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CI6ES
UT WOS:000354852100004
DA 2024-02-21
ER

PT J
AU Rani, R
   Sable, A
   Srinivas, V
   Prasad, KDV
AF Rani, Ridhi
   Sable, Anita
   Srinivas, Ved
   Prasad, K. D., V
TI Integration of information and communication technologies in management
   education: a path for success
SO REVISTA DE GESTAO E SECRETARIADO-GESEC
LA English
DT Article
DE ICT; Management Education; Learning; Learning Outcomes; New Skillsets
ID SCHOOLS
AB We are in VUCA environment, a highly competitive environment, with distributed access to resources. The talented HR can give requisite which could provide the requisite cutting edge services to organizations to flourish. This calls for producing business management graduates who could efficiently handle the next century challenges. To achieve this, revolutionary pedagogical changes have to be made in terms of ICT (Information and Communications Technology) that would come in handy for improving the quality of imparting of management education in general and learning in particular. Many surveys conducted by industry associations like FICCI, CII and Aspiring Minds has pointed out that employability of business management graduates is the major issue. Hence any initiative, such as ICT as a pedagogical change will go a long way in solving this problem apart from enabling the youngsters to contribute to the Gross Domestic product (GDP). This paper aims at examining the role of ICT in improving the quality of management education. It further explores to find whether ICT enabled education enhances the learning experience and provides new skill sets to the students. Design/methodology - This study critically examines the role of ICT in Management education which is based on literature and document review. It has covered educational reports, empirical and theoretical research and various articles. Originality/Value- This is mainly an analytical study by exploring the secondary sources and reviewing documents including the experience of few institutes in the field of management education to make out a case for effective use of ICT.
C1 [Rani, Ridhi] Symbiosis Inst Business Management SIBM Hyderabad, Philosophy, Pune 412115, Maharashtra, India.
   [Sable, Anita] Symbiosis Int Deemed Univ, Symbiosis Law Sch Hyderabad, Philosophy, Pune 412115, Maharashtra, India.
   [Srinivas, Ved] Thiagarjar Sch Management TSM Madhurai, Philosophy, Thiruparankundram 625005, Tamil Nadu, India.
   [Prasad, K. D., V] Symbiosis Int Deemed Univ, Symbiosis Inst Business Management SIBM Hyderabad, Philosophy, Pune 412115, Maharashtra, India.
C3 Symbiosis International University; Symbiosis International University
RP Rani, R (corresponding author), Symbiosis Inst Business Management SIBM Hyderabad, Philosophy, Pune 412115, Maharashtra, India.
EM ridhi.rani@sibmhyd.edu.in; anita.sable@sls.edu.in;
   vedsrinivas@tsm.ac.in; kdv.prasad@sibmhyd.edu.in
RI PRASAD, KDV/AAF-7097-2019
OI PRASAD, KDV/0000-0001-9921-476X
NR 24
TC 0
Z9 0
U1 4
U2 4
PU SINDICATO SECRETARIAS ESTADO SAO PAULO
PI SAO PAULO
PA RUA TUPI 118, SAO PAULO, 01233-000, BRAZIL
SN 2178-9010
J9 REV GEST SECR-GESEC
JI Rec. Gest. Secr.-GeSeC
PY 2023
VL 14
IS 7
BP 10863
EP 10879
DI 10.7769/gesec.v14i7.2448
PG 17
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA N2JZ6
UT WOS:001035350700003
OA gold
DA 2024-02-21
ER

PT J
AU Mann, C
AF Mann, Catherine
TI Advising by Design: Co-creating Advising Services With Students for
   Their Success
SO FRONTIERS IN EDUCATION
LA English
DT Article
DE academic advising; co-creation; design thinking; student services;
   student success
ID HIGHER-EDUCATION; INTERNATIONAL STUDENTS; EXPERIENCE; TRANSITION;
   UNIVERSITY
AB With global trends turning toward increased personalization and expectations of higher education, the question of how to design relevant and high-quality advising services at scale that support learning outcomes, improve the student experience, and enhance the acquisition of employability skills is a central challenge for many universities. The emergence of co-creation principles to better shape relevant solutions to engage students can also be applied to advising practice. This article explores the role of design thinking applied to advising at both the strategic and operational levels within one Australian university. With a holistic methodology, design thinking considers the needs of everyone in the system, delivering qualitative data that provides insights into behaviors and drivers that have implications for the ways in which advising services are defined, designed, and delivered. It suggests that advising practice and the process of Human Centered Design share methods that can be powerful in bridging the gap that many students perceive between the institutional offering and the student experience.
C1 [Mann, Catherine] Univ Melbourne, Student Success, Melbourne, Vic, Australia.
C3 University of Melbourne
RP Mann, C (corresponding author), Univ Melbourne, Student Success, Melbourne, Vic, Australia.
EM cvmann@unimelb.edu.au
NR 43
TC 4
Z9 9
U1 5
U2 16
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
EI 2504-284X
J9 FRONT EDUC
JI Front. Educ.
PD JUL 9
PY 2020
VL 5
AR 99
DI 10.3389/feduc.2020.00099
PG 9
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA TW9JA
UT WOS:000682705400001
OA gold
DA 2024-02-21
ER

PT J
AU Muchira, J
AF Muchira, John
TI Fostering Agribusiness Entrepreneurship for Kenyan Youth through
   Practice-Based Education
SO IDS BULLETIN-INSTITUTE OF DEVELOPMENT STUDIES
LA English
DT Article
DE agribusiness; youth; entrepreneurship; experiential learning; education;
   training; (un)employment; self-efficacy
ID EXPERIENCE; STUDENTS
AB Approximately 1 million Kenyan youth enter the labour market each year, a number which the formal sector has been incapable of absorbing. As a result, youth unemployment and underemployment rates are high, with two-thirds of youth aged 15-24 not engaged in the labour force. The lack of formal wage opportunities pushes these young people into entrepreneurial activities; however, due to the theoretical focus of the current education system, many secondary school-leavers do not possess the practice-based skills to start their own businesses. This article argues for building partnerships between secondary schools, largely in rural areas, and agribusinesses to foster skills-building that will enable young people to start entrepreneurial activities in the agricultural sector. It draws on interviews with agribusiness owners and stakeholders in the education sector, and survey data from secondary school students and on youth employment to identify how to improve youth employability through business-led experiential programmes.
C1 [Muchira, John] Florida State Univ, Tallahassee, FL 32306 USA.
C3 State University System of Florida; Florida State University
RP Muchira, J (corresponding author), Florida State Univ, Tallahassee, FL 32306 USA.
OI Muchira, John/0000-0002-7319-7209
FU Jim Moran Institute for Global Entrepreneurship, Florida State
   University
FX This research was partially supported by a grant from the Jim Moran
   Institute for Global Entrepreneurship, Florida State University. The
   author is grateful to the study's participants, the two anonymous
   reviewers for their insightful comments, feedback from research mentors
   and editors, and support from peers.
NR 41
TC 1
Z9 4
U1 0
U2 13
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0265-5012
EI 1759-5436
J9 IDS BULL-I DEV STUD
JI IDS Bull.-Inst. Dev. Stud.
PD NOV
PY 2018
VL 49
IS 5
BP 71
EP 87
DI 10.19088/1968-2018.175
PG 17
WC Area Studies; Development Studies
WE Social Science Citation Index (SSCI)
SC Area Studies; Development Studies
GA HG1QL
UT WOS:000454734000006
OA hybrid, Green Published
DA 2024-02-21
ER

PT J
AU González-Serrano, MH
   Moreno, FC
   Hervás, JC
AF Huertas Gonzalez-Serrano, Maria
   Calabuig Moreno, Ferran
   Crespo Hervas, Josep
TI Sport management education through an entrepreneurial perspective:
   Analysing its impact on Spanish sports science students
SO INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION
LA English
DT Article; Early Access
DE Sport management; Entrepreneurship education; University; Sports science
   students; Theory of planned behaviour; University climate
AB Entrepreneurship education is becoming increasingly important because it can improve the employability of students. However, although it has been introduced in universities in recent years, its integration into sports education is still scarce. Therefore, the aim of this study is to present a way of approaching a sports management subject from an entrepreneurial perspective and to evaluate the effects of that approach on students. For this purpose, a sample of 54 sports science students from a Spanish university has been analysed. A longitudinal design has been carried out using Ajzen's theory of planned behaviour (1991), intrapreneurial intentions, the entrepreneurial climate and the entrepreneurial skills as the bases for analysing the effects of this approach on students. The results show that students who receive this training significantly improve their perception of perceived behavioural control and the university's climate towards entrepreneurship. This paper also highlights that the approach affects students differently depending on their existing characteristics. Finally, a series of practical implications for sport education managers are presented.
C1 [Huertas Gonzalez-Serrano, Maria; Calabuig Moreno, Ferran; Crespo Hervas, Josep] Univ Valencia, Dept Phys Educ & Sport, Gasco Oliag 3, Valencia 46010, Spain.
C3 University of Valencia
RP Hervás, JC (corresponding author), Univ Valencia, Dept Phys Educ & Sport, Gasco Oliag 3, Valencia 46010, Spain.
EM m.huertas.gonzalez@uv.es; ferran.calabuig@uv.es; josep.crespo@uv.es
RI Calabuig, Ferran/A-9738-2009
OI Calabuig, Ferran/0000-0002-4538-2976
FU University of Valencia; VALi+d predoctoral contract [ACIF/2016/445]
FX The project funded by the call for innovation of the Vice-rectorate of
   training policies and quality education of the University of Valencia
   2017/2018. This work was also supported by the VALi+d predoctoral
   contract to Maria Huertas Gonz ' alez (ACIF/2016/445).
NR 74
TC 17
Z9 17
U1 6
U2 33
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1472-8117
EI 2352-3565
J9 INT J MANAG EDUC-OXF
JI Int. J. Manag. Educ.
PD 2021 MAR
PY 2021
VL 19
IS 1
AR 100271
DI 10.1016/j.ijme.2018.11.007
EA MAR 2021
PG 15
WC Business; Education & Educational Research; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA RC5BU
UT WOS:000632817400025
DA 2024-02-21
ER

PT J
AU Anderberg, D
   Rainer, H
AF Anderberg, Dan
   Rainer, Helmut
TI Economic abuse: A theory of intrahousehold sabotage
SO JOURNAL OF PUBLIC ECONOMICS
LA English
DT Article
DE Economic abuse; Intrahousehold sabotage; Non-cooperative family
   decision-making; Welfare policy
ID DOMESTIC VIOLENCE; MARRIAGE MARKET; WELFARE; WOMEN
AB While research on domestic abuse in economics has to date almost exclusively focused on physical violence, research in other disciplines has documented that abusive males frequently also use sabotage tactics to interfere with the employability and job performance of the victim. This paper puts forward a theoretical framework that rationalizes why men may use labor market sabotage "instrumentally" to thwart their partners' training or career efforts. The model predicts a non-monotonic relationship between the gender wage gap and intrahousehold sabotage committed by abusive males. There are no one-size-fit-all solutions when it comes to reducing the incidence of economic abuse. Instead, specific measures have to be targeted at different types of households. (C) 2012 Elsevier B.V. All rights reserved.
C1 [Anderberg, Dan] Royal Holloway Univ London, Inst Fiscal Studies, Egham, Surrey, England.
   [Rainer, Helmut] Univ Munich, CESifo, Ifo Inst Econ Res, Munich, Germany.
C3 University of London; Royal Holloway University London; University of
   Munich; Ifo Institut
RP Anderberg, D (corresponding author), Royal Holloway Univ London, Inst Fiscal Studies, Egham, Surrey, England.
EM Dan.Anderberg@rhul.ac.uk; rainer@ifo.de
OI Rainer, Helmut/0000-0003-1181-2568
NR 30
TC 25
Z9 25
U1 1
U2 27
PU ELSEVIER SCIENCE SA
PI LAUSANNE
PA PO BOX 564, 1001 LAUSANNE, SWITZERLAND
SN 0047-2727
J9 J PUBLIC ECON
JI J. Public Econ.
PD JAN
PY 2013
VL 97
BP 282
EP 295
DI 10.1016/j.jpubeco.2012.10.008
PG 14
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 094CE
UT WOS:000315239800022
DA 2024-02-21
ER

PT J
AU Palumbo, R
   Cavallone, M
AF Palumbo, Rocco
   Cavallone, Mauro
TI Unravelling the implications of learning experiences on doctoral degree
   holders' employment: empirical insights and avenues for further
   developments
SO EUROPEAN JOURNAL OF HIGHER EDUCATION
LA English
DT Article
DE Doctoral education; Employment; Learning experiences; PhD; Satisfaction
ID HIGHER-EDUCATION; STUDENT SATISFACTION; PHD; EMPLOYABILITY; PERCEPTIONS;
   CONCEPTIONS; DISCOURSE
AB Doctoral degree holders may struggle to find a job, even though they possess the highest level of education delivered by universities. Whilst learning experiences' quality has been argued to affect the doctoral degree holders' ability to get a job, little is known about the relationship between these dimensions. To shed light on this issue, the article investigated secondary data collected from the 2018 national survey on doctoral degree holders in Italy. The respondents' ability to get a job four to six years after the achievement of their doctoral degree was examined. A multinomial polytomous logistic regression model was designed to obtain evidence of the relationship between the perceived quality of learning experiences and the doctoral degree holders' ability to get a job. The enrichment of learning experiences with practice-oriented educational activities enhanced the PhDs' ability to get a job. People who were dissatisfied with their relationship with academics were more likely to be unemployed. Tailored interventions are needed to augment the quality of learning experiences and to increase the PhDs' ability to get a job. Educational services' co-production and the involvement of business partners in co-designing educational services might contribute positively to the doctoral degree holders' ability to get a job.
C1 [Palumbo, Rocco] Univ Tor Vergata Rome, Dept Management & Law, Rome, Italy.
   [Cavallone, Mauro] Univ Bergamo, Dept Management, Bergamo, Italy.
C3 University of Rome Tor Vergata; University of Bergamo
RP Palumbo, R (corresponding author), Univ Tor Vergata Rome, Dept Management & Law, Rome, Italy.
EM rocco.palumbo@uniroma2.it
OI Palumbo, Rocco/0000-0003-3700-9511
NR 58
TC 2
Z9 2
U1 0
U2 0
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 2156-8235
EI 2156-8243
J9 EUR J HIGH EDUC
JI Eur. J. High. Educ.
PD JUL 3
PY 2023
VL 13
IS 3
BP 387
EP 407
DI 10.1080/21568235.2022.2049838
PG 21
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA DJ7M6
UT WOS:001131734600001
DA 2024-02-21
ER

PT J
AU Banks, M
   Hesmondhalgh, D
AF Banks, Mark
   Hesmondhalgh, David
TI Looking for work in creative industries policy
SO INTERNATIONAL JOURNAL OF CULTURAL POLICY
LA English
DT Article
DE creative industries; labour; UK policy; skills; education
ID LABOR; CULTURE
AB In this article, we first outline and account for the utopian description of work in much UK creative industries discourse. We then offer a contrasting assessment that shows how creative workplaces are marked significantly by insecurity, inequality and exploitation (including self-exploitation). In the third part, we examine recent developments in UK policy discourse, exposing a reluctance to recognize or engage with these manifest problems of creative labour. The article concludes by suggesting that this absence reflects something of the focus and limitations of creative industries policies in the current period, where government initiative appears increasingly driven by a narrowly focused skills and employability agenda, one that seeks to disavow problems of labour markets and bring greater discipline to those (relatively) autonomous institutions that generate creative workers, as part of the wider purpose of producing a more integrated and governable 'creative economy'.
C1 [Banks, Mark] Open Univ, Dept Sociol, Milton Keynes MK7 6AA, Bucks, England.
   [Hesmondhalgh, David] Univ Leeds, Inst Commun Studies, Leeds LS2 9JT, W Yorkshire, England.
C3 Open University - UK; University of Leeds
RP Banks, M (corresponding author), Open Univ, Dept Sociol, Walton Hall, Milton Keynes MK7 6AA, Bucks, England.
EM m.o.banks@open.ac.uk
OI Hesmondhalgh, David/0000-0001-5940-9191; Banks, Mark/0000-0002-3058-847X
FU ESRC [ES/H010769/1] Funding Source: UKRI; Economic and Social Research
   Council [ES/H010769/1] Funding Source: researchfish
NR 63
TC 222
Z9 233
U1 8
U2 91
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1028-6632
EI 1477-2833
J9 INT J CULT POLICY
JI Int. J. Cult. Policy
PY 2009
VL 15
IS 4
SI SI
BP 415
EP 430
DI 10.1080/10286630902923323
PG 16
WC Cultural Studies
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Cultural Studies
GA V19PI
UT WOS:000208083900005
DA 2024-02-21
ER

PT J
AU Okolie, UC
   Elom, EN
   Igwe, PA
   Binuomote, MO
   Nwajiuba, CA
   Igu, NCN
AF Okolie, Ugochukwu Chinonso
   Elom, Elisha Nwonu
   Igwe, Paul Agu
   Binuomote, Michael Olayinka
   Nwajiuba, Chinyere Augusta
   Igu, Ntasiobi C. N.
TI Improving graduate outcomes Implementation of problem-based learning in
   TVET systems of Nigerian higher education
SO HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING
LA English
DT Article; Early Access
DE TVET; Nigeria; Pedagogy; Cognitive learning; Problem-based learning
ID VOCATIONAL-EDUCATION; STRATEGIES; DESIGN
AB Purpose This study explores how the implementation of problem-based learning (PBL) in technical and vocational education training (TVET) systems of Nigerian higher education (HE) can enhance quality graduate outcomes. The study also explores the issues and challenges of PBL implementation in the TVET system of Nigerian HE. Design/methodology/approach This study follows the assumptions of qualitative research. The authors interviewed 55 participants and had a focus group with 7 TVET postgraduate students. The 55 interviewees were drawn from TVET teachers (n = 33; 24 males and 9 females), Directors at National Board for Technical Education (n = 4; 3 males and 1 female), Directors of National Directorate of Employment (n = 5; 3 males and 2 females), Directors at the Federal Ministry of Education (n = 3 males), and industry executives (n = 10; 7 males and 3 females). Data were collected through a semistructured interview approach, transcribed and coded using NVivo 12 plus and analyzed through thematic analysis. Findings The results show that PBL in the Nigerian TVET system has positive implications for quality TVET graduate outcomes in that it can enable integrating theory and practice, motivate learning, improve students' self-efficacy, allow students to construct learning on their own, enhance graduate competencies and graduate employability. It also revealed six perceived possible major challenges to effective implementation of PBL in the Nigerian TVET system, which includes inadequacy of teaching and learning facilities; corruption in Nigerian education sector; recruitment of unqualified incompetent TVET teachers; difficulties in identifying real-life problems, among others. Participants offered benchmarks and actions and standards for improving the identified challenges, which formed a framework for coping with issues, challenges, and barriers to effective implementation of PBL in the TVET system of Nigerian HE (Table 1). Originality/value The results of this study are original and serve as an advocacy for Nigerian HE authorities to explore how PBL can be implemented in the TVET system to improve graduate outcomes. The study serves as a starting point for more research in the domain of improving the quality of TVET programs in Nigerian HE. Industry leaders and policymakers in Nigeria and other developing countries could use the findings from this study to increase HE and industry participation and partnership for quality of TVET program.
C1 [Okolie, Ugochukwu Chinonso; Binuomote, Michael Olayinka] Alex Ekwueme Fed Univ, Dept Vocat & Technol Educ, Ndufu Alike Ikwo, Nigeria.
   [Elom, Elisha Nwonu] Ebonyi State Univ, Dept Technol & Vocat Educ, Fac Educ, Abakaliki, Nigeria.
   [Igwe, Paul Agu] Univ Lincoln, Strategy & Enterprise, Lincoln, England.
   [Nwajiuba, Chinyere Augusta] Alex Ekwueme Fed Univ, Ndufu Alike Ikwo, Nigeria.
   [Igu, Ntasiobi C. N.] Alex Ekwueme Fed Univ, Dept Educ Fdn, Ndufu Alike Ikwo, Nigeria.
C3 University of Lincoln
RP Okolie, UC (corresponding author), Alex Ekwueme Fed Univ, Dept Vocat & Technol Educ, Ndufu Alike Ikwo, Nigeria.
EM nonyeck@gmail.com
RI Okolie, Ugochukwu Chinonso/AAI-2181-2019
OI Okolie, Ugochukwu Chinonso/0000-0002-3069-1784
NR 56
TC 10
Z9 11
U1 1
U2 29
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2042-3896
EI 2042-390X
J9 HIGH EDUC SKILL WORK
JI High Educ. Skills Work-based Learn
PD 2021 JAN 26
PY 2021
VL 11
IS 1
BP 92
EP 110
DI 10.1108/HESWBL-12-2018-0140
EA FEB 2020
PG 19
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA QF5RC
UT WOS:000514703200001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Dezelan, T
   Pavlin, S
AF Dezelan, Tomaz
   Pavlin, Samo
TI THE CHALLENGES OF EMPLOYABILITY AND CITIZENSHIP IN EDUCATION - TOWARDS A
   HOLISTIC UNDERSTANDING
SO ANNALES-ANALI ZA ISTRSKE IN MEDITERANSKE STUDIJE-SERIES HISTORIA ET
   SOCIOLOGIA
LA English
DT Article
DE citizenship; citizenship education; employability; higher education;
   education-job transition; academic profession; knowledge economy
AB This special issue of Annales emerges from an initial, exploratory screening of the connection between employability and citizenship in the field of education. This introduction briefly sets out the main dilemmas and research questions in the field, locating them within the broader framework of current trends in citizenship education and the development of (higher) education policies. It chiefly focuses on the intersection between two seemingly conflicting concepts of employability and citizenship, which has not been, is not currently, and should not always be the case as a certain contribution to this volume indicates. This introductory part, as well as the special issue as a whole, attempts to put forward conceptual foundations to provide the grounds for the two concepts to speak to each other and signal premises that endanger either the economic, but primarily the civic function of educational institutions, primarily universities. The authors warn that reducing education systems merely to their economic utility may impair their democratic potential significantly.
C1 [Dezelan, Tomaz; Pavlin, Samo] Univ Ljubljana, Fac Social Sci, Ljubljana 1000, Slovenia.
C3 University of Ljubljana
RP Dezelan, T (corresponding author), Univ Ljubljana, Fac Social Sci, Kardeljeva Pl 5, Ljubljana 1000, Slovenia.
EM tomaz.dezelan@fdv.uni-lj.si; samo.pavlin@fdv.uni-lj.si
NR 39
TC 1
Z9 1
U1 0
U2 2
PU ZNANSTVENO RAZISKOVALNO SREDISCE REPUBLIKE SLOVENIJE
PI KOPER
PA UNIV PRIMORSKEM, GARIBALDIJEVA 1, KOPER, SI-6000, SLOVENIA
SN 1408-5348
J9 ANN-ANAL ISTRSKE MED
JI Ann.-Anal. Istrske Mediteranske
PY 2014
VL 24
IS 3
BP 363
EP 370
PG 8
WC Humanities, Multidisciplinary
WE Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Arts & Humanities - Other Topics
GA CY1JV
UT WOS:000366163400001
DA 2024-02-21
ER

PT J
AU Ramakrishnan, M
   Gregor, S
   Shrestha, A
   Soar, J
AF Ramakrishnan, Muralidharan
   Gregor, Shirley
   Shrestha, Anup
   Soar, Jeffrey
TI Achieving Industry-aligned Education through Digital-Commons: A Case
   Study
SO JOURNAL OF COMPUTER INFORMATION SYSTEMS
LA English
DT Article; Early Access
DE Employability; industry-aligned education; digital commons; connectivism
   learning theory; knowledge commons theory; design science research
   (DSR); case study
ID DESIGN SCIENCE RESEARCH; FRAMEWORK; SYSTEMS; HARMONIZATION; CONNECTIVISM
AB Aligning student skills with industry practices in the current fast-changing digital economy is one of the many challenges faced by higher education institutions. In this paper, we present a novel approach in which we developed a digital commons to serve as a bridge between emerging industry practices and academic curricula. In a digital commons, knowledge is created and shared online. This case study describes the motivation for, and the design, development and evaluation of, an industry practice digital commons (IPDC) to assist students in developing industry relevant knowledge. The target students were pursuing a course on IT Governance and Service Management (IGSM) at an Australian university. The development of the digital artifact followed the design science research (DSR) paradigm. Feedback from 78 students and 26 practitioners, and the visitor analytics totaling 122,360 users, indicated that both student and practitioner communities considered the IPDC to be valuable.
C1 [Ramakrishnan, Muralidharan; Shrestha, Anup; Soar, Jeffrey] Univ Southern Queensland, Toowoomba, Qld, Australia.
   [Gregor, Shirley] Australian Natl Univ, Canberra, ACT, Australia.
C3 University of Southern Queensland; Australian National University
RP Ramakrishnan, M (corresponding author), Univ Southern Queensland, Sch Business, Toowoomba, Qld, Australia.
EM Muralidharan.Ramakrishnan@usq.edu.au
RI Shrestha, Anup/AAU-7746-2020
OI Shrestha, Anup/0000-0002-2952-0072; Gregor, Shirley/0000-0002-0686-8674;
   Soar, Jeffrey/0000-0002-4964-7556; Ramakrishnan,
   Muralidharan/0000-0002-1217-7423
NR 61
TC 2
Z9 2
U1 6
U2 12
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA
SN 0887-4417
EI 2380-2057
J9 J COMPUT INFORM SYST
JI J. Comput. Inf. Syst.
PD 2023 JUL 4
PY 2023
VL 63
IS 4
BP 950
EP 964
DI 10.1080/08874417.2022.2115955
EA SEP 2022
PG 15
WC Computer Science, Information Systems
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science
GA L5TP7
UT WOS:000850956200001
DA 2024-02-21
ER

PT J
AU Kyndt, E
   Govaerts, N
   Verbeek, E
   Dochy, F
AF Kyndt, Eva
   Govaerts, Natalie
   Verbeek, Els
   Dochy, Filip
TI Development and Validation of a Questionnaire on Informal Workplace
   Learning Outcomes: A Study among Socio-Educational Care Workers
SO BRITISH JOURNAL OF SOCIAL WORK
LA English
DT Article
DE Workplace learning; informal learning; learning outcomes;
   socio-educational care workers
ID PROACTIVE BEHAVIOR
AB Lifelong learning has become a necessity for individuals' employability and a source of sustainable competitive advantage for organisations. Learning does not only occur through education and training, informal learning-learning from engagement in daily work-related activities-is considered an important source for establishing a sustainable change aimed at achieving individual and organisational goals. The purpose of this study is to develop and validate a measurement instrument of informal workplace learning outcomes focusing on socio-educational care workers. Due to their constantly changing profession, continuous learning has become a necessity. After the construction of the questionnaire on socio-educational care workers' informal workplace learning outcomes, data were collected by means of an online questionnaire (N = 1,186). These data were randomly divided into two data sets. An exploratory factor analysis was conducted on the first data set (n = 593) to provide insight into the latent factors underpinning the questionnaire. Three factors were derived: generic, job-specific and organisational-level learning outcomes. Following, a confirmatory factor analysis was conducted on the second dataset (n = 593) to validate the retrieved structure. The results reflect a good fit between the proposed three-factor model and the observed data. Future research perspectives within the field of social work are discussed.
C1 [Kyndt, Eva] Univ Antwerp, Inst Educ & Informat Sci, Antwerp, Belgium.
   [Govaerts, Natalie; Dochy, Filip] Univ Leuven, Ctr Res Profess Learning & Dev & Lifelong Learnin, Leuven, Belgium.
   [Verbeek, Els] City Antwerp, Human Resource Dept, Antwerp, Belgium.
C3 University of Antwerp; KU Leuven
RP Kyndt, E (corresponding author), Katholieke Univ Leuven, Ctr Res Profess Learning & Dev & Lifelong Learnin, Dekenstr 2,Box 3772, B-3000 Leuven, Belgium.
EM Eva.Kyndt@ppw.kuleuven.be
RI Kyndt, Eva/ABD-5862-2021; Kyndt, Eva/AAC-4550-2019; Kyndt,
   Eva/J-5433-2015
OI Kyndt, Eva/0000-0002-6755-4409; Kyndt, Eva/0000-0002-6755-4409
NR 44
TC 32
Z9 43
U1 4
U2 44
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0045-3102
EI 1468-263X
J9 BRIT J SOC WORK
JI Br. J. Soc. Work
PD DEC
PY 2014
VL 44
IS 8
BP 2391
EP 2410
DI 10.1093/bjsw/bct056
PG 20
WC Social Work
WE Social Science Citation Index (SSCI)
SC Social Work
GA AW1LM
UT WOS:000346050900020
DA 2024-02-21
ER

PT J
AU Cattaneo, M
   Horta, H
   Malighetti, P
   Meoli, M
   Paleari, S
AF Cattaneo, Mattia
   Horta, Hugo
   Malighetti, Paolo
   Meoli, Michele
   Paleari, Stefano
TI Effects of the financial crisis on university choice by gender
SO HIGHER EDUCATION
LA English
DT Article
DE University choice; Financial crisis; Gender; Social role;
   Decision-making process; Italy
ID HIGHER-EDUCATION; DESTINATION CHOICE; ECONOMIC RETURNS; COLLEGE MAJOR;
   SOCIAL-CLASS; STUDENTS; INFORMATION; DETERMINANTS; WOMEN; PARTICIPATION
AB This study analyses the university choices of male and female students in Italy over the 2003-2012 period and for two sub-periods before (2003-2008) and after (2009-2012) the 2008 financial crisis. The analysis is guided by human capital, signalling and preference theories and implemented through a competing destinations model that controls for the socio-economic features of both the region of origin and destination. The findings show that in the post-crisis period, males became more career-oriented in their university choices due to increasingly constrained and competitive labour markets. The constrained post-crisis labour markets led females to focus more on the educational experience than on future employability prospects. Our results suggest that the financial crisis maintained or even widened gendered social roles as they relate to university choices; specifically, males assumed an even greater career-centred family role, whereas females adopted more adaptive lifestyles that potentially place them at a disadvantage in the labour market and in society in years to come.
C1 [Cattaneo, Mattia; Malighetti, Paolo; Meoli, Michele; Paleari, Stefano] Univ Bergamo, Dept Management Informat & Prod Engn, Via Pasubio 7b, I-24044 Dalmine, BG, Italy.
   [Horta, Hugo] Univ Hong Kong, Fac Educ, Div Policy Adm & Social Sci Educ, Hong Kong, Hong Kong, Peoples R China.
C3 University of Bergamo; University of Hong Kong
RP Cattaneo, M (corresponding author), Univ Bergamo, Dept Management Informat & Prod Engn, Via Pasubio 7b, I-24044 Dalmine, BG, Italy.
EM mattia.cattaneo@unibg.it
RI Meoli, Michele/X-2093-2019; Horta, Hugo/C-6327-2008
OI Meoli, Michele/0000-0002-9438-0782; Horta, Hugo/0000-0001-6814-1393;
   Paleari, Stefano/0000-0001-6099-560X
NR 92
TC 18
Z9 20
U1 2
U2 28
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD NOV
PY 2017
VL 74
IS 5
BP 775
EP 798
DI 10.1007/s10734-016-0076-y
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA FJ1EY
UT WOS:000412457000003
DA 2024-02-21
ER

PT J
AU Aytekin, I
   Erdil, O
   Erdogmus, N
   Akgün, AE
AF Aytekin, Ihsan
   Erdil, Oya
   Erdogmus, Nihat
   Akgun, Ali E.
TI Academicians' Career Capital and Career Satisfaction: The Mediation
   Effect of Research Productivity
SO EDUCATIONAL SCIENCES-THEORY & PRACTICE
LA English
DT Article
DE Research productivity; Academicians; Career competencies; Career
   satisfaction
ID BOUNDARYLESS CAREER; SELF-EFFICACY; MOTIVATION; PREDICTORS; COMMITMENT;
   MANAGEMENT; SUCCESS; EMPLOYABILITY; COMPETENCES; CONSTRUCT
AB The competitive advantages of knowledge-producing institutions are their wise, creative, enthusiastic, and excited academicians and their competences. Currently, questions come to the fore as to which variables affect the research performance of university-employed academicians, and what role does research performance have in the relationship of these variables with career satisfaction. In answer to these questions, this study hypothesizes that career competences (capital) will positively affect academic productivity and career satisfaction, and that academic productivity will have a mediator effect on the relationship between career competencies and individual career satisfaction, using the groundwork of the competence-based career theory conceptualized as intelligent career by Arthur, Claman, and DeFillippi. With the aim of empirically testing these hypotheses, as well as hypotheses that establish the sub-dimensions of these research questions, two field studies (including one pre-study) have been carried out on academicians working for universities in Turkey. The results reveal that career capital has significant effects on the research productivity of academicians and that research productivity has a mediator effect on the relationship between career capital and career satisfaction.
C1 [Aytekin, Ihsan] Social Sci Ankara Univ, Dept Business Management, TR-06030 Ankara, Turkey.
   [Erdil, Oya; Akgun, Ali E.] Gebze Tech Univ, Fac Business Adm, TR-41400 Gebze, Kocaeli, Turkey.
   [Erdogmus, Nihat] Yildiz Tech Univ, Fac Econ & Adm Sci, TR-34349 Istanbul, Turkey.
C3 Gebze Technical University; Yildiz Technical University
RP Aytekin, I (corresponding author), Social Sci Ankara Univ, Dept Business Management, TR-06030 Ankara, Turkey.
EM ihsanaytekin@gmail.com; erdil@gtu.edu.tr; nerdogmus@gmail.com;
   aakgun@gtu.edu.tr
RI Erdoğmuş, Nihat/AAP-5014-2020; AYTEKİN, İHSAN/AAA-8862-2020; Erdogmus,
   Nihat/AAS-2514-2020; Akgün, Ali E./CAG-3791-2022
OI Akgün, Ali E./0000-0001-5922-3266
FU TUBITAK [114K089]
FX The preparation of this paper was supported by the TUBITAK under
   Contract114K089. The views expressed in this paper are those of the
   authors only.
NR 72
TC 11
Z9 14
U1 1
U2 28
PU EDAM
PI ISTANBUL
PA KISIKLI MH ALEMDAG CD YAN YOL SK, SBK IS MERKEZI NO 5, KAT 1 USKUDAR,
   ISTANBUL, 81190, TURKEY
SN 2630-5984
EI 2148-7561
J9 EDUC SCI-THEOR PRACT
JI Educ. Sci.-Theory Pract.
PD DEC
PY 2016
VL 16
IS 6
BP 1921
EP 1945
DI 10.12738/estp.2016.6.0412
PG 25
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EH8OQ
UT WOS:000392032200005
DA 2024-02-21
ER

PT J
AU IDE, CW
AF IDE, CW
TI THE RELATIONSHIP BETWEEN HANDICAPPED SCHOOL LEAVERS AND SUPPORT
   AGENCIES, AND ITS EFFECT ON SHORT-TERM EMPLOYMENT IN STRATHCLYDE,
   SCOTLAND
SO OCCUPATIONAL MEDICINE-OXFORD
LA English
DT Article
AB In a year-long survey beginning on 1 June 1989, the Employment Medical Advisory Service received queries from careers officers about 162 individuals whose past or current health problems potentially affected their employability.  Respiratory, neurological, 'other', sensory and orthopaedic diagnoses were most common (20, 20, 15, 13 and 12.5% respectively).  Up to six months after the initial query, 37 (22.8%) were unemployed and 21 (13.0%) had either changed or lost jobs or training in 13/21 instances (61.9%), health problems were alleged to be the reason for the change.  The School Medical Service detected only 29 of these cases (17.9%).  The main reasons for this low rate were:  late age at diagnosis, failure to attend for examination, and correct decisions that no health problems existed.  These results suggest that school leavers with health problems may not be best served by current arrangements, since they may either be unnecessarily restricted or exposed to hazards as a result of their job choice.
RP IDE, CW (corresponding author), STRATHCLYDE FIRE BRIGADE HEADQUARTERS,BOTHWELL RD,MED SUITE,BOTHWELL RD,HAMILTON ML3 0EA,SCOTLAND.
NR 0
TC 1
Z9 1
U1 0
U2 0
PU BUTTERWORTH-HEINEMANN LTD
PI OXFORD
PA LINACRE HOUSE JORDAN HILL, OXFORD, OXON, ENGLAND OX2 8DP
SN 0962-7480
J9 OCCUP MED-OXFORD
JI Occup. Med.-Oxf.
PD FEB
PY 1995
VL 45
IS 1
BP 21
EP 26
DI 10.1093/occmed/45.1.21
PG 6
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA QH607
UT WOS:A1995QH60700005
PM 7703468
DA 2024-02-21
ER

PT J
AU Brunetti, I
   Corsini, L
AF Brunetti, Irene
   Corsini, Lorenzo
TI Workplace training programs Instruments for human capital improvements
   or screening devices?
SO EDUCATION AND TRAINING
LA English
DT Article
DE Youth unemployment; Duration model; Propensity score matching; Policy
   evaluation; Screening device; Workplace training
ID MARKET; DURATION; IMPACT; ENTRY
AB Purpose - The purpose of this paper is to analyse the effect of an Italian training program on the re-employment probability of young unemployed workers. The program consists exclusively of workplace training and is coordinated by employment centers, even if it is fully implemented by firms.
   Design/methodology/approach - The authors develop a discrete duration analysis. In particular, the authors compare the re-employment process of individuals that just finished their workplace training program with individuals that just ended their job. The authors specifically take into account the issue of self-selection adopting the propensity score matching estimation.
   Findings - The results suggest that this workplace training program improves only the immediate re-employability of trained workers, failing to bestow them with durable human capital improvements. These results appear to be robust to spurious duration dependence and to self-selection. The analysis focuses on unobserved heterogeneity and, accounting for it, the authors show that the training implementation is useful to divide "good" trainees (in terms of unobserved heterogeneity) from "bad" ones.
   Social implications - Therefore, the authors suggest that firms are exploiting training as a screening device and that the implemented program is successful in easing the connection between workers and firms, but it fails to provide a durable improvement in skills and in re-employment prospects.
   Originality/value - The evaluation of this program is important because it focus specifically on the workplace component of training, whereas previous analyses focused on generic training, because it evaluates a program targeting youth unemployment which is one the most urgent economic issues and because it helps in understanding the actual processes adopted by firms when implementing workplace training.
C1 [Brunetti, Irene; Corsini, Lorenzo] Univ Pisa, Dept Econ & Management, Pisa, Italy.
C3 University of Pisa
RP Corsini, L (corresponding author), Univ Pisa, Dept Econ & Management, Pisa, Italy.
EM lcorsini@ec.unipi.it
OI CORSINI, LORENZO/0000-0002-3065-684X; Brunetti,
   Irene/0000-0002-3227-7157
NR 37
TC 3
Z9 3
U1 1
U2 12
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0040-0912
EI 1758-6127
J9 EDUC TRAIN
JI Educ. Train.
PY 2017
VL 59
IS 1
BP 31
EP 46
DI 10.1108/ET-09-2014-0104
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA EM9XO
UT WOS:000395665100003
DA 2024-02-21
ER

PT J
AU Lawlis, T
   Torres, SJ
   Coates, AM
   Clark, K
   Charlton, KE
   Sinclair, AJ
   Wood, LG
   Devine, A
AF Lawlis, Tanya
   Torres, Susan Jane
   Coates, Alison Mary
   Clark, Karin
   Charlton, Karen Elizabeth
   Sinclair, Andrew James
   Wood, Lisa Gai
   Devine, Amanda
TI Development of nutrition science competencies for undergraduate degrees
   in Australia
SO ASIA PACIFIC JOURNAL OF CLINICAL NUTRITION
LA English
DT Article
DE competency areas; workforce development; Delphi; nutrition science;
   Australia
ID HEALTH-PROFESSIONALS; EDUCATION; SYSTEMS
AB Background and Objectives: The need for updated competencies for nutrition scientists in Australia was identified. The aim of this paper is to describe the process of revising of these competencies for undergraduate nutrition science degrees in Australia. Methods and Study Design: An iterative multiple methods approach comprising three stages was undertaken: 1. Scoping study of existing competencies; 2. Exploratory survey; and, 3. Modified Delphi process (2 rounds) involving 128 nutrition experts from industry, community, government and academia. A >= 70% consensus rule was applied to Rounds 1 and 2 of the Delphi process in order to arrive at a final list of competencies. Results: Stage 1: Scoping study resulted in an initial list of 71 competency statements, categorised under six core areas. Stage 2: Exploratory survey-completed by 74 Nutrition Society of Australia (NSA) members; 76% agreed there was a need to update the current competencies. Standards were refined to six core areas and 36 statements. Stage 3: Modified Delphi process-revised competencies comprise five core competency areas, underpinned by fundamental knowledge, skills, attitudes and values: Nutrition Science; Food and the Food System; Nutrition Governance, Sociocultural and Behavioural Factors; Nutrition Research and Critical Analysis; and Communication and Professional Conduct; and three specialist competency areas: Food Science; Public Health Nutrition; and Animal Nutrition. Conclusions: The revised competencies provide an updated framework of nutrition science knowledge for graduates to effectively practice in Australia. They may be used to benchmark current and future nutrition science degrees and lead to improved employability skills of nutrition science graduates.
C1 [Lawlis, Tanya] Univ Canberra, Discipline Nutr & Dietet, Canberra, ACT, Australia.
   [Torres, Susan Jane] Deakin Univ, Sch Exercise & Nutr Sci, Inst Phys Act & Nutr, Geelong, Vic, Australia.
   [Coates, Alison Mary] Univ South Australia, Sch Hlth Sci, Sansom Inst Hlth Res, Alliance Res Exercise Nutr & Act, Adelaide, SA, Australia.
   [Clark, Karin] Curtin Univ, Sch Publ Hlth, Perth, WA, Australia.
   [Charlton, Karen Elizabeth] Univ Wollongong, Sch Med, Wollongong, NSW, Australia.
   [Charlton, Karen Elizabeth] Illawarra Hlth & Med Res Inst, Wollongong, NSW, Australia.
   [Sinclair, Andrew James] Deakin Univ, Fac Hlth, Geelong, Vic, Australia.
   [Sinclair, Andrew James] Monash Univ, Dept Nutr Dietet & Food, Notting Hill, Vic, Australia.
   [Wood, Lisa Gai] Univ Newcastle, Fac Hlth & Med, Sch Biomed Sci & Pharm, Newcastle, NSW, Australia.
   [Devine, Amanda] Edith Cowan Univ, Sch Med & Hlth Sci, Perth, WA, Australia.
C3 University of Canberra; Deakin University; University of South
   Australia; Curtin University; University of Wollongong; University of
   Wollongong; Deakin University; Monash University; University of
   Newcastle; Edith Cowan University
RP Lawlis, T (corresponding author), Univ Canberra, Univ Canberra Hosp, Discipline Nutr & Dietet, Room 22,Locked Bag 1, Canberra, ACT 2601, Australia.
EM Tanya.Lawlis@canberra.edu.au
RI WOOD, LISA G/G-7068-2013; Coates, Alison M/A-3988-2009; Clark,
   Katya/Q-2539-2018; Charlton, Karen/G-5906-2012
OI WOOD, LISA G/0000-0002-0941-9225; Coates, Alison M/0000-0003-1031-2545;
   Clark, Katya/0000-0002-0812-7079; Charlton, Karen/0000-0002-8044-444X
FU NSA; ANT Fund
FX The working party would like to thank the Reference Group members:
   Professor Andy Sinclair, Mrs Michelle Bloom, Mrs Anita Lawrence,
   Professor Lynn Riddell, Dr Tony James and Ms Nikkee Schoendorfer. In
   addition, the working party would like to thank Mrs Wendy Stuart-Smith
   for her help during the development of the revised competencies. The
   working party would also like to thank the NSA and the ANT Fund for
   their support for the conduct of this project.
NR 38
TC 15
Z9 17
U1 1
U2 6
PU H E C PRESS, HEALTHY EATING CLUB PTY LTD
PI MCKINNON
PA PO BOX 4121, MCKINNON, VIC 3204, AUSTRALIA
SN 0964-7058
EI 1440-6047
J9 ASIA PAC J CLIN NUTR
JI Asia Pac. J. Clin. Nutr.
PD MAR
PY 2019
VL 28
IS 1
BP 166
EP 176
DI 10.6133/apjcn.201903_28(1).0022
PG 11
WC Nutrition & Dietetics
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Nutrition & Dietetics
GA HP9UN
UT WOS:000462038600022
PM 30896428
DA 2024-02-21
ER

PT J
AU Del Percio, A
AF Del Percio, Alfonso
TI Genealogies of reflexivity: register formations and the making of
   affective workers
SO INTERNATIONAL JOURNAL OF THE SOCIOLOGY OF LANGUAGE
LA English
DT Article
DE affect; capitalism; reflexivity; registers; work
ID POST-FORDIST AFFECT; VOCATIONAL ADJUSTMENT; LABOR; GUIDANCE; MARKETS;
   HISTORY
AB How has the ability to express reflexivity, including regulating affect, come to be part of the bundled self that workers are required to be? This paper offers a rigorous genealogical analysis of the multiple histories of knowledge and power that have informed the emergence and shaping of 'reflexive registers,' or socially typified ways of speaking and reflecting about oneself that stand for morally marked models of selfhood. It takes as a starting-point programs documented in my ethnography of employability programs in London, UK where workers of all sorts are asked to learn to examine their personalities and to express their feelings. It then draws on original historiographical and ethnographic data that allows documentation of the logics and circumstances informing the emergence and development of reflexivity as a resource for employability. It argues for an interdisciplinary understanding of reflexivity and its communicability that theorises the workers as products of history, capital, and affect.
C1 [Del Percio, Alfonso] UCL, London, England.
C3 University of London; University College London
RP Del Percio, A (corresponding author), UCL, London, England.
EM a.percio@ucl.ac.uk
NR 70
TC 0
Z9 0
U1 0
U2 0
PU WALTER DE GRUYTER GMBH
PI BERLIN
PA GENTHINER STRASSE 13, D-10785 BERLIN, GERMANY
SN 0165-2516
EI 1613-3668
J9 INT J SOCIOL LANG
JI Int. J. Sociol. Lang.
PY 2022
IS 276
SI SI
BP 41
EP 67
DI 10.1515/ijsl-2021-0090
PG 27
WC Linguistics; Language & Linguistics; Sociology
WE Emerging Sources Citation Index (ESCI)
SC Linguistics; Sociology
GA U8MD5
UT WOS:001087279200003
OA hybrid, Green Published
DA 2024-02-21
ER

PT J
AU du Plessis, J
AF du Plessis, J.
TI Stakeholders' viewpoints on work-integrated learning practices in
   radiography training in South Africa: Towards improvement of practice
SO RADIOGRAPHY
LA English
DT Article
DE Learning modes; Quality assessment; Supervision; Graduate employability
ID PARTNERSHIPS
AB Purpose: The aim of this investigation was to suggest practices to improve the delivery of work-integrated learning (WIL) in radiography training in South Africa (SA).
   Methods: An extensive survey was conducted among all universities in SA involved in the training of radiography students, to investigate the current delivery of WIL. Data were collected by means of quantitative questionnaires with open-ended qualitative components. The questionnaire was distributed to lecturers (n = 32), clinical supervisors (n = 44) and final-year students in Radiography (n = 146).
   Results: The quantitative (closed questions) and qualitative (open-ended comments) findings from the stakeholders with regard to the improvement of practice in the delivery of WIL in radiography training are presented in this article. The main themes discussed relate to curriculum design for WIL, teaching/learning of WIL, assessment of WIL and management and coordination of WIL.
   Conclusion: WIL is a powerful pedagogy if implemented and managed correctly. The results from this study may enable lecturers in radiography programmes in SA to improve the delivery of WIL in the training of high quality, employable graduates. (C) 2018 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.
C1 [du Plessis, J.] Cent Univ Technol Free State, Fac Environm & Hlth Sci, Dept Clin Sci, 1 President Brand St, ZA-9300 Bloemfontein, South Africa.
C3 University of the Free State; Central University of Technology
RP du Plessis, J (corresponding author), Cent Univ Technol Free State, Fac Environm & Hlth Sci, Dept Clin Sci, 1 President Brand St, ZA-9300 Bloemfontein, South Africa.
EM duplesj@cut.ac.za
OI Du Plessis, Jeanette/0000-0002-2046-8466
NR 31
TC 3
Z9 3
U1 0
U2 5
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1078-8174
EI 1532-2831
J9 RADIOGRAPHY
JI Radiography
PD FEB
PY 2019
VL 25
IS 1
BP 16
EP 23
DI 10.1016/j.radi.2018.06.011
PG 8
WC Radiology, Nuclear Medicine & Medical Imaging
WE Emerging Sources Citation Index (ESCI)
SC Radiology, Nuclear Medicine & Medical Imaging
GA HF8WH
UT WOS:000454522400007
PM 30599824
DA 2024-02-21
ER

PT J
AU Filippetti, A
   Guy, F
   Iammarino, S
AF Filippetti, Andrea
   Guy, Frederick
   Iammarino, Simona
TI Regional disparities in the effect of training on employment
SO REGIONAL STUDIES
LA English
DT Article
DE training in employment; South and North of Italy; education; economic
   crisis
ID PRODUCTIVITY; WAGES; EMPLOYABILITY; PERFORMANCE; INNOVATION; TRADITIONS;
   INDUSTRY; IMPACT; GROWTH; SKILLS
AB This paper investigates one particular aspect of human capital formation: the relative effectiveness of training, as reflected in its effect on the probability of securing continued employment during the recent financial crisis. It uses a panel of 3983 individuals for the period 2008-11 and focuses on how the effects of training differ between the South and the North of Italy and across workers with different levels of education. The most striking result is that the effect of training on continued employment is notably stronger in the South than in the North of the country.
C1 [Filippetti, Andrea] CNR, Inst Study Regionalism Federalism & Self Govt ISR, Rome, Italy.
   [Filippetti, Andrea; Iammarino, Simona] London Sch Econ & Polit Sci LSE, Dept Geog & Environm, London, England.
   [Guy, Frederick] Birkbeck Univ London, Dept Management, London, England.
C3 Consiglio Nazionale delle Ricerche (CNR); University of London; London
   School Economics & Political Science; University of London; Birkbeck
   University London
RP Iammarino, S (corresponding author), London Sch Econ & Polit Sci LSE, Dept Geog & Environm, London, England.
EM a.filippetti@cnr.it; F.Guy@bbk.ac.uk; s.iammarino@lse.ac.uk
OI Iammarino, Simona/0000-0001-9450-1700; FILIPPETTI,
   ANDREA/0000-0002-1182-852X
FU Marie Curie Intra-European Fellowship project
   [FP7-PEOPLE-2011-IEF-298167-REGIO_SPIN, PIEF-GA-2011-298167]
FX Andrea Filippetti gratefully acknowledges the Marie Curie Intra-European
   Fellowship project FP7-PEOPLE-2011-IEF-298167-REGIO_SPIN [grant number
   PIEF-GA-2011-298167].
NR 84
TC 16
Z9 16
U1 0
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0034-3404
EI 1360-0591
J9 REG STUD
JI Reg. Stud.
PD FEB 1
PY 2019
VL 53
IS 2
BP 217
EP 230
DI 10.1080/00343404.2018.1455177
PG 14
WC Economics; Environmental Studies; Geography; Regional & Urban Planning
WE Social Science Citation Index (SSCI)
SC Business & Economics; Environmental Sciences & Ecology; Geography;
   Public Administration
GA HG1UR
UT WOS:000454747000006
OA Green Submitted, Green Published, Green Accepted
DA 2024-02-21
ER

PT J
AU Wall, JR
   Niemczura, JG
   Rosenthal, M
AF Wall, JR
   Niemczura, JG
   Rosenthal, M
TI Community-based training and employment: an effective program for
   persons with traumatic brain injury
SO NEUROREHABILITATION
LA English
DT Article
DE traumatic brain injury; vocational rehabilitation; work adjustment
   training; supported employment; community-based training
ID SUPPORTED EMPLOYMENT; WORK; RETURN; REHABILITATION
AB Occupational entry is an important issue for persons with disabilities, as many become or remain unemployed after their injury. After traumatic brain injury (TBI), individuals exhibit high unemployment rates, especially those persons with injuries of greater severity, a limited premorbid work history and/or persons from economically disadvantaged backgrounds. Vocational rehabilitation programs have been developed to improve employability. Traditional vocational rehabilitation approaches, based on integrating work skills with cognitive rehabilitation models have proven only minimally effective with TBI. The supported employment model has been demonstrated to be much more effective with this group, as has an approach that combines vocational and psychosocial skills training along with job support. Even with these generally successful approaches, the literature on vocational rehabilitation in clients from economically disadvantaged environments who are diagnosed with TBI is limited. An approach for the economically disadvantaged, which combines work skills training in a real work community along with supported employment is presented. (C) 1998 Elsevier Science Ireland Ltd.
C1 Inst Rehabil, Detroit, MI USA.
   Wayne State Univ, Sch Med, Detroit, MI USA.
C3 Wayne State University
RP Wall, JR (corresponding author), Univ Indianapolis, Dept Psychol, 1400 E Hanna Ave, Indianapolis, IN 46227 USA.
NR 19
TC 7
Z9 7
U1 0
U2 7
PU ELSEVIER SCI IRELAND LTD
PI CLARE
PA CUSTOMER RELATIONS MANAGER, BAY 15, SHANNON INDUSTRIAL ESTATE CO, CLARE,
   IRELAND
SN 1053-8135
J9 NEUROREHABILITATION
JI Neurorehabilitation
PD JAN
PY 1998
VL 10
IS 1
BP 39
EP 49
DI 10.1016/S1053-8135(97)00043-7
PG 11
WC Clinical Neurology; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Neurosciences & Neurology; Rehabilitation
GA YV946
UT WOS:000071880300005
PM 24525815
DA 2024-02-21
ER

PT J
AU Ortiga, YY
AF Ortiga, Yasmin Y.
TI Professional problems: The burden of producing the "global" Filipino
   nurse
SO SOCIAL SCIENCE & MEDICINE
LA English
DT Article
DE Philippines; Nursing education; Migration; Profession; Nurses; Global
   nursing care chain
ID BOLOGNA PROCESS; MIGRATION; TRANSNATIONALIZATION; TRENDS; STATE
AB This paper investigates the challenges faced by nursing schools within migrant-sending nations, where teachers and school administrators face the task of producing nurse labor, not only for domestic health needs but employers beyond national borders. I situate my research in the Philippines, one of the leading sources of migrant nurse labor in the world. Based on 58 interviews with nursing school instructors and administrators, conducted from 2010 to 2013, I argue that Philippine nursing schools are embedded within a global nursing care chain, where nations lower down the chain must supply nurse labor to wealthier countries higher up the chain. This paper shows how this process forces Filipino nurse educators to negotiate an overloaded curriculum, the influx of aspiring migrants into nursing programs, and erratic labor demand cycles overseas. These issues create problems in defining the professional knowledge needed by Filipino nurses; instilling professional values and standards; and maintaining proper job security. As such, these findings demonstrate how countries like the Philippines bear the burden of ensuring nurses' employability, where educational institutions constantly adjust curriculum and instruction for the benefit of employers within wealthier societies. My interviews reveal how such adjustments undermine the professional values and standards that define the nursing profession within the country. Such inequality is an outcome of nurse migration that current research has not fully explored. (C) 2014 Elsevier Ltd. All rights reserved.
C1 Syracuse Univ, Dept Sociol, Maxwell Sch Citizenship & Publ Affairs, Syracuse, NY 13244 USA.
C3 Syracuse University
RP Ortiga, YY (corresponding author), Syracuse Univ, Dept Sociol, Maxwell Sch Citizenship & Publ Affairs, Syracuse, NY 13244 USA.
EM yyortiga@syr.edu
NR 61
TC 41
Z9 46
U1 0
U2 26
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0277-9536
J9 SOC SCI MED
JI Soc. Sci. Med.
PD AUG
PY 2014
VL 115
BP 64
EP 71
DI 10.1016/j.socscimed.2014.06.012
PG 8
WC Public, Environmental & Occupational Health; Social Sciences, Biomedical
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health; Biomedical Social Sciences
GA AM0KH
UT WOS:000339534000008
PM 24953498
OA Green Published
DA 2024-02-21
ER

PT J
AU Juaneda-Ayensa, E
   Olarte-Pascual, C
   San Emeterio, MC
   Pelegrín-Borondo, J
AF Juaneda-Ayensa, Emma
   Olarte-Pascual, Cristina
   Clavel San Emeterio, Monica
   Pelegrin-Borondo, Jorge
TI Developing new "Professionals": Service learning in marketing as an
   opportunity to innovate in higher education
SO STUDIES IN EDUCATIONAL EVALUATION
LA English
DT Article
DE Service-learning; Marketing; Instrumental competences; Interpersonal
   competences; Systemic competences; Learning outcomes
ID STUDENT; KNOWLEDGE; EMPLOYABILITY; SKILLS; REQUIREMENTS; COMPETENCES;
   ATTRIBUTES; INSIGHTS; OUTCOMES; IMPACT
AB The European Higher Education Area (EHEA) promotes the use of student-centered participatory methodologies and the design of curricula focused on the acquisition of competences. The objective of this paper is to identify the categories of competence that contribute the most to achieving learning outcomes through the practice of Service Learning (SL) in the teaching of marketing. Using the categories described in the Tuning model, we design a model to analyze the relationships between perceived learning outcomes and competences. The main findings are: 1) there is no evidence of any relationship between perceived interpersonal and systemic competences and perceived learning outcomes, 2) there is a relationship between perceived instrumental competences and perceived learning outcomes and, 3) students do not perceive that achievement of learning outcomes is the cause of the grades they obtain. These findings have important theoretical and practical implications.
C1 [Juaneda-Ayensa, Emma; Olarte-Pascual, Cristina; Clavel San Emeterio, Monica; Pelegrin-Borondo, Jorge] Univ La Rioja, Fac Business Sci, Dept Econ, C La Ciguena 60, Logrono 26006, Spain.
C3 Universidad de La Rioja
RP Olarte-Pascual, C (corresponding author), Univ La Rioja, Fac Business Sci, Dept Econ, C La Ciguena 60, Logrono 26006, Spain.
EM emma.juaneda@unirioja.es; cristina.olarte@unirioja.es;
   monica.clavel-san@unirioja.es; jorge.pelegrin@unirioja.es
RI SAN EMETERIO, MONICA CLAVEL/AAA-4518-2019; Olarte-Pascual,
   Cristina/L-5766-2014; Borondo, Jorge Pelegrín/AAL-7111-2021;
   Olarte-Pascual, Cristina/AAT-4680-2021; Juaneda-Ayensa,
   Emma/N-1012-2019; Pelegrín-Borondo, Jorge/Q-2717-2018
OI SAN EMETERIO, MONICA CLAVEL/0000-0003-2478-0198; Olarte-Pascual,
   Cristina/0000-0002-9853-0266; Borondo, Jorge
   Pelegrín/0000-0003-2720-1788; Olarte-Pascual,
   Cristina/0000-0002-9853-0266; Juaneda-Ayensa, Emma/0000-0002-8580-8302;
   Pelegrín-Borondo, Jorge/0000-0003-2720-1788
FU University of La Rioja; Chair of Commerce of the University of La Rioja;
   City Council of Logrono (Spain)
FX This study has been funded by the Teaching Innovation Projects 2016/2017
   Program of the University of La Rioja, the Chair of Commerce of the
   University of La Rioja and the City Council of Logrono (Spain).
NR 78
TC 4
Z9 4
U1 1
U2 22
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 0191-491X
J9 STUD EDUC EVAL
JI Stud. Educ. Eval.
PD MAR
PY 2019
VL 60
BP 163
EP 169
DI 10.1016/j.stueduc.2019.01.001
PG 7
WC Education & Educational Research; Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA HO3LL
UT WOS:000460824100014
DA 2024-02-21
ER

PT J
AU Oldford, E
   Willcott, N
   Kennie, T
AF Oldford, Erin
   Willcott, Neal
   Kennie, Tanner
TI Can student managed investment funds (SMIFs) narrow the environmental,
   social and governance (ESG) skills gap?
SO MANAGERIAL FINANCE
LA English
DT Article; Early Access
DE ESG; Experiential learning; Business schools; Student managed investment
   funds; SMIF; A20; G11
ID SUSTAINABILITY; EDUCATION; RESPONSIBILITY; COST
AB Purpose The purpose of this paper is twofold. First, it endeavors to document the current state of environmental, social and governance (ESG) pedagogy within undergraduate finance courses of business schools, and second, it seeks to show how business schools can leverage student managed investment funds (SMIFs) to swiftly integrate ESG pedagogy. Design/methodology/approach The study is comprised of two sections that use different methodologies. The first part of the study involves a manual content analysis of undergraduate finance course textbooks, and related instructor materials are used to estimate the average coverage of ESG-related topics. Next, a case study of a SMIF that has recently integrated an ESG framework is provided to illustrate how this pedagogical innovation is effective in teaching ESG skills. Findings The findings of the content analysis of the three most commonly used textbooks in a sample of 17 Canadian universities, as well as associated instructor material, provide evidence that the primary emphasis in traditional curriculum remains on the shareholder, with little attention paid to ESG factors. The case study of an existing SMIF clearly demonstrates how a student-led development of an ESG framework provides the setting for effective, experiential learning. Originality/value This study shows that while traditional teaching settings, like lectures, may be slow to adapt to the rapidly changing needs of industry, nontraditional teaching venues, such as SMIFs, can be leveraged to meet industry demand for ESG skills, thereby closing the skills gap, enhancing student employability and increasing the relevance of business school education.
C1 [Oldford, Erin; Kennie, Tanner] Mem Univ Newfoundland, Fac Business Adm, St John, NF, Canada.
   [Willcott, Neal] Queens Univ, Smith Sch Business, Kingston, ON, Canada.
C3 Memorial University Newfoundland; Queens University - Canada
RP Oldford, E (corresponding author), Mem Univ Newfoundland, Fac Business Adm, St John, NF, Canada.
EM eoldford@mun.ca
OI Willcott, Neal/0000-0001-9751-1525; Oldford, Erin/0000-0003-3075-8405
FU CPA Newfoundland Labrador
FX This research was supported by funding from CPA Newfoundland & Labrador.
NR 102
TC 5
Z9 5
U1 1
U2 19
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0307-4358
EI 1758-7743
J9 MANAG FINANC
JI Manag. Financ.
PD 2022 JAN 3
PY 2022
VL 48
IS 1
BP 57
EP 77
DI 10.1108/MF-07-2021-0317
EA AUG 2021
PG 21
WC Business, Finance
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA XW9YY
UT WOS:000688112200001
DA 2024-02-21
ER

PT J
AU Relinque, M
   Vigier-Moreno, FJ
AF Relinque, Mariana
   Vigier-Moreno, Francisco J.
TI Interpreting for Refugees and Asylum Seekers in the South of Spain: How
   University Interpreter Training Can Respond to Real Needs Identified by
   Stakeholders
SO HISPANIA-A JOURNAL DEVOTED TO THE TEACHING OF SPANISH AND PORTUGUESE
LA English
DT Article
DE asylum; asilo; employability; empleabilidad; international protection;
   proteccion interna-cional; interpreting; interpretacion; refugees;
   refugiados; skills; competencias; training; formacion
AB In 2019, Spain became the country with the third highest number of asylum applications in the EU and it continues to be one of the top destinations for international migration (Migration Policy Institute 2022). This is a particularly pressing issue in the southernmost regions of Spain, namely the Canary Islands, Ceuta, Melilla and Andalusia, which have become the main gateway to Europe for those arriving by sea (Martin-Ruel 2021). As a result, the need for interpreting in international protection settings has increased, as these services prove essential for overcoming cross -linguistic and cross-cultural barriers, facilitating better integration of asylum applicants and refugees into the host society, and safeguarding their language rights (Wallace and Hernandez 2017). In this article, we propose that the interpreter training provided by Andalusian universities can be used to respond to the needs identified in the international protection sector, thus contributing to the professionalization of the activity, and enhancing graduate employability in this field. To that end, we first describe the profile of an ideal interpreter for the stakeholders in international protection settings, then analyze current interpreting training programs, and finally suggest how specific training may be incorporated to provide better services in this field.
C1 [Relinque, Mariana; Vigier-Moreno, Francisco J.] Univ Pablo Olavide, Seville, Spain.
C3 Universidad Pablo de Olavide
RP Relinque, M (corresponding author), Univ Pablo Olavide, Seville, Spain.
NR 39
TC 0
Z9 0
U1 1
U2 1
PU JOHNS HOPKINS UNIV PRESS
PI BALTIMORE
PA JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA
SN 0018-2133
EI 2153-6414
J9 HISPANIA-J DEV INTER
JI Hispania-J. Devoted Teach. Span. Port.
PD JUN
PY 2023
VL 106
IS 2
SI SI
BP 283
EP 296
PG 15
WC Linguistics; Language & Linguistics; Literature, Romance
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Linguistics; Literature
GA N3PZ2
UT WOS:001036185100008
DA 2024-02-21
ER

PT J
AU Koyama, J
AF Koyama, Jill
TI Constructing Gender: Refugee Women Working in the United States
SO JOURNAL OF REFUGEE STUDIES
LA English
DT Article
DE Actor-network theory; assemblage; employment; refugees; gender; labour
   market; women
ID ECONOMIC-STATUS; PREDICTORS
AB Drawing on data collected during a 26-month ethnographic study of refugees in a city in upstate New York, I examine the gendered and gendering training and work contexts with which refugee women engage. Utilizing the notion of assemblage, a term often associated with actor-network theory (ANT), I ask, among other questions, how do the gathered collages of texts, aims, histories, resources, knowledges, and practices that instantiate what we might recognize as resources for newcomers, come to frame refugee women as they enter the workforce? I demonstrate that through the processes of becoming employed, certain material objects, such as completed job applications, combine with case workers' assessments of employability, and employers' ethnic and gender stereotypes, to create socio-material renderings of refugee women. However, even as they participate in the labour market, the refugee women push against the constraints imposed by their limited English-language ability, lack of formal education, initial lack of socio-economic connections, culturally-defined gender roles, and gender stereotypes. I argue that greater efforts through changes in the national policy and also the related practices of local resettlement agencies should address gender more explicitly. Greater time investment in educational programmes, a longer period of workforce training in more varied, less gender-stereotypical areas, and explicit programmes educating the receiving community about the refugees could result not only in greater economic adaptation, but also increased social integration for refugee women.
C1 Univ Arizona, Coll Educ, Educ Policy Studies & Practice, Tucson, AZ 85721 USA.
C3 University of Arizona
RP Koyama, J (corresponding author), Univ Arizona, Coll Educ, Educ Policy Studies & Practice, Tucson, AZ 85721 USA.
EM jkoyama@email.arizona.edu
NR 24
TC 34
Z9 39
U1 2
U2 42
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0951-6328
EI 1471-6925
J9 J REFUG STUD
JI J. Refug. Stud.
PD JUN
PY 2015
VL 28
IS 2
BP 258
EP 275
DI 10.1093/jrs/feu026
PG 18
WC Demography; Ethnic Studies
WE Social Science Citation Index (SSCI)
SC Demography; Ethnic Studies
GA CK5NL
UT WOS:000356271700007
DA 2024-02-21
ER

PT J
AU Posillico, J
   Edwards, D
   Roberts, C
   Shelbourn, M
AF Posillico, John
   Edwards, David
   Roberts, Chris
   Shelbourn, Mark
TI Professional skills development: foundational curriculum skills and
   competencies of UK construction management programmes
SO EDUCATION AND TRAINING
LA English
DT Article; Early Access
DE Construction management education; Curriculum development; Text; data
   mining; Technical and interpersonal skills
AB PurposeThis research presents a profile of the current skills and competencies that underpin construction management programmes' (CMP) curricula within United Kingdom (UK) higher education institutes (HEIs). In doing so, the work: synthesises disparate taught provisions across a range of HEIs; conducts a cross-comparative analysis between these provisions and engenders wider discourse and new insight into the consistency of current higher education practice.Design/methodology/approachBoth interpretivism and pragmatism are adopted to analyse secondary data sourced from construction management undergraduate programmes in the UK inductive reasoning and inferential analysis (i.e. quantitative rank correlation, text/data mining and qualitative inquiry) are utilised to help underscore the current technical and interpersonal skills and competencies noted within the programmes and develop new theories on curriculum shortfalls and inadequacies.FindingsResearch findings demonstrate that the specific content of CMP are bespoke and tailored by the programme teaching team at each individual HEI; albeit, all programmes reviewed are in congruence regards the importance of broad technical and interpersonal themes. However, the degree to which these themes are publicly presented differ from the curricular and institutional documentation; specifically, a more "technical-based skill" image is being portrayed publicly whilst "interpersonal skills" are doing the heavy curriculum lifting. Hence, the foundational curriculum skills and competencies are firmly rooted in a sense of employability and career preparedness; a balance of technical and interpersonal skills. Identification of these skills and competencies provides a springboard for supplementary research to augment curriculum development.Originality/valueThis research constitutes the first attempt to conduct a cross-comparative analysis of descriptive metadata contained with curriculum development documents sourced from various UK HEIs. Emergent findings unearth the key skills and competencies that serve as the curriculum's foundation but also question whether a more consistent approach to construction management education should be sought.
C1 [Posillico, John; Edwards, David; Roberts, Chris; Shelbourn, Mark] Birmingham City Univ, Dept Built Environm, Birmingham, England.
C3 Birmingham City University
RP Posillico, J (corresponding author), Birmingham City Univ, Dept Built Environm, Birmingham, England.
EM John.Posillico@bcu.ac.uk; drdavidedwards@aol.com;
   Chris.Roberts@bcu.ac.uk; mark.shelbourn@bcu.ac.uk
OI Posillico, John/0000-0003-4818-3670; Roberts, Chris/0000-0001-7512-3783;
   Edwards, David/0000-0001-9727-6000
NR 55
TC 2
Z9 2
U1 6
U2 7
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 0040-0912
EI 1758-6127
J9 EDUC TRAIN
JI Educ. Train.
PD 2023 OCT 13
PY 2023
VL 65
IS 5
BP 711
EP 730
DI 10.1108/ET-10-2022-0402
EA JUN 2023
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA U1HS4
UT WOS:000999479000001
DA 2024-02-21
ER

PT J
AU Mael, F
   Wyatt, W
   Iyer, UJ
AF Mael, Fred
   Wyatt, Will
   Janardana Iyer, Uma
TI Veterans to workplace: Keys to successful transition
SO MILITARY PSYCHOLOGY
LA English
DT Article; Early Access
DE Veterans; veteran transition; employability; organizational commitment;
   work-life balance
ID CIVILIAN EMPLOYMENT; MILITARY SERVICE; AFGHANISTAN; WORK; IRAQ;
   ADJUSTMENT; FUTURE; COMBAT; WAR
AB The purpose of the current research effort was two-fold: (a) determine what behaviors successful veteran job candidates perform during the job application process that distinguish them from less successful ones, and (b) identify the behaviors of successfully employed veterans that distinguish them from those that are less successful or unable to maintain civilian employment. To address these issues, a research initiative was undertaken by the City of Clarksville, TN; Montgomery County, TN; the Tennessee Department of Labor; and the Tennessee Department of Veterans Services. Researchers conducted a qualitative study in the environs of Nashville, TN and Clarksville, TN, where Fort Campbell a United States Army installation, is located. Hiring managers, human resource directors, and veteran employees at 10 private sector companies and 10 public sector organizations in the region participated in focus groups. In addition, spouses of transitioning veterans participated in focus groups. The results of this investigation involving over 300 people are described. Implications for practice are discussed and future directions for research have been presented.
C1 [Mael, Fred] Mael Consulting, 6403 Western Run Dr, Baltimore, MD 21215 USA.
   [Wyatt, Will] Human Resources, Clarksville, TN USA.
   [Janardana Iyer, Uma] Austin Peay State Univ, Dept Psychol Sci & Counseling, Clarksville, TN 37044 USA.
C3 Austin Peay State University
RP Mael, F (corresponding author), Mael Consulting, 6403 Western Run Dr, Baltimore, MD 21215 USA.
EM fm@maelconsulting.com
NR 48
TC 1
Z9 3
U1 1
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0899-5605
EI 1532-7876
J9 MIL PSYCHOL
JI Milit. Psychol.
PD 2022 SEP 3
PY 2022
VL 34
IS 5
BP 516
EP 529
AR 2016307
DI 10.1080/08995605.2021.2016307
EA MAR 2022
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 4A3KF
UT WOS:000762597300001
OA Green Published
DA 2024-02-21
ER

PT J
AU Ahmed, A
AF Ahmed, Aziz
TI Impacts of Vocational Training for Socio-economic Development of Afghan
   Refugees in Labor Markets of Host Societies in Baluchistan
SO JOURNAL OF INTERNATIONAL MIGRATION AND INTEGRATION
LA English
DT Article
DE Afghan refugees; Labor markets; Socio-economic development; Vocational
   training
AB Afghan refugees have been living for 35 years, since the start of the imposed war on Afghanistan in 1979, in host societies of Baluchistan and other parts of Pakistan. Repatriation has been started, yet no study has been conducted to explore their labor market skill acquisition for impacting their socio-economic status in the host communities. This paper examines vocational training of Afghan refugees impacting upon their socio-economics of earnings, employability, labor market-evolved perceptions about livelihood earnings, discrimination, and working aptitude in local markets of selected districts of Baluchistan. Field survey from a sample of 157 vocationally trained individuals has been conducted through a full-fledged questionnaire by using two-stage stratified sampling techniques to produce the first ever labor market data for Afghan refugees. Descriptive analysis shows cascading impacts of vocational training for socio-economic development of Afghan refugees. The findings of frequency distribution highlight that vocational skills have positive impacts upon earnings, employment status, and working aptitudes. The results also show discrimination, constraints in earnings and employability, career counseling, lower educational level, and tough competition for Afghan refugees for getting socio-economic benefits in the labor markets of host communities. The findings may be helpful for giving insights to policy formulation and recommendations for Afghans' repatriation program to Afghanistan and recent waves of immigrants and refugee influx and accommodations faced by South Asian and European countries these days.
C1 [Ahmed, Aziz] Quaid I Azam Univ, Sch Econ, Islamabad, Pakistan.
   [Ahmed, Aziz] BUITEMS, Quetta, Pakistan.
C3 Quaid I Azam University; Balochistan University of Information
   Technology, Engineering & Management Sciences BUITEMS
RP Ahmed, A (corresponding author), Quaid I Azam Univ, Sch Econ, Islamabad, Pakistan.; Ahmed, A (corresponding author), BUITEMS, Quetta, Pakistan.
EM aziz.ahmed@buitms.edu.pk
NR 25
TC 4
Z9 5
U1 2
U2 11
PU SPRINGER HEIDELBERG
PI HEIDELBERG
PA TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY
SN 1488-3473
EI 1874-6365
J9 J INT MIGR INTEGR
JI J. Int. Migr. Integr.
PD AUG
PY 2019
VL 20
IS 3
BP 751
EP 768
DI 10.1007/s12134-018-0627-4
PG 18
WC Demography
WE Emerging Sources Citation Index (ESCI)
SC Demography
GA IQ5LD
UT WOS:000480793100007
DA 2024-02-21
ER

PT J
AU Elrick, J
   Lightman, N
AF Elrick, Jennifer
   Lightman, Naomi
TI Sorting or Shaping? The Gendered Economic Outcomes of Immigration Policy
   in Canada
SO INTERNATIONAL MIGRATION REVIEW
LA English
DT Article
ID UNITED-STATES; MIGRATION; EARNINGS; FAMILY; MINORITIES; AUSTRALIA;
   BRITAIN; WORKERS; SKILL; 1ST
AB Using a growth model analysis of Canada's Longitudinal Survey of Immigrants to Canada (LSIC), we establish a significant relationship between application status - i.e., the distinction in immigration policy between primary and secondary migrants - and individual wages. This relationship is associated with an earnings disadvantage for secondary migrants, who are disproportionately female. The disadvantage persists over time, even when individual human capital and personal characteristics, household context, and pre-existing differences in the relative employability of spouses are taken into account. We outline some possible explanations for this effect, as well as implications for immigration policy makers.
C1 [Elrick, Jennifer; Lightman, Naomi] Univ Toronto, Toronto, ON, Canada.
C3 University of Toronto
RP Elrick, J (corresponding author), Univ Toronto, Toronto, ON, Canada.
OI Lightman, Naomi/0000-0001-6070-0381
NR 58
TC 25
Z9 30
U1 0
U2 5
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0197-9183
EI 1747-7379
J9 INT MIGR REV
JI Int. Migr. Rev.
PD SUM
PY 2016
VL 50
IS 2
BP 352
EP 384
DI 10.1111/imre.12110
PG 33
WC Demography
WE Social Science Citation Index (SSCI)
SC Demography
GA DW5OX
UT WOS:000383696800011
DA 2024-02-21
ER

PT J
AU Oginni, BO
   Ayantunji, IO
   Olaniyan, TS
   Ajibola, KS
   Famolu, FB
AF Oginni, Babalola Oluwayemi
   Ayantunji, Isola Olalekan
   Olaniyan, Toyin Solomon
   Ajibola, Kolawole Sunday
   Famolu, Florence Bosede
TI RECRUITMENT-SELECTION CRITERIA AND NIGERIANS' ACADEMIC JOB PERFORMANCE
SO MANAGEMENT RESEARCH AND PRACTICE
LA English
DT Article
DE recruitment and selection criteria; stakeholders; job performance;
   academic staff; KSAO
ID INVESTMENT
AB In the last one (1) decade, the graduates of Nigerian Universities have come under searchlight wherein their employability has been questioned in the Nigerian labor market and this explains the rationale behind the focus of the study that set out to examine the relationship between components of recruitment and selection criteria and job performance academic in the State-owned Universities in the Southwest of Nigeria as the unit of analysis. The study identified criteria such as age, qualification, and experience as well as technology, political consideration, and indigene to be in use in these State-owned Universities. The questionnaire was randomly administered to collect data from 343 respondents chosen through a proportional sampling technique for 8months. The results showed that there is strong relationship between qualification, experience and job performance where qualification (r = 0.652, p < 0.05), experience (r = 0.612, p < 0.05) and that of political consideration and indigene criteria were inversely correlated at (r = -0231, p < 0.01) and (r = -0.211, p < 0.01) respectively. The findings of the study revealed that employment decision was greatly influenced by political consideration and indigene criteria which made the employment decision to be devoid of objectivity Thus, concluded that employment decision in the academic environment of the Nigerian labor market was not merit-based as political interests have been used to substitute meritocracy with mediocrity without recourse to consequences.
C1 [Oginni, Babalola Oluwayemi; Ayantunji, Isola Olalekan; Olaniyan, Toyin Solomon; Ajibola, Kolawole Sunday; Famolu, Florence Bosede] Osun State Univ, Fac Management Sci, Osogbo, Osun State, Nigeria.
RP Oginni, BO (corresponding author), Osun State Univ, Fac Management Sci, Osogbo, Osun State, Nigeria.
EM babalola.oginni@uniosun.edu.ng; isola.ayantunji@unionsun.edu.ng;
   toyin.olaniyan@uniosun.edu.ng; ksajibola@uniosun.edu.ng;
   florence.famolu@uniosun.edu.ng
NR 37
TC 0
Z9 0
U1 0
U2 0
PU RESEARCH CENTER PUBLIC ADM & PUBLIC SERVICE
PI BUCHAREST
PA CALEA SERBAN VODA 22-24, BUCHAREST, 040211, ROMANIA
SN 2067-2462
J9 MANAG RES PRACT
JI Manag. Res. Pract.
PD SEP
PY 2022
VL 14
IS 3
BP 25
EP 37
PG 13
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA X8PC2
UT WOS:001100993900001
DA 2024-02-21
ER

PT J
AU Ismail, IRB
   Saikim, FH
   Yahaya, NZ
   Pau, TM
   Ibrahim, YS
AF Ismail, Isma Rosila Binti
   Saikim, Fiffy Hanisdah
   Yahaya, Noor Zaitun
   Pau, Tan Min
   Ibrahim, Yusof Shuaib
TI AIMS Students Mobility Programme in Thailand: Empirical Evidence on the
   Wider Sphere of Students' Perceptions
SO AKADEMIKA
LA English
DT Article
DE AIMS program; AIMS alumnus; experiences lesson learned; Leximancer;
   Spider-web Configuration
ID ABROAD PROGRAMS
AB The number of students participating in Asian International Mobility for Students (AIMS) programs has increased enormously over the years. The reasons are diverse and may range from personal growth to better employability prospects, together with improvement in foreign language skills and intercultural awareness. AIMS programs receive generous funding from Bahagian Education Malaysia (BEM) of the Ministry of Education, Malaysia, therefore their outcomes should be measured and evaluated. This paper focuses on students' experiences and their lesson learned as an alumnus of AIMS program. Reports submitted by the students were analysed using Leximancer and Spider-web Configuration. The content analysis done using Leximancer shows nine variables that are "orientation", "Thailand", "internship", "training", "water", "people", "food", "excursions" and "important" that according to the students are of important in terms of their experiences and satisfaction of the AIMS program. While the Spider-web Configuration shows five items that make the AIMS program worth it and pays off for students to participate. In particular, the students' international experiences caused them to reflect deeply on matters of different styles of education, gain valuable knowledge in their major and develop communication skills. In addition, they could live independently in another culture for an extended period, develop confidence and self-understanding, learn another language, gain a unique cultural experience and make new lifelong friends. The students' reflections also offer the university sector some points to consider with respect to student mobility programs, particularly in how participants are supported in interpreting their overseas experience.
C1 [Ismail, Isma Rosila Binti] Univ Malaysia Terengganu, Dept Language & Commun, Ctr Fundamental & Continuing Educ, Kuala Terengganu, Malaysia.
   [Saikim, Fiffy Hanisdah] Univ Malaysia Sabah, Inst Trop Biol & Conservat, Jalan UMS, Kota Kinabalu 88400, Sabah, Malaysia.
   [Yahaya, Noor Zaitun] Univ Malaysia Terengganu, Fak Teknol Kejuruteraan Kelautan & Informat, Kuala Terengganu, Malaysia.
   [Pau, Tan Min] Univ Malaysia Terengganu, Inst Bioteknol Marin, Kuala Terengganu, Malaysia.
   [Ibrahim, Yusof Shuaib] Univ Malaysia Terengganu, Fak Sains & Sekitaran Marin, Kuala Terengganu, Malaysia.
C3 Universiti Malaysia Terengganu; Universiti Malaysia Sabah; Universiti
   Malaysia Terengganu; Universiti Malaysia Terengganu; Universiti Malaysia
   Terengganu
RP Ismail, IRB (corresponding author), Univ Malaysia Terengganu, Dept Language & Commun, Ctr Fundamental & Continuing Educ, Kuala Terengganu, Malaysia.
EM ismarosila@umt.edu.my; fiffy@ums.edu.my; n.zaitun@umt.edu.my;
   mptan@umt.edu.my; yusofshuaib@umt.edu.my
RI Tan, Min Pau/S-4797-2019; Yahaya, Noor Zaitun/W-9357-2018; Ismail, Isma
   Rosila/T-8157-2018; Saikim, Fiffy Hanisdah/AAR-3737-2021; IBRAHIM, YUSOF
   SHUAIB/A-4063-2019
OI Tan, Min Pau/0000-0003-0149-5247; IBRAHIM, YUSOF
   SHUAIB/0000-0002-8364-4068
NR 29
TC 0
Z9 0
U1 1
U2 1
PU PENERBIT UNIV KEBANGSAAN MALAYSIA
PI BANGI
PA PENERBIT UNIV KEBANGSAAN MALAYSIA, FAC SOCIAL SCIENCES & HUMANITIES,
   BANGI, SELANGOR 43600, MALAYSIA
SN 0126-5008
EI 0126-8694
J9 AKAD
JI AKAD.
PY 2020
VL 90
IS 2
SI SI
BP 105
EP 115
DI 10.17576/akad-2020-90IK2-09
PG 11
WC Social Sciences, Interdisciplinary
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA QA0GA
UT WOS:000613125800010
DA 2024-02-21
ER

PT J
AU Cruz, ML
   Sá, S
   Mesquita, D
   Lima, RM
   Saunders-Smits, G
AF Cruz, Mariana Leandro
   Sa, Sofia
   Mesquita, Diana
   Lima, Rui
   Saunders-Smits, Gillian
TI The effectiveness of an activity to practise communication competencies:
   A case study across five European engineering universities
SO INTERNATIONAL JOURNAL OF MECHANICAL ENGINEERING EDUCATION
LA English
DT Article
DE Game-based learning; engineering curriculum; communication competencies;
   case study
ID SKILLS; EMPLOYABILITY
AB Although accreditation bodies emphasise communication competencies development in engineering curricula due to its importance for future engineers, the focus is often mainly on oral presentation and written reports. A communication activity was created to practice and reflect on students' communication competencies including describing information in a short time, listening skills, and ask and respond to questions. This activity was implemented at five different European engineering universities involving 393 students. This study explores the effectiveness of this activity as a case-study of game-based learning to practise and reflect on engineering students' communication competencies. A mixed-method approach measuring students' communication performance, their perceived communication competencies, and the benefits of this activity to students was used to explore the game characteristics that make the activity effective. The findings of the scoring rubric and the questionnaire used showed that this activity is effective. Because it is engaging and set by rules, students actively participated during the activity, reflected on their effective and ineffective communication competencies, the existing communication barriers and styles, gained awareness, experienced communication in teams, and cooperated with different people. This study highlights the effectiveness of a small intervention using a proven communication activity, which is freely available as OpenCourseWare through TU Delft for anyone to use.
C1 [Cruz, Mariana Leandro; Saunders-Smits, Gillian] Delft Univ Technol, Dept Aerosp Struct & Mat, Kluyverweg 1, NL-2629 HS Delft, Netherlands.
   [Sa, Sofia] Univ Lisbon, Inst Super Tecn, Dept Comp Sci & Engn, Lisbon, Portugal.
   [Mesquita, Diana; Lima, Rui] Univ Minho, Sch Engn, Dept Prod & Syst, Algoritmi Ctr, Guimaraes, Portugal.
C3 Delft University of Technology; Universidade de Lisboa; Instituto
   Superior Tecnico; Universidade do Minho
RP Cruz, ML (corresponding author), Delft Univ Technol, Dept Aerosp Struct & Mat, Kluyverweg 1, NL-2629 HS Delft, Netherlands.
EM m.leandrocruz@tudelft.nl
RI Mesquita, Diana/AAZ-6981-2020; Lima, Rui/B-7386-2008; Saunders-Smits,
   Gillian/AAE-6407-2019
OI Mesquita, Diana/0000-0003-3896-6348; Lima, Rui/0000-0002-7991-0132;
   Saunders-Smits, Gillian/0000-0002-2905-864X
FU FCT-Fundacao para a Ciencia e Tecnologia within the R&D Units Project
   Scope [UIDB/00319/2020]; European Union
   [575778-EPP-1-2016-1-BE-EPPKA2-KA]
FX This work was partially supported by FCT-Fundacao para a Ciencia e
   Tecnologia within the R&D Units Project Scope UIDB/00319/2020 and by the
   Erasmusthorn program of the European Union (grant agreement
   575778-EPP-1-2016-1-BE-EPPKA2-KA).
NR 38
TC 2
Z9 2
U1 0
U2 1
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0306-4190
EI 2050-4586
J9 INT J MECH ENG EDUC
JI Int. J. Mech. Eng. Educ.
PD JUL
PY 2022
VL 50
IS 3
BP 565
EP 599
DI 10.1177/03064190211014458
PG 35
WC Education, Scientific Disciplines; Engineering, Mechanical
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research; Engineering
GA 1T5ZL
UT WOS:000804806700001
OA hybrid, Green Published
DA 2024-02-21
ER

PT J
AU White, A
AF White, Alison
TI The <i>Transition In</i> framework: Supporting the transition of
   students into postgraduate taught study
SO INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
LA English
DT Article; Early Access
DE Transition In; employability; postgraduate taught; clinical physiology
AB Postgraduate Taught study (PGT) students are often assumed to be confident and independent learners, and many possess a strong sense of professional identity and thus are perceived as not requiring support. This paper aims to address these perceptions. This paper presents a qualitative study of the experiences of PGT students at an Australian university who participated in a Transition In program that has been embedded in the curriculum. The primary aim was to explore the effectiveness of the Transition In program, which is the first step in a program-wide employability curriculum strategy. The findings of this study demonstrated that students' levels of confidence and engagement as well as their connection with their profession increased as a direct result of feeling supported. This paper highlights the importance of, and benefits gained by providing PGT students structured support to enable them to successfully transition into their program of study.
C1 [White, Alison] Griffith Univ, Sch Environm & Sci, Nathan, Qld, Australia.
C3 Griffith University
RP White, A (corresponding author), Griffith Univ, Sch Environm & Sci, 170 Kessels Rd, Brisbane, Qld 4111, Australia.
EM alison.white@griffith.edu.au
OI White, Alison/0000-0002-9645-3586
NR 39
TC 0
Z9 0
U1 0
U2 0
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1470-3297
EI 1470-3300
J9 INNOV EDUC TEACH INT
JI Innov. Educ. Teach. Int.
PD 2023 JUN 18
PY 2023
DI 10.1080/14703297.2023.2216682
EA JUN 2023
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA J2HE8
UT WOS:001007864900001
OA hybrid
DA 2024-02-21
ER

PT J
AU Wang, CW
   Yang, KY
AF Wang, Chadwick
   Yang, Kunyun
TI Enterprising and lost: Professional lives of programmer interns
SO CHINESE JOURNAL OF SOCIOLOGY
LA English
DT Article
DE Enterprising-self game; programmer; intern; subjectivity; 35-year-old
   crisis
ID WORK; PRECARITY
AB Programmer interns are a distinctive group of precarious laborers. They undertake the same jobs as junior programmers with formal employment, while suffering from high pressure and earning low pay. Still, they are convinced that only a long-term internship can keep them on the right track of professional career development. We explore their consent-making through six months of fieldwork in an internet company, and propose the "enterprising-self" game to explain their subjective orientations. In the enterprising-self game, programmer interns become accustomed to identifying themselves with a particular type of quantifiable labor product, for instance, the positioning of "their" sticky notes on company whiteboards and the expected "T-levels" that represent their employability in the industry, by which their enterprising self is a by-product. Programmer interns seems to believe that, rather than higher education, state-owned enterprises, or multinational enterprises, only domestic internet companies can help them attain their enterprising selves. Even though the supervisor-intern relationship and the "gender game" of masculinity performance constitute part of the programmer interns' enterprising-self game, the essence of the game has never been challenged and in some ways is only being reinforced. Though only a few lucky employees can win the game by attaining promotion to the senior engineer or management level, most of them still get lost in the "periodic" and "imperceptible" time of life as a programmer, which is characterized by full devotion to the company, until the "35-year-old crisis".
C1 [Wang, Chadwick] Tsinghua Univ, Dept Hist Sci, Beijing, Peoples R China.
   [Yang, Kunyun] Tsinghua Univ, Ctr Sci Technol & Soc, Beijing, Peoples R China.
C3 Tsinghua University; Tsinghua University
RP Wang, CW (corresponding author), Tsinghua Univ, Dept Hist Sci, Bldg Mengminwei Humanities,Room 513, Beijing 100084, Peoples R China.
EM chengwei.thu@gmail.com
OI WANG, Chadwick/0000-0001-6563-3464
NR 58
TC 1
Z9 1
U1 1
U2 5
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 2057-150X
EI 2057-1518
J9 CHINESE J SOCIOL
JI Chinese J. Sociol.
PD APR
PY 2021
VL 7
IS 2
BP 252
EP 279
DI 10.1177/2057150X211006938
PG 28
WC Sociology
WE Emerging Sources Citation Index (ESCI)
SC Sociology
GA 6T1NB
UT WOS:000893447700006
DA 2024-02-21
ER

PT J
AU He, H
   Zhu, JW
   Qin, C
   Li, YY
AF He, Hao
   Zhu, Jiawen
   Qin, Chao
   Li, Yangyang
TI Are we ready for undergraduate educational technology programs? Lessons
   and experience from student satisfaction in China
SO ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
LA English
DT Article; Early Access
DE Educational technology; Undergraduate; Student; Program; Satisfaction
ID GENERAL SELF-EFFICACY; INSTRUCTIONAL-DESIGN; MEDIA; INDICATORS; HISTORY
AB Whether or not offering undergraduate educational technology (EdTech) programs has been discussed in the field of educational technology. Some researchers suggested offering EdTech programs at the undergraduate level. This study answered this question by examining how Chinese undergraduate EdTech students perceived their satisfaction with their programs and what factors affect their satisfaction. We conducted a survey investigation with more than 3000 undergraduate EdTech students from more than 100 Chinese universities that offered bachelor's degrees in EdTech. We performed descriptive and inferential analyses (Multiple Regression Modeling and Multilevel Linear Modeling). The results indicated that (1) the overall undergraduate EdTech students' satisfaction with their programs has much room for improvement; (2) students were generally less satisfied with the resources or facilities that their programs provided and with their employability; (3) students' career goals after the undergraduate study were highly centralized to teaching in K-12 schools or obtaining a higher degree; (4) their satisfaction was affected by multiple factors such as region, universality level (ranking), university funding status, students' academic grades, their willingness to enroll in EdTech programs, and their educational internship experience. Implications are discussed, and suggestions for the program satisfaction improvement are provided.
C1 [He, Hao] Emporia State Univ, Sch Lib & Informat Management, Campus Box 4025,1 Kellogg Circle, Emporia, KS 66801 USA.
   [Zhu, Jiawen] East China Normal Univ, Fac Educ, Shanghai, Peoples R China.
   [Qin, Chao] Yunnan Minzu Univ, Sch Educ, Kunming, Peoples R China.
   [Li, Yangyang] Sichuan Normal Univ, Sch Comp Sci, Chengdu, Peoples R China.
C3 East China Normal University; Yunnan Minzu University; Sichuan Normal
   University
RP Zhu, JW (corresponding author), East China Normal Univ, Fac Educ, Shanghai, Peoples R China.
EM zhujiawen@ed.ecnu.edu.cn
RI He, Hao/GQB-1369-2022
OI He, Hao/0000-0002-5385-8022; Zhu, Jiawen/0000-0002-9260-6151
NR 125
TC 0
Z9 0
U1 4
U2 4
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1042-1629
EI 1556-6501
J9 ETR&D-EDUC TECH RES
JI ETR&D-Educ. Tech. Res. Dev.
PD 2023 OCT
PY 2023
VL 71
IS 5
BP 2155
EP 2194
DI 10.1007/s11423-023-10264-7
EA AUG 2023
PG 40
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA X1JS6
UT WOS:001050518200001
DA 2024-02-21
ER

PT J
AU Jansson, AB
   Engström, Å
AF Jansson, Anna Berg
   Engstrom, Asa
TI Conditions for Workplace Learning Among Professional 'Temps': A
   Qualitative Study of Temporary Agency Nurses in Sweden
SO VOCATIONS AND LEARNING
LA English
DT Article; Early Access
ID EMPLOYEES; WORKERS; EMPLOYABILITY
AB Adopting a theoretical perspective that acknowledges both formal and informal learning as crucial and emphasises reproductive and developmental learning as complementary, this article analyses and discusses temporary agency nurses' experiences of working and learning, focusing on conditions for workplace learning. This provides opportunities to address questions about conditions for the integration of work and learning in a work situation characterised by flexibilization and individualisation. More specifically, among individuals moving between different organizational contexts rather than working at 'a' (single and stable) workplace provided by the employer. By presenting findings based on a thematic analysis of 21 interviews with individual temporary agency nurses working in Swedish health care, both opportunities and challenges for workplace learning is highlighted. While opportunities for informal learning linked to the movement between various client organizations as well as to nursing as common ground and as valued and recognized competence, is identified, at the same time, challenges connected to both formal and informal learning, are also illuminated. Regarding informal learning, challenges in terms of varied and general support and feedback as well as scarce opportunities and low expectations for the temporary agency nurses' participation in development work in daily work/at client organizations, is identified. The findings thus also illuminate a risk for temporary agency nurses adjusting to prevailing working conditions rather than engaging in developmental learning. Regarding formal learning, challenges in terms of few opportunities for planned learning activities, is identified. All in all, the findings illuminate conditions for workplace learning for temporary agency nurses as clearly dependent not only on the offers of specific temporary work agencies and client organisations, but also on temporary agency nurses' interest in and views regarding responsibility for learning, and thus highly varying.
C1 [Jansson, Anna Berg] Lulea Univ Technol, Dept Social Sci Technol & Arts, Porso Campus,A138, S-97187 Lulea, Sweden.
   [Engstrom, Asa] Lulea Univ Technol, Dept Hlth Educ & Technol, Porso Campus,S301, S-97187 Lulea, Sweden.
C3 Lulea University of Technology; Lulea University of Technology
RP Jansson, AB (corresponding author), Lulea Univ Technol, Dept Social Sci Technol & Arts, Porso Campus,A138, S-97187 Lulea, Sweden.
EM anna.jansson@ltu.se; asa.engstrom@ltu.se
OI Engstrom, Asa/0000-0001-6244-6401
FU Lulea University of Technology - Swedish Research Council for Health,
   Working Life and Welfare (FORTE) [2016-01003]; Forte [2016-01003]
   Funding Source: Forte; Swedish Research Council [2016-01003] Funding
   Source: Swedish Research Council
FX Open access funding provided by Lulea University of Technology. The
   research in this article was funded by The Swedish Research Council for
   Health, Working Life and Welfare (FORTE), dnr: 2016-01003.
NR 67
TC 2
Z9 2
U1 5
U2 13
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1874-785X
EI 1874-7868
J9 VOCAT LEARN
JI Vocat. Learn.
PD 2022 APR
PY 2022
VL 15
IS 1
BP 155
EP 176
DI 10.1007/s12186-022-09283-x
EA FEB 2022
PG 22
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 0G7HK
UT WOS:000762172700001
OA hybrid
DA 2024-02-21
ER

PT J
AU LaPointe, K
AF LaPointe, Kirsi
TI Narrating career, positioning identity: Career identity as a narrative
   practice
SO JOURNAL OF VOCATIONAL BEHAVIOR
LA English
DT Article
DE Career identity; Narrative; Positioning; Identity work; Dialogical
   narrative analysis
ID SOCIAL CONSTRUCTIONISM; EMPLOYABILITY; BOUNDARYLESS; DISCOURSE; SELVES
AB In contrast to traditional definitions of career identity as an individual construct, this article argues for a discursive approach to career identity as a narrative practice. Career identity is conceptualized as a practice of articulating, performing and negotiating identity positions in narrating career experiences. By using the concept of positioning, this approach situates identities within particular historic, cultural and interactional contexts via the discourses and master narratives that position identity. It also leaves space for individual agency and change via the reflexive capacity of the person to modify and negotiate the competing positions available. The methodological implications are considered, and illustrated with an empirical case analysis. The contribution of the proposed approach is in offering contextualized understandings of actual practices, resources and constraints of identity construction while also allowing for in-depth analyses of the particularities of identity work and possibilities for change in careers. (C) 2010 Elsevier Inc. All rights reserved.
C1 Aalto Univ, Sch Econ, Dept Management & Mkt, Aalto 00076, Finland.
C3 Aalto University
RP LaPointe, K (corresponding author), Aalto Univ, Sch Econ, Dept Management & Mkt, POB 21230, Aalto 00076, Finland.
EM kirsi.lapointe@hse.fi
NR 77
TC 118
Z9 144
U1 9
U2 69
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0001-8791
EI 1095-9084
J9 J VOCAT BEHAV
JI J. Vocat. Behav.
PD AUG
PY 2010
VL 77
IS 1
BP 1
EP 9
DI 10.1016/j.jvb.2010.04.003
PG 9
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 617FV
UT WOS:000279267200001
DA 2024-02-21
ER

PT J
AU Gray, D
   Morin, LP
AF Gray, David
   Morin, Louis-Philippe
TI Foundational learning program evaluation and dropouts: are dropouts a
   heterogeneous group?
SO EDUCATION ECONOMICS
LA English
DT Article; Early Access
DE Active labour market policies; dropouts; policy evaluation
ID MARKET; VARIABLES; EDUCATION; SELECTION; IMPACT
AB We analyze the characteristics and outcomes of a Canadian foundational learning program's dropouts and compare them with those of the completers. We find significant heterogeneity within dropouts along two dimensions: when they drop out and why. Individuals whose characteristics have been historically associated with greater labour market barriers, and those with lower employability skills are more likely to complete the program. Individuals who face fewer barriers tend to leave at an early stage, while individuals without a high school degree tend to drop out later. Conditional on education, higher employability-skill participants are more likely to leave and return to school.
C1 [Gray, David; Morin, Louis-Philippe] Univ Ottawa, Dept Econ, Ottawa, ON, Canada.
C3 University of Ottawa
RP Gray, D (corresponding author), Univ Ottawa, Dept Econ, Ottawa, ON, Canada.
EM dmgray@uottawa.ca
FU Canadian Labour Market and Skills Research Network; Foundations
   Workplace Skills Program (FWSP) at Douglas College; Human Resources and
   Skills Development Canada
FX This paper emerged from plans to evaluate the FWSP intervention for
   which some results were circulated in a prior working paper entitled 'An
   analysis of a foundational learning program in BC: the Foundations
   Workplace Skills Program (FWSP) at Douglas College.' We gratefully
   acknowledge financing from Human Resources and Skills Development
   Canada. We have benefitted from the input of Pierre Brochu, Karen Myers,
   Craig Riddell, Arthur Sweetman, and Jean-Pierre Voyer. The assistance of
   Pam Tetarenko of Douglas College, who provided us with the data set and
   informed us about the program, was instrumental. All errors are our own.
NR 26
TC 0
Z9 0
U1 0
U2 0
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0964-5292
EI 1469-5782
J9 EDUC ECON
JI Educ. Econ.
PD 2024 JAN 31
PY 2024
DI 10.1080/09645292.2024.2309282
EA JAN 2024
PG 20
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA GH8M2
UT WOS:001151869600001
DA 2024-02-21
ER

PT J
AU Mtshali, TI
   Ramaligela, MS
AF Mtshali, Thokozani Isaac
   Ramaligela, Manto Sylvia
TI Contemporary Employability Skills Needed for Learners to Succeed in the
   Civil Technology Field in the 4IR Era
SO JOURNAL OF TECHNICAL EDUCATION AND TRAINING
LA English
DT Article
DE Civil technology; employability skills; hands-on skills; 4IR
AB The contribution of Civil Technology to the Fourth Industrial Revolution (4IR) is largely dependent on whether learners can acquire the necessary knowledge and skills that will make them employable in this field. The 4IR is characterised by rapid technological advances which are changing the face of many industry sectors. Competition is at an all-time high and the need to keep pace with technological shifts has never been so great. Not surprisingly, Civil Technology teachers have a crucial role to play in ensuring that learners are able to confidently make the transition from the classroom to the world of work. In this regard, teachers must have the ability to stimulate learners' interest and nurture their talents in one or more Civil Technology specialisation/s, but they themselves must have sufficient knowledge and skills if they are to be effective educators. The purpose of the study was to explore what contemporary employability skills are needed for learners to ultimately succeed in the Civil Technology field in the 4IR era. An explanatory sequential mixedmethod approach was followed, using both quantitative and qualitative research methods. A key finding was that although Civil Technology teachers are well aware of the importance of remaining responsive to industry needs in the 4IR era, they faced many personal and administrative challenges when it came to actually developing the necessary skills among their learners. Teachers also displayed a general lack of awareness of the value that Civil Technology could deliver to companies, entrepreneurs and the economy as a whole. The study lifted the lid on an important, but until now neglected, area of research which warrants more in-depth investigations, particularly how to bring teachers up to speed in a fastchanging environment.
C1 [Mtshali, Thokozani Isaac; Ramaligela, Manto Sylvia] Univ Limpopo, Dept Math Sci & Technol Educ, ZA-0727 Polokwane Sovenga, South Africa.
C3 University of Limpopo
RP Mtshali, TI (corresponding author), Univ Limpopo, Dept Math Sci & Technol Educ, ZA-0727 Polokwane Sovenga, South Africa.
EM thokozani.mtshali@ul.ac.za
FU SASOL Inzalo Foundation; Department of Research Administration and
   Development in the University of Limpopo
FX The authors would like to thank all the TVET institutions of Limpopo
   province, the SASOL Inzalo Foundation and the Department of Research
   Administration and Development in the University of Limpopo for
   supporting this research project.
NR 59
TC 3
Z9 3
U1 1
U2 9
PU PENERBIT UTHM
PI BATU PAHAT
PA Penerbit UTHM Universiti Tun Hussein Onn Malaysia, BATU PAHAT, JOHOR,
   MALAYSIA
SN 2229-8932
EI 2600-7932
J9 J TECH EDUC TRAIN
JI J. Tech. Educ. Train.
PY 2020
VL 12
IS 3
SI SI
BP 29
EP 40
DI 10.30880/jtet.2020.12.03.003
PG 12
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA NX7YK
UT WOS:000575921500003
DA 2024-02-21
ER

PT J
AU Holdsworth, C
AF Holdsworth, Clare
TI Why Volunteer? Understanding Motivations For Student Volunteering
SO BRITISH JOURNAL OF EDUCATIONAL STUDIES
LA English
DT Article
DE higher education student volunteering; employability in higher
   education; motivation for student volunteering; student reflection and
   changing motivation
ID HIGHER-EDUCATION; CITIZENSHIP
AB The profile of volunteering in English Higher Education [HE] has been enhanced in recent years through various initiatives that have not only funded activities, but have sought to expand the range of volunteering opportunities available to students and recognise the contribution that volunteering can make to students' employability. This expansion has also brought about emergent interest in understanding the conditions of student volunteering, in particular why students volunteer and what they seek to achieve through their involvement. This paper adds to this growing literature on indentifying student motivations through analysis of both survey and interview data on student volunteering. The use of mixed methods allows for a detailed interrogation of motivations and how students make sense of their own experiences with respect to dominant discourses about what volunteering can achieve. In particular the paper argues that students are reflective about why they volunteer, their motives can change over time and that for many students volunteering is not necessarily part of a strategic goal to enhance CVs or even 'do good'.
C1 Keele Univ, Keele ST5 5BG, Staffs, England.
C3 Keele University
RP Holdsworth, C (corresponding author), Keele Univ, William Smith Bldg, Keele ST5 5BG, Staffs, England.
EM c.m.holdsworth@esci.keele.ac.uk
RI Holdsworth, Clare M/B-5036-2012
OI Holdsworth, Clare/0000-0002-9064-3493
NR 24
TC 74
Z9 87
U1 4
U2 110
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0007-1005
J9 BRIT J EDUC STUD
JI Br. J. Educ. Stud.
PY 2010
VL 58
IS 4
BP 421
EP 437
AR PII 930327055
DI 10.1080/00071005.2010.527666
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 687NV
UT WOS:000284786100005
DA 2024-02-21
ER

PT J
AU Razmak, J
   Pitzel, JW
   Belanger, C
   Farhan, W
AF Razmak, Jamil
   Pitzel, Joseph William
   Belanger, Charles
   Farhan, Wejdan
TI Brushing up on time-honored sales skills to excel in tomorrow's
   environment
SO JOURNAL OF BUSINESS & INDUSTRIAL MARKETING
LA English
DT Article; Early Access
DE Sales themes; Sales research; Mixed methods; Reliability; Validity;
   Sales training
ID LARGE-SCALE ASSESSMENT; VOCATIONAL-EDUCATION; SOCIAL MEDIA; SALESPERSON
   PERFORMANCE; CUSTOMER ORIENTATION; MANAGEMENT CONTROL; SELLING
   BEHAVIORS; POLITICAL SKILL; TECHNOLOGY USE; IMPACT
AB Purpose Determining the skills required for salespersons to maximize their effectiveness was the main driver for conducting the present study. In order to identify those necessary skills, this study aims to review various research techniques drawn from multiple disciplines and applied that knowledge to salespersons. Design/methodology/approach This study used a mixed-method methodology. This study began by conducting a literature review and then interviewed experienced salespersons with varied backgrounds to develop a comprehensive list of sales skills and themes and categorize them into competency categories. This study then conducted a quantitative analysis to determine the respective importance of the skills and themes by surveying a sample of internal stakeholders of a multinational company. Finally, this study calculated the reliability and validity of the themes. Findings A total of 206 relevant skills (later reduced to 110) and 28 themes were identified and grouped into three competency categories: conceptual, human/interpersonal and technical. Survey respondents rated the skills and themes higher than the "somewhat important" score of 3 out of 5, with the overall mean importance for skills being in the "important" range (score of 4.27 out of 5). All identified skills were believed to be important to a salesperson's success. Originality/value This study's expanded list of sales skills will improve employability, reduce turnover among employees and build better groundwork for fostering learning through work, resulting in better performance. These skills represent a 2020 updated list that could be used for future academic research and training and research in the business world.
C1 [Razmak, Jamil] Al Ain Univ, Dept Management, Abu Dhabi, U Arab Emirates.
   [Pitzel, Joseph William] Univ Fredericton, Dept Management, Fredericton, NB, Canada.
   [Belanger, Charles] Laurentian Univ, Dept Management, Sudbury, ON, Canada.
   [Farhan, Wejdan] Al Ain Univ, Dept MIS, Abu Dhabi, U Arab Emirates.
C3 Laurentian University
RP Razmak, J (corresponding author), Al Ain Univ, Dept Management, Abu Dhabi, U Arab Emirates.
EM jamil.razmak@aau.ac.ae
RI N'Dri, Amoin Bernadine/IWD-7811-2023
OI Razmak, Jamil/0000-0002-3835-5291
NR 182
TC 0
Z9 0
U1 2
U2 19
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0885-8624
EI 2052-1189
J9 J BUS IND MARK
JI J. Bus. Ind. Mark.
PD 2023 FEB 15
PY 2023
VL 38
IS 4
BP 701
EP 723
DI 10.1108/JBIM-12-2020-0533
EA MAY 2022
PG 23
WC Business
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 8Y9MT
UT WOS:000790902700001
DA 2024-02-21
ER

PT J
AU Fernández-Martín, FD
   Arco-Tirado, JL
   Carrillo-Rosúa, FJ
   Hervás-Torres, M
   Ruiz-Hidalgo, JF
   Romero-López, C
AF Fernandez-Martin, Francisco-Domingo
   Arco-Tirado, Jose-Luis
   Carrillo-Rosua, Francisco-Javier
   Hervas-Torres, Mirian
   Ruiz-Hidalgo, Juan-Francisco
   Romero-Lopez, Carmen
TI Making STEM Education Objectives Sustainable through a Tutoring Program
SO SUSTAINABILITY
LA English
DT Article
DE science; technology; engineering and mathematics (STEM) education;
   tutoring; school performance; social sustainability; service learning;
   initial teacher training
ID CAREER INTEREST; SCIENCE; OUTCOMES; ASSOCIATION; TEACHERS; COLLEGE; SIZE
AB The objective of this research was two-fold. First, to determine the impact of a Science, Technology, Engineering and Mathematics (STEM) Education program on school performance amongst primary education students. Second, to identify the potential benefits of this program on the key competences of university students in Primary Education Teacher Training. The primary education students' sub-sample, after being matched on key covariates, was randomly assigned either to the experimental (N= 25) or control group (N= 25). The university students' sub-sample consisted of 26 students self-selected from the Primary Education Teacher Training degree. The intervention consisted of 20 two-hour weekly sessions of highly structured after-school tutoring delivered by previously trained university students. Although statistical significance was not reached for the hypotheses tested, notably, the results showed between small and moderate effect sizes (i.e., magnitude and direction of the program impact) for primary education students on core STEM subjects (e.g., mathematicsd= 0.29, natural scienced= 0.26), and for university students on some key employability competencies (e.g., action orientationd= 0.27 or team orientationd= 0.54).
C1 [Fernandez-Martin, Francisco-Domingo; Arco-Tirado, Jose-Luis; Hervas-Torres, Mirian] Univ Granada, Dept Dev & Educ Psychol, Granada 18071, Spain.
   [Carrillo-Rosua, Francisco-Javier; Romero-Lopez, Carmen] Univ Granada, Dept Didact Expt Sci, Granada 18071, Spain.
   [Carrillo-Rosua, Francisco-Javier] Univ Granada, Andalusian Inst Earth Sci, CSIC, Granada 18100, Spain.
   [Ruiz-Hidalgo, Juan-Francisco] Univ Granada, Dept Didact Math, Granada 18071, Spain.
C3 University of Granada; University of Granada; University of Granada;
   Consejo Superior de Investigaciones Cientificas (CSIC); CSIC - Instituto
   Andaluz de Ciencias de la Tierra (IACT); University of Granada
RP Fernández-Martín, FD (corresponding author), Univ Granada, Dept Dev & Educ Psychol, Granada 18071, Spain.
EM fdfernan@ugr.es; jlarco@ugr.es; fjcarril@ugr.es; miriamhervas@ugr.es;
   jfruiz@ugr.es; romer@ugr.es
RI Ruiz-Hidalgo, Juan F./M-6060-2014; Carrillo-Rosúa, Javier/L-8157-2014;
   Hervás Torres, Mirian/AAE-7275-2022; Hervás Torres, Mirian/C-1379-2018;
   ARCO-TIRADO, JOSE L./M-1226-2014; Fernandez-Martin,
   Francisco/M-1288-2014; Hervas Torres, Mirian/C-1379-2018
OI Ruiz-Hidalgo, Juan F./0000-0002-4805-6922; Carrillo-Rosúa,
   Javier/0000-0003-2889-3966; Hervás Torres, Mirian/0000-0003-0875-6630;
   Hervás Torres, Mirian/0000-0003-0875-6630; ARCO-TIRADO, JOSE
   L./0000-0002-8390-9724; Fernandez-Martin, Francisco/0000-0003-1272-1131;
   Hervas Torres, Mirian/0000-0002-8694-9393
FU Rutgers University; University of Granada; Junta de Andalucia research
   groups [SEJ-535, HUM-613]
FX This work was supported by an international collaborative research grant
   from Rutgers University and the University of Granada and SEJ-535 and
   HUM-613 Junta de Andalucia research groups.
NR 73
TC 2
Z9 2
U1 6
U2 29
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD AUG
PY 2020
VL 12
IS 16
AR 6653
DI 10.3390/su12166653
PG 15
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA OC2DM
UT WOS:000578970800001
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU McGuire-Snieckus, R
   Caulfield, L
AF McGuire-Snieckus, Rebecca
   Caulfield, Laura
TI An Evaluation of Talent 4 . . . : A Programme to Identify Talent and
   Skills for Prisoners, Disadvantaged, Unemployed, and Vulnerable Groups
SO INTERNATIONAL JOURNAL OF OFFENDER THERAPY AND COMPARATIVE CRIMINOLOGY
LA English
DT Article
DE prisoners; employability; self-determinism; personal growth; skills;
   talent; unemployment
ID SELF-DETERMINATION THEORY; COMPETENCE; MOTIVATION
AB Previous research suggests that the relationship between employment and recidivism is complex, with more support needed to facilitate employability motivation for sustained change. An arts-based programme designed to facilitate vocational self-determinism among prisoners with evidence of impact across three prisons in the United Kingdom was replicated and delivered to 234 prisoners and long-term unemployed participants from six European countries, to explore whether the findings from the previous evaluation would be replicated on a much larger scale. The research presented in this article found that supporting prisoners and the long-term unemployed to articulate employability goals had a positive effect on personal growth as well as understanding of individual strengths and weaknesses with respect to work, employment, problem solving, and thinking styles. Future research might explore the longer term impact on employment and recidivism.
C1 [McGuire-Snieckus, Rebecca; Caulfield, Laura] Bath Spa Univ, Bath, Avon, England.
C3 Bath Spa University
RP McGuire-Snieckus, R (corresponding author), Bath Spa Univ, Dept Psychol, Newton St Loe Campus, Bath BA29BN, Avon, England.
EM r.mcguire-snieckus@bathspa.ac.uk
NR 32
TC 2
Z9 2
U1 0
U2 13
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0306-624X
EI 1552-6933
J9 INT J OFFENDER THER
JI Int. J. Offender Ther. Comp. Criminol.
PD AUG
PY 2018
VL 62
IS 11
BP 3460
EP 3484
DI 10.1177/0306624X17740556
PG 25
WC Criminology & Penology; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Criminology & Penology; Psychology
GA GN0OE
UT WOS:000438669800013
PM 29160124
OA Green Accepted, Green Published
DA 2024-02-21
ER

PT J
AU Powell, L
AF Powell, Lesley
TI Reimagining the purpose of VET - Expanding the capability to aspire in
   South African Further Education and Training students
SO INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT
LA English
DT Article
DE Vocational education and training; Capability approach; Capabilities
   approach; Further Education and Training; South Africa; Capability to
   aspire
ID VOCATIONAL-EDUCATION; SOCIAL-JUSTICE; PERSPECTIVES; RIGHTS; SKILLS;
   POLICY
AB This paper applies the capabilities approach to the broader debate of the role of vocational education and training (VET) in poverty alleviation. The capabilities approach provides an approach for conceptualising and evaluating VET which differs in orientation from dominant productivist conceptions. It does so by shifting the focus from economic development to human development. By placing the well-being of VET students at the centre of our concern it shifts the lens from income generation and with it employability to a lens on capability expansion which includes but is not limited to the capability to work. The paper is based on interviews with 20 South African Further Education and Training (FET) college students. The central argument is that VET has an important role to play in poverty alleviation, but only if located in a multi-dimensional view of poverty which understands poverty as capability deprivation across multiple human functionings. In this broader notion of poverty, the role that VET plays includes training for employability, but also includes the expansion of other important capabilities such as, and in the voice of a FET student interviewed in this study, 'the ability to dream', or in the language of the capabilities approach, the capability to aspire. (C) 2012 Elsevier Ltd. All rights reserved.
C1 Univ Nottingham, Nottingham NG8 1BB, England.
C3 University of Nottingham
RP Powell, L (corresponding author), Univ Nottingham, Jubilee Campus,Wollaton Rd, Nottingham NG8 1BB, England.
EM lesleyjpowell@gmail.com
RI Powell, Lesley/AAQ-6622-2021
NR 86
TC 55
Z9 63
U1 1
U2 37
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0738-0593
EI 1873-4871
J9 INT J EDUC DEV
JI Int. J. Educ. Dev.
PD SEP
PY 2012
VL 32
IS 5
SI SI
BP 643
EP 653
DI 10.1016/j.ijedudev.2012.01.008
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 958TM
UT WOS:000305263600004
OA Green Submitted, Green Accepted
DA 2024-02-21
ER

PT J
AU Chen, YF
   Adefila, A
AF Chen, Yung-Fang
   Adefila, Arinola
TI Enhancing school safety through university engagement in DRR education
SO INTERNATIONAL JOURNAL OF DISASTER RISK REDUCTION
LA English
DT Article
DE Disaster risk reduction; Environment education; Internationalisation;
   Employability; Community resilience; Community engagement; Fieldtrip;
   Internship
AB Effective Disaster Risk Reduction Education (DRRE) could reduce the impact of disasters, including the loss of lives, property and damage to the environment because DRRE enables communities to mitigate and prepare for potential risks [1,2]. It is believed that universities could play a role in DRRE [3], not only emphasising the need for the inclusion of DRR in curricula for all levels of education; but also proactively teaching and sharing DRRE in communities [4]. This holistic approach widens the university's engagement in society and broadens impact of good practice.
   A University in the United Kingdom has initiated a project to facilitate the university's engagement in DRRE in communities. The project combined specially planned field trips and placements in an optional academic module to encourage year 2 students to deliver DRRE in primary, junior and high schools in a foreign context [5]. The project has provided opportunities for the students to develop inter-cultural competences and employability skills [6]. It also facilitated work-based learning and enhanced global learning through practice-based activities [7].
   The article introduces a Higher Education (HE) engagement model for DRRE, evaluates the effectiveness of the pedagogy and its impact on students' learning. The research demonstrated positive impact of HE students engaging DRRE in the community through fieldtrips and placement. It is recommended that the HE sector develops similar models to enable universities engage in collaborative networks that allows a more effective approach for DRRE.
C1 [Chen, Yung-Fang] Coventry Univ, Sch Energy Construct & Environm, JL141,Much Pk St, Coventry CV1 2LT, W Midlands, England.
   [Adefila, Arinola] Coventry Univ, Ctr Global Learning Educ & Attainment, Coventry, W Midlands, England.
C3 Coventry University; Coventry University
RP Chen, YF (corresponding author), Coventry Univ, Sch Energy Construct & Environm, JL141,Much Pk St, Coventry CV1 2LT, W Midlands, England.
EM Yung-Fang.Chen@coventry.ac.uk; ab0191@coventry.ac.uk
RI Adefila, Arinola/AEU-0764-2022
OI Adefila, Arinola/0000-0001-9759-0104; Chen,
   Yung-Fang/0000-0003-2877-2101
FU Centre for Global Engagement at Coventry University
FX The research was conducted at Coventry University. Placements and Short
   Trips were partly sponsored by the Centre for Global Engagement at
   Coventry University.
NR 43
TC 8
Z9 8
U1 2
U2 16
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 2212-4209
J9 INT J DISAST RISK RE
JI Int. J. Disaster Risk Reduct.
PD APR
PY 2020
VL 44
AR 101386
DI 10.1016/j.ijdrr.2019.101386
PG 10
WC Geosciences, Multidisciplinary; Meteorology & Atmospheric Sciences;
   Water Resources
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Geology; Meteorology & Atmospheric Sciences; Water Resources
GA KR7YD
UT WOS:000517832100002
OA Green Published
DA 2024-02-21
ER

PT J
AU Naylor, B
   Heydon, G
AF Naylor, Bronwyn
   Heydon, Georgina
TI Criminal records, discrimination, and Aboriginal communities: Enhancing
   employment opportunities
SO JOURNAL OF CRIMINOLOGY
LA English
DT Article; Early Access
DE Criminal records; employment; Aboriginal and Torres Strait Islander
   people; recruitment; risk management; background checking; support and
   engagement
ID RECIDIVISM; JOB; EMPLOYABILITY; PRISONERS; MODEL
AB Criminal record checking is now widespread in Australia. Aboriginal people are disproportionately represented in the criminal justice system, for a range of reasons including historic levels of disadvantage due to colonisation. They are therefore disproportionately likely to be negatively affected by criminal record checking when seeking employment, when taking on community governance roles, when being considered as kinship carers and so on. At the same time, productive and rewarding employment, and engagement in governance roles, are vital aspects of Aboriginal people's participation, contribution and engagement across all parts of the Australian community. This article examines practices, protocols and experiences of employers, employment agencies and government organisations in Western Australia and the Northern Territory managing the potential impact of a criminal record on Aboriginal employment. The article identifies four fields that can give rise to good employment practice: Background Checking; Recruitment; Risk Management; and Support and Engagement.
C1 [Naylor, Bronwyn] RMIT Univ, Grad Sch Business & Law, Melbourne, Vic, Australia.
   [Heydon, Georgina] RMIT Univ, Criminol & Justice Studies, Melbourne, Vic, Australia.
C3 Royal Melbourne Institute of Technology (RMIT); Royal Melbourne
   Institute of Technology (RMIT)
RP Naylor, B (corresponding author), RMIT Univ, Grad Sch Business & Law, Melbourne, Vic, Australia.
EM bronwyn.naylor@rmit.edu.au
FU College of Business and Law, RMIT University
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   authors are grateful for the financial support for this research
   provided by the College of Business and Law, RMIT University under its
   Friendship Grant Scheme.
NR 36
TC 0
Z9 0
U1 0
U2 1
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 2633-8076
EI 2633-8084
J9 J CRIMINOL-UK
JI J. Criminol.-UK
PD 2022 DEC
PY 2022
VL 55
IS 4
BP 514
EP 531
DI 10.1177/26338076221128996
EA OCT 2022
PG 18
WC Criminology & Penology
WE Social Science Citation Index (SSCI)
SC Criminology & Penology
GA 6H4PZ
UT WOS:000863456900001
DA 2024-02-21
ER

PT J
AU Karlgren, K
   Paavola, S
   Ligorio, MB
AF Karlgren, Klas
   Paavola, Sami
   Ligorio, Maria Beatrice
TI Introduction: what are knowledge work practices in education? How can we
   study and promote them?
SO RESEARCH PAPERS IN EDUCATION
LA English
DT Article; Early Access
DE Knowledge work; work practices; lifelong learning; 21st century skills;
   knowledge creation
ID PRESERVICE TEACHERS; TECHNOLOGY
AB New kinds of jobs require managing new kinds of work life competences and a number of such key competences for lifelong learning which equip young people for further learning and employability in a knowledge society have already been identified. Research has however indicated that formal education is not providing adequate support and opportunities for acquiring the needed competencies in practice. More discussion and empirical research is needed about knowledge work competences and related practices in secondary schools, higher education and in the work life. The theme of this special Issue is 'Knowledge work: educational practices preparing students for work life' and it has as its aim to contribute to a discussion on how changes in professional work can be taken into account in educational settings. Of particular interest in this special issue is how educational theory about 'knowledge-creation' is applied in practice. The trialogical approach to learning highlights collaborative knowledge creation and the development of shared, mediating objects. This theory and its associated design principles are introduced. The contributions of this special issue relate to implementing ideas of the trialogical approach to learning in various ways and each contribution is briefly presented.
C1 [Karlgren, Klas] Karolinska Inst, Dept Learning Informat Management & Eth, Stockholm, Sweden.
   [Karlgren, Klas] Karolinska Inst, Dept Clin Sci & Educ, Sodersjukhuset, Stockholm, Sweden.
   [Paavola, Sami] Univ Helsinki, Fac Educ Sci, Helsinki, Finland.
   [Ligorio, Maria Beatrice] Univ Bari Aldo Moro, Dept Educ Sci Psychol & Commun, Bari, BA, Italy.
C3 Karolinska Institutet; Sodersjukhuset Hospital; Karolinska Institutet;
   University of Helsinki; Universita degli Studi di Bari Aldo Moro
RP Karlgren, K (corresponding author), Karolinska Inst, Dept Learning Informat Management & Eth, Stockholm, Sweden.; Karlgren, K (corresponding author), Karolinska Inst, Dept Clin Sci & Educ, Sodersjukhuset, Stockholm, Sweden.
EM klas.karlgren@ki.se
RI Karlgren, Klas/AAJ-8003-2020; Ligorio, Maria Beatrice/Q-2314-2018
OI Karlgren, Klas/0000-0003-1255-7650; Ligorio, Maria
   Beatrice/0000-0003-3028-5046; Paavola, Sami/0000-0002-5321-8535
FU Education, Audiovisual and Culture Executive Agency [KNORK 402765
   543154-LLP-1-2013-1-FI-KA3-KA3MP]
FX This work was supported by the Education, Audiovisual and Culture
   Executive Agency [KNORK 402765 543154-LLP-1-2013-1-FI-KA3-KA3MP].
NR 28
TC 14
Z9 17
U1 1
U2 12
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0267-1522
EI 1470-1146
J9 RES PAP EDUC
JI Res. Pap. Educ.
PD 2020 JAN 2
PY 2020
VL 35
IS 1
SI SI
BP 1
EP 7
DI 10.1080/02671522.2019.1677761
EA OCT 2019
PG 7
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA KC9XM
UT WOS:000491980400001
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Margherita, G
   Caffieri, A
   De Maio, N
AF Margherita, Giorgia
   Caffieri, Alessia
   De Maio, Nadia
TI When the algorithm 'matches' us: The experiences of early-career
   psychologists on online platform services for psychotherapy and
   counselling in Italy
SO COUNSELLING & PSYCHOTHERAPY RESEARCH
LA English
DT Article; Early Access
DE e-health; Internet-mediated services; online psychological intervention;
   telepsychotherapy; therapeutic relationship
ID VIDEOCONFERENCING PSYCHOTHERAPY; THERAPY
AB Introduction The spread of online platform services offering psychological psychotherapy and counselling has been observed globally. In Italy, these services were aimed at young people and offered job opportunities to early-career clinical psychologists.Aim The current study aimed to explore the professional experiences of early-career psychologists (age range: 29-35 years) in working on online platform services that deliver psychotherapy and counselling in Italy.Method A total of 13 psychologists practising psychological interventions on online platform services were interviewed. Participants had a mean of 3 years' clinical experience. A thematic analysis, following the qualitative approach of interpretative phenomenological analysis (IPA), was performed.Results From the analysis, four superordinate themes emerged: (1) a smart intervention; (2) professional identity; (3) a different and wide contact; and (4) grateful to the platform, loyal to the 'company'.Discussion The online platforms represented a 'medium' with a 'third' function on a double level. At one level, they mediated between the request of the client and the psychologist, using the suggestions of AI algorithms. At another level, they offered employability and a guide to online interventions to early-career psychologists. Some critical issues related to ethics emerged considering the difficulty in maintaining the psychologists' autonomy before the affiliation to the business model promoted by the company, which may not match the client's interests.Conclusion The study highlights that online platforms promote a new culture of psychological health services, changing the representations and meanings attributed to the online intervention, the clinical profession and the psychologist-client relationship.
C1 [Margherita, Giorgia; Caffieri, Alessia; De Maio, Nadia] Univ Naples Federico II, Dept Humanist Studies, Naples, Italy.
   [Caffieri, Alessia] Univ Naples Federico II, Dept Humanist Studies, 1 Via Porta Massa, I-80133 Naples, Italy.
C3 University of Naples Federico II; University of Naples Federico II
RP Caffieri, A (corresponding author), Univ Naples Federico II, Dept Humanist Studies, 1 Via Porta Massa, I-80133 Naples, Italy.
EM alessia.caffieri@unina.it
OI Caffieri, Alessia/0000-0002-8142-6892
NR 67
TC 1
Z9 1
U1 4
U2 4
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1473-3145
EI 1746-1405
J9 COUNS PSYCHOTHER RES
JI Couns. Psychother. Res.
PD 2023 OCT 10
PY 2023
DI 10.1002/capr.12704
EA OCT 2023
PG 15
WC Psychology, Clinical
WE Emerging Sources Citation Index (ESCI)
SC Psychology
GA U2WC4
UT WOS:001083446400001
OA hybrid
DA 2024-02-21
ER

PT J
AU Clarke, JL
   Boud, D
AF Clarke, Jillian L.
   Boud, David
TI Refocusing portfolio assessment: Curating for feedback and portrayal
SO INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
LA English
DT Article
DE Portfolios; portfolio assessment; formative assessment; feedback;
   professional education; higher education; curation for learning
ID EDUCATION; STUDENT; MODEL
AB Portfolios are embraced extensively in higher professional education as effective tools for students to represent their learning and help prepare them for future practice. They are very diverse, used for both formative and summative purposes; however, concerns are raised that the current emphasis on academic standards and/or the focus on employability may lead to the perception of portfolios simply as means to portray achievements. This paper argues that contemporary portfolios in digital environments can readily facilitate both purposes. It conceptualises a whole-of-programme approach to the use of portfolios in which consideration is given to the need to bring curation skills and feedback processes to the forefront of portfolio practices. For teachers considering these issues, a planning framework for the design of programme-wide portfolios is proposed.
C1 [Clarke, Jillian L.] Univ Sydney, Discipline Med Radiat Sci, Lidcombe, Australia.
   [Boud, David] Deakin Univ, Ctr Res Assessment & Digital Learning, Geelong, Vic, Australia.
   [Boud, David] Univ Technol Sydney, Fac Arts & Social Sci, Sydney, NSW, Australia.
   [Boud, David] Middlesex Univ, Inst Work Based Learning, London, England.
C3 University of Sydney; Deakin University; University of Technology
   Sydney; Middlesex University
RP Clarke, JL (corresponding author), Univ Sydney, Discipline Med Radiat Sci, Lidcombe, Australia.
EM jillian.clarke@sydney.edu.au
RI Boud, David/AAY-1956-2021; Clarke, Jillian L/R-1225-2019; Boud,
   David/R-7498-2019
OI Clarke, Jillian L/0000-0003-3241-1229; Boud, David/0000-0002-6883-2722
NR 29
TC 25
Z9 29
U1 1
U2 21
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1470-3297
EI 1470-3300
J9 INNOV EDUC TEACH INT
JI Innov. Educ. Teach. Int.
PY 2018
VL 55
IS 4
BP 479
EP 486
DI 10.1080/14703297.2016.1250664
PG 8
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GP7DM
UT WOS:000441052800011
OA Green Accepted, Green Submitted
DA 2024-02-21
ER

PT J
AU Wang, Q
   Ma, HLH
   Zhang, XJ
   Xun, JY
   Chen, J
AF Wang, Qian
   Ma, Hanlihui
   Zhang, Xiaojun
   Xun, Jiyao
   Chen, Jian
TI The impact of the future time perspective on student learning motivation
   and autonomous learning behaviours in the context of a work-based
   program
SO ASIA PACIFIC JOURNAL OF EDUCATION
LA English
DT Article
DE Autonomous learning; future time perspective; higher education; learning
   motivation; work-based learning
ID GRADUATE EMPLOYABILITY; ORIENTATION; ACHIEVEMENT; EDUCATION; BELIEFS
AB This qualitative study interviewed 16 undergraduates attending a work-based learning (WBL) program at a Sino-British university to explore the impact of future time perspective (FTP) on students' learning motivations and behaviours. The study identified four types of students according to their different understandings of FTP. Then, self-directed learning indicators were used as benchmarks to evaluate learning behaviours. In comparing the four types, it was discovered that students who see the connection between the present WBL program and their future employment tend to have more autonomous learning behaviours and are motivated to engage in learning activities. The difference is that students who entered the WBL with an FTP tend to be more self-directed learners and prefer an individualistic cultural orientation in learning. Students who gained a sense of FTP due to participating in the WBL program prefer to learn in groups and need more peer support. This paper contributes to the theoretical understanding of the connection between FTP and learning motivations and how it affects learning behaviours. It also offers practical suggestions for designing and delivering the WBL program in higher education.
C1 [Xun, Jiyao] Xian Jiaotong Liverpool Univ, Entrepreneur Coll Taicang, Suzhou, Peoples R China.
   [Wang, Qian; Ma, Hanlihui] Xian Jiaotong Liverpool Univ XJTLU, Acad Future Educ AoFE, Suzhou, Peoples R China.
   [Ma, Hanlihui] Univ Liverpool, Sch Life Sci, Liverpool, England.
   [Zhang, Xiaojun] Xian Jiaotong Liverpool Univ, Acad Future Educ, Suzhou, Peoples R China.
   [Xun, Jiyao] Xian Jiaotong Liverpool Univ, Shanghai Taicang Res Inst, Entrepreneur Coll Taicang, Suzhou, Peoples R China.
   [Chen, Jian] Xian Jiaotong Liverpool Univ, Acad Future Educ, Vocat Educ Div, Suzhou, Peoples R China.
C3 Xi'an Jiaotong-Liverpool University; Xi'an Jiaotong-Liverpool
   University; University of Liverpool; Xi'an Jiaotong-Liverpool
   University; Xi'an Jiaotong-Liverpool University; Xi'an
   Jiaotong-Liverpool University
RP Xun, JY (corresponding author), Xian Jiaotong Liverpool Univ, Entrepreneur Coll Taicang, Suzhou, Peoples R China.
EM jiyao.xun@xjtlu.edu.cn
RI Xun, Jiyao/ABF-6472-2020
OI Xun, Jiyao/0000-0002-8778-2951; Chen, Jian/0000-0001-5352-2310; Wang,
   Qian/0000-0002-1608-163X
FU Xi'an Jiaotong-Liverpool University Teaching Development Fund
   [TDF20/21-R22-152]; Chinese Society for Technical and Vocational
   Education-New Vocational Education Institution of China: Development and
   Evaluation for International Microcredential of TVET [SZ22B04]
FX The study received funding support from the following: Xi'an
   Jiaotong-Liverpool University Teaching Development Fund
   (TDF20/21-R22-152); and the Chinese Society for Technical and Vocational
   Education-New Vocational Education Institution of China: Development and
   Evaluation for International Microcredential of TVET (SZ22B04).
NR 63
TC 0
Z9 0
U1 4
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0218-8791
EI 1742-6855
J9 ASIA PAC J EDUC
JI Asia Pac. J. Educ.
PD JUL 3
PY 2023
VL 43
IS 3
SI SI
BP 790
EP 804
DI 10.1080/02188791.2023.2231649
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA R4HX7
UT WOS:001063984400007
OA Bronze
DA 2024-02-21
ER

PT J
AU Odero, A
   Chauvel, L
   Hartung, A
   le Bihan, E
   Baumann, M
AF Odero, Angela
   Chauvel, Louis
   Hartung, Anne
   le Bihan, Etienne
   Baumann, Michele
TI Life Satisfaction and mobility: Their associations with career
   attitudes, and health-related factors among postgraduates having studied
   in universities intra EU and outside EU
SO BMC PUBLIC HEALTH
LA English
DT Article
DE Life satisfaction; Student mobility abroad; Postgraduates; Health
   satisfaction; Career attitudes; Cultural capital
ID EDUCATION; STUDENTS; ABROAD; COSMOPOLITANISM; EMPLOYABILITY; VERSION
AB BackgroundUniversity postgraduates' mobility towards, and outside the EU is continuously increasing, creating a competitive context in which maintaining a high life satisfaction (LS) is a public health challenge. However, the relationship between LS and its determinants among this population are under-documented. Our aims were to measure LS indicators of mobile postgraduates (Intra EU: Who pursue part of their studies in Europe; Outside EU: Who study outside of Europe) versus non-mobile (pursue their studies in Luxembourg), and to analyze the associations between LS and career attitudes, socioeconomic characteristics, and health-related factors for each group.MethodSix hundred and sixty-four (644) students obtained financial aid from the Luxembourgish government independent of their family's socioeconomic situation. Contacted by post, they completed an online questionnaire. Analyses included a multiple linear regression model in which only significant relationships (p<0.05) were used.ResultsThree groups were created: Mobile intra EU (n=381), mobile outside EU (n=43) and non-mobile (n=66) postgraduates. Health satisfaction was positively linked to LS, in all groups. Among the mobile outside EU group, majority (63.2%) were men and 57.9% did not live alone - health was the only determinant which contributed to their LS. Among the mobile intra EU, majority (57.8%) were women, and 64.3% not living alone. Autonomy and career adaptability attitudes were positively associated with their LS (b: 0.210 and 0.119, respectively), whereas the worry factor was negatively (b: -0.153 and -0.159) associated. The non-mobile, were the oldest of the three groups. Majority (51.6%) were women, and 93.7% did not live alone. Career optimism and planning attitudes were positively correlated to their LS (regression parameter estimates (b: 0.400 and 0.212, respectively).ConclusionsAttention should be devoted to the LS of local and cosmopolitan students, as it seems to be a relevant health indicator. Overall, the farther the mobility was, the higher the postgraduates' general LS (8.5/10) was; this indicator was higher than the LS indicator for the age group 25-34years 7.53/10 (EU-28, in 2013). University' services could promote the development of career projects and the promotion of health to enhance postgraduates' LS. University policy makers need to ensure this for all students.
C1 [Odero, Angela; Chauvel, Louis; Hartung, Anne; le Bihan, Etienne; Baumann, Michele] Univ Luxembourg, Res Unit INSIDE, Axis Hlth Inequal, Inst Res Socioecon Inequal, Belval Campus, L-4366 Esch Sur Alzette, Luxembourg.
C3 University of Luxembourg
RP Baumann, M (corresponding author), Univ Luxembourg, Res Unit INSIDE, Axis Hlth Inequal, Inst Res Socioecon Inequal, Belval Campus, L-4366 Esch Sur Alzette, Luxembourg.
EM michele.baumann@uni.lu
OI Odero, Angela/0000-0002-5290-2968; Chauvel, Louis/0000-0001-5865-9404;
   Baumann, Michele/0000-0003-4733-6276
FU University of Luxembourg [R-AGR-0278-10]
FX The project 2013-2017 entitled 'CAPJOB' was supported by a financial
   grant from the University of Luxembourg No R-AGR-0278-10.
NR 46
TC 2
Z9 3
U1 1
U2 13
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1471-2458
J9 BMC PUBLIC HEALTH
JI BMC Public Health
PD JAN 6
PY 2020
VL 20
IS 1
DI 10.1186/s12889-019-7913-8
PG 8
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA KL1CT
UT WOS:000513169800001
PM 31907016
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Parrado-Martínez, P
   Sánchez-Andújar, S
AF Parrado-Martinez, Purificacion
   Sanchez-Andujar, Sonia
TI Development of competences in postgraduate studies of finance: A
   project-based learning (PBL) case study
SO INTERNATIONAL REVIEW OF ECONOMICS EDUCATION
LA English
DT Article
DE Project-based learning; Competences; Students' perceptions; Higher
   education; Finance
ID KNOWLEDGE; STUDENTS
AB The methodological paradigm advanced in European higher education during recent decades focuses on the concept of 'competence' to achieve student employability. This professionalization of education requires more flexible and active teaching-learning contexts. This paper presents an empirical research into the application of project-based learning (PBL) in postgraduate studies of finance in the University of Jaen (Spain). Considering the important role that students' perspective plays in their own motivation and performance, we pursue three main objectives. First, we aim to analyse students' perceptions of the effectiveness of this methodology to improve some key competences for student employability. Second, we explore whether the perceived utility of these competences changes after the PBL experiment. Finally, we aim to explore students' opinion about the usefulness, advantages and disadvantages of this method. Our findings support the perceived effectiveness of PBL for improving teamwork, communication, creativity, organization and information management competences. In addition, results show that students were highly satisfied, emphasizing the superiority of PBL in comparison with traditional learning methods, and its usefulness for learning about financing sources and to making contact with the business world.
C1 [Parrado-Martinez, Purificacion; Sanchez-Andujar, Sonia] Univ Jaen, Dept Financial Econ & Accounting, Jaen, Spain.
   [Parrado-Martinez, Purificacion; Sanchez-Andujar, Sonia] Univ Jaen, Campus Las Lagunillas S-N, Jaen 23071, Spain.
C3 Universidad de Jaen; Universidad de Jaen
RP Parrado-Martínez, P (corresponding author), Univ Jaen, Campus Las Lagunillas S-N, Jaen 23071, Spain.
EM pparrado@ujaen.es
RI Parrado Martinez, Purificacion/G-1541-2017
OI Parrado Martinez, Purificacion/0000-0001-9309-2706
FU University of Jaen [PID17-201617, PID03-201819, PIMED07_201921]
FX We are grateful to the participants of the 2019 International Conference
   on Innovative Teaching and Research in Higher Education (CIDICO) for
   their valuable comments. We also acknowledge the financial support of
   the University of Jaen (PID17-201617, PID03-201819 and PIMED07_201921
   Innovative Teaching Projects). The usual disclaimer applies.
NR 42
TC 19
Z9 21
U1 7
U2 34
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1477-3880
EI 2352-4421
J9 INT REV ECON EDUC
JI Int. Rev. Econ. Educ.
PD NOV
PY 2020
VL 35
AR 100192
DI 10.1016/j.iree.2020.100192
PG 12
WC Economics; Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA OV1DC
UT WOS:000591958500006
DA 2024-02-21
ER

PT J
AU Forrier, A
   Sels, L
   Stynen, D
AF Forrier, Anneleen
   Sels, Luc
   Stynen, Dave
TI Career mobility at the intersection between agent and structure: A
   conceptual model
SO JOURNAL OF OCCUPATIONAL AND ORGANIZATIONAL PSYCHOLOGY
LA English
DT Article
ID SELF-PERCEIVED EMPLOYABILITY; BOUNDARYLESS CAREER; UNFOLDING MODEL; GOAL
   CONTENTS; LABOR-MARKET; DETERMINANTS; OUTCOMES; MANAGEMENT; TURNOVER;
   AUTONOMY
AB The main aim of this paper is to extend the suitability of the concepts of the boundaryless and the protean career for the study of career mobility. To do so, we introduce a conceptual model that maps out the main factors determining and constraining transitions in careers. This model shows marks of European thinking on careers. It not only builds on aspects of both the boundaryless and protean career concepts, but also extends the focus by paying attention to the interplay between agency and structure. It adds to our understanding of the complex interplay between individual and structural factors shaping individuals' careers. An additional added value of the model is that it is built on insights from diverse research streams, including self-determination theory and turnover literature. The article concludes with a discussion of the main contributions of the model and directions for future research.
C1 [Forrier, Anneleen] Lessius Univ Coll, Dept Business Studies, Antwerp, Belgium.
   [Forrier, Anneleen; Sels, Luc; Stynen, Dave] Katholieke Univ Leuven, Res Ctr Org Studies, Leuven, Belgium.
C3 KU Leuven; KU Leuven
RP Forrier, A (corresponding author), Naamsestr 69,Box 3545, B-3000 Louvain, Belgium.
EM anneleen.forrier@econ.kuleuven.be
RI Stynen, Dave/S-6626-2019; Forrier, Anneleen/P-5425-2015
OI Forrier, Anneleen/0000-0003-3480-3621; Stynen, Dave/0000-0003-0452-7398
NR 86
TC 183
Z9 217
U1 2
U2 73
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0963-1798
EI 2044-8325
J9 J OCCUP ORGAN PSYCH
JI J. Occup. Organ. Psychol.
PD DEC
PY 2009
VL 82
IS 4
BP 739
EP 759
DI 10.1348/096317909X470933
PG 21
WC Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Psychology; Business & Economics
GA 535HL
UT WOS:000272957900003
DA 2024-02-21
ER

PT J
AU Tsui, EK
AF Tsui, Emma K.
TI Say 'trouble's gone': chronic illness and employability in job training
   programmes
SO SOCIOLOGY OF HEALTH & ILLNESS
LA English
DT Article
DE ethnography; biographical disruption; chronic illness; job training;
   narrative analysis
ID BIOGRAPHICAL DISRUPTION; OLDER AGE; NARRATIVES
AB The concept of biographical disruption has unique relevance for socioeconomically disadvantaged groups who participate in entry-level job training programmes. In these programmes trainees often suffer from various forms of chronic illness and must arrange these illnesses into a picture of employability. In this article I use ethnographic data and narrative analysis to examine closely two trainees illness-related experiences, expressions and talk, and find that their ability to present their illnesses in ways that are consistent with programmatic goals is strongly influenced by family support, responsibilities and roles, as well as particular aspects of illness, like the interpretability of symptoms. I also find that the concept of biographical disruption has a curious traction in the world of job training, particularly among job training programme staff who would like to see trainees mobilise a variety of resources to help manage their illness. However, for trainees, many of whom have lived with chronic illness for years, the concept of biographical disruption may be more limited as a tool for understanding the experiences of illness. A more meaningful disruptive force in the lives of trainees appears to be the programme itself and the strategies for dealing with illness that programme staff may extend.
C1 CUNY Herbert H Lehman Coll, Dept Hlth Sci, Bronx, NY 10468 USA.
C3 City University of New York (CUNY) System; Lehman College (CUNY)
RP Tsui, EK (corresponding author), CUNY Herbert H Lehman Coll, Dept Hlth Sci, 250 Bedford Pk,Blvd West,Gillet 422D, Bronx, NY 10468 USA.
EM emma.tsui@lehman.cuny.edu
OI Tsui, Emma/0000-0001-8944-6129
NR 29
TC 0
Z9 0
U1 0
U2 7
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0141-9889
EI 1467-9566
J9 SOCIOL HEALTH ILL
JI Sociol. Health Ill.
PD JAN
PY 2013
VL 35
IS 1
BP 82
EP 96
DI 10.1111/j.1467-9566.2012.01479.x
PG 15
WC Public, Environmental & Occupational Health; Social Sciences,
   Biomedical; Sociology
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health; Biomedical Social Sciences;
   Sociology
GA 076SR
UT WOS:000313978800006
PM 22533603
DA 2024-02-21
ER

PT J
AU Abualkishik, AZ
   Atassi, R
   Singh, A
   Elhoseny, M
   Alwan, AA
   Iqbal, R
   Khelifi, A
AF Zaid Abualkishik, Abedallah
   Atassi, Reem
   Singh, Abhilasha
   Elhoseny, Mohamed
   Alwan, Ali A.
   Iqbal, Razi
   Khelifi, Adel
TI Outcomes-Based Assessment and Lessons Learned in ABET-CAC Accreditation:
   A Case Study of the American University in the Emirates
SO MOBILE INFORMATION SYSTEMS
LA English
DT Article
ID EDUCATION
AB ABET accreditation is sought globally for engineering and technology academic programs due to the quality, added value, and competitiveness it adds to students, program, and the university locally, regionally, and globally. Aligning with its mission to prepare students as global citizens for future career aspirations and lifelong learning through quality teaching, the American University in the Emirates (AUE) focuses on outcome-based education to ensure the employability of graduates and hence soon realized the significance of the Accreditation Board of Engineering and Technology-Computing Accreditation Commission (ABET-CAC) standard toward the Computer Science (CS) program. While pursuing ABET accreditation was challenging, the outcome was positive, and currently, the Computer Science Program, with its two specializations in Network Security and Digital Forensics is ABET-accredited. The process required support from all units within the institution and was a great learning experience for all stakeholders. ABET draws generic requirements to be fulfilled by a program seeking accreditation without a detailed procedure to achieve them. However, there is little information about achieving these requirements, especially criterion 4: continuous improvement, which most programs fail to comply with according to ABET. This study presented a comprehensive and reproducible methodology that addresses our successful efforts in aligning the CS program with ABET-CAC requirements by emphasizing criterion 4. This article reported the evaluation of Student Outcomes number one and two for the academic year 2020-2021 through a comprehensive framework. The framework showed data collection, data reporting and analysis, actions, and recommendations for the next academic cycle. The framework showed a mathematical model for calculating the Student Outcomes (SOs) attainment based on the mapped Course Learning Outcomes (CLOs). Finally, the recommendations were reported. We believe this article established a solid foundation that would be beneficial for insinuations pursuing ABET accreditation.
C1 [Zaid Abualkishik, Abedallah; Singh, Abhilasha] Amer Univ Emirates, Dubai, U Arab Emirates.
   [Atassi, Reem] Higher Coll Technol, Dubai, U Arab Emirates.
   [Elhoseny, Mohamed] Univ Sharjah, Sharjah, U Arab Emirates.
   [Alwan, Ali A.] Ramapo Coll, Sch Theoret & Appl Sci, Mahwah, NJ USA.
   [Iqbal, Razi] Ontario Tech Univ, Oshawa, ON, Canada.
   [Khelifi, Adel] Abu Dhabi Univ, Abu Dhabi, U Arab Emirates.
C3 Higher Colleges of Technology - United Arab Emirates; University of
   Sharjah; Ramapo College New Jersey (RCNJ); Abu Dhabi University
RP Abualkishik, AZ (corresponding author), Amer Univ Emirates, Dubai, U Arab Emirates.
EM abedallah.abualkishik@aue.ae; ratassi@hct.ac.ae; abhilasha.singh@aue.ae;
   melhoseny@ieee.org; aaljuboo@ramapo.edu; razi.iqbal@ieee.org;
   adel.khelifi@adu.ac.ae
RI Ali, Irfan/JVO-2044-2024; Elhoseny, Mohamed/Q-5591-2017; Alwan,
   Ali/X-8144-2019
OI Ali, Irfan/0009-0009-2492-4789; Elhoseny, Mohamed/0000-0001-6347-8368;
   Alwan, Ali/0000-0003-3279-9366; Atassi, Reem/0000-0001-5796-1740;
   Abualkishik, Abedallah Zaid/0000-0003-0920-6454
NR 41
TC 1
Z9 1
U1 0
U2 3
PU HINDAWI LTD
PI LONDON
PA ADAM HOUSE, 3RD FLR, 1 FITZROY SQ, LONDON, W1T 5HF, ENGLAND
SN 1574-017X
EI 1875-905X
J9 MOB INF SYST
JI Mob. Inf. Syst.
PD AUG 21
PY 2022
VL 2022
AR 1595126
DI 10.1155/2022/1595126
PG 13
WC Computer Science, Information Systems; Telecommunications
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science; Telecommunications
GA 4E8FO
UT WOS:000848055900003
OA gold
DA 2024-02-21
ER

PT J
AU Clasen, J
   Koslowski, A
AF Clasen, Jochen
   Koslowski, Alison
TI Unemployment and Income Protection: How do Better-Earning Households
   Expect to Manage Financially?
SO JOURNAL OF SOCIAL POLICY
LA English
DT Article
AB Apart from health care and education, it could be argued that working-age households with above-average income in the UK have never relied as much on the welfare state as their counterparts in many other European countries. How then do better-earning households expect to cope financially with the risk of unemployment, and to what extent do they plan ahead for a possible loss of earnings? Based on sixty-one interviews with couples, the article discusses various sources of income protection that these households envisage drawing upon in the event of unemployment. State benefits figure only marginally, private insurances to a limited extent and savings slightly more. However, there is little evidence of strategic planning. By contrast, many perceive their current job and personal employability as providing some security and regard the prospect of occupational redundancy pay as a major source of income protection. This finding contrasts sharply with a paucity of systematic information about the actual scope, quality and development of employer-based income security.
C1 [Clasen, Jochen; Koslowski, Alison] Univ Edinburgh, Sch Social & Polit Sci, Edinburgh EH8 9LD, Midlothian, Scotland.
C3 University of Edinburgh
RP Clasen, J (corresponding author), Univ Edinburgh, Sch Social & Polit Sci, Chrystal Macmillan Bldg,15A George Sq, Edinburgh EH8 9LD, Midlothian, Scotland.
EM jochen.clasen@ed.ac.uk; alison.koslowski@ed.ac.uk
OI Koslowski, Alison/0000-0002-6221-718X
FU ESRC [ES/G038368/1] Funding Source: UKRI; Economic and Social Research
   Council [ES/G038368/1] Funding Source: researchfish
NR 38
TC 6
Z9 6
U1 0
U2 4
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 0047-2794
EI 1469-7823
J9 J SOC POLICY
JI J. Soc. Policy
PD JUL
PY 2013
VL 42
IS 3
BP 587
EP 603
DI 10.1017/S004727941300007X
PG 17
WC Public Administration; Social Issues; Social Work
WE Social Science Citation Index (SSCI)
SC Public Administration; Social Issues; Social Work
GA 156RN
UT WOS:000319840200009
OA Green Submitted
DA 2024-02-21
ER

PT J
AU de Looze, M
   Wilschut, E
   Könemann, R
   Kranenborg, K
   De Boer, H
AF de Looze, Michiel
   Wilschut, Ellen
   Konemann, Reinier
   Kranenborg, Kim
   De Boer, Harry
TI Cognitive Support Technology for People with Intellectual Disabilities:
   Factors for Successful Implementation
SO SOCIAL SCIENCES-BASEL
LA English
DT Article
DE digitalization; work instructions; AR support; cognitive disabilities;
   employability
ID AUGMENTED REALITY
AB In Europe, large numbers of people with disabilities are willing to work but have problems finding a job. One of the barriers to this is job complexity, particularly for those with low education, low IQ, or cognitive impairments. Digital technologies might help. Specifically, cognitive support technology (CST) has the potential to make jobs less complex and thus more accessible. CST may concern step-by-step digital instructions presented with monitors, tablets, smart phones, beamer projections, or near-eye displays. Based on cross-case evaluations, we aimed to define the success factors in the process of technology selection, development, and implementation. Four cases, situated at public social firms which offer jobs to people with disabilities, were selected. In each case, the optimal form of CST was selected. A qualitative analysis of subjective experiences of work accessibility, performance, usability, and acceptance was applied. The results were positive for most participants in most cases. Once installed, the CST was successful in simplifying jobs. A proportion of the workforce for which a specific job had been considered too complex was able to perform that job when supported by CST. Moreover, a majority of people judged the usability of the technology positively. For the consecutive steps of selection, development, and implementation, we ended up with eleven factors of success; these included, among others, shared and transparent decision making (in technology selection), the iterative and active involvement of workers to optimally adjust work instructions (in technology development), and explicit attention for psychosocial barriers (in technology implementation).
C1 [de Looze, Michiel; Wilschut, Ellen; Konemann, Reinier; Kranenborg, Kim; De Boer, Harry] TNO, NL-2316 ZL Leiden, Netherlands.
C3 Netherlands Organization Applied Science Research
RP de Looze, M (corresponding author), TNO, NL-2316 ZL Leiden, Netherlands.
EM michiel.delooze@tno.nl; ellen.wischut@tno.nl; reinier.konemann@tno.nl;
   kim.kranenborg@tno.nl; harry.deboer@tno.nl
FU Goldschmeding Stichting voor Mens, Werk en Economie
FX No Statement Available
NR 22
TC 0
Z9 0
U1 0
U2 0
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2076-0760
J9 SOC SCI-BASEL
JI Soc. Sci.-Basel
PD NOV
PY 2023
VL 12
IS 11
AR 622
DI 10.3390/socsci12110622
PG 13
WC Social Sciences, Interdisciplinary
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA AK3H1
UT WOS:001118315700001
OA gold
DA 2024-02-21
ER

PT J
AU Ordiñana-Bellver, D
   Pérez-Campos, C
   González-Serrano, MH
   Valantine, I
AF Ordinana-Bellver, Daniel
   Perez-Campos, Carlos
   Huertas Gonzalez-Serrano, Maria
   Valantine, Irena
TI Emotions, skills and intra-entrepreneurship: mapping the field and
   future research opportunities
SO MANAGEMENT & MARKETING-CHALLENGES FOR THE KNOWLEDGE SOCIETY
LA English
DT Article
DE Bibliometric analysis; content analysis; Emotional Intelligence; Soft
   Skills; Hard Skills; entrepreneurship; intrapreneurship
ID SOFT SKILLS; INTELLIGENCE; EDUCATION; PERCEPTIONS; ANTECEDENTS;
   FRAMEWORK; ATTITUDES; STUDENTS; SUCCESS; NEED
AB Employability, and especially entrepreneurship and intrapreneurship, is a topic attracting the interest of researchers in recent years. Although knowledge about creating and managing a company is essential (hard skills), the importance of other competencies such as soft skills and emotional intelligence has also been highlighted in recent years. This study analyzes documents related to Emotional Intelligence, Soft Skills, Hard Skills and their relationship with (intra)entrepreneurship. The methodology used was bibliometric analysis, followed by a bibliographic coupling and identification of thematic areas within this field of study. A total of 121 documents were analyzed, following the PRISMA protocol. The results showed an upward trend over the last five years in the production of works in this field, accounting for approximately 75% of the total number of articles found. Seven different sub-themes were identified. The theme with the most significant impact, which generates the most interest among the scientific community, encompasses personal relationships, emotional intelligence, and the positive work climate for a company's growth. Finally, a series of implications and future lines of study are proposed to help develop and consolidate this research field.
C1 [Ordinana-Bellver, Daniel; Perez-Campos, Carlos] Catholic Univ Valencia San Vicente Martir, Valencia, Spain.
   [Huertas Gonzalez-Serrano, Maria] Univ Valencia, Valencia, Spain.
   [Valantine, Irena] Lithuanian Sports Univ, Kaunas, Lithuania.
C3 Universidad Catolica de Valencia San Vicente Martir; University of
   Valencia; Lithuanian Sports University
RP Ordiñana-Bellver, D (corresponding author), Catholic Univ Valencia San Vicente Martir, Valencia, Spain.
EM daorbe@mail.ucv.es; m.huertas.gonzalez@uv.es
NR 61
TC 1
Z9 1
U1 4
U2 9
PU SCIENDO
PI WARSAW
PA BOGUMILA ZUGA 32A, WARSAW, MAZOVIA, POLAND
SN 1842-0206
EI 2069-8887
J9 MANAG MARK
JI Manag. Mark.
PD DEC
PY 2022
VL 17
IS 4
BP 577
EP 598
DI 10.2478/mmcks-2022-0032
PG 22
WC Business
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA 8O4SF
UT WOS:000925824800007
OA Green Submitted, gold
DA 2024-02-21
ER

PT J
AU Hall, S
   Appleyard, L
AF Hall, Sarah
   Appleyard, Lindsay
TI Commoditising learning: cultural economy and the growth of for-profit
   business education service firms in London
SO ENVIRONMENT AND PLANNING A-ECONOMY AND SPACE
LA English
DT Article
ID GEOGRAPHIES; POLITICS; CITY
AB Individuals working in graduate labour markets arc increasingly expected to enhance their employability and career progression by undertaking lifelong education and learning within the workplace. Research has examined how graduates navigate this dynamic educational landscape, but the changing nature of educational providers has been comparatively neglected. In response, in this paper we examine the growth of for-profit business education service firms that have grown to meet the increased demand for lifelong learning and education by focusing on the financial business education sector in London. We develop cultural economy approaches to market making in order to understand how these educational service firms have developed by 'stabilising' new educational services and products that compete with, and seek to 'destabilise', more established forms of business education, particularly MBA degrees. In so doing, we position educational service firms as an important, yet hitherto neglected set of business services within economic geography. Moreover, by focusing on a relatively mature for-profit educational sector, the research presented in the paper has important implications for the development of educational landscapes beyond the case of financial business education as they become increasingly beholden to the activities of for-profit education service firms and wider discourses of markets in educational services.
C1 [Hall, Sarah] Univ Nottingham, Dept Geog, Nottingham NG7 2RD, England.
   [Appleyard, Lindsay] Univ Birmingham, Inst Appl Social Studies, Ctr Household Assets & Savings Management, Birmingham B15 2TT, W Midlands, England.
C3 University of Nottingham; University of Birmingham
RP Hall, S (corresponding author), Univ Nottingham, Dept Geog, Univ Pk, Nottingham NG7 2RD, England.
EM sarah.hall@nottingham.ac.uk; l.j.appleyard@bham.ac.uk
OI Hall, sarah/0000-0001-5563-5909; appleyard, lindsey/0000-0003-1087-8450
FU ESRC [ES/F001053/1] Funding Source: UKRI; Economic and Social Research
   Council [ES/F001053/1] Funding Source: researchfish
NR 57
TC 8
Z9 8
U1 0
U2 16
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0308-518X
EI 1472-3409
J9 ENVIRON PLANN A
JI Environ. Plan. A
PD JAN
PY 2011
VL 43
IS 1
BP 10
EP 27
DI 10.1068/a42488
PG 18
WC Environmental Studies; Geography
WE Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Geography
GA 857LE
UT WOS:000297719200003
DA 2024-02-21
ER

PT J
AU Gadre, M
   Deoskar, A
AF Gadre, Monika
   Deoskar, Aruna
TI Interpretations and Impact of New Education Policy 2020 on Indian Higher
   Education for Industry 4.0
SO PACIFIC BUSINESS REVIEW INTERNATIONAL
LA English
DT Article
DE Higher education; New Education Policy 2020; Gap; Industry 4.0;
   Education
AB Industry 4.0 is revolutionizing the way industries work using emerging technologies and trends. And there is a tectonic shift in the work culture and hence the job market. There exists a gap in the skills the industry is looking for and what the curriculum offers, which leads to educated unemployment. The dynamically changing industry demands for aligning the higher education system with the growing demands of the industry. The survey was conducted to understand the stakeholder's views about the competency mismatch and challenges in Indian higher education for Industry 4.0. Also, the recommendations of New Education Policy 2020 were studied for restructuring the curriculum to improve employability. Though New Education Policy 2020 aims to provide high-quality education the implementation seems difficult in developing countries like India where it lacks the availability of basic infrastructure. It does not address the transition required to be industry ready and how to integrate and implement the concept of holistic development, lifelong learning, and student-centric project-based approach of teaching and learning, outcome-based education to narrow the existing industry-academia gap.
C1 [Gadre, Monika] MIT WPU, BBA Global eBusiness, Pune, Maharashtra, India.
   [Deoskar, Aruna] ATSS CBSCA, Pune, Maharashtra, India.
C3 Dr. Vishwanath Karad MIT World Peace University
RP Gadre, M (corresponding author), MIT WPU, BBA Global eBusiness, Pune, Maharashtra, India.
RI Gadre, Monika/GVU-5469-2022
OI Gadre, Monika/0000-0002-6900-9922
NR 19
TC 0
Z9 0
U1 0
U2 10
PU PACIFIC INST MANAGEMENT
PI RAJASTHAN
PA PACIFIC HILLS, PRATAP NAGAR EXTENSION, AIR PORT RD, UDAIPUR, RAJASTHAN,
   313 001, INDIA
SN 0974-438X
J9 PAC BUS REV INT
JI Pac. Bus. Rev. Int.
PD JUL
PY 2021
VL 14
IS 1
BP 93
EP 105
PG 13
WC Business
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA WJ0XY
UT WOS:000708775000003
DA 2024-02-21
ER

PT J
AU Payne, SM
   Whitworth, DE
AF Payne, Simon Mark
   Whitworth, David Edward
TI Increasing creative self-efficacy: Developing the confidence of
   biochemistry undergraduates to innovate
SO BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION
LA English
DT Article; Early Access
DE creativity; employability; innovation; social scaffolding
ID CONTEXTUAL PREDICTORS; HIGHER-EDUCATION; MEDIATING ROLE; BELIEFS;
   METAANALYSIS; ACHIEVEMENT; PERFORMANCE; MOTIVATION; ANTECEDENTS;
   DIRECTIONS
AB Biochemistry graduates need to be creative, however assessing creativity requires the production of novelty, judged by or against that of peers. A related phenomenon is 'creative self-efficacy' (CSE) - one's self-belief in producing creative outcomes. CSE is a contributor to creativity, but is more easily assessed, and thus more amenable for targeting pedagogically. To investigate interactions between student CSE and the learning environment, a biochemistry laboratory exercise was deployed within a 'creative' module, wherein students created their own experimental protocols. Students completed questionnaires at the beginning and end of the module. Compared to 'control' modules lacking overtly creative activities, the creative module significantly increased students' perceptions of their own creativity and whether their studies had increased their creativity. Students' confidence in meeting degree learning outcomes (for instance the ability to work productively in a laboratory), and motivation to study, were also significantly increased. Marks attained from the creative exercise correlated with students' CSE, but surprisingly, students' expected marks correlated negatively with their CSE, implying they had a poor understanding of the relationship between creativity and success. Our results suggest that the learning environment can positively affect students' CSE, promoting academic attainment of learning outcomes, motivation, and their confidence as biochemists.
C1 [Payne, Simon Mark] Aberystwyth Univ, Fac Earth & Life Sci, Dept Psychol, Aberystwyth SY23 3UX, Ceredigion, Wales.
   [Whitworth, David Edward] Aberystwyth Univ, Fac Earth & Life Sci, Inst Biol Environm & Rural Sci, Aberystwyth SY23 3DD, Ceredigion, Wales.
C3 Aberystwyth University; Aberystwyth University; UK Research & Innovation
   (UKRI); Biotechnology and Biological Sciences Research Council (BBSRC);
   Institute of Biological, Environmental, Rural & Sciences (IBERS)
RP Payne, SM (corresponding author), Aberystwyth Univ, Fac Earth & Life Sci, Dept Psychol, Aberystwyth SY23 3UX, Ceredigion, Wales.; Whitworth, DE (corresponding author), Aberystwyth Univ, Fac Earth & Life Sci, Inst Biol Environm & Rural Sci, Aberystwyth SY23 3DD, Ceredigion, Wales.
EM smp14@aber.ac.uk; dew@aber.ac.uk
RI Whitworth, David E/D-1360-2010
OI Whitworth, David/0000-0002-0302-7722
NR 71
TC 1
Z9 1
U1 2
U2 10
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1470-8175
EI 1539-3429
J9 BIOCHEM MOL BIOL EDU
JI Biochem. Mol. Biol. Educ.
PD 2022 MAY
PY 2022
VL 50
IS 3
BP 296
EP 306
DI 10.1002/bmb.21628
EA APR 2022
PG 11
WC Biochemistry & Molecular Biology; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Biochemistry & Molecular Biology; Education & Educational Research
GA 1G6VK
UT WOS:000785901000001
PM 35460309
OA Green Published
DA 2024-02-21
ER

PT J
AU Soam, SK
   Subbanna, YB
   Rathore, S
   Kumar, VVS
   Kumar, S
   Vinayagam, SS
   Rakesh, S
   Balasani, R
   Raju, DT
   Kumar, A
   Rao, NS
   Krishnan, P
   Marwaha, S
   Agrawal, A
   Rao, CS
   Agrawal, RC
AF Soam, Sudhir Kumar
   Subbanna, Yashavanth Basavapatna
   Rathore, Surya
   Sumanth Kumar, V. Venkata
   Kumar, Sanjiv
   Vinayagam, S. Senthil
   Rakesh, S.
   Balasani, Raghupathi
   Raju, Dhumantarao Thammi
   Kumar, Alok
   Srinivasa Rao, Nukella
   Krishnan, Pandian
   Marwaha, Sudeep
   Agrawal, Anuradha
   Srinivasa Rao, Cherukumalli
   Agrawal, Rakesh Chandra
TI Academia-Industry Linkages for Sustainable Innovation in Agriculture
   Higher Education in India
SO SUSTAINABILITY
LA English
DT Article
DE academia; industry; collaboration; sustainable agricultural education;
   linkage; policy
ID TECHNOLOGY-TRANSFER; UNIVERSITY-RESEARCH; COLLABORATION; PERFORMANCE;
   LIAISON; POLICY
AB The Indian Council of Agricultural Research (ICAR) and the World Bank have collaborated on a project entitled the National Agricultural Higher Education Project (NAHEP) to improve agricultural higher education in India, paving the way for sustainable higher education in agriculture. As part of this project, the present investigation was carried out through national-level workshops involving seven State Agricultural Universities (SAUs) across India, with participants from academia and industry, to strengthen 'academia-industry collaboration' through effective linkages. Based on the responses of 199 respondents from academia and industry, the study demonstrates an absolute need for linkages between universities and industries (p < 0.001), which are perceived to help improve higher education sustainably. Academic institutions believe that such linkages benefit students concerning their employability, entrepreneurial skills, and financial support received. At the same time, industries believe that they would benefit from novel technologies and influencing academic curricula. This article also establishes an alliance between some parts of academia and industry in the form of MoUs in the identified areas. However, many other areas need more appropriate linkage models. Both sectors, i.e., academia and industry, concur that such exposure and collaboration between the two entities will help to improve the quality of education. Moreover, such collaborations provide financial support, increase students' employability, and improve their entrepreneurial skills. Among the areas requiring collaboration, the 'capacity building of students' was rated most important by academia and industry. Overall, the present study has significant implications for university administrators and industry leaders involved in enhancing academia-industry cooperation and improving the quality and sustainability of higher education in agriculture. Further, the study greatly contributes to the National Education Policy (NEP) to promote innovation among the student communities through Higher Educational Institutes (HEIs) and to the Sustainable Development Goals (SDGs).
C1 [Soam, Sudhir Kumar; Subbanna, Yashavanth Basavapatna; Rathore, Surya; Sumanth Kumar, V. Venkata; Kumar, Sanjiv; Vinayagam, S. Senthil; Rakesh, S.; Balasani, Raghupathi; Raju, Dhumantarao Thammi; Kumar, Alok; Srinivasa Rao, Nukella; Srinivasa Rao, Cherukumalli] ICAR Natl Acad Agr Res Management, Hyderabad 500030, India.
   [Krishnan, Pandian] Bay Bengal Programme, Chennai 600018, India.
   [Marwaha, Sudeep] ICAR Indian Agr Stat Res Inst, New Delhi 110012, India.
   [Agrawal, Anuradha; Agrawal, Rakesh Chandra] ICAR Indian Council Agr Res, New Delhi 110012, India.
C3 Indian Council of Agricultural Research (ICAR); ICAR - National Academy
   of Agricultural Research & Management; Indian Council of Agricultural
   Research (ICAR); ICAR - Indian Agricultural Statistics Research
   Institute
RP Soam, SK (corresponding author), ICAR Natl Acad Agr Res Management, Hyderabad 500030, India.
EM sudhir.soam@icar.gov.in; suryarathore@naarm.org.in;
   sumanth@naarm.org.in; senthil@naarm.org.in; srakesh.nahep@naarm.org.in;
   dtraju@naarm.org.in; alok@naarm.org.in; ns.rao@naarm.org.in;
   krishnanars@yahoo.com; sudeep@icar.gov.in; anuradha.agrawal@icar.gov.in;
   chsrao_director@naarm.org.in; nd.nahep@icar.gov.in
OI S, Dr. Rakesh/0000-0003-1966-2824; Kumar, Sanjiv/0000-0003-1117-5394;
   Soam, Sudhir Kumar/0000-0003-0350-4637
FU NAHEP
FX The authors gratefully acknowledge the coordinators at the SAUs and
   their contributions to the organization of the workshops and collection
   of data.
NR 86
TC 0
Z9 0
U1 0
U2 0
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD DEC
PY 2023
VL 15
IS 23
AR 16450
DI 10.3390/su152316450
PG 17
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA AH6L4
UT WOS:001117611900001
OA gold
DA 2024-02-21
ER

PT J
AU Abersek, B
   Abersek, MK
AF Abersek, Boris
   Abersek, Metka Kordigel
TI DEVELOPMENT OF COMMUNICATION TRAINING PARADIGM FOR ENGINEERS
SO JOURNAL OF BALTIC SCIENCE EDUCATION
LA English
DT Article
DE education; rhetoric; communication; engineering education
AB Engineers carry a stigma of being ineffective communicators, and various calls for teaching them communication skills have been performed. In the context of Bologna changes in European university space, such calls seem to be even more important, since the demand of employability and applicability of graduate engineers is one of the most important arguments for change. Many engineering educational institutions ( mostly universities) have made efforts to improve the situation: they have included rhetoric or communication courses into the existing study programs. Rhetoric/communication teachers, who used to undertake similar courses in the language and literature departments, have mainly taught these rhetoric courses. However no special rhetoric/communication courses have been developed for engineers. The fact is that research in the field of rhetoric for engineers has not got a lot of scientific research yet.
   This paper will attempt to given answers to the following question: What kind of communication skills does an engineer require? A rhetoric course, designed for engineers and a didactic model for rhetoric education of engineers will be presented and evaluated.
C1 [Abersek, Boris] Univ Maribor, Fac Nat Sci & Math, SLO-2000 Maribor, Slovenia.
   [Abersek, Metka Kordigel] Univ Maribor, Fac Educ, SLO-2000 Maribor, Slovenia.
C3 University of Maribor; University of Maribor
RP Abersek, B (corresponding author), Univ Maribor, Fac Nat Sci & Math, Koro Ka 160, SLO-2000 Maribor, Slovenia.
EM boris.abersek@uni-mb.si; metka.kordigel@uni-mb.si
RI Aberšek, Boris/AAH-2452-2020
NR 17
TC 5
Z9 6
U1 0
U2 5
PU SCI METHODICAL CTR-SCI EDUCOLOGICA
PI SIAULIAI
PA DONELAICIO ST 29, SIAULIAI, LT-78115, LITHUANIA
SN 1648-3898
J9 J BALT SCI EDUC
JI J. Balt. Sci. Educ.
PY 2010
VL 9
IS 2
BP 99
EP 108
PG 10
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 629EL
UT WOS:000280177700003
DA 2024-02-21
ER

PT J
AU Kaya, C
AF Kaya, Cahit
TI Demographic Variables, Vocational Rehabilitation Services, and
   Employment Outcomes for Transition-Age Youth With Intellectual
   Disabilities
SO JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES
LA English
DT Article
DE employment; intellectual disability; transition; vocational
   rehabilitation
ID POSTSECONDARY EDUCATION; COMPETITIVE EMPLOYMENT; YOUNG-ADULTS; STUDENTS;
   PREDICTORS; PERSPECTIVE; MODEL
AB The purpose of this study is to examine the relationship between demographic factors, vocational rehabilitation services, and employment outcomes for youth intellectual disabilities (ID). Findings from this study may potentially generate knowledge that could be used to inform development of new services and improvement of individualized vocational rehabilitation services for youth with ID. Chi-squared automatic interaction detector and multivariate logistic regression analysis were used to investigate relationships between demographic variables, receipt of VR services and employment outcomes for youth with ID. The results indicate gender, race, education level, and cash benefits were significantly associated with employment outcomes for youth with ID. After controlling for the effect of demographic variables, job placement, on-the-job support, on-the-job training, maintenance, other services, technical assistance, and diagnostic and treatment services were significantly associated with competitive employment. Youth with ID who had a higher level of education were more likely to obtain competitive employment. In addition to it, job-related services (e.g., job placement and on-the-job support) were significantly positively related to employment outcomes for youth with ID. There is a need for customized and supported employment, which has been found to be an effective in enhancing the employability of people with ID.
EM Rehber.cahit@gmail.com
RI Kaya, Cahit/Q-6568-2018
OI Kaya, Cahit/0000-0003-0757-320X
NR 32
TC 16
Z9 24
U1 3
U2 14
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1741-1122
EI 1741-1130
J9 J POLICY PRACT INTEL
JI J. Policy Pract. Intellect. Disabil.
PD SEP
PY 2018
VL 15
IS 3
BP 226
EP 236
DI 10.1111/jppi.12249
PG 11
WC Health Policy & Services; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Health Care Sciences & Services; Rehabilitation
GA GS8GA
UT WOS:000443945200006
DA 2024-02-21
ER

PT J
AU O'Connor, MD
AF O'Connor, Michael D.
TI Design principles for work-integrated learning-based, alternative
   doctoral training programs informed by PhD candidate feedback
SO INTERNATIONAL JOURNAL OF WORK-INTEGRATED LEARNING
LA English
DT Article
DE PhD; doctoral; employability skills; research skills; co-creation;
   satisfaction; CALD; generative AI
ID SKILLS; SUPERVISION; EXPERIENCES
AB This study investigated PhD candidate feedback on research and employability skills training, delivered via work-integrated learning (WIL) within an alternative doctoral training model. Voluntary feedback was received using a mixed-methods survey consisting of 10 quantitative statements reflecting on learning, and qualitative feedback comprising best aspects and needs improvement comments. The results indicate candidates highly valued the WIL-based assessments, teacher interactions, workload, research-relevant problem-solving frameworks, work-related knowledge and skills, and confidence-building. The qualitative analysis also revealed some PhD candidates desired more peer interactions early in candidature. The study reinforces four emerging design principles for WIL in doctoral programs and provides a contemporary evidence-base for improving alternative doctoral training programs. Areas for further research include: understanding training motivation and needs including content complexity, internships, and culturally and linguistically diverse (CALD) candidate needs; benchmarking engagement with doctoral WIL; increasing doctoral peer interactions; WIL for new technologies; and communicating the value of doctoral WIL.
C1 [O'Connor, Michael D.] Western Sydney Univ, Sydney, NSW, Australia.
C3 Western Sydney University
RP O'Connor, MD (corresponding author), Western Sydney Univ, Sydney, NSW, Australia.
EM m.oconnor@westernsydney.edu.au
FU Surveys Team and permission [H10462]
FX The author wishes to thank Dr Anna Denejkina and Dr Jessica Weir
   (Western Sydney University) for critical review of the manuscript, and
   Dr Jason Ensor from the Western Sydney University Surveys Team for
   access to surveys. Data was provided by the Surveys Team and permission
   to use was granted within the context of sections 8.6.7 and 8.6.8,
   H10462: "The Western Sydney University Research Program for Learning and
   Teaching."
NR 51
TC 0
Z9 0
U1 0
U2 0
PU Work-Integrated Learning NZ-WILNZ
PI Hamilton
PA Univ Waikato, Private Bag 3105, Hamilton, NEW ZEALAND
SN 2538-1032
J9 INT J WORK-INTEGR L
JI Int. J. Work-Integr. L.
PY 2023
VL 24
IS 4
BP 567
EP 582
PG 16
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA FX1X6
UT WOS:001149071100010
DA 2024-02-21
ER

PT J
AU Xiang, BS
   Wang, HY
   Wang, HM
AF Xiang, Beishan
   Wang, Huiying
   Wang, Huimin
TI Is There a Surplus of College Graduates in China? Exploring Strategies
   for Sustainable Employment of College Graduates
SO SUSTAINABILITY
LA English
DT Article
DE college graduates; sustainable employment; higher education; supply and
   demand; innovation
ID CONCEPTUALIZATION; EMPLOYABILITY; EXPANSION
AB In 2019, China achieved a milestone in higher education with a gross enrollment rate surpassing 50%, signifying the internationally recognized phase of "universalization". In 2023, the escalating number of college graduates amounted to 11.58 million, an increase of 0.8 million over the last year, reaching a new high in scale. Despite this remarkable progress, the employment rate of college graduates has remained low and stagnant over the past two decades. This paradox highlights the pressing need to address the employment challenges faced by a growing number of college graduates in China. The existing supply structure of college graduates, including education levels, academic disciplines, spatial distribution, and core competencies, is inconsistent with the demand structure of the labor market. This mismatch emphasizes the necessity for both the supply and demand sides to collaborate in resolving the college graduate employment problem. By advancing the industrial structure, optimizing the configuration of higher education, and fostering a culture of innovation, a harmonious integration of the higher education system with economic development, market demands, and long-term planning can be achieved. The strategies proposed in this study offer practical solutions to promote sustainable employment for college graduates in China.
C1 [Xiang, Beishan; Wang, Huiying] Univ Int Business & Econ, Sch Govt Adm, Beijing 100029, Peoples R China.
   [Wang, Huimin] Beijing Inst Econ & Management, Beijing 100102, Peoples R China.
C3 University of International Business & Economics
RP Wang, HY (corresponding author), Univ Int Business & Econ, Sch Govt Adm, Beijing 100029, Peoples R China.; Wang, HM (corresponding author), Beijing Inst Econ & Management, Beijing 100102, Peoples R China.
EM xiangbeishan@163.com; huiyingwang@uibe.edu.cn; huiminwang@biem.edu.cn
FU We would like to thank all the participants of the research.
FX We would like to thank all the participants of the research.
NR 62
TC 0
Z9 0
U1 11
U2 11
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD NOV
PY 2023
VL 15
IS 21
AR 15540
DI 10.3390/su152115540
PG 19
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA X6HR4
UT WOS:001099445200001
OA gold
DA 2024-02-21
ER

PT J
AU Bengmark, D
   Nilner, M
   Rohlin, M
AF Bengmark, Daniel
   Nilner, Maria
   Rohlin, Madeleine
TI Graduates' characteristics and professional situation - A follow-up of
   five classes graduated from the Malmo Model
SO SWEDISH DENTAL JOURNAL
LA English
DT Article
DE dental education; employability; evaluation; problem-based learning;
   profession
ID WORK
AB This study describes some characteristics of graduates of the five first classes from the Malmo dental programme, their overall experience of the programme, and their professional situation. Of 166 graduates (graduated 1995-1999) who were invited to participate, 128 responded (response rate 77%). The questionnaire queried participant characteristics, undergraduate education, and professional situation.
   The median age of the respondents at graduation Was 26 years (range: 24-43 years, female: 56%). One-fourth of the respondents were born outside Sweden. Two-thirds of the respondents answered that they enrolled in the dental education because they wanted to become a dentist. Most respondents (97%) were working as a dentist, and a majority (82%) worked full-time. The respondents thought their dental education had prepared them well for their profession. About one-third of the respondents worked outside Sweden; the majority had been born outside of Sweden. The respondents' satisfaction with their professional situation, which was high overall, correlated to how much they were able to influence their work situation. About one-fourth expressed interest in specialist training. Respondents differed on the topic of research education: 64% of the female graduates and 42% of the male graduates were interested.
   We conclude that the respondents were satisfied with their professional situation as a dentist and that most were interested in postgraduate education.
C1 Malmo Univ, Fac Odontol, Malmo, Sweden.
C3 Malmo University
RP Bengmark, D (corresponding author), Malmo Univ, Fac Odontol, Malmo, Sweden.
EM daniel.bengmark@mah.se
NR 11
TC 2
Z9 2
U1 0
U2 3
PU SWEDISH DENTAL JOURNAL
PI STOCKHOLM
PA BOX 1217, SE-111 82 STOCKHOLM, SWEDEN
SN 0347-9994
J9 SWED DENT J
JI Swed. Dent. J.
PY 2007
VL 31
IS 3
BP 129
EP 135
PG 7
WC Dentistry, Oral Surgery & Medicine
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Dentistry, Oral Surgery & Medicine
GA 222QK
UT WOS:000250311800003
PM 17970169
DA 2024-02-21
ER

PT J
AU Chung, H
   van Oorschot, W
AF Chung, Heejung
   van Oorschot, Wim
TI Institutions versus market forces: Explaining the employment insecurity
   of European individuals during (the beginning of) the financial crisis
SO JOURNAL OF EUROPEAN SOCIAL POLICY
LA English
DT Article
DE cross-European study; employment insecurity; flexicurity institutions;
   market forces; multi-level study; subjective perception
ID JOB INSECURITY; UNEMPLOYMENT; OECD
AB In reaction to the recent financial crisis, the European Commission re-stated its view that the balance between flexibility and security is the key to success for the future of the European social economy, as well as its belief in the power of institutional arrangements it deems necessary for this balance. However, do powerful institutions actually counter market forces where flexicurity is concerned? In this paper we address this question by analysing the impact of institutional configurations and market factors on perceived employment insecurity among workers in Europe. We use the 4th wave of the European Social Survey for 2008/2009, which covers 22 countries, and implement a multi-level approach where contextual effects are taken into account and individuals are considered to be embedded within a country. We find that policies that secure one's income and employability skills, such as passive and active labour market policies, are more important for providing employment security for individuals than institutions that secure one's current job, such as employment protection. Of the economic and labour market factors, general market conditions (measured as employment rate average) and the strength of the financial crisis (measured as gross domestic product growth rate from 2008 to 2009) are both similarly influential in explaining cross-national variance in the employment insecurity perception of individuals. More generally, and most interestingly, we find that institutional factors lose their significance when market factors are taken into account. Thus, it seems that differences in economic and labour market conditions between countries better explain why workers feel insecure about their employment, than the differences in employment and income policies. Although this result could be influenced by the time period under investigation, which is characterized by a financial crisis, results from previous studies using data from different periods suggest that it is not period-specific.
C1 [Chung, Heejung] Univ Kent, Sch Social Policy Sociol & Social Res, Canterbury CT2 7NF, Kent, England.
   [Chung, Heejung; van Oorschot, Wim] Tilburg Univ, Dept Sociol, Tilburg, Netherlands.
C3 University of Kent; Tilburg University
RP Chung, H (corresponding author), Univ Kent, Sch Social Policy Sociol & Social Res, Cornwallis Bldg, Canterbury CT2 7NF, Kent, England.
EM heejung77@gmail.com
RI Chung, Heejung/P-4367-2014
OI Chung, Heejung/0000-0002-6422-6119
NR 29
TC 96
Z9 99
U1 0
U2 29
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0958-9287
EI 1461-7269
J9 J EUR SOC POLICY
JI J. Eur. Soc. Policy
PD OCT
PY 2011
VL 21
IS 4
BP 287
EP 301
DI 10.1177/0958928711412224
PG 15
WC Public Administration; Social Issues
WE Social Science Citation Index (SSCI)
SC Public Administration; Social Issues
GA 835HF
UT WOS:000296026500001
OA Green Accepted, Green Published
DA 2024-02-21
ER

PT J
AU van der Mark-Reeuwijk, KG
   Weggemans, RM
   Bültmann, U
   Burdorf, A
   Deeg, DJH
   Geuskens, GA
   Henkens, KCJIM
   Kant, I
   de Lange, A
   Lindeboom, M
   van Rhenen, W
   van der Beek, AJ
AF van der Mark-Reeuwijk, Kerstin G.
   Weggemans, Rianne M.
   Bultmann, Ute
   Burdorf, Alex
   Deeg, Dorly J. H.
   Geuskens, Goedele A.
   Henkens, Kene C. J. I. M.
   Kant, IJmert
   de Lange, Annet
   Lindeboom, Maarten
   van Rhenen, Willem
   van der Beek, Allard J.
TI Health and prolonging working lives: an advisory report of the Health
   Council of The Netherlands
SO SCANDINAVIAN JOURNAL OF WORK ENVIRONMENT & HEALTH
LA English
DT Article
DE chronic disease; disability benefit; functioning; mental health; need
   for recovery; older worker; retirement; self-perceived health; sickness
   absence; unemployment; work ability
ID BEST-EVIDENCE SYNTHESIS; PAID EMPLOYMENT; EARLY RETIREMENT; OLDER
   WORKERS; SYSTEMATIC REVIEWS; PHYSICAL-ACTIVITY; SICKNESS ABSENCE;
   LIFE-STYLE; ILL HEALTH; INTERVENTIONS
AB Objective This paper summarizes the main findings and recommendations of an advisory report on health and prolonging working life, which was requested by the Dutch Minister of Social Affairs and Employment.
   Methods The advisory report was compiled by a multidisciplinary committee of ten scientists appointed by the Health Council of The Netherlands. The committee's aims were to (i) describe the health of the ageing population, (ii) describe how prolonging working life influences health, (iii) describe determinants, besides health, for prolonging working lives, and (iv) review the literature on interventions aimed at retaining or improving employability of older workers.
   Results The report was presented to the Minister on 26 June 2018. As the likelihood of health problems increases with age, prolonging working life may be difficult. In general, life expectancy increases and gains in life years and health seem mainly attributable to people aged >75 years. Work is good for mental health. However, it may be beneficial for mental health to stop working around the retirement age. Besides health, financial factors, lifestyle, motivation to work, and working conditions play a role in prolonging working life. A systematic review of the evidence indicated that interventions such as worksite health promotion or career development workshops can support older workers in this matter.
   Conclusions The Health Council advised the Dutch Government to focus on worksite health promotion and career development interventions as well as the improvement of their implementation. This requires a tailored approach as there is a large diversity in health among older workers and particularly between low- and high-educated people. With this in mind, it was further recommended to explore whether flexible pension schemes might better suit this diversity.
C1 [van der Mark-Reeuwijk, Kerstin G.; Weggemans, Rianne M.] Hlth Council Netherlands, POB 16052, NL-2500 BB The Hague, Netherlands.
   [Bultmann, Ute] Univ Groningen, Univ Med Ctr Groningen, Dept Hlth Sci, Groningen, Netherlands.
   [Burdorf, Alex] Erasmus MC Univ Med Ctr, Dept Publ Hlth, Rotterdam, Netherlands.
   [Deeg, Dorly J. H.] Vrije Univ Amsterdam, Amsterdam UMC, Amsterdam Publ Hlth Res Inst, Dept Epidemiol & Biostat, Amsterdam, Netherlands.
   [Geuskens, Goedele A.] Netherlands Org Appl Sci Res TNO, Leiden, Netherlands.
   [Henkens, Kene C. J. I. M.] NIDI, The Hague, Netherlands.
   [Henkens, Kene C. J. I. M.] Univ Med Ctr Groningen, Dept Hlth Sci, Groningen, Netherlands.
   [Henkens, Kene C. J. I. M.] Univ Amsterdam, Dept Sociol, Amsterdam, Netherlands.
   [Kant, IJmert] Maastricht Univ, Fac Hlth Med & Life Sci, CAPHRI Sch Publ Hlth & Primary Care, Dept Epidemiol, Maastricht, Netherlands.
   [de Lange, Annet] HAN Univ Appl Sci, Dept Human Resource Management, Nijmegen, Netherlands.
   [de Lange, Annet] Open Univ Netherlands, Fac Psychol & Educ Sci, Heerlen, Netherlands.
   [Lindeboom, Maarten] Vrije Univ Amsterdam, Dept Econ & Dev Econ, Amsterdam, Netherlands.
   [van Rhenen, Willem] Business Univ Nyenrode, Ctr Leadership & Management Dev, Breukelen, Netherlands.
   [van Rhenen, Willem] Arbo Unie, Utrecht, Netherlands.
   [van der Beek, Allard J.] Vrije Univ Amsterdam, Amsterdam UMC, Amsterdam Publ Hlth Res Inst, Dept Publ & Occupat Hlth, Amsterdam, Netherlands.
C3 University of Groningen; Erasmus University Rotterdam; Erasmus MC;
   University of Amsterdam; Vrije Universiteit Amsterdam; Netherlands
   Organization Applied Science Research; University of Groningen;
   University of Amsterdam; Maastricht University; Open University
   Netherlands; Vrije Universiteit Amsterdam; University of Amsterdam;
   Vrije Universiteit Amsterdam
RP van der Mark-Reeuwijk, KG (corresponding author), Hlth Council Netherlands, POB 16052, NL-2500 BB The Hague, Netherlands.
EM kvandermark@gr.nl
RI de Lange, annet/GPF-7985-2022; van Rhenen, Willem/AAS-9406-2021;
   burdorf, alex/A-2226-2008
OI van der Beek, Allard/0000-0002-4672-9062; De lange,
   Annet/0000-0002-9122-7387; burdorf, alex/0000-0003-3129-2862; Bultmann,
   Ute/0000-0001-9589-9220
NR 49
TC 16
Z9 16
U1 1
U2 10
PU SCANDINAVIAN JOURNAL WORK ENVIRONMENT & HEALTH
PI HELSINKI
PA TOPELIUKSENKATU 41A, SF-00250 HELSINKI, FINLAND
SN 0355-3140
EI 1795-990X
J9 SCAND J WORK ENV HEA
JI Scand. J. Work Environ. Health
PY 2019
VL 45
IS 5
BP 514
EP 519
DI 10.5271/sjweh.3828
PG 6
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA IV9GK
UT WOS:000484571700011
PM 31069395
OA Green Submitted, hybrid
DA 2024-02-21
ER

PT J
AU Erdogmus, N
   Aytekin, I
AF Erdogmus, Nihat
   Aytekin, Ihsan
TI The Effects of Culture on Psychological Mobility: Comparative Analyses
   of Turkish and Canadian Academicians
SO KURAM VE UYGULAMADA EGITIM BILIMLERI
LA English
DT Article
DE Career; Career Mobility; Psychological Mobility; Culture; Psychological
   Mobility of Academicians
ID CAREER MOBILITY; BOUNDARYLESS CAREERS; INDIVIDUALISM-COLLECTIVISM;
   UNITED-STATES; VERTICAL INDIVIDUALISM; EMPLOYABILITY; ORIENTATIONS;
   PERSPECTIVE; VALUES
AB The present study comparatively examines the effects of culture on psychological mobility of academicians in Turkey and Canada. Questionnaires were completed by 382 respondents, of them 277 Turkish and 105 Canadian. Data were collected using INDCOL for measuring the four cultural dimensions. Psychological mobility that consisted of boundaryless mindset and organizational mobility preference was measured using the Boundaryless Career Attitude Scale. Findings of the study revealed that there were differences between Turkish and Canadian academicians in terms of four cultural dimensions and psychological mobility. It was also found that culture has influence on psychological mobility. Turkish academicians were more collectivist and had higher organizational mobility preference than Canadian counterparts.
C1 [Erdogmus, Nihat] Istanbul Sehir Univ, Fac Management & Adm Sci, Istanbul, Turkey.
   [Aytekin, Ihsan] Bartin Univ, Bartin, Turkey.
C3 Istanbul Sehir University; Bartin University
RP Erdogmus, N (corresponding author), Istanbul Sehir Univ, Fac Management & Adm Sci, Istanbul, Turkey.
EM nihaterdogmus@sehir.edu.tr
RI Erdogmus, Nihat/AAS-2514-2020; Erdoğmuş, Nihat/AAP-5014-2020; AYTEKİN,
   İHSAN/AAA-8862-2020
NR 58
TC 0
Z9 0
U1 0
U2 13
PU EDAM
PI ISTANBUL
PA KISIKLI MH ALEMDAG CD YAN YOL SK, SBK IS MERKEZI NO 5, KAT 1 USKUDAR,
   ISTANBUL, 81190, TURKEY
SN 1303-0485
J9 KURAM UYGUL EGIT BIL
JI Kuram Uygulamada Egit. Bilim.
PD FAL
PY 2012
VL 12
IS 4
BP 2535
EP 2540
PG 6
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 035OC
UT WOS:000310955500011
DA 2024-02-21
ER

PT J
AU García, MG
   López, CB
   Molina, EC
   Casas, EE
   Morales, YAR
AF Garcia Garcia, Mercedes
   Biencinto Lopez, Chantal
   Carpintero Molina, Elvira
   Exposito Casas, Eva
   Ruiz Morales, Yovanni A.
TI Development and evaluation of the team work skill in university
   contexts. Are virtual environments effective?
SO INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION
LA English
DT Article
DE Blended-learning; Soft skills; Team work; Problem-based learning
AB Soft skills refer to those personal competencies affecting the way we interact with people and they include aspects such as communication, listening, negotiating, team work, leadership, ethics, commitment, etc. (Computerworld 35: 24, 2001; Dubrin, Coaching and Mentoring Skills (NetEffect Series), 2004; J Soc Work Pract 14: 149-158, 2000; InfoWorld 20: 104, 1998; J Coll Teach Learn 2: 1-6, 2005; Comput Can 24: 21-22, 1998; Waller, Soft skills for lawyers, 2007). The role of soft skills in terms of personal growth, employability, social development, social participation, change adaptation, etc. has been widely acknowledged although there is no agreement regarding the differential importance of some soft skills over others. However, the latter point is relative given that it depends on the field of reference. Despite the fact that these competencies are highly valued in the labor market, universities seem to overlook this demand throughout students' education process and the development and assessment of these competencies have been given but scant attention. Further, the increasing emphasis on the use of ICTs in university education and a gradual trend towards blended-learning and virtual environments have prevented the development of these competencies as they are thought to require face-to-face interaction amongst classmates and between students and teachers. This study presents the results of an innovative proposal that intends to break these barriers by focusing on promoting the learning and assessment of team work skills in virtual environments. These results prove the suitability of the program when it comes to developing and evaluating these skills in a b-learning environment.
C1 [Garcia Garcia, Mercedes; Biencinto Lopez, Chantal; Carpintero Molina, Elvira] Univ Complutense Madrid, Madrid, Spain.
   [Exposito Casas, Eva] Univ Nacl Educ Distancia, E-28040 Madrid, Spain.
   [Ruiz Morales, Yovanni A.] Univ Nacl Expt Tachira, Caracas, Venezuela.
C3 Complutense University of Madrid; Universidad Nacional de Educacion a
   Distancia (UNED)
RP Casas, EE (corresponding author), Univ Nacl Educ Distancia, E-28040 Madrid, Spain.
EM evaexpositocasas@edu.uned.es
RI Garcia-Garcia, Mercedes/AAR-7501-2021; Morales, Yovanni Alexander
   Ruiz/G-3692-2016
OI Garcia-Garcia, Mercedes/0000-0002-1849-3531; Morales, Yovanni Alexander
   Ruiz/0000-0003-3818-5314
NR 49
TC 20
Z9 24
U1 0
U2 49
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 2365-9440
J9 INT J EDUC TECHNOL H
JI Int. J. Educ. Technol. High. Educ.
PD FEB 9
PY 2016
VL 13
AR 5
DI 10.1186/s41239-016-0014-1
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DH4EI
UT WOS:000372737900005
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Macaskill, A
AF Macaskill, Ann
TI Undergraduate mental health issues: the challenge of the second year of
   study
SO JOURNAL OF MENTAL HEALTH
LA English
DT Article
DE University students; student mental health; anxiety; worry; second-year
   students
ID GENERALIZED ANXIETY DISORDER; PSYCHOLOGICAL DISTRESS;
   UNIVERSITY-STUDENTS; PREVALENCE; STRESS
AB Background: Student mental health is a global issue. Macaskill reported that the second year was associated with the most significant increases in psychiatric symptoms in UK students. Qualitative data were collected to explore this further.Method: Twenty-three second-year undergraduate students were interviewed using a narrative interviewing method to explore their experience of their second year of study. They also completed the General Health Questionnaire-28. Students were grouped according to their psychiatric caseness scores, giving two groups, a well group with scores 5 and a clinical case group with scores 6 and their interview data were compared.Results: Using thematic analysis, various themes and subthemes were identified. While both groups identified the same issues namely, the first-year concerns impacting on the second year, course issues, careers and future employability and student debt, the groups reported very different coping styles.Conclusion: There were shared anxieties across both groups. The majority related to institutional practices and the unintended impact they may be having on student mental health. While specialist interventions would help the clinical caseness group, arguably the anxiety levels of both groups would benefit equally from relatively easy to implement, inexpensive institutional changes and/or additions to current practices in universities.
C1 [Macaskill, Ann] Sheffield Hallam Univ, Dept Psychol Sociol & Polit, Sheffield, S Yorkshire, England.
C3 Sheffield Hallam University
RP Macaskill, A (corresponding author), Sheffield Hallam Univ, Psychol Res Grp, Unit 8 Sci Pk, Sheffield S1 2WB, S Yorkshire, England.
EM a.macaskill@shu.ac.uk
NR 33
TC 15
Z9 16
U1 0
U2 14
PU TAYLOR & FRANCIS INC
PI PHILADELPHIA
PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA
SN 0963-8237
EI 1360-0567
J9 J MENT HEALTH
JI J. Ment. Heal.
PY 2018
VL 27
IS 3
BP 214
EP 221
DI 10.1080/09638237.2018.1437611
PG 8
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA GG7TS
UT WOS:000432901400004
PM 29429365
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Jjuuko, R
   Tukundane, C
   Zeelen, J
AF Jjuuko, Robert
   Tukundane, Cuthbert
   Zeelen, Jacques
TI Reclaiming the educative power of vocational placements: Experiences
   from agriculture education practice in Uganda
SO INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT
LA English
DT Article; Early Access
DE agricultural education; vocational placements; workplace learning
AB Amidst the global pressure on education systems to harness youth employability and transition to the world of work, there is increased interest in vocational placements. It is evident that Uganda's tertiary education sector, like others in similar context, is struggling to optimise vocational placements for better students' learning and labour market outcomes. This article explores the "educative" potential of vocational placements offered as a component of study programmes by a public tertiary agricultural training institution in Uganda. It draws on data generated from a qualitative case study that engaged 70 stakeholders namely students, graduates, lecturers, administrators and workplace supervisors. Undertaken between 2016 and 2019, the study reveals the complexities and prospects associated with the design and delivery of vocational placements in stressed education and labour market contexts. From a social constructivist perspective, we make contextual pedagogical propositions for unleashing the educative power of vocational placements in Uganda and similar contexts.
C1 [Jjuuko, Robert] Univ Groningen, Grad Sch Humanities, Groningen, Netherlands.
   [Tukundane, Cuthbert] Uganda Martyrs Univ, Sch Arts & Social Sci, Nkozi, Uganda.
   [Zeelen, Jacques] Univ Groningen, Globalisat Studies Groningen, Groningen, Netherlands.
   [Zeelen, Jacques] Gulu Univ, UNESCO Chair Lifelong Learning Youth & Work, Gulu, Uganda.
C3 University of Groningen; Uganda Martyrs University; University of
   Groningen
RP Jjuuko, R (corresponding author), Univ Groningen, Grad Sch Humanities, Groningen, Netherlands.
EM robert@adultslearnuganda.org
OI Tukundane, Cuthbert/0000-0001-9469-0433; Jjuuko,
   Robert/0000-0002-1628-7080
NR 68
TC 4
Z9 4
U1 1
U2 4
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1360-3736
EI 1468-2419
J9 INT J TRAIN DEV
JI Int. J. Train. Dev.
PD 2021 JUN
PY 2021
VL 25
IS 2
BP 144
EP 159
DI 10.1111/ijtd.12212
EA MAY 2021
PG 16
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA SH2LM
UT WOS:000647415900001
OA Green Published
DA 2024-02-21
ER

PT J
AU Whitchurch, C
   Locke, W
   Marini, G
AF Whitchurch, Celia
   Locke, William
   Marini, Giulio
TI Challenging career models in higher education: the influence of internal
   career scripts and the rise of the "concertina" career
SO HIGHER EDUCATION
LA English
DT Article; Early Access
DE Academic career-making; Academic career pathways
ID ACADEMIC CAREERS; IDENTITY
AB The paper develops the metaphorical concept of the "concertina" career to describe ways in which academic staff, across a diversifying workforce, modulate their interactions with institutional career frameworks, which tend to be unilinear and to be characterised by detailed progression criteria and milestones. In doing this, they are guided by Internal career scripts, providing an additional dimension to the dichotomy of boundaried and boundaryless careers found in the literature. Drawing on a longitudinal study between 2017 and 2020, of forty-nine mid-career academic staff across eight UK universities, consideration is given to individuals' spatial movements, for instance, between academic activities, and professional and personal commitments; and the manipulation of timescales to accelerate or decelerate career progress in relation to opportunities and constraints. The study shows ways in which the spatial parameters of a career are being stretched in order to accommodate new forms of academic work supplementing disciplinary activity, such as online learning, employability initiatives and public engagement, as well as work-life considerations. In addition, individuals are adapting timescales to accommodate professional activities such as health practice or community outreach, as well as personal commitments such as caring responsibilities. Thus, in the concertina career, individuals expand and contract activity, as well as extending and compressing timescales. As a result, it is concluded that institutional career models do not entirely reflect the reality of career-making by individuals, which is likely to involve detours (therefore a spatial dimension) and a disruption of assumed timelines (therefore a temporal dimension).
C1 [Whitchurch, Celia] UCL Inst Educ, Ctr Global Higher Educ, 20 Bedford Way, London WC1E 0AL, England.
   [Locke, William] Univ Melbourne, Ctr Study Higher Educ, Elisabeth Murdoch Bldg, Parkville, Vic 3010, Australia.
   [Marini, Giulio] UCL, Quantitat Social Sci, 27-28 Woburn Sq, London WC1E 0AA, England.
C3 University of London; University College London; UCL Institute of
   Education; University of Melbourne; University of London; University
   College London; UCL Institute of Education
RP Whitchurch, C (corresponding author), UCL Inst Educ, Ctr Global Higher Educ, 20 Bedford Way, London WC1E 0AL, England.
EM c.whitchurch@ucl.ac.uk; william.locke@unimelb.edu.au; g.marini@ucl.ac.uk
RI Whitchurch, Celia/HCI-2379-2022; Marini, Giulio/C-8337-2018
OI Marini, Giulio/0000-0002-3259-2309; Locke, William/0000-0003-1630-5645
FU Economic and Social Research Council (UK); Office for Students (UK);
   Research England (UK) [ES/M010082/1]; Centre for Global Higher Education
   (CGHE), UCL Institute of Education, London, UK; ESRC [ES/M010082/1]
   Funding Source: UKRI
FX This paper draws on a study entitled The future higher education
   workforce in locally and globally engaged HEIs. The support of the
   Economic and Social Research Council (UK), the Office for Students (UK)
   and Research England (UK) (grant reference ES/M010082/1) is gratefully
   acknowledged, along with support from the Centre for Global Higher
   Education (CGHE), UCL Institute of Education, London, UK.
NR 53
TC 15
Z9 16
U1 3
U2 18
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD 2021 SEP
PY 2021
VL 82
IS 3
BP 635
EP 650
DI 10.1007/s10734-021-00724-5
EA JUN 2021
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA UO7JV
UT WOS:000664386000001
OA hybrid, Green Published
DA 2024-02-21
ER

PT J
AU Xu, TX
   Dempsey, I
   Foreman, P
AF Xu, Tianxi
   Dempsey, Ian
   Foreman, Phil
TI Views of Chinese parents and transition teachers on school-to-work
   transition services for adolescents with intellectual disability: A
   qualitative study
SO JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY
LA English
DT Article
DE China; parent and transition teacher views; school-to-work transition;
   intellectual disability
ID SPECIAL-EDUCATION; PROMOTE TRANSITION; YOUNG-PEOPLE; EMPLOYMENT;
   OUTCOMES; PROFESSIONALS; PERSPECTIVES; PERCEPTIONS; STUDENTS; BARRIERS
AB Background The use of effective theory and practice in school-to-work transition for adolescents with intellectual disability (ID) is essential to enhance transition outcomes. In China, little attention has been paid to these issues. The current study explored Chinese parents' and transition teachers' views on school-to-work transition services for adolescents with ID.
   Method Fourteen transition teachers and 14 parents across 7 cities in China were interviewed, and the interview data were thematically analysed.
   Results The results suggest that the chief reasons for poor transition outcomes in China include social bias toward and limited employability of adolescents with ID, lack of quality transition programs, and insufficient policy and financial support.
   Conclusions It is recommended that the Chinese government, employers, transition institutions, and families make changes to address the underachievement of postsecondary transition outcomes.
C1 [Xu, Tianxi; Dempsey, Ian; Foreman, Phil] Univ Newcastle, Sch Educ, Callaghan, NSW 2308, Australia.
C3 University of Newcastle
RP Xu, TX (corresponding author), Univ Newcastle, Sch Educ, Ctr Special Educ & Disabil Studies, Callaghan, NSW 2308, Australia.
EM tianxi.xu@uon.edu.au
NR 58
TC 14
Z9 19
U1 0
U2 28
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1366-8250
EI 1469-9532
J9 J INTELLECT DEV DIS
JI J. Intellect. Dev. Dis.
PD OCT 2
PY 2014
VL 39
IS 4
BP 342
EP 352
DI 10.3109/13668250.2014.947920
PG 11
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA AS6NW
UT WOS:000344381000005
DA 2024-02-21
ER

PT J
AU Çalis, S
   Tan, E
   Maç, SD
   Turan, SA
AF Calis, Suayyip
   Tan, Emrullah
   Mac, Sevgi D.
   Turan, Sule A.
TI A critique of the internship measurement scales in higher education
SO EDUCATIONAL RESEARCH REVIEW
LA English
DT Article; Early Access
DE Internship; Higher education; Scale development; Validity; Reliability
ID EXPLORATORY FACTOR-ANALYSIS; ISSUES; RECOMMENDATIONS; EMPLOYERS;
   EFFICACY; VALIDITY; SCIENCE; QUALITY; FUTURE
AB This article is a critical review of the internship measurement scales in higher education. Although the importance of internships is widely acknowledged in the literature, there is a scarcity of attempts to construct a scale to measure internship outcomes. In fact, a thorough examination of the internship literature reveals that there are only two internship measurement scales, which are relatively recent. It is a widespread practice that empirical studies in this area use job-related scales in their endeavour to measure internship-related constructs such as internship satisfaction and internship effectiveness. This is mostly due to the lack of available internship scales and partly due to the naive assumption that job-related scales can be somehow altered and may readily be adapted to internship-related contexts, disregarding the contextual and contractual differences between a job and an internship. This casts doubt on the validity of the findings in those studies. However, the valid measurement of internships is not only necessary to meet the highest academic standards but also to make evidence-based employability policies in higher education institutions. Therefore, this article aims to highlight the need to measure internship processes more effectively based on a sound method and bring this issue to the attention of the research community worldwide. To that end, the existing scales of internship are critically examined and areas for improvements are highlighted.
C1 [Calis, Suayyip; Tan, Emrullah; Mac, Sevgi D.; Turan, Sule A.] Sakarya Univ, Business Sch, Human Resources Management, Sakarya, Turkey.
C3 Sakarya University
RP Tan, E (corresponding author), Sakarya Univ, Business Sch, Human Resources Management, Sakarya, Turkey.
EM scalis@sakarya.edu.tr; etan@sakarya.edu.tr; smac@sakarya.edu.tr;
   saydin@sakarya.edu.tr
RI TAN, EMRULLAH/HDO-7080-2022; Calis, Suayyip/C-5147-2008; aydin turan,
   şule/GWM-5868-2022
OI TAN, EMRULLAH/0000-0002-0649-3788; Calis, Suayyip/0000-0003-3059-3647;
   aydin turan, şule/0000-0002-2927-545X
NR 92
TC 0
Z9 0
U1 3
U2 20
PU ELSEVIER SCI LTD
PI London
PA 125 London Wall, London, ENGLAND
SN 1747-938X
EI 1878-0385
J9 EDUC RES REV-NETH
JI Educ. Res. Rev.
PD 2022 NOV
PY 2022
VL 37
AR 100491
DI 10.1016/j.edurev.2022.100491
EA NOV 2022
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 6Y4SX
UT WOS:000897087500001
DA 2024-02-21
ER

PT J
AU Delly, P
AF Delly, Pamela
TI "I feel a deep sense of belonging to the team": International student
   experiences as peer-assisted learning advisers
SO JOURNAL OF ACADEMIC LANGUAGE AND LEARNING
LA English
DT Article
DE intercultural competence; international students; peer-assisted learning
AB International students are an important driver of HE in Australia. Programs and curriculum are designed to support these students' well-being and their academic development (Burdett & Crossman, 2012), and while important, so too are extra-curricular activities. This paper examines the experiences of four international students engaged in an enriching education experience as paid advisers in a peer-assisted learning program. The experiences of these international PLAs (IPLAs) are interesting in light of a number of reports indicating that international students do not work with other students outside of class (Edwards, 2010). The study draws on both the international student experience and student engagement literature. According to Radloff (2010), while higher education should facilitate the development of employability skills, it should also develop "self and civic awareness" (p. 38). On this basis, the Australasian Survey of Student Engagement (AUSSE) General Development Outcomes for higher education (Coates, 2010) are used as a guiding principle to frame the study. These IPLAs showed increased self-awareness, an ability to solve complex problems through managing their own behaviours and student behaviours and flexibly responding to student issues. They all revealed greater self-awareness in terms of their skills and in their attitudes to others, while improving their language proficiency. The PLA program enabled them to gain insight into the host culture, enabling them to reflect on their own home cultures which led to further insights and awareness. Their work in the PLA program appears to have facilitated opportunities to interact with domestic students they would not have otherwise had.
C1 [Delly, Pamela] La Trobe Univ, Student Learning, Bundoora, Vic 3086, Australia.
C3 La Trobe University
RP Delly, P (corresponding author), La Trobe Univ, Student Learning, Bundoora, Vic 3086, Australia.
EM p.delly@latrobe.edu.au
NR 25
TC 0
Z9 0
U1 0
U2 4
PU ASSOC ACAD LANGUAGE LEARNING
PI BRISBANE
PA C/O DAVID ROWLAND, STUDENT SERVICES, BRISBANE, QLD 4072, AUSTRALIA
SN 1835-5196
J9 J ACAD LANG LEARN
JI J. Acad. Lang. Learn.
PY 2021
VL 15
IS 1
BP 13
EP 26
PG 14
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA RU8ZF
UT WOS:000645429100003
DA 2024-02-21
ER

PT J
AU Caballero, G
   Vázquez, XH
   Quintás, MA
AF Caballero, Gloria
   Vazquez, Xose H.
   Quintas, Maria A.
TI Improving Employability Through Stakeholders in European Higher
   Education: The Case of Spain
SO LONG RANGE PLANNING
LA English
DT Article
ID MANAGEMENT; WORK
AB We distinguish four employability strategies and test with a database of 230 Spanish university centers how different stakeholders try to influence them. Academic employability seems to be the main goal of university governors, as they emphasize curricula improvements to introduce practical contents. By contrast, and probably because of their interest in specialized teaching associated with their own research, professors prioritize as an alternative the development of interpersonal management skills and sharing of alumni experiences. Other stakeholders with greater market orientation have a comparatively marginal impact. Reform proposals therefore aim to rebalance the influence of stakeholders, though not necessarily by means of structural reforms in decision-making bodies. In fact, by differentiating several employability strategies, we have observed that governance reforms may generate overly optimistic expectations, as stakeholders may support only a subset of strategies, which may not even be the most important ones. (C) 2015 Elsevier Ltd. All rights reserved.
C1 [Caballero, Gloria; Vazquez, Xose H.] Univ Vigo, Business Org, Vigo, Spain.
   [Quintas, Maria A.] Univ Vigo, Vigo, Spain.
C3 Universidade de Vigo; Universidade de Vigo
RP Caballero, G (corresponding author), Univ Vigo, Business Org, Vigo, Spain.
EM gloriacf@uvigo.es; xhvv@uvigo.es; quintas@uvigo.es
RI Vázquez, Xosé H./AAC-3466-2019; Quintás, María A./F-5545-2016;
   Caballero, Gloria/G-1191-2016
OI Vázquez, Xosé H./0000-0002-2919-7404; Quintás, María
   A./0000-0002-8857-2200; Caballero, Gloria/0000-0003-0431-5977
FU Program for the Consolidation and Structuring of Competitive Research
   Units [GRC2014/021]; European Regional Development Fund; Spanish
   Ministry of Economy and Competitiveness [ECO2013-45706-R]
FX We thank J.M. Garcia-Vazquez, Ana I. Martinez-Senra, Antonio Sartal and
   LRP reviewers for their mostly critical comments. Our work was supported
   financially by the Program for the Consolidation and Structuring of
   Competitive Research Units (GRC2014/021), co-funded by the European
   Regional Development Fund, as well as by the Spanish Ministry of Economy
   and Competitiveness trough project ECO2013-45706-R.
NR 84
TC 17
Z9 17
U1 0
U2 25
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0024-6301
EI 1873-1872
J9 LONG RANGE PLANN
JI Long Range Plan.
PD DEC
PY 2015
VL 48
IS 6
BP 398
EP 411
DI 10.1016/j.lrp.2015.09.005
PG 14
WC Business; Development Studies; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Development Studies
GA CZ0HG
UT WOS:000366785100003
DA 2024-02-21
ER

PT J
AU Hockham, D
   Wallis, J
AF Hockham, David
   Wallis, Jillian
TI Operationalising the concept of recontextualisation: leveraging pedagogy
   and learning strategies in higher education practical courses
SO HIGHER EDUCATION
LA English
DT Article; Early Access
DE Recontextualisation; Employability; Practice-based education; Theatre;
   Performance; Graduate
ID UNIVERSITY
AB This interdisciplinary paper brings together scholarship from the fields of education, psychology, sociology and performance to shed light on three pedagogy and learning strategies to support learners recontextualise knowledge between higher education and work contexts. These strategies include offering multiple different types of performance activities and modes of engagement with different types of people (learners/experts, different cultures, ages, etc.). Secondly, it provides spaces to fail and enables testing of personal strategies with limited risk. Finally, it supports students in connecting ideas and experiences from the past, across educational experiences of different performance practices and into wider contexts such as professional work.The research, which is a pilot, recognises the ways in which these strategies align with and operationalise Guile's (2010) concept of recontextualisation, offering pedagogues tools to support learning in a similar way in which the concept of scaffolding might be seen to operationalise Vygotsky's notion of the Zone of Proximal Development (ZPD).This pilot study uses semi-structured interviews and a thematic analysis approach with five graduates from an undergraduate drama degree programme in London. We recognise drama as a practical degree subject and as such consider our findings as generalisable to wider practical fields and disciplines, such as engineering and nursing education, and as having international relevance. The work offers a novel approach to conceptualising and evaluating the ways in which students deploy taught knowledge beyond the classroom, in work. It offers and augments arguments around the ways in which students bridge practice and learning from within the HEI and beyond it.
C1 [Hockham, David; Wallis, Jillian] Univ Greenwich, Bathway, London SE18 6QX, England.
C3 University of Greenwich
RP Hockham, D (corresponding author), Univ Greenwich, Bathway, London SE18 6QX, England.
EM dh2463x@gre.ac.uk
OI Hockham, David/0000-0001-9362-1137
NR 17
TC 0
Z9 0
U1 0
U2 0
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD 2023 NOV 27
PY 2023
DI 10.1007/s10734-023-01136-3
EA NOV 2023
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA Z7FE7
UT WOS:001113686700001
OA hybrid
DA 2024-02-21
ER

PT J
AU Zhang, W
   Liao, SD
   Liao, JQ
   Zheng, QF
AF Zhang, Wei
   Liao, Shudi
   Liao, Jianqiao
   Zheng, Quanfang
TI Paradoxical Leadership and Employee Task Performance: A Sense-Making
   Perspective
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE paradoxical leadership; sense-making; adaptability; task performance;
   Zhong Yong thinking; organizational identification
ID STRATEGIC CHANGE; ORGANIZATIONAL IDENTITY; ZHONG YONG; SENSEMAKING;
   MODEL; CREATIVITY; SELF; IDENTIFICATION; EMPLOYABILITY; ADAPTABILITY
AB Paradoxical leadership has received increasing research attention in recent years. Yet, questions remain as to why and when paradoxical leadership is effective in promoting employee work outcomes. Drawing upon the sense-making perspective, we propose that paradoxical leadership enhances employee task performance by increasing employees' adaptability, and paradoxical leadership is more effective when employees have higher levels of Zhong Yong thinking and organizational identification. To test our hypotheses, we conducted a multi-source and multi-wave survey study among 235 employees and their supervisors in southern China. The results of the regression analyses fully support our hypotheses. In general, our findings shed light on the underlying mechanisms, as well as the boundary conditions, of the effect of paradoxical leadership. The theoretical and practical implications of these findings are discussed.
C1 [Zhang, Wei; Liao, Jianqiao] Huazhong Univ Sci & Technol, Sch Management, Wuhan, Peoples R China.
   [Liao, Shudi] Hubei Univ, Business Sch, Wuhan, Peoples R China.
   [Liao, Shudi] Hubei Ctr Studies Human Capital Dev Strategy & Po, Key Res Base Humanities & Social Sci Hubei Prov, Wuhan, Peoples R China.
   [Zheng, Quanfang] Zhongnan Univ Econ & Law, Sch Business Adm, Wuhan, Peoples R China.
C3 Huazhong University of Science & Technology; Hubei University; Zhongnan
   University of Economics & Law
RP Liao, SD (corresponding author), Hubei Univ, Business Sch, Wuhan, Peoples R China.; Liao, SD (corresponding author), Hubei Ctr Studies Human Capital Dev Strategy & Po, Key Res Base Humanities & Social Sci Hubei Prov, Wuhan, Peoples R China.
EM shudiliao@hubu.edu.cn
RI Gu, b/JNS-4761-2023
FU Young Scientists Fund of the National Natural Science Foundation of
   China [71802073]; National Natural Science Foundation Key Program of
   China [71832004]
FX Funding This work was supported by the Young Scientists Fund of the
   National Natural Science Foundation of China (Grant No. 71802073) and
   National Natural Science Foundation Key Program of China (Grant No.
   71832004).
NR 77
TC 6
Z9 6
U1 8
U2 80
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD DEC 16
PY 2021
VL 12
AR 753116
DI 10.3389/fpsyg.2021.753116
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA YA6PX
UT WOS:000738453700001
PM 34975645
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU López-Carril, S
   Alguacil, M
   Anagnostopoulos, C
AF Lopez-Carril, Samuel
   Alguacil, Mario
   Anagnostopoulos, Christos
TI LinkedIn in sport management education: Developing the students'
   professional profile boosting the teaching-learning process
SO INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION
LA English
DT Article; Early Access
DE LinkedIn; Sport management education; Social media; Career
   opportunities; Professional profile; Employability
ID SOCIAL MEDIA NETWORKS; TWITTER; PERCEPTIONS
AB Social media have burst into people's lives, transforming their personal and professional spheres. The sports industry has not been indifferent to these changes. Indeed, the management of these digital tools has become prized in workplace settings. Among all social media, LinkedIn has the strongest link to the professional world. Nevertheless, there is a gap in the literature so far regarding the incorporation of LinkedIn into sport management courses. Thus, this work aims to share the results of an educational innovation that uses LinkedIn as its main pedagogical element through blended-learning teaching method based on the learning by doing methodology. A total of 105 undergraduate sport management students from two Spanish universities participated in this study. A pre-test and a post-test were carried out to perform diverse statistical analyses to assess the educational experience's impact. The results show significant outcomes in students' professional profile development and interaction with the sport industry; class engagement and interaction between students and professors; and LinkedIn's suitability to develop the content of the relevant course. These results highlight the educational potential of LinkedIn and encourage sports management faculty to incorporate LinkedIn into their classes as a pedagogical resource.
C1 [Lopez-Carril, Samuel] Univ Castilla La Mancha, Dept Phys Activ & Sports Sci, S-N Carlos 3 Ave, Toledo 45004, Spain.
   [Lopez-Carril, Samuel; Alguacil, Mario] Univ Valencia, Dept Phys & Sports Educ, 3 Gasco Oliag St, Valencia 46020, Spain.
   [Anagnostopoulos, Christos] UCLan Cyprus, Pyla, Cyprus.
   [Anagnostopoulos, Christos] Molde Univ Coll, Molde, Norway.
C3 Universidad de Castilla-La Mancha; University of Valencia; Molde
   University College
RP López-Carril, S (corresponding author), Univ Castilla La Mancha, Dept Phys Activ & Sports Sci, S-N Carlos 3 Ave, Toledo 45004, Spain.
EM samuel.lopezcarril@uclm.es; mario.alguacil@uv.es;
   CAnagnostopoulos@uclan.ac.uk
RI López-Carril, Samuel/HHZ-5367-2022; Anagnostopoulos,
   Christos/GQR-0580-2022
OI Anagnostopoulos, Christos/0000-0001-7470-5191; Lopez-Carril,
   Samuel/0000-0001-5278-057X; Alguacil, Mario/0000-0002-4832-2290
FU Spanish Ministry of Science, Innovation and Universities [FPU15/05670];
   postdoctoral contract for scientific excellence in the development of
   the "Plan Propio de I + D + I de la Universidad de Castilla-La Mancha";
   European Social Fund (European Union);  [UV-SFPIE_PID19-1098214]
FX The first author of this work is grateful for the support of a
   predoctoral contract "FPU15/05670" granted by the Spanish Ministry of
   Science, Innovation and Universities, and by the postdoctoral contract
   for scientific excellence in the development of the "Plan Propio de I +
   D + I de la Universidad de Castilla-La Mancha", co-financed by the
   European Social Fund (European Union).; The authors are grateful for the
   institutional support of the Vice-Rectorate for Employment and Training
   Programmes of the Universitat de Val`encia, through the concession of
   the educational innovation project that supported the development of the
   study entitled: "LinkedIn and TED Talks (r)evolution: digitalisation,
   entrepreneurship and employability of Sport Management students through
   social media". Project code: UV-SFPIE_PID19-1098214. In addition, they
   also thank all the students who participated in the educational
   innovation for their commitment.
NR 66
TC 12
Z9 12
U1 1
U2 15
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1472-8117
EI 2352-3565
J9 INT J MANAG EDUC-OXF
JI Int. J. Manag. Educ.
PD 2022 MAR
PY 2022
VL 20
IS 1
AR 100611
DI 10.1016/j.ijme.2022.100611
EA FEB 2022
PG 13
WC Business; Education & Educational Research; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA ZG6AV
UT WOS:000760340200001
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Rahman, NAA
   Noor, SM
   Balaraman, RA
   Saad, S
   Nadiah, S
   Mukhiar, S
AF Rahman, Nur Atikah A.
   Noor, Shuhaida Md
   Balaraman, Rani Ann
   Saad, Suriati
   Nadiah, Sharifah
   Mukhiar, Syed
TI THE ROLE OF PERSONAL BRANDING FOR PROFESSIONAL DIGITAL FOOTPRINT: FACING
   EMPLOYER'S CYBERVETTING INRECRUITMENT
SO INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION
LA English
DT Article
DE personalized marketing; electronic impact; social networking;
   cybervetting; recruiting
AB Recent times exposed an increasing cybervetting exercise upon social networking in order to display career seekers. Previous research pointed out that many employing supervisors are not including applicants through good employing choices once the social media marketing content material is recognized as improper plus exhibit not professional personality. Using the decreasing associated with employability because of current financial problems, individual personalisation is observed vital to emphasize upon candidate's identification plus status to be able to long term companies. Even though previous correctly founded the idea of personalisation within placement customer items to become differentiated in addition to desired, study about individual logos continues to be hard to find, particularly in the framework associated with recruiting. This particular research is the conceptual evaluation about how private personalisation will help work applicants prove expertly. This particular studies depending on books evaluations in cybervetting, electronic impact as well as the part of private logos. Results demonstrated restricted correctly already been carried out inside Malaysia, around the function of private marketing within the old fashioned hiring procedure and framing profession character.
C1 [Rahman, Nur Atikah A.; Noor, Shuhaida Md; Balaraman, Rani Ann; Saad, Suriati; Nadiah, Sharifah; Mukhiar, Syed] Univ Sains Malaysia, Sch Commun, Gelugor 11800, Penang, Malaysia.
C3 Universiti Sains Malaysia
RP Rahman, NAA (corresponding author), Univ Sains Malaysia, Sch Commun, Gelugor 11800, Penang, Malaysia.
EM nuratikaharahman@yandex.com; shuhaidamd@yandex.com;
   raniannbalaraman@yandex.com; suriatisaad@yandex.com;
   sharifahnadiah@yandex.com; syedmukhiar@yandex.com
RI Rahman, Nur Atikah A/ABB-9268-2020
NR 44
TC 0
Z9 0
U1 6
U2 11
PU ANADOLU UNIV
PI ESKISEHIR
PA INST FINE ARTS, ESKISEHIR, 26470, TURKEY
SN 1308-5581
J9 INT J EARLY CHILD SP
JI Int. J. Early Child. Spec. Educ.
PY 2022
VL 14
IS 3
BP 6404
EP 6412
DI 10.9756/INT-JECSE/V14I3.806
PG 9
WC Education, Special
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 1U5KB
UT WOS:000805450400030
DA 2024-02-21
ER

PT J
AU Williams, R
AF Williams, Ross
TI National higher education policy and the development of generic skills
SO JOURNAL OF HIGHER EDUCATION POLICY AND MANAGEMENT
LA English
DT Article; Early Access
DE PIAAC; PISA; generic skills; numeracy; literacy
ID UNIVERSITY; QUALITY; COMMUNICATION; EMPLOYABILITY; PROFICIENCY;
   IMMIGRATION; GRADUATION; RETURNS
AB This article explores the contribution of higher education to the development of numeracy and literacy competencies. To control for other post-schooling determinants of generic skills, the analysis is confined to adults aged 20-24 years who have completed or who are enrolled in tertiary studies. The quality of incoming students is controlled for by estimating the average PISA score attributable to this cohort using a truncated distribution approach. Average tertiary competencies are obtained for 31 countries from the OECD's Programme for the Assessment of Adult Competencies (PIAAC). The empirical findings are that the PISA scores account for most (70 per cent) of the international variation in PIAAC scores. Government expenditure on higher education is found to exert a small positive effect on PIAAC scores, at least for numeracy. The level of national research activity, as measured by research publications, has a small negative effect on PIAAC scores
C1 [Williams, Ross] Univ Melbourne, Melbourne Inst, Melbourne, Vic, Australia.
C3 University of Melbourne
RP Williams, R (corresponding author), Univ Melbourne, Melbourne Inst, Melbourne, Vic, Australia.
EM rossaw@unimelb.edu.au
OI Williams, Ross/0000-0003-1901-1183
NR 37
TC 7
Z9 9
U1 2
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1360-080X
EI 1469-9508
J9 J HIGH EDUC POLICY M
JI J. High. Educ. Policy Manag.
PD 2019 JUL 4
PY 2019
VL 41
IS 4
BP 404
EP 415
DI 10.1080/1360080X.2019.1606690
EA MAY 2019
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA IG3OQ
UT WOS:000470612000001
DA 2024-02-21
ER

PT J
AU Qasim, A
   Kharbat, FF
AF Qasim, Amer
   Kharbat, Faten F.
TI Blockchain Technology, Business Data Analytics, and Artificial
   Intelligence: Use in the Accounting Profession and Ideas for Inclusion
   into the Accounting Curriculum
SO JOURNAL OF EMERGING TECHNOLOGIES IN ACCOUNTING
LA English
DT Article
DE accounting education; artificial intelligence; blockchain; business
   analytics
ID INTEGRATING SUSTAINABILITY; EDUCATION; AUDIT
AB Recently, accounting academics have reported increased attention in the accounting profession toward the employment of various technologies. These studies only highlight the exploitation of these technologies in the profession and areas for future research, while missing the need for modernizing the accounting curriculum to meet the industry's technological needs. This paper follows an integrated model for curriculum redesign to reflect blockchain technology, business data analytics, and artificial intelligence employment in the accounting profession. By building on the main four educational curricula designs components, we propose ways to incorporate these technologies into the accounting curriculum. Current industry implementation of new technologies should be considered by academia when designing accounting curriculum to prepare graduates for the market and to ensure their employability. This paper calls for radical changes in the accounting curriculum to reach a balance between existing accounting knowledge and information technology skills relevant to the profession.
C1 [Qasim, Amer; Kharbat, Faten F.] Al Ain Univ, Al Ain, U Arab Emirates.
RP Qasim, A (corresponding author), Al Ain Univ, Al Ain, U Arab Emirates.
RI Qasim, Amer/IYJ-6892-2023; Kharbat, Faten/AAL-3340-2020
OI Kharbat, Faten/0000-0003-2480-0507
NR 51
TC 48
Z9 52
U1 18
U2 116
PU AMER ACCOUNTING ASSOC
PI SARASOTA
PA 5717 BESSIE DR, SARASOTA, FL 34233 USA
SN 1554-1908
EI 1558-7940
J9 J EMERG TECHNOL ACCO
JI J. Emerg. Technol. Account.
PD SPR
PY 2020
VL 17
IS 1
BP 107
EP 117
DI 10.2308/jeta-52649
PG 11
WC Business, Finance
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA NS7SI
UT WOS:000572456900014
DA 2024-02-21
ER

PT J
AU Naess, T
AF Naess, Terje
TI Master's degree graduates in Norway: field of study and labour market
   outcomes
SO JOURNAL OF EDUCATION AND WORK
LA English
DT Article; Early Access
DE Master's level graduate labour market; competence demand; correspondence
   analysis
AB The main purpose of this article is to analyse to what degree master's degree education in Norway enhances employability through enhancing or signalling generic competence, or through enhancing specialised competence. Using multiple correspondence analysison the links between educational group, economic activity and sector, educational groups with strong links to certain economic activities were categorised as specialised education, otherwise generic. In the next step, we analyse how the distinction between specialised and generic education affects the transfer to employment. The main data source for the analysis is the NIFU Graduate Survey for the period 1995-2015, where data on graduate numbers as well as detailed information about graduate employment are collected. According to a narrow definition, business administration, information and computer technology, electronic, mechanical and machine subjects and teacher training and pedagogy were specialized education. Using a broad definition, this also includied languages, humanities and arts other, psychology, health, welfare and sport, law and political science. The analysis found that generic education graduates had a more difficult transfer to the labour market than specialised education graduates and that this cannot be explained by generic education being less selective than specialised education.
C1 [Naess, Terje] NIFU, Nordic Inst Studies Innovat Res & Educ, Oslo, Norway.
RP Naess, T (corresponding author), NIFU, Nordic Inst Studies Innovat Res & Educ, Oslo, Norway.
EM Terje.nass@nifu.no
NR 20
TC 7
Z9 7
U1 0
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1363-9080
EI 1469-9435
J9 J EDUC WORK
JI J. Educ. Work
PD 2020 JAN 2
PY 2020
VL 33
IS 1
BP 1
EP 18
DI 10.1080/13639080.2019.1708870
EA JAN 2020
PG 18
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA KF5OR
UT WOS:000507920200001
DA 2024-02-21
ER

PT J
AU Yahaya, N
   Rasul, MS
   Yasin, RM
   Sulaiman, M
AF Yahaya, Norhayati
   Rasul, Mohamad Sattar
   Yasin, Ruhizan Mohamad
   Sulaiman, Mohamad
TI Nominal Group Technique Application towards the Formation of Social
   Skills and Values Elements for Apprenticeship Competency Models
SO JOURNAL OF TECHNICAL EDUCATION AND TRAINING
LA English
DT Article
DE Apprenticeship; consensus; nominal group technique; social skills and
   values
ID DECISION-MAKING; EMPLOYABILITY; EDUCATION; QUALITY
AB A Abstract is compulsory. This stitch discusses Nominal Group Technique as an alternative strategy for developing a list of social skills and values elements of the apprenticeship competency model. Social skills and values are some of the crucial parts of the TVET system and are to be considered as an additional incentive to the graduates. This study was conducted in the second phase (Development Stage) of researcher's research based on expert's consensus in identifying. accepting and ranking the social skills and values elements. The Modified Nominal Group Technique data analysis was determined based on the score given by all of the panels, of experts' votes, which were converted into percentages and compared with the terms set. The experts' agreement determined the final elements of social skills and social values. The voting process was aimed at determining the priorities of each of the element according to the preference of each expert that was based on individual scale interpretation. The Modified Nominal Technique group contains five stages: research briefings; idea generation; sharing and discussing ideas; voting through questionnaire; and presentation of findings. The findings of this study have identified a sum of 24 elements of social skills and values in the initial stage and finally, 20 elements of social skills and values were chosen as a component in the development of the model. In addition, the findings have shown that this technique has helped researchers to get the information effectively and rapidly due to the development of the model that can be obtained specifically through percentage score items tested based on experts consensus.
C1 [Yahaya, Norhayati; Sulaiman, Mohamad] CIAST, Shah Alam 40900, Malaysia.
   [Rasul, Mohamad Sattar; Yasin, Ruhizan Mohamad] Univ Kebangsaan Malaysia, Fac Educ, Bangi 43600, Malaysia.
C3 Universiti Kebangsaan Malaysia
RP Yahaya, N (corresponding author), CIAST, Shah Alam 40900, Malaysia.
EM y.norhayati@ciast.gov.my
FU Ministry of Education [FRGS/1/2016/SSI09/UKM/02/3]
FX This study is part of a grant project titled "Framework of Industry
   Engagement in Improving Employability Skills TVET graduates" under
   Ministry of Education (grant reference number
   FRGS/1/2016/SSI09/UKM/02/3)
NR 51
TC 2
Z9 2
U1 0
U2 7
PU PENERBIT UTHM
PI JOHOR
PA 86400 PARIT RAJA, BATU PAHAT, JOHOR, 00000, MALAYSIA
SN 2229-8932
EI 2600-7932
J9 J TECH EDUC TRAIN
JI J. Tech. Educ. Train.
PY 2020
VL 12
IS 1
SI SI
BP 38
EP 48
DI 10.30880/jtet.2020.12.01.004
PG 11
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA LC3WT
UT WOS:000525256700004
DA 2024-02-21
ER

PT J
AU Cox, CM
AF Cox, Christopher M.
TI Augmenting autonomy: 'New Collar' labor and the future of tech work
SO CONVERGENCE-THE INTERNATIONAL JOURNAL OF RESEARCH INTO NEW MEDIA
   TECHNOLOGIES
LA English
DT Article; Early Access
DE Artificial intelligence; augmentation; autonomy; cognitive capitalism;
   dystopia; industry; labor; policy; posthumanism
AB This essay maps IBM's attempts to construct a typology of high-tech 'New Collar' work and leverage policymaking outcomes to underwrite IBM corporate ventures capable of materializing this work. Through a discursive analysis of IBM corporate texts, webpages, and the 2017 New Collar Jobs Act, I argue for New Collar work to be understood through the lens of autonomy, as IBM recasts notions of 'autonomous' technology onto humans by downplaying dystopic associations of technological autonomy and transferring notions of autonomy to human workers. In doing so, I account for IBM's use of 'augmentation' to situate human intelligence as the cognitive force uplifted by work performed with artificial intelligence. By pairing human augmentation with posthumanist conceptions of 'distributed cognition', IBM centers human intelligence through a redistributed cognition that reverses posthumanism's decentering of human supremacy. Following from this, I unpack 'New Collar' as a reinvention of 'white' and 'blue' collar dichotomies and New Collar work as the grounds for tech workers to reinvent themselves. In this way, by minimizing the necessity of 4-year college degrees as pathways to economic and professional mobility, IBM constructs 'New Collar' with embedded notions of enlarged self-determination for applied worker intellect, vocational training, and employability. Under the aegis of creating, training, and employing New Collar workers, IBM pursues policy outcomes to underwrite corporate ventures related to New Collar work and bolster its institutional autonomy amidst marketplaces of cognitive capitalism. By outlining how tax relief provisions of the New Collar Jobs Act correlate with neoliberal ideologies of legislators and IBM investments in public-private vocational models and cybersecurity platforms, I account for IBM's elongated 'economy of learning' that enables the company to more thoroughly capture, underwrite, and commodify New Collar cognition from training to market outputs.
C1 [Cox, Christopher M.] Univ Akron, Commun & Converged Media, Akron, OH 44325 USA.
C3 University System of Ohio; University of Akron
RP Cox, CM (corresponding author), Univ Akron, Kolbe Hall 108, Akron, OH 44325 USA.
EM ChristopherMCox@gmail.com
OI Cox, Christopher M./0000-0002-9217-8855
NR 63
TC 1
Z9 1
U1 2
U2 23
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1354-8565
EI 1748-7382
J9 CONVERGENCE-US
JI Convergence
PD 2020 AUG
PY 2020
VL 26
IS 4
SI SI
BP 824
EP 840
AR 1354856519899083
DI 10.1177/1354856519899083
EA JAN 2020
PG 17
WC Communication
WE Social Science Citation Index (SSCI)
SC Communication
GA MV3QO
UT WOS:000509713500001
DA 2024-02-21
ER

PT J
AU Kifle, T
   Kler, P
   Fleming, CM
AF Kifle, Temesgen
   Kler, Parvinder
   Fleming, Christopher M.
TI The assimilation of Australian immigrants: does occupation matter?
SO APPLIED ECONOMICS
LA English
DT Article
DE Occupational attainment; immigration; panel data; Household Income and
   Labour Dynamics in Australia (HILDA) survey
ID PANEL-DATA; OVEREDUCATION; SATISFACTION
AB This paper utilises the occupational attainment approach to investigate immigrant labour market assimilation, complementing other assimilation approaches such as employability, earnings, skills-match and job satisfaction. Our results show that all immigrant groups suffer from initial occupational attainment disadvantage. Worryingly, no 'catch-up' over time is evident - even when disaggregated to reflect different cultures and backgrounds. Nor is there much evidence that the occupational status of younger arrivals matches those of Australian born residents, despite being immersed in local mores and institutions while undertaking schooling in Australia. Newer cohorts of immigrants (those who arrived between 2000 and 2014) are also more prone to suffering an occupational penalty. We recommend policymakers subsidise bridging courses to aid recognition of overseas-obtained qualifications and encourage immigrants to obtain local qualifications that can complement their overseas-obtained work experience. This will increase their 'Australian-ready' skill-set and occupational attainment in their new host country.
C1 [Kifle, Temesgen] Univ Queensland, Sch Econ, St Lucia, Qld, Australia.
   [Kler, Parvinder] Griffith Univ, Dept Accounting Finance & Econ, Nathan Campus, Nathan, Qld, Australia.
   [Fleming, Christopher M.] Griffith Univ, Griffith Business Sch, South Bank Campus, S Bank, Qld 4101, Australia.
C3 University of Queensland; Griffith University; Griffith University;
   Griffith University - Logan Campus; Griffith University - South Bank
   Campus
RP Fleming, CM (corresponding author), Griffith Univ, Griffith Business Sch, South Bank Campus, S Bank, Qld 4101, Australia.
EM chris.fleming@griffith.edu.au
RI Fleming, Christopher/ABE-3736-2020; Kler, Parvinder/P-3968-2019; Kler,
   Parvinder S/F-9140-2015
OI Fleming, Christopher/0000-0001-7596-7775; Kler,
   Parvinder/0000-0001-5235-1038; Kler, Parvinder S/0000-0001-5235-1038
FU Australian Government Department of Social Services (DSS)
FX This paper uses unit record data from the Household, Income and Labour
   Dynamics in Australia (HILDA) Survey. The HILDA Project was initiated
   and is funded by the Australian Government Department of Social Services
   (DSS) and is managed by the Melbourne Institute of Applied Economic and
   Social Research (Melbourne Institute). The findings and views reported
   in this paper, however, are those of the authors and should not be
   attributed to either DSS or the Melbourne Institute. We thank Nicholas
   Rohde for his comments on the econometric methodology of the revised
   version of this study and an anonymous referee for pointing out critical
   issues to address.
NR 31
TC 5
Z9 5
U1 3
U2 20
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0003-6846
EI 1466-4283
J9 APPL ECON
JI Appl. Econ.
PD APR 9
PY 2019
VL 51
IS 17
BP 1841
EP 1854
DI 10.1080/00036846.2018.1529398
PG 14
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA HI5OZ
UT WOS:000456504700005
DA 2024-02-21
ER

PT J
AU Ekberg, K
   Wåhlin, C
   Persson, J
   Bernfort, L
   Öberg, B
AF Ekberg, Kerstin
   Wahlin, Charlotte
   Persson, Jan
   Bernfort, Lars
   Oberg, Birgitta
TI Is Mobility in the Labor Market a Solution to Sustainable Return to Work
   for Some Sick Listed Persons?
SO JOURNAL OF OCCUPATIONAL REHABILITATION
LA English
DT Article
DE Return to work; Expectations; Job stability; Turnover intention; Return
   to work; Survival curves
ID EFFORT-REWARD-IMBALANCE; TURNOVER INTENTIONS; BACK-PAIN; HEALTH; LEAVE;
   EXPECTATIONS; BURNOUT; EMPLOYER; ABILITY; STRESS
AB Aim: The study aims to identify characteristics associated with long-term expectations of professional stability or mobility among recently sick-listed workers, and to study whether expectations of professional mobility and turnover intentions were associated with duration of sick leave. Methods: A cross-sectional study was performed on baseline measures in a prospective cohort study of patients who were granted sick leave due to musculoskeletal (MSD) or mental (MD) disorders. A total of 1,375 individuals fulfilled the inclusion criteria. A baseline questionnaire was sent by mail within 3 weeks of their first day of certified medical sickness; 962 individuals responded (70%). The main diagnosis was MSD in 595 (62%) individuals and MD in 367 (38%). Results: Expectations of ability to remain in the present profession in 2 years was associated with better health and health-related resources, younger age, higher education, and better effort-reward balance. Effort-reward imbalance, MD, high burnout scores, and better educational and occupational position were associated with turnover intentions. Low expectations of ability to remain in the present profession defined two vulnerable groups with regard to RTW, those with no turnover intentions were older, had lower personal resources, more often had MSD, and slower RTW rate. Those with turnover intentions had a clear effort-reward imbalance and high burnout scores. Conclusions: The results of this explorative study underline the importance of differentiating RTW-interventions based on knowledge about the sick-listed person's resources in relation to the labor market and the work place, and their expectations of future employment and employability.
C1 [Ekberg, Kerstin] Linkoping Univ, Dept Med & Hlth, Natl Ctr Work & Rehabil, S-58183 Linkoping, Sweden.
   [Ekberg, Kerstin] Linkoping Univ, Helix Vinn Excellence Ctr, S-58183 Linkoping, Sweden.
   [Wahlin, Charlotte; Oberg, Birgitta] Linkoping Univ, Dept Med & Hlth, Div Physiotherapy, S-58183 Linkoping, Sweden.
   [Persson, Jan; Bernfort, Lars] Linkoping Univ, Dept Med & Hlth, Div Hlth Care Anal, S-58183 Linkoping, Sweden.
C3 Linkoping University; Linkoping University; Linkoping University;
   Linkoping University
RP Ekberg, K (corresponding author), Linkoping Univ, Dept Med & Hlth, Natl Ctr Work & Rehabil, S-58183 Linkoping, Sweden.
EM kerstin.ekberg@liu.se
OI Wahlin, Charlotte/0000-0002-4508-8304; Wahlin,
   Charlotte/0000-0001-7847-7528; Ekberg, Kerstin/0000-0002-8031-7651
NR 54
TC 15
Z9 19
U1 0
U2 19
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1053-0487
EI 1573-3688
J9 J OCCUP REHABIL
JI J. Occup. Rehabil.
PD SEP
PY 2011
VL 21
IS 3
BP 355
EP 365
DI 10.1007/s10926-011-9322-4
PG 11
WC Rehabilitation; Social Issues
WE Social Science Citation Index (SSCI)
SC Rehabilitation; Social Issues
GA 850DF
UT WOS:000297174100008
PM 21785906
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Chertkovskaya, E
   Korczynski, M
   Taylor, S
AF Chertkovskaya, Ekaterina
   Korczynski, Marek
   Taylor, Scott
TI The consumption of work: Representations and interpretations of the
   meaning of work at a UK university
SO ORGANIZATION
LA English
DT Article
DE Consumption; employer branding; meaning; university; work
ID EMPLOYABILITY; POSSESSION; POSITION; BRAND
AB This article focuses on representations of the nexus of work, meaning and consumption as experienced by university students. We develop an empirically based argument that the meaning of work is being constructed as an object of consumption on a British university campus. We suggest that this indicates two key changes in representations of the meaning of work. First, there is a significant shift in the social construction of orientations to work towards what we term 'consumption of work'. Second, we argue that this new social construction is made up of three dimensions: (1) consumption of an idealised image of work, (2) consumption through specific work processes and (3) consumption of self-development opportunities at work. We conclude by suggesting ways in which this argument could be researched further.
C1 [Chertkovskaya, Ekaterina] Lund Univ, Degrowth & Crit Org Studies, Lund, Sweden.
   [Korczynski, Marek] Univ Nottingham, Sociol, Nottingham, England.
   [Taylor, Scott] Univ Birmingham, Leadership & Org Studies, Birmingham Business Sch, Birmingham, W Midlands, England.
C3 Lund University; University of Nottingham; University of Birmingham
RP Chertkovskaya, E (corresponding author), Lund Univ, Dept Polit Sci, S-22100 Lund, Sweden.
EM ekaterina.chertkovskaya@svet.lu.se
RI Taylor, Scott/ABB-3932-2021; Taylor, Scott/ABB-8124-2021
OI Taylor, Scott/0000-0002-8784-2264
NR 54
TC 1
Z9 1
U1 1
U2 14
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1350-5084
EI 1461-7323
J9 ORGANIZATION
JI Organization
PD JUL
PY 2020
VL 27
IS 4
BP 517
EP 536
DI 10.1177/1350508417734056
PG 20
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA MJ9YC
UT WOS:000548440400001
OA Green Published, Green Accepted
DA 2024-02-21
ER

PT J
AU Bacon, R
   Hopkins, S
   Kellett, J
   Millar, C
   Smillie, L
   Sutherland, R
AF Bacon, Rachel
   Hopkins, Sian
   Kellett, Jane
   Millar, CaraJane
   Smillie, Linda
   Sutherland, Rebecca
TI The Benefits, Challenges and Impacts of Telehealth Student Clinical
   Placements for Accredited Health Programs During the COVID-19 Pandemic
SO FRONTIERS IN MEDICINE
LA English
DT Article
DE telehealth; clinical placement; allied health; qualitative; COVID-19
ID TELEREHABILITATION; CARE
AB IntroductionDespite the advantages of telehealth, there has been a reluctance in its widespread adoption. During the COVID-19 pandemic, telehealth services and related placements increased internationally. Yet, there is currently limited research on the use of telehealth for student clinical placements. AimTo explore the perceived benefits, challenges, and impacts of telehealth placements for key stakeholders (clients, students, clinical educators, and placement co-ordinators) in allied health courses. MethodsStakeholder experiences with telehealth placements, undertaken within an Australian Allied Health University Clinic, were explored in virtual focus groups held between November 2020 and March 2021. These discussions used semi-structured interview questions, were audiotaped and transcribed verbatim. They were then thematically analyzed independently by two researchers, then cross-checked for consistency, using a qualitative descriptive approach, with reflexivity applied. ResultsTwenty-six stakeholders from six allied health disciplines participated in seven homogeneous focus groups. Three themes were identified: (1) telehealth placements support competency development and graduate employability; (2) telehealth placements enable students to provide person centered-care; and (3) telehealth placements enabled innovation. ConclusionTelehealth placements can make a valuable contribution as part of an overall placement program within accredited health courses and offer distinct advantages to student learning outcomes.
C1 [Bacon, Rachel; Hopkins, Sian; Kellett, Jane; Millar, CaraJane; Smillie, Linda; Sutherland, Rebecca] Univ Canberra, Fac Hlth, Bruce, ACT, Australia.
   [Millar, CaraJane] Victoria Univ, Coll Hlth & Biomed, Speech Pathol, Footscray Pk, Vic, Australia.
   [Sutherland, Rebecca] Univ Sydney, Discipline Speech Pathol, Fac Med & Hlth, Camperdown, NSW, Australia.
C3 University of Canberra; Victoria University; University of Sydney
RP Bacon, R (corresponding author), Univ Canberra, Fac Hlth, Bruce, ACT, Australia.
EM rachel.bacon@canberra.edu.au
RI Sutherland, Rebecca/GXF-6255-2022; Millar, CaraJane/IXX-0571-2023
OI Millar, CaraJane/0000-0002-5936-9908; Bacon, Rachel/0000-0002-2066-4264;
   Kellett, Jane/0000-0003-0586-3203
NR 55
TC 7
Z9 8
U1 0
U2 2
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
EI 2296-858X
J9 FRONT MED-LAUSANNE
JI Front. Med.
PD MAR 30
PY 2022
VL 9
AR 842685
DI 10.3389/fmed.2022.842685
PG 11
WC Medicine, General & Internal
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC General & Internal Medicine
GA 0P4ZW
UT WOS:000784230800001
PM 35433770
OA Green Accepted, Green Published, gold
DA 2024-02-21
ER

PT J
AU Forrier, A
AF Forrier, Anneleen
TI What if we abandon the concept of career proactivity to move research
   forward?
SO APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE
   INTERNATIONALE
LA English
DT Article; Early Access
ID EMPLOYABILITY; DYNAMICS; WORK
AB The idea that individuals need to be proactive to successfully manage their career is predominant in current career research. Despite the great importance attached to career proactivity, the literature on the topic remains fragmented. I thus highly welcome the comprehensive literature review Career proactivity: A bibliometric literature review and future research agenda. The authors conduct a thorough and rigorous bibliometric analysis to uncover the width, evolution, and gaps in the literature on career proactivity. I also welcome their roadmap for future research. I very much agree with the issues they point out: Cleaning up concepts, integrating context, and developing new theories. But I do wonder if their specific suggestions on these issues will not tend toward status quo and further fragmentation. Questioning the agentic assumption and individualistic stance of research on career proactivity, I plea for a different and more unconventional route. Below, I reflect on the author's and my ideas on these three issues: Concept clarification, including context, and new theory.
C1 [Forrier, Anneleen] Katholieke Univ Leuven, Dept Work & Org Studies, Fac Econ & Business, Campus Antwerp, Leuven, Belgium.
C3 KU Leuven
RP Forrier, A (corresponding author), Katholieke Univ Leuven, Dept Work & Org Studies, Fac Econ & Business, Campus Antwerp, Leuven, Belgium.
EM anneleen.forrier@kuleuven.be
RI Forrier, Anneleen/P-5425-2015
OI Forrier, Anneleen/0000-0003-3480-3621
FU Interne Fondsen KU Leuven/Internal Funds KU Leuven [C24M/19/012]
FX This work was supported by Interne Fondsen KU Leuven/Internal Funds KU
   Leuven [C24M/19/012].
NR 28
TC 4
Z9 4
U1 2
U2 3
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0269-994X
EI 1464-0597
J9 APPL PSYCHOL-INT REV
JI Appl. Psychol.-Int. Rev.-Psychol. Appl.-Rev. Int.
PD 2023 JAN
PY 2023
VL 72
IS 1
BP 191
EP 198
DI 10.1111/apps.12441
EA NOV 2022
PG 8
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 8R4UZ
UT WOS:000882851200001
DA 2024-02-21
ER

PT J
AU Eiriksdottir, E
   Rosvall, PÅ
AF Eiriksdottir, Elsa
   Rosvall, Per-Ake
TI VET Teachers' Interpretations of Individualisation and Teaching of
   Skills and Social Order in two Nordic Countries
SO EUROPEAN EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
DE vocational education and training; vocational teachers; upper secondary
   education; individualisation; generic knowledge
ID VOCATIONAL-EDUCATION; KNOWLEDGE; REPRODUCTION; DIVIDE
AB The age at which young people leave education for the labour market has increased in recent decades, and entering upper secondary education has become the norm. As a result, the diversity of the student population has increased, for instance in terms of students' academic merits and achievements at school. Increased diversity seems to affect vocational education and training more than tracks preparing students for higher education, because entry into vocational education and training (VET) programmes is rarely selective. In this article we analyse a series of interviews with VET teachers regarding VET practices in upper secondary schools in Sweden and Iceland. We examine how policy plays out in practice in VET by looking at how VET teachers navigate the sometimes-conflicting educational goals of employability and civic engagement, while simultaneously teaching a highly diverse group of students. In both countries, pedagogic practices are dominated by individualisation with a focus on task-related skills. Those practices are important in VET, but can exclude broader understandings of civil and workplace life, because general knowledge about areas such as ethics, democracy, equality, and environmental issues is difficult to obtain if education gives students few opportunities to interact with others, such as through group work or classroom discussions.
C1 [Eiriksdottir, Elsa] Univ Iceland, Sch Educ, Reykjavik, Iceland.
   [Rosvall, Per-Ake] Umea Univ, Appl Educ Sci, Umea, Sweden.
C3 University of Iceland; Umea University
RP Eiriksdottir, E (corresponding author), Univ Iceland, IS-105 Reykjavik, Iceland.
EM elsae@hi.is
RI Eiriksdottir, Elsa/M-3031-2015
OI Eiriksdottir, Elsa/0000-0001-8606-4256
FU NordForsk, the Nordic Centre of Excellence through the 'Justice through
   Education in the Nordic Countries' project [57741]; Swedish Research
   Council [2006-2694, 2015-02002]; Icelandic Ministry of Education,
   Science, and Culture through the 'Nam er Vinnandi Vegur' initiative
   [MMR13060058]; Vinnova [2015-02002] Funding Source: Vinnova; Swedish
   Research Council [2015-02002] Funding Source: Swedish Research Council
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was supported by NordForsk, the Nordic Centre of Excellence through the
   'Justice through Education in the Nordic Countries' project (grant
   number 57741), the Swedish Research Council (grant numbers 2006-2694,
   2015-02002), and the Icelandic Ministry of Education, Science, and
   Culture through the 'Nam er Vinnandi Vegur' initiative (grant number
   MMR13060058).
NR 72
TC 15
Z9 16
U1 4
U2 13
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1474-9041
J9 EUR EDUC RES J
JI Eur. Educ. Res. J.
PD MAY
PY 2019
VL 18
IS 3
SI SI
BP 355
EP 375
DI 10.1177/1474904119830022
PG 21
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HY5UV
UT WOS:000468194700006
OA Green Submitted
DA 2024-02-21
ER

PT J
AU MOORE, SM
   DALY, K
   MCBRIDE, CM
   LODAHL, MS
AF MOORE, SM
   DALY, K
   MCBRIDE, CM
   LODAHL, MS
TI SMOKING DOESNT WORK - A SMOKING PREVENTION PROJECT FOR WOMEN ATTENDING A
   TECHNICAL INSTITUTE
SO JOURNAL OF SCHOOL HEALTH
LA English
DT Article
ID CIGARETTE-SMOKING; UNITED-STATES; TRENDS
AB Women attending technical institutes often enroll in training programs for occupations with traditionally high smoking rates.  In contrast, more worksites are implementing smoke-free and restricted smoking policies.  "Smoking Doesn't Work," a smoking prevention project targeted at young females enrolled in a technical institute in Minnesota, used employability as the central theme in schoolwide events and classroom activities.  Project intervention resulted in statistically significant increases in knowledge and awareness of smoking and employability issues.  While young women enrolled in the technical institute recognized the negative image and health effects of smoking, they were less aware of the relationship between smoking status and employability.  A focus on employability appears to provide a salient approach to smoking prevention with technical institute students.
C1 GRP HLTH COOPERAT PUGET SOUND,CTR HLTH STUDIES,SEATTLE,WA 98115.
   UNIV MINNESOTA,DEPT OTOLARYNGOL,MINNEAPOLIS,MN 55455.
C3 Group Health Cooperative; University of Minnesota System; University of
   Minnesota Twin Cities
RP MOORE, SM (corresponding author), HENNEPIN CTY COMMUNITY HLTH DEPT,525 PORTLAND S,SKYWAY LEVEL,MINNEAPOLIS,MN 55415, USA.
NR 10
TC 1
Z9 1
U1 0
U2 0
PU AMER SCHOOL HEALTH ASSOC
PI KENT
PA PO BOX 708, KENT, OH 44240
SN 0022-4391
J9 J SCHOOL HEALTH
JI J. Sch. Health
PD FEB
PY 1992
VL 62
IS 2
BP 55
EP 58
DI 10.1111/j.1746-1561.1992.tb07885.x
PG 4
WC Education & Educational Research; Education, Scientific Disciplines;
   Health Care Sciences & Services; Public, Environmental & Occupational
   Health
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Health Care Sciences & Services;
   Public, Environmental & Occupational Health
GA HK651
UT WOS:A1992HK65100003
PM 1564912
DA 2024-02-21
ER

PT J
AU Wang, JH
   Wang, DS
   Xing, MJ
AF Wang, Jinghui
   Wang, Dongshuo
   Xing, Minjie
TI Flipped Classroom for Practical Skills to Enhance Employability: A Case
   Study of Business Chinese
SO INTERNATIONAL JOURNAL OF COMPUTER-ASSISTED LANGUAGE LEARNING AND
   TEACHING
LA English
DT Article
DE Active Learning; Business Chinese; Classroom Activities; Flipped
   Classroom; Ppt; Video
ID LEARNERS
AB This study reported on a flipped classroom approach used in a Business Chinese (BC) course in the UK. The research methods were 36 hours of classroom observation, two focused-group interviews (n = 6, 50 minutes each), triangulated with students' feedback from National Student Survey (NSS). The class observation revealed that the Presentation-Practice-Production (P-P-P) model functioned well throughout the learning process: the presentation of new learning materials was digitalized in the form of PowerPoint in an official e-learning platform for students to preview before class. In-class hours were used for understanding, analyzing, evaluating, applying, and creating. Students analysed the positive and negative elements and applied the positive factors in practice. After class, students took their peers' constructive feedback into consideration and created their own companies. The interview results illustrated that although students felt it was more work, they welcomed the flipped structure in that the mode of instruction was no longer a one-way flow of information, but in a variety of media: audio, video, websites, links, etc., and by setting up and running their own companies, students were no longer passive learners, instead they made full use of the available resources to become active agencies, responsible for their own companies. Students' feedback from NSS showed students' positive learning attitudes, as flipped classroom enriched their learning experience by practising business skills both in and out-of-class, and running their own companies inspired them to devote more effort to the learning process.
C1 [Wang, Jinghui] Harbin Inst Technol, Sch Foreign Languages, Appl Linguist, Harbin, Heilongjiang, Peoples R China.
   [Wang, Dongshuo] London Sch Econ & Polit, London, England.
   [Xing, Minjie] Univ Manchester, Manchester, Lancs, England.
C3 Harbin Institute of Technology; University of London; London School
   Economics & Political Science; University of Manchester
RP Wang, JH (corresponding author), Harbin Inst Technol, Sch Foreign Languages, Appl Linguist, Harbin, Heilongjiang, Peoples R China.
OI WANG Guenier, Amily Dongshuo/0000-0001-5583-9442
NR 44
TC 6
Z9 6
U1 3
U2 10
PU IGI GLOBAL
PI HERSHEY
PA 701 E CHOCOLATE AVE, STE 200, HERSHEY, PA 17033-1240 USA
SN 2155-7098
EI 2155-7101
J9 INT J COMPUT-ASSIST
JI Int. J. Comput.-Assist. Lang. Learn. Teach.
PD JAN-MAR
PY 2019
VL 9
IS 1
BP 19
EP 31
DI 10.4018/IJCALLT.2019010102
PG 13
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA JW1EM
UT WOS:000502801600002
DA 2024-02-21
ER

PT J
AU Brooks, R
   Waters, J
AF Brooks, Rachel
   Waters, Johanna
TI Partial, hierarchical and stratified space? Understanding 'the
   international' in studies of international student mobility
SO OXFORD REVIEW OF EDUCATION
LA English
DT Article; Early Access
DE international student mobility; higher education; students; space
ID HIGHER-EDUCATION; FAMILY STRATEGIES; MIGRATION; POLICY; POWER;
   EMPLOYABILITY; OPPORTUNITIES; RACISM
AB This paper analyses the way in which 'international' is mobilised in relation to international student mobility (ISM), focusing on three areas in particular: its role in motivating students to undertake ISM; how it shapes experiences of ISM; and, finally, how conceptions of the international influence the impacts of ISM (in terms of students' identities and labour market outcomes - the dominant themes within the extant literature). It argues that particular ideas of 'the international' determine where students choose to study and how those destinations are framed and positioned hierarchically. Similar ideas also underpin students' experiences of ISM, with social class and family background playing an important additional role. The impacts of ISM are also related to conceptions of 'the international': students' post-study identities were seen as 'international' but also 'transnational', ethnic, religious or racially constructed. Finally, we show how an 'international' degree is seen as a valuable commodity in many labour markets, but that the literature paints a more nuanced picture, where such qualifications are valued in particular employment sectors, attached to particular countries and not, as might be assumed, universally valorised. Furthermore, conceptions of an 'international career' are predictably limited and proxy for Anglophone countries located in the Global North.
C1 [Brooks, Rachel] Univ Surrey, Dept Sociol, Guildford GU2 7XH, Surrey, England.
   [Waters, Johanna] UCL, Dept Geog, London, England.
C3 University of Surrey; University of London; University College London
RP Brooks, R (corresponding author), Univ Surrey, Dept Sociol, Guildford GU2 7XH, Surrey, England.
EM r.brooks@surrey.ac.uk
OI Waters, Johanna/0000-0002-4545-2495; Brooks, Rachel/0000-0002-8692-1673
NR 75
TC 10
Z9 10
U1 6
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0305-4985
EI 1465-3915
J9 OXFORD REV EDUC
JI Oxf. Rev. Educ.
PD 2022 JUL 4
PY 2022
VL 48
IS 4
SI SI
BP 518
EP 535
DI 10.1080/03054985.2022.2055536
EA APR 2022
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 3I2NV
UT WOS:000791851300001
OA hybrid, Green Published
DA 2024-02-21
ER

PT J
AU Villardón-Gallego, L
   Flores-Moncada, L
   Yáñez-Marquina, L
   García-Montero, R
AF Villardon-Gallego, Lourdes
   Flores-Moncada, Lirio
   Yanez-Marquina, Lara
   Garcia-Montero, Roberto
TI Best Practices in the Development of Transversal Competences among
   Youths in Vulnerable Situations
SO EDUCATION SCIENCES
LA English
DT Article
DE transversal competences; employability; risk of exclusion; youth; Second
   Chance Schools; social inclusion; case study; best practices; vocational
   education
ID CROSS-CURRICULAR COMPETENCES; VOCATIONAL-TRAINING STUDENTS;
   YOUNG-PEOPLE; EDUCATION; SKILLS; PROFESSIONALS; PERSPECTIVE
AB (1) Background: The aim of Second Chance Schools (E2Cs) is to provide employment-focused training for young people who left compulsory education without any formal qualifications by encouraging them to pursue initial vocational training. Transversal Competences (TCs) are important for enabling the social inclusion of young people in vulnerable situations by promoting their entry into the labour market. However, TCs are not always systematically developed. The objective of this study is to analyse good practices in inculcating these skills in this group of young people. (2) Methods: In-depth case studies were conducted in six best-practice schools. The following methods were used in the studies: questionnaires to school; a checklist to analyse the teaching materials used: an interview with the people responsible for the programme; an interview with students; and a questionnaire to representatives from the business sector. (3) Results: The six E2Cs attached great importance to TCs, which were taught specifically through a student-centred, active, varied and collaborative methodology that was periodically reviewed and adapted to students' needs. TCs were evaluated before, during, and after the process was completed. (4) Conclusions: The results identified specific key elements for promoting the development of TCs that could be transferred to other schools and, consequently, could have implications for education policies in this field.
C1 [Villardon-Gallego, Lourdes; Flores-Moncada, Lirio; Yanez-Marquina, Lara] Univ Deusto, Fac Psychol & Educ, Bilbao 48007, Spain.
   [Garcia-Montero, Roberto] Penascal Kooperatiba, Bilbao 48004, Spain.
C3 University of Deusto
RP Villardón-Gallego, L (corresponding author), Univ Deusto, Fac Psychol & Educ, Bilbao 48007, Spain.
EM lourdes.villardon@deusto.es; lirioflores@deusto.es;
   lara.yannez@deusto.es; roberto@grupopenascal.com
RI Flores, Lirio G/P-5063-2014; Villardón-Gallego, Lourdes/U-6837-2019
OI Flores, Lirio G/0000-0002-1996-4569; Villardón-Gallego,
   Lourdes/0000-0001-7011-2444
FU JP Morgan Chase Foundation
FX This research was funded by the JP Morgan Chase Foundation.
NR 50
TC 10
Z9 10
U1 0
U2 10
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2227-7102
J9 EDUC SCI
JI Educ. Sci.
PD SEP
PY 2020
VL 10
IS 9
AR 230
DI 10.3390/educsci10090230
PG 15
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA OD2AD
UT WOS:000579655200001
OA gold
DA 2024-02-21
ER

PT J
AU Wang, ER
   Song, JP
   Xu, T
AF Wang, Enru
   Song, Jinping
   Xu, Tao
TI From "spatial bond" to "spatial mismatch": An assessment of changing
   jobs-housing relationship in Beijing
SO HABITAT INTERNATIONAL
LA English
DT Article
DE Jobs-housing relationship; Spatial bond; Spatial imbalance; Spatial
   mismatch; Suburbanization; Commuting; Beijing
ID YOUTH EMPLOYMENT; SKILLS MISMATCH; SEGREGATION; ACCESSIBILITY; PATTERNS;
   SUBURBANIZATION; EMPLOYABILITY; HYPOTHESIS; GUANGZHOU; SEARCH
AB For decades through the 1980s, housing units in major Chinese cities were "bonded" to jobs as they were located together with or very close to places of employment within large, walled danwei compounds. From the 1990s, accelerated suburbanization of population in major Chinese cities fueled by urban redevelopment, urban land reform and urban housing reform has fundamentally altered the jobs housing spatial relation. The "spatial bond" that existed between urban jobs and urban housing for decades has dissolved and is being replaced by a prominent "spatial mismatch" when the jobs housing relationship becomes increasingly imbalanced in space. This paper examines the new jobs housing imbalance by assessing the extent of employment residence spatial mismatch in Beijing. This analysis based on statistical data shows that the spatial imbalance between employment and population has become increasingly pronounced over time across urban districts. It is especially evident in the inner city where the loss of residents continues and the concentration of employment persists. The analysis of survey data, which focuses on people's commuting patterns and travel behaviors, also provides strong evidence of spatial imbalance. Meanwhile, it reveals some of the impacts on job accessibility and other aspects of urban life. This study contributes to the understanding of how suburbanization has been unfolding in major Chinese cities and how it has been transforming urban development and urban life. It also adds to the understanding of the spatial dynamics of employment housing relationship based on Beijing's experience and sheds lights on the multifarious nature of the spatial mismatch problem. (C) 2010 Elsevier Ltd. All rights reserved.
C1 [Wang, Enru] Univ N Dakota, Dept Geog, Grand Forks, ND 58202 USA.
   [Song, Jinping] Beijing Normal Univ, Sch Geog, Beijing 100875, Peoples R China.
   [Xu, Tao] Shandong Tourism Planning & Designing Res Inst, Shandong Tourism Project Designing Ctr, Jinan 250014, Shandong, Peoples R China.
C3 University of North Dakota Grand Forks; Beijing Normal University
RP Wang, ER (corresponding author), Univ N Dakota, Dept Geog, Stop 9020, Grand Forks, ND 58202 USA.
EM erwang@und.edu; jinpingsong@163.com; xtbnu@163.com
RI Song, Jin/HHS-8731-2022
NR 60
TC 75
Z9 91
U1 3
U2 77
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0197-3975
EI 1873-5428
J9 HABITAT INT
JI Habitat Int.
PD APR
PY 2011
VL 35
IS 2
BP 398
EP 409
DI 10.1016/j.habitatint.2010.11.008
PG 12
WC Development Studies; Environmental Studies; Regional & Urban Planning;
   Urban Studies
WE Social Science Citation Index (SSCI)
SC Development Studies; Environmental Sciences & Ecology; Public
   Administration; Urban Studies
GA 722JN
UT WOS:000287428600026
DA 2024-02-21
ER

PT J
AU Rác, I
AF Rac, Ivan
TI SPECIFIC BARRIERS TO REINTEGRATION OF PEOPLE RELEASED FROM PRISON
SO ACTA MISSIOLOGICA
LA English
DT Article
DE Post; penitentiary care; Social services; Recidivism; Barriers;
   Reintegration
AB Background: The article explores the experiences of social workers in the context of the Slovak Republic who are actively involved in providing assistance to individuals released from imprisonment.
   Methods: The research was conducted from August 2022 to March 2023. The aim of the study was to identify the major barriers and shortcomings perceived by social workers in the reintegration of individuals released from imprisonment. Qualitative research methodology was employed for this study, utilizing in-depth interviews as a data collection tool. The respondents in the research were social workers or probation officers working with adult individuals.
   Results: According to the experiences of the respondents, among the most significant barriers in the reintegration of individuals released from imprisonment are the absence of family support, issues in partner relationships, lack of housing, financial problems, indebtedness, unemployment, non- employability in the job market, mental health issues, and societal prejudices. The respondents also pointed out in their statements that post- penitentiary care is poorly developed in the Slovak context, its services are almost inaccessible to clients, and the quality of care is unsatisfactory.
   Conclusion: In conclusion, the article presents several recommendations for improving post-penitentiary care services.
C1 [Rac, Ivan] Constantine Philosopher Univ Nitra, Fac Social Sci & Hlth Care, Nitra, Slovakia.
C3 Constantine the Philosopher University in Nitra
RP Rác, I (corresponding author), Constantine Philosopher Univ Nitra, Fac Social Sci & Hlth Care, Nitra, Slovakia.
EM irac@ukf.sk
NR 18
TC 0
Z9 0
U1 0
U2 0
PU ST ELIZABETH UNIV HEALTH & SOCIAL WORK BRATISLAVA
PI BRATISLAVA
PA BRATISLAVA-OLD TOWN, BRATISLAVA, 00000, SLOVAKIA
EI 2453-7160
J9 ACTA MISSIOL
JI Acta Missiol.
PD NOV
PY 2023
VL 17
IS 2
BP 201
EP 213
PG 7
WC Religion
WE Emerging Sources Citation Index (ESCI)
SC Religion
GA ER0F5
UT WOS:001140526000017
DA 2024-02-21
ER

PT J
AU Tésits, R
   Alpek, L
   Hoványi, G
AF Tesits, Robert
   Alpek, Levente
   Hovanyi, Gabor
TI Some Experience of the Complex, National Human Resource Development
   Programmes in the Hungarian Rural Regions
SO EASTERN EUROPEAN COUNTRYSIDE
LA English
DT Article
DE low-skilled; human resource development; employability; employment;
   adult education; Eastern-Europe; Hungary; rural regions
ID EMPLOYABILITY
AB The key objective of this paper is the structural-regional examination of disadvantaged job seekers' employability in the convergence regions of Hungary. One element of the comparative evaluation of the EU-supported, complex, national employability-enhancing programmes is the exploration of successful and unsuccessful factors and the formulation of recommendations for future projects of this kind. While the evaluation of the previous programme beginning nearly a decade ago was based on document analysis (technical procedures, budget summaries, communications plans, action and progress schedules and reports), in-depth interviews with the employment departments staff provided assistance in the evaluation accomplished five years later. The assessment of interviews was completed by the public, follow-up data about people successfully passing the programme and still being employed half a year after the closing of the programme. This data was the basis for the measurement of regional impact, which necessitated the development of two regional reintegration indicators. The group-specific evaluation pointed to the fact that low-skilled people can be involved with much less efficiency into employability-enhancing programmes. The present study also shows that the expected marginal utility of an employability programme is greater, which is realised in an economic environment driven by labour market demand.
C1 [Tesits, Robert; Alpek, Levente] Univ Pecs, Inst Geog, Pecs, Hungary.
   [Hovanyi, Gabor] Univ Pecs, Doctoral Sch Earth Sci, Pecs, Hungary.
C3 University of Pecs; University of Pecs
RP Tésits, R (corresponding author), Univ Pecs, Inst Geog, Pecs, Hungary.
RI B. Levente, Alpek/JLM-0488-2023
OI B. Levente, Alpek/0000-0001-9637-3693
FU New National Excellence Programme of the Ministry of Human Capacities
   [UNKP-17-4-I]
FX Supported by the UNKP-17-4-I New National Excellence Programme of the
   Ministry of Human Capacities.
NR 23
TC 0
Z9 0
U1 0
U2 6
PU SCIENDO
PI WARSAW
PA BOGUMILA ZUGA 32A, WARSAW, MAZOVIA, POLAND
SN 1232-8855
EI 2300-8717
J9 EAST EUR COUNTRYSIDE
JI East. Eur. Countrys.
PD DEC
PY 2019
VL 25
IS 1
BP 95
EP 119
DI 10.12775/EEC.2019.004
PG 25
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA KE6HP
UT WOS:000508655400004
OA gold
DA 2024-02-21
ER

PT J
AU Tweed, F
   Boast, R
AF Tweed, Fiona
   Boast, Rob
TI Reviewing the 'Research Placement' as a Means of Enhancing Student
   Learning and Stimulating Research Activity
SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
LA English
DT Article
DE Undergraduate research; employability; inquiry-based learning;
   independent study; work-based learning
ID LINKING RESEARCH; GEOGRAPHY; INQUIRY
AB The links between research and teaching have been the subject of much debate and controversy over the need for both activities to take place in universities remains current. This paper reports on the development and evaluation of a research placement module, which aimed to provide opportunities for students to work as research assistants on small-scale projects. This paper outlines the development of the research placement and reviews staff and student experience of the module. The research placement illustrates the multiple benefits of linking teaching and research in terms of enhancing learning, employability and boosting the research culture.
C1 [Tweed, Fiona; Boast, Rob] Staffordshire Univ, Dept Geog, Stoke On Trent ST4 2DE, Staffs, England.
C3 Staffordshire University
RP Tweed, F (corresponding author), Staffordshire Univ, Dept Geog, Coll Rd, Stoke On Trent ST4 2DE, Staffs, England.
EM f.s.tweed@staffs.ac.uk
OI Tweed, Fiona/0000-0002-4299-6788
NR 35
TC 6
Z9 6
U1 0
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0309-8265
EI 1466-1845
J9 J GEOGR HIGHER EDUC
JI J. Geogr. High. Educ.
PY 2011
VL 35
IS 4
BP 599
EP 615
DI 10.1080/03098265.2011.559579
PG 17
WC Education & Educational Research; Geography
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Geography
GA 877SP
UT WOS:000299203300010
DA 2024-02-21
ER

PT J
AU Nair-Venugopal, S
AF Nair-Venugopal, Shanta
TI Linguistic ideology and practice: Language, literacy and communication
   in a localized workplace context in relation to the globalized
SO LINGUISTICS AND EDUCATION
LA English
DT Article
DE Linguistic ideology; Language policy; Literacy practice; Cultural
   diversity; Globalized economy
ID ENGLISH
AB Linguistic ideologies that operate in the Malaysian workplace have been fuelled by previous and current language policies that have upheld the sovereignty of Malay, the national language while seeking to strengthen the use of English with regard to its perceived role as the language of global economic competitiveness. The dominant ideology in the Malaysian workplace is the role of English as a determinant of economic success. However, while competence in an idealized 'standard' English is highly valued for employability, the localized variety, Malaysian English (ME), Malay, and other local languages all contribute to literacy practices in the Malaysian workplace. The disconnect between ideology and practice has implications for student employment and consequences for the linguistic and cultural diversity of the workforce. A longitudinal and holistic perspective of the problem is presented by reporting on interview and observation-based research carried out at different points in time separated by slightly more than a decade, firstly at a finance company and later at its restructured entity, a commercial bank. Trainers from both entities reported that they valued job-related workplace competency more than English language ability despite the prevailing linguistic ideology. The study indicates that competitiveness in the globalized economy depends ultimately on education in a range of critical skills and strategies as workplace competencies rather than on linguistic abilities as individual skills. (C) 2013 Elsevier Inc. All rights reserved.
C1 [Nair-Venugopal, Shanta] Univ Kebangsaan Malaysia, Inst Malaysian & Int Studies, Bangi 43600, Selangor, Malaysia.
C3 Universiti Kebangsaan Malaysia
RP Nair-Venugopal, S (corresponding author), Univ Kebangsaan Malaysia, Inst Malaysian & Int Studies, Bangi 43600, Selangor, Malaysia.
EM shantanair.venugopal@gmail.com
NR 82
TC 8
Z9 10
U1 0
U2 10
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0898-5898
EI 1873-1864
J9 LINGUIST EDUC
JI Linguist. Educ.
PD DEC
PY 2013
VL 24
IS 4
BP 454
EP 465
DI 10.1016/j.linged.2013.05.001
PG 12
WC Education & Educational Research; Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Education & Educational Research; Linguistics
GA V41TV
UT WOS:000209569400009
DA 2024-02-21
ER

PT J
AU Lee, YC
AF Lee, Yi-Chih
TI Replacing Work with Study: A Sustainable Development Strategy for
   Economically or Culturally Disadvantaged Students
SO SUSTAINABILITY
LA English
DT Article
DE disadvantaged students; higher education SPROUT project; learning
   effects
ID EDUCATION; ACHIEVEMENT; ENGAGEMENT; SCHOOLS
AB Education is one of the most effective ways to eradicate and reduce poverty, helping to eliminate it as well as to promote social mobility. Although universities have been extensively established in Taiwan, the country still faces the problem of a large difference in students' academic ability and a widening gap in educational resources among families. This study mainly explored whether the strategy of encouraging learning instead of working for disadvantaged students is helpful to their learning effectiveness. The research samples were collected from the data of college students who participated in the higher education SPROUT project of Taiwan's Ministry of Education. This study enrolled a total of 752 students categorized as disadvantaged. The results found that those students who participated in the project usually devoted more time to study and schoolwork, and so they passed more subjects in the schoolwork with better overall performance in learning. They also obtained the required licenses for employment and more student subsidies to improve their lives. Therefore, the conclusion of this study is that by participating in multiple counseling mechanisms such as schoolwork counseling, license counseling, or career counseling arranged by universities, disadvantaged students can increase their study time, which not only improves their schoolwork learning effects but also enhances their employability.
C1 [Lee, Yi-Chih] Chien Hsin Univ Sci & Technol, Dept Int Business, Taoyuan 320312, Taiwan.
C3 Chien Hsin University of Science & Technology
RP Lee, YC (corresponding author), Chien Hsin Univ Sci & Technol, Dept Int Business, Taoyuan 320312, Taiwan.
EM leeyc@uch.edu.tw
RI LEE, YC/HJY-9203-2023
OI LEE, YI CHIH/0000-0001-5076-391X
NR 56
TC 2
Z9 2
U1 1
U2 7
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD SEP
PY 2021
VL 13
IS 17
AR 9658
DI 10.3390/su13179658
PG 14
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA UP8GN
UT WOS:000695612500001
OA gold
DA 2024-02-21
ER

PT J
AU Musa, NC
   Nizam, AS
   Nur'ashiqin, W
   Mohamad, W
   Othman, Z
AF Musa, Normazidah Che
   Nizam, Azwan Shaiza
   Nur'ashiqin, Wan
   Mohamad, Wan
   Othman, Zarina
TI Framing the English Language (EL) CEFR-informed Curriculum Structure:
   The UKM Experience
SO PERTANIKA JOURNAL OF SOCIAL SCIENCE AND HUMANITIES
LA English
DT Article
DE ADDIE model; CEFR; curriculum design; English language; higher education
AB One of the main concerns that have been raised in the realm of the graduate employability workforce in Malaysia is for graduates to be competent in speaking English. The concern on the graduates' standard in speaking English has been amplified to meet a global standard. It has triggered the Malaysian Ministry of Education to adopt the CEFR benchmark. This paper presents the framework of a CEFR-informed curriculum for Universiti Kebangsaan Malaysia (UKM) English Language (EL) courses at UKM and its basis. The paper outlines the method used in framing the curriculum structure based on the ADDIE model. It particularises the curriculum structure into four (4) main implementation phases that address the different proficiency levels in the targeted CEFR levels.
C1 [Musa, Normazidah Che; Nizam, Azwan Shaiza; Nur'ashiqin, Wan; Mohamad, Wan; Othman, Zarina] Univ Kebangsaan Malaysia, Pusat Pengajian Citra Univ, Ukm Bangi 43600, Selangor, Malaysia.
C3 Universiti Kebangsaan Malaysia
RP Othman, Z (corresponding author), Univ Kebangsaan Malaysia, Pusat Pengajian Citra Univ, Ukm Bangi 43600, Selangor, Malaysia.
EM mazidah@ukm.edu.my; shaiza@ukm.edu.my; wanshiqin@ukm.edu.my;
   zothman@ukm.edu.my
RI Othman, Zarina/AFP-6416-2022
FU CITRA UKM [CITRA-2020-001]
FX The authors would like to thank all the English Language Instructors at
   Pusat Pengajian Citra Universiti (School of Liberal Studies) UKM for
   their dedicated time and commitment in aligning the English courses
   offered in the framing of the new curriculum structure. Utmost grateful
   to the management team of CITRA UKM for their ongoing support and
   CITRA-2020-001 grant. Special thanks to Prof Dato' Ir Dr Mohd Marzuki
   Mustafa, the former Deputy Vice-Chancellor of Academic Affairs UKM and
   Prof Dr Hazita Azman, the Chair for UKM English Language Enhancement
   programme, for their initiatives, enthusiasm and guidance throughout
   this exercise. Thanks should also go, of course, to UKM for giving us
   this opportunity and supporting this initiative.
NR 26
TC 0
Z9 0
U1 0
U2 10
PU UNIV PUTRA MALAYSIA PRESS
PI SELANGOR
PA SERDANG, SELANGOR, 00000, MALAYSIA
SN 0128-7702
EI 2231-8534
J9 PERTANIKA J SOC SCI
JI Pertanika J. Soc. Sci. Humanit.
PD NOV
PY 2021
VL 29
SI 3
BP 243
EP 261
DI 10.47836/pjssh.29.S3.13
PG 19
WC Social Sciences, Interdisciplinary
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA XF5VQ
UT WOS:000724138600014
OA hybrid
DA 2024-02-21
ER

PT J
AU Saouabi, M
   Ezzati, A
AF Saouabi, Mohamed
   Ezzati, Abdellah
TI Proposition of an employability prediction system using data mining
   techniques in a big data environment
SO INTERNATIONAL JOURNAL OF MATHEMATICS AND COMPUTER SCIENCE
LA English
DT Article
DE Big Data; Data mining; Employability; Hadoop; Rapid Miner
AB Employment is the main form of social integration, a factor of improving living conditions and preventing risks of poverty and vulnerability and the most appropriate indicator for assessing the level of social cohesion in a country. Graduates face every year real competitions to ensure their employability. We live now in a big data era, where the data is generated every day in large volumes, due to the use of technologies. But storing this data isn't the main objective, we need to use this data and take advantage of it by extracting valuable information from it in order to use it and improve a particular domain. Using data mining techniques will allow us to extract useful information and ameliorate employability by giving decision makers opportunities to make it better and predict in the future. In this paper, we present an intelligent system using data mining techniques on employability data, in a Big Data environment, which we used Hadoop ecosystem, and for data mining we used Rapid Miner Studio Educational Version 8.1.000. We presented first the characteristics of the proposed system, after that we presented the general architecture of the system and the tools and the technologies used, and finally we presented the system's process in details from the data collection till the results visualization.
C1 [Saouabi, Mohamed; Ezzati, Abdellah] Univ Hassan 1, FST, LAVETE Lab, Settat, Morocco.
C3 Hassan First University of Settat
RP Saouabi, M (corresponding author), Univ Hassan 1, FST, LAVETE Lab, Settat, Morocco.
EM mohamed.saouabi@gmail.com; abdezati@gmail.com
OI saouabi, mohamed/0000-0002-2606-7954; abdellah,
   ezzati/0000-0002-1456-0661
NR 29
TC 2
Z9 3
U1 0
U2 3
PU LEBANESE UNIV
PI BEIRUT
PA LEBANESE UNIV, BEIRUT, 00000, LEBANON
SN 1814-0424
EI 1814-0432
J9 INT J MATH COMPUT SC
JI Int. J. Math. Comput. Sci.
PY 2019
VL 14
IS 2
BP 411
EP 424
PG 14
WC Mathematics
WE Emerging Sources Citation Index (ESCI)
SC Mathematics
GA HN4IK
UT WOS:000460147400009
DA 2024-02-21
ER

PT J
AU Ramjattan, VA
AF Ramjattan, Vijay A.
TI Racializing the problem of and solution to foreign accent in business
SO APPLIED LINGUISTICS REVIEW
LA English
DT Article
DE accent reduction; business; foreign accent; immigrants; racialization
ID LANGUAGE; RACE; DIMENSIONS; JUDGMENTS; ENGLISH; GENDER; LABOR
AB Given the desire to attract skilled immigrants to English-speaking countries in the Global North, business environments in these nations may see the increased presence of workers who speak English with a foreign accent. While organizations may tout this linguistic diversity, there is a concern that a foreign accent interferes with successful business communication. This apparent issue can result in a lack of employment opportunities for foreign-accented professionals and has also created a rise in private accent reduction programs that seek to improve the employability of these professionals. What is understated or even omitted in the discussion of these trends is the impact of racialization. First, the (lack of) employability of foreign-accented workers may be determined by a set of racial hierarchies in which some bodies are perceived as better for work than others. Furthermore, the notion that simply reducing an accent increases one's employability ignores racialized power structures that truly prevent the employment of certain immigrants. Through the lens of raciolinguistic ideologies, which look at the intermingling of language and race, this article explores the above issues by arguing that foreign accent discrimination and accent reduction are indeed racialized and thus perpetuate the inequality experienced by immigrant professionals in business.
C1 [Ramjattan, Vijay A.] Univ Toronto, Ontario Inst Studies Educ, 252 Bloor St West, Toronto, ON M5S 1V6, Canada.
C3 University of Toronto; University Health Network Toronto
RP Ramjattan, VA (corresponding author), Univ Toronto, Ontario Inst Studies Educ, 252 Bloor St West, Toronto, ON M5S 1V6, Canada.
EM vijay.ramjattan@mail.utoronto.ca
NR 36
TC 14
Z9 15
U1 1
U2 5
PU WALTER DE GRUYTER GMBH
PI BERLIN
PA GENTHINER STRASSE 13, D-10785 BERLIN, GERMANY
SN 1868-6303
EI 1868-6311
J9 APPL LINGUIST REV
JI Appl. Linguist. Rev.
PD JUL 26
PY 2022
VL 13
IS 4
BP 527
EP 544
DI 10.1515/applirev-2019-0058
PG 18
WC Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Linguistics
GA 2R8LE
UT WOS:000821356400005
DA 2024-02-21
ER

PT J
AU Bilal, AR
   Fatima, T
   Imran, MK
AF Bilal, Ahmad Raza
   Fatima, Tehreem
   Imran, Muhammad Kashif
TI Shutting Eyes to Merit! The Curse of Cronyism in Pakistani Small and
   Medium Scale Business
SO SOUTH ASIAN JOURNAL OF HUMAN RESOURCE MANAGEMENT
LA English
DT Article; Early Access
DE Organizational cronyism; small and medium scale business; business
   success; employee task performance; egoistic climate
ID MEDIUM-SIZED ENTERPRISES; JOB-SATISFACTION; ORGANIZATIONAL COMMITMENT;
   ETHICAL CLIMATE; MIXED METHODS; PERFORMANCE; SUCCESS; IMPACT; NEPOTISM;
   EMPLOYABILITY
AB Organizational cronyism is profoundly ingrained in South Asian small and medium scale business and is responsible for eliciting a variety of negative individual- and organizational-level outcomes. It is a practice where management grants favour to certain employees based on personal relationships forming an "in-group" and discriminates "out-group" employees without regard to merit. This study attempts to improve understanding of the way organizational cronyism impacts the success of small and medium scale business in Pakistan through reduced employee task performance and the moderating role of egoistic climate plays in strengthening the organizational cronyism and task performance association. In addition, this study aimed to examine the complex in-group and out-group dynamics created by organizational cronyism and its subsequent outcomes. We employed an explanatory sequential mixed-method design and data were collected across two studies, i.e., a quantitative survey (n = 321, 4 waves) and a qualitative inquiry (n = 23) from employees working in small and medium scale enterprises of Pakistan. The results of the survey proved the direct and moderation hypotheses, while mediation hypotheses were partially substantiated. Semi-structured interviews affirmed the presence of in-groups and out-groups based on organizational cronyism in SMEs and revealed that organizational cronyism results in negative task performance regardless of the group membership and declines SMEs' success. The overall results suggest that small and medium scale businesses in Pakistan should maintain fair and transparent business practices in order to avoid cronyism and thrive successfully.
C1 [Bilal, Ahmad Raza] Sohar Univ, Fac Business, Sohar, Oman.
   [Fatima, Tehreem] Univ Lahore, Lahore Business Sch, Sargodha Campus, Sargodha, Pakistan.
   [Imran, Muhammad Kashif] Islamia Univ Bahawalpur, Dept Management Sci, Bahawalpur, Pakistan.
C3 Sohar University; Islamia University of Bahawalpur
RP Bilal, AR (corresponding author), Sohar Univ, Fac Business, Postgrad Studies, Sohar 311, Oman.
EM abilal@su.edu.om
RI Bilal, Ahmad Raza/AAH-1537-2019
OI Bilal, Ahmad Raza/0000-0001-9471-7093
NR 74
TC 6
Z9 8
U1 0
U2 6
PU SAGE PUBLICATIONS INDIA  PVT LTD
PI NEW DELHI
PA B-1-I-1 MOHAN CO-OPERATIVE INDUSTRIAL AREA, MATHURA RD, POST BAG NO 7,
   NEW DELHI 110 044, INDIA
SN 2322-0937
EI 2349-5790
J9 S ASIAN J HUM RE MAN
JI South Asian J. Hum. Resour. Manag.
PD 2020 JUN
PY 2020
VL 7
IS 1
BP 61
EP 90
AR 2322093720918997
DI 10.1177/2322093720918997
EA MAY 2020
PG 30
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA LV0LQ
UT WOS:000533306700001
OA Bronze
DA 2024-02-21
ER

PT J
AU Schmoll, M
AF Schmoll, Moritz
TI Training for the Industry: Examining the Use of Real-life Consultancy
   Projects in Development Studies Programmes
SO PROGRESS IN DEVELOPMENT STUDIES
LA English
DT Article; Early Access
DE Consulting; development studies; experiential education; teaching
   (academic)
ID INTERNATIONAL DEVELOPMENT; HIGHER-EDUCATION; POLICY-ANALYSIS; WORK;
   EMPLOYABILITY; UNIVERSITIES; DISCOURSE; NEOLIBERALIZATION
AB Development degrees have begun experimenting with real-life consultancy projects carried out by students for external clients in the development sector. Students, concerned about their 'employability', flock to these programmes due to their promises of hands-on, professionalizing experience. Surprisingly, these developments have not yet triggered a major reflection on what this teaching device means for the way our students are educated. I address this gap by critically examining their functioning, the different actors and their motivations and incentives. I argue that the introduction of development organizations into the teaching relationship challenges three core academic principles: scientificity, fairness and ethics. Drawing on my experience of managing a consultancy project module, I discuss the extent to which departments can address them.
C1 [Schmoll, Moritz] Mohammed VI Polytech Univ, Fac Governance Econ & Social Sci, Polit Sci, Rabat, Morocco.
C3 Mohammed VI Polytechnic University
RP Schmoll, M (corresponding author), Mohammed VI Polytech Univ, Fac Governance Econ & Social Sci, Polit Sci, Rabat, Morocco.
EM moritz.schmoll@um6p.ma
RI Schmoll, Moritz/JVZ-2407-2024
OI Schmoll, Moritz/0000-0001-6937-3217
NR 49
TC 1
Z9 1
U1 1
U2 2
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1464-9934
EI 1477-027X
J9 PROG DEV STUD
JI Prog. Dev. Stud.
PD 2022 JUL
PY 2022
VL 22
IS 3
SI SI
BP 272
EP 287
AR 14649934221075176
DI 10.1177/14649934221075176
EA FEB 2022
PG 16
WC Development Studies
WE Social Science Citation Index (SSCI)
SC Development Studies
GA 1U4RH
UT WOS:000753388000001
DA 2024-02-21
ER

PT J
AU Upadhayay, L
   Vrat, P
AF Upadhayay, Lalit
   Vrat, Prem
TI Analysis of impact of industry-academia interaction on quality of
   technical education: A system dynamics approach
SO COMPUTERS & INDUSTRIAL ENGINEERING
LA English
DT Article
DE System dynamics; Industry-academia interaction; Quality of technical
   education; Quality; Employability; Technical education
ID SUPPLY CHAIN; POLICY; MODEL; INDIA
AB Indian technical education since the year 1995 experienced an exponential growth which adversely affected the quality of engineering graduates. Many research studies have strongly emphasized on improving the quality of technical education in India. The industry is proactively involved in improving the quality of its raw material suppliers, but it has overlooked academia despite it being an important supplier of human capital to the industry. This is perhaps because the industry adopted myopic approach towards academia considering it as a fruitless option. As a result, there is a visible disconnect between industry and academia in India which is a major cause for the poor quality of technical education. This research paper presents a novel approach to analyze the impact of industry interaction on the quality of technical education through system dynamics (SD) modeling. A computer based model was developed to explain the impact of Industry-Academia (IA) interaction in enhancing the quality of technical education as seen through the employability of graduates. The paper attempts to prove that the proactive involvement of industry in academia is a profitable proposition for both the stakeholders. The study also analyzes the impact of key policy variables on unemployment level, shortage of employees and total cost of involvement of industry in academia. The model was developed using SD simulation software STELLA (version 10.0) and four scenarios were generated to analyze the system behavior. The SD model was simulated for fifty years. The findings of the study reveal that proactive involvement of industry is essential for improving the quality of technical education and is profitable in the long run. The insights from the study would be helpful to policy makers and researchers from the industry and academia in analyzing the long-term implications of decisions using SD modeling. (C) 2016 Published by Elsevier Ltd.
C1 [Upadhayay, Lalit] NorthCap Univ, Dept Mech Engn, Gurgaon 122017, India.
   [Vrat, Prem] NorthCap Univ, Sch Management, Gurgaon 122017, India.
C3 The Northcap University; The Northcap University
RP Upadhayay, L (corresponding author), NorthCap Univ, Dept Mech Engn, Gurgaon 122017, India.
EM lalitupadhayay@rediffmail.com; premvrat@ncuindia.edu
NR 35
TC 6
Z9 6
U1 2
U2 29
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-8352
EI 1879-0550
J9 COMPUT IND ENG
JI Comput. Ind. Eng.
PD NOV
PY 2016
VL 101
BP 313
EP 324
DI 10.1016/j.cie.2016.09.022
PG 12
WC Computer Science, Interdisciplinary Applications; Engineering,
   Industrial
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science; Engineering
GA EF7GK
UT WOS:000390497900025
DA 2024-02-21
ER

PT J
AU Robson, J
   Randhawa, A
   Keep, E
AF Robson, James
   Randhawa, Ashmita
   Keep, Ewart
TI Employability skills in mainstream education: Innovations in schooling
   and institutional isomorphism
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article; Early Access
DE employability skills; isomorphism; Neo institutional theory; studio
   schools; 14-19 education
AB In England, the Studio Schools model, focused on developing employability skills in young people, represents a disruptive attempt at educational innovation. Through a documentary analysis of foundational documents, interviews with the model's architects and case studies of five Studio Schools, we map the tensions between theoretical conceptualisations of the model and the messy realities of implementing it. We found that the schools faced a wide range of challenges related particularly to local inter-school competition, centralised accountability measures and structural assumptions about the 'gold educational standard'. When facing these challenges, the course of least resistance for the schools was an iterative abandonment of the distinctive aspects of the Studio Schools model and a move back towards mainstream approaches to schooling. This process of institutional homogenisation is discussed through the lens of neo-institutional theory, with the challenges schools faced and their trajectories framed in terms of coercive, mimetic and normative isomorphism. We argue that the use of isomorphism as a heuristic device provides important insight into the process of educational innovation in an educational system that combines competition and the risk of market failure with coercive accountability measures and embedded assumptions about the 'gold standard' schooling pathway.
C1 [Robson, James; Randhawa, Ashmita; Keep, Ewart] Univ Oxford, Oxford, England.
C3 University of Oxford
RP Robson, J (corresponding author), Univ Oxford, Dept Educ, Oxford OX2 6PY, England.
EM james.robson@education.ox.ac.uk
OI Robson, James/0000-0002-8114-2582
FU Edge Foundation
FX We would like to thank the two anonymous reviewers for a set of
   critically engaged, thoughtful and productive comments on an earlier
   draft of this article. We would also like to thank all the schools and
   individuals who participated in this project. This study was funded by
   the Edge Foundation.
NR 38
TC 2
Z9 3
U1 2
U2 12
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0141-1926
EI 1469-3518
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PD 2022 FEB
PY 2022
VL 48
IS 1
BP 120
EP 136
DI 10.1002/berj.3756
EA JUL 2021
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA ZF6VR
UT WOS:000673301200001
OA hybrid, Green Published
DA 2024-02-21
ER

PT J
AU Langorgen, E
   Magnus, E
AF Langorgen, Eli
   Magnus, Eva
TI 'I have something to contribute to working life' - students with
   disabilities showcasing employability while on practical placement
SO JOURNAL OF EDUCATION AND WORK
LA English
DT Article; Early Access
DE Students with disabilities; higher education; professional programmes;
   placement
ID DISABLED STUDENTS; HIGHER-EDUCATION; EXPERIENCES; HEALTH; INCLUSION;
   CHALLENGES; DISCOURSES
AB This study explores the practical placement experiences of students with disabilities who are attending professional higher education in Norway. Despite legislative regulations to promote equal opportunities, many students with disabilities face barriers to participation in higher education. In professional education, practical placement is a part of the curriculum. However, the transition from the campus classroom to practical placement puts an extra demand on the students to disclose their disabilities and request accommodation; it also puts demands on academic staff and placement supervisors to arrange support. Based on interviews with 14 students in teacher, social work and healthcare programmes, the study highlights the opportunities that placement gave these students to experiment with the demands of work, learn about their own capacity, and test out solutions for accommodation. Practical placement was also an arena where the students worked hard to develop and demonstrate their resources as proficient future professionals. However, due to structural barriers and insufficient planning, the students risked not being able to cope with the demands of placement and to demonstrate their proficiency. The study revealed that planning prior to placement was essential in providing optimal opportunities for students with disabilities to learn and to market their employability.
C1 [Langorgen, Eli; Magnus, Eva] NTNU, Dept Neuromed & Movement Sci, Tungasletta 2, NO-7004 Trondheim, Norway.
C3 Norwegian University of Science & Technology (NTNU)
RP Langorgen, E (corresponding author), NTNU, Dept Neuromed & Movement Sci, Tungasletta 2, NO-7004 Trondheim, Norway.
EM eli.langorgen@ntnu.no
FU Norwegian University of Science and Technology [974 767 880]
FX This work was supported by the Norwegian University of Science and
   Technology [grant number 974 767 880].
NR 53
TC 11
Z9 12
U1 1
U2 5
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1363-9080
EI 1469-9435
J9 J EDUC WORK
JI J. Educ. Work
PD 2020 MAY 18
PY 2020
VL 33
IS 4
BP 271
EP 284
DI 10.1080/13639080.2020.1767766
EA MAY 2020
PG 14
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA PA7CS
UT WOS:000543502200001
OA hybrid, Green Published
DA 2024-02-21
ER

PT J
AU Porfeli, EJ
   Skorikov, VB
AF Porfeli, Erik J.
   Skorikov, Vladimir B.
TI Specific and Diversive Career Exploration During Late Adolescence
SO JOURNAL OF CAREER ASSESSMENT
LA English
DT Article
DE career; specific; diversive; exploration; indecision; confidence;
   planning
ID DECISION-MAKING PROCESS; VOCATIONAL IDENTITY; SELF-EFFICACY; SCHOOL;
   BEHAVIOR; EMPLOYABILITY; ANTECEDENTS; VALIDATION; DIMENSIONS; COMMITMENT
AB The exploration literature suggests that career exploration may be separated into two distinct forms. Diversive career exploration involves learning broadly about the world of work and the self, whereas specific career exploration involves an in-depth investigation focused on aligning one's perceptions of self and career prospects. The goal of the current study was to validate the structure of career exploration over time as being composed of diversive and specific forms. The study was conducted on a diverse sample of 308 college and work-bound youth, 19-22 years old, who were assessed annually three times. Structural equation modeling was used to test a longitudinal measurement model and the structural relationships corresponding to the noted distinction between the forms of exploration. Associations between exploration and several additional indicators of career development were further assessed. The results support the theoretically derived distinction between diversive and specific career exploration and demonstrate that they are differentially linked to career indecision, confidence, and planning. Implications for research and practice are offered in light of the results.
C1 [Porfeli, Erik J.] Northeastern Ohio Univ Coll Med & Pharm, Dept Behav Sci, Rootstown, OH 44272 USA.
   [Skorikov, Vladimir B.] Univ Hawaii, Hilo, HI 96720 USA.
C3 University System of Ohio; Northeast Ohio Medical University (NEOMED);
   University of Hawaii System; University Hawaii Hilo
RP Porfeli, EJ (corresponding author), Northeastern Ohio Univ Coll Med & Pharm, Dept Behav Sci, 4209 SR 44, Rootstown, OH 44272 USA.
EM eporfeli@neoucom.edu
NR 44
TC 46
Z9 73
U1 1
U2 54
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1069-0727
EI 1552-4590
J9 J CAREER ASSESSMENT
JI J. Career Assess.
PD FEB
PY 2010
VL 18
IS 1
BP 46
EP 58
DI 10.1177/1069072709340528
PG 13
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 544AL
UT WOS:000273623500004
DA 2024-02-21
ER

PT J
AU Yang, CY
   Xie, DM
   Wong, JWC
AF Yang, Chieh Yun
   Xie, Dengming
   Wong, Jose Weng Chou
TI CHALLENGES AND BENEFITS OF EXPERIENTIAL LEARNING: THE CASE OF OVERSEAS
   EXCHANGE PROGRAMS
SO ADVANCED EDUCATION
LA English
DT Article
DE experiential learning; challenges and benefits; overseas exchange
   programs; experiential learning cycle theory; hospitality and tourism
   education
ID STUDENTS; ADAPTATION
AB This article highlights an increasingly popular form of experiential learning, namely overseas exchange programs. Experiential learning is regarded as a valuable way to link up theoretical knowledge and practical skills in hospitality and tourism education. Although some studies have addressed the importance of experiential learning, the factors influencing students' choice of overseas exchange programs, and the challenges and benefits of students' experiential learning are still unclear, especially on the overseas exchange programs. The purpose of this study is to reveal the whole picture of overseas exchange programs by utilizing experiential learning cycle theory, and further understand students' perception of overseas experiential learning. By employing quantitative and qualitative methods, including questionnaire survey and in-depth interviews with students who have participated in the overseas exchange programs and content analysis of program information, this study analyzes the differences of factors considered by males and females in choosing overseas exchange programs, and displays the four-stage learning process of experiential learning in overseas exchange programs and identifies two themes of challenges (living challenges and learning challenges) and five themes of benefits (cognitive development, behavioural change, multiple skill development, social bonding development, academic competitiveness & employability enhancement) for experiential learning for students majoring in Hospitality and Tourism. The study enriches our understandings of the experiential learning cycle theory and provides insights to educators in the design of future overseas exchange programs.
C1 [Yang, Chieh Yun; Xie, Dengming; Wong, Jose Weng Chou] Macau Univ Sci & Technol, Macau, Peoples R China.
C3 Macau University of Science & Technology
RP Xie, DM (corresponding author), Macau Univ Sci & Technol, Macau, Peoples R China.
EM dengmingxie@outlook.com
RI WONG, Jose Weng Chou/AAT-8893-2020
OI WONG, Jose Weng Chou/0000-0002-3557-1829; Xie,
   Dengming/0000-0003-3489-9504
NR 24
TC 1
Z9 1
U1 9
U2 28
PU NATL TECHNICAL UNIV UKRAINE KYIV POLYTECHNIC INST, FAC LINGUISTICS
PI KYIV
PA 37, PEREMOHY AVE, OFFICE 718, BUILDING 7, KYIV, 03056, UKRAINE
SN 2409-3351
EI 2410-8286
J9 ADV EDUC
JI Adv. Educ.
PY 2021
IS 19
BP 79
EP 88
DI 10.20535/2410-8286.239232
PG 10
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA YA5LR
UT WOS:000738375000009
OA gold
DA 2024-02-21
ER

PT J
AU Gaunt, H
   Treacy, DS
AF Gaunt, Helena
   Treacy, Danielle Shannon
TI Ensemble practices in the arts: A reflective matrix to enhance team work
   and collaborative learning in higher education
SO ARTS AND HUMANITIES IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Ensemble; collaboration; team work; collaborative learning; peer
   learning; arts; reflection; reflective practice; leadership
ID LEADERSHIP; EMPLOYABILITY; COMMUNITIES; CREATIVITY; MUSICIANS; PROJECTS
AB Ensemble practices have been essential to the performing and visual fine arts over centuries. The skills of working in ensembles, including team work and collaborative learning, are increasingly understood to be critical and transferable professional attributes. However, much teaching of ensembles is practical and embodied, relying on tacit knowledge within a focused specialism. This kind of approach champions depth of expertise in a particular field, but may have limitations, particularly where more explicit awareness is needed to support transferring practical skills to new contexts. There is therefore a need to strengthen reflective practice in ways that connect explicit procedural understanding with tacit practical experience. To serve this purpose, this paper develops a reflective matrix as a framework to support dynamic reflection for students and teachers in higher arts education. The matrix emerges from analysis of the literature across music, theatre, dance and visual fine art.
C1 [Gaunt, Helena] Royal Welsh Coll Mus & Drama, Cathays Pk, Cardiff CF10 3ER, S Glam, Wales.
   [Gaunt, Helena; Treacy, Danielle Shannon] Univ Arts Helsinki, Sibelius Acad, Helsinki, Finland.
C3 University of South Wales; University of the Arts Helsinki
RP Gaunt, H (corresponding author), Royal Welsh Coll Mus & Drama, Cathays Pk, Cardiff CF10 3ER, S Glam, Wales.
EM Helena.gaunt@rwcmd.ac.uk
RI Treacy, Danielle/AAI-9215-2021
OI Treacy, Danielle/0000-0001-7347-6737; Gaunt, Professor
   Helena/0000-0003-3886-6806
FU Center for Educational Research and Academic Development in the Arts
   (CERADA) of the University of the Arts Helsinki
FX The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: This research
   has been supported by the Center for Educational Research and Academic
   Development in the Arts (CERADA) of the University of the Arts Helsinki,
   without which the work could not have been undertaken.
NR 107
TC 10
Z9 12
U1 2
U2 18
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1474-0222
EI 1741-265X
J9 ARTS HUM HIGH EDUC
JI Arts Hum. High. Educ.
PD 2020 OCT
PY 2020
VL 19
IS 4
BP 419
EP 444
AR 1474022219885791
DI 10.1177/1474022219885791
EA NOV 2019
PG 26
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA MP4ZQ
UT WOS:000496057600001
OA hybrid
DA 2024-02-21
ER

PT J
AU Amigó, MF
   Lloyd, J
AF Amigo, Maria Florencia
   Lloyd, Justine
TI Changing roles and environments in experiential learning
SO HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING
LA English
DT Article; Early Access
DE Experiential learning; Employability; Liminality; Professional
   identities; Roles
ID HIGHER-EDUCATION; PARTICIPATION; LIMINALITY; ACADEMICS; WORKING
AB Purpose The purpose of this paper is to report on the implications of new and unfamiliar roles for educators, students and employers generated by experiential learning (EL) activities. It considers how a series of tensions and instabilities in traditional role identities for each group arise from an expanded definition of university learning environments. Design/methodology/approach The paper thus uses the concept of liminality, or "in-between-ness", to explore processes of role transition via EL. This theme emerged from analysis of qualitative data gathered via focus groups and interviews with academic unit convenors, workplace supervisors and students across a range of disciplines. Findings Because none of the cohorts were fully supported in or securely ascribed to these new roles, the unsettled nature of EL is argued to be both a key benefit and challenge to educators. Research limitations/implications This paper was based on a small-scale study of a specific EL programme. As such, it could be complemented by longitudinal and broader-scale research across different sites and national contexts, as well as with cohorts that the authors do not canvas here: university administrators, policy advisors and employers more broadly. Practical implications The paper reflects on how higher education institutions can support participants in these new educational settings, as well as raising the question of whether new roles are still emerging from this process. Social implications The paper canvasses impacts of EL on individual participants as well as the sector itself. Originality/value The authors believe that understanding EL activities through the lens of liminality provides a new approach to its impact at individual, institutional and social levels.
C1 [Amigo, Maria Florencia; Lloyd, Justine] Macquarie Univ, Sydney, NSW, Australia.
C3 Macquarie University
RP Amigó, MF (corresponding author), Macquarie Univ, Sydney, NSW, Australia.
EM maria.amigo@mq.edu.au; justine.lloyd@mq.edu.au
OI Lloyd, Justine/0000-0001-5822-315X; Amigo, Maria/0000-0001-8091-2760
FU 2015 Australian Collaborative Education Network (ACEN) research grant
FX This project was funded by a 2015 Australian Collaborative Education
   Network (ACEN) research grant. Research assistants Nanditha Hettitantri
   and Carina Hart conducted interviews and contributed to data analysis,
   as well as sharing ideas through generous conversations and discussions
   of drafts of this paper and previous publications. The authors would
   also like to acknowledge participants in Macquarie University's
   Professional and Community Engagement (PACE) Community of Practice,
   especially Jacqueline Mackaway, Marie Kelliher and Sian Paine, as well
   as former PACE Academic Director Michaela Baker.
NR 41
TC 1
Z9 2
U1 1
U2 6
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2042-3896
EI 2042-390X
J9 HIGH EDUC SKILL WORK
JI High Educ. Skills Work-based Learn
PD 2021 APR 27
PY 2021
VL 11
IS 2
BP 420
EP 434
DI 10.1108/HESWBL-11-2019-0159
EA JUN 2020
PG 15
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA RU5CZ
UT WOS:000544255500001
DA 2024-02-21
ER

PT J
AU Brooks, R
   Waters, J
AF Brooks, Rachel
   Waters, Johanna
TI An analysis of the UK's Turing Scheme as a response to socio-economic
   and geo-political challenges
SO HIGHER EDUCATION
LA English
DT Article; Early Access
DE Turing Scheme; Internationalisation; International student mobility;
   Study abroad; Erasmus
ID HIGHER-EDUCATION; INTERNATIONAL EDUCATION; ERASMUS STUDENTS; MOBILITY;
   EMPLOYABILITY; POLICY; POWER
AB Following its departure from the European Union in 2020, the UK left the Erasmus + student mobility scheme, replacing it with the 'Turing Scheme'. The scheme is underpinned by four key objectives that address what the government sees as particular socio-economic and geo-political challenges: to promote 'Global Britain', through 'forging new relationships across the world'; to 'support social mobility and widen participation across the UK'; to develop 'key skills', bridging 'the gap between education and work'; and to ensure 'value for UK taxpayers' in international student mobility. In this paper, we draw on an analysis of the websites of 100 UK higher education institutions to explore the messages given to students about the Turing Scheme. In particular, we focus on geopolitical positioning through 'Global Britain', the perceived importance of socio-economic diversification through 'widening participation', and the underexplored role played by third parties in the provision and administration of the Turing Scheme (and study abroad more broadly).
C1 [Brooks, Rachel] Univ Surrey, Dept Sociol, Guildford GU2 7XH, England.
   [Waters, Johanna] UCL, Dept Geog, London, England.
C3 University of Surrey; University of London; University College London
RP Brooks, R (corresponding author), Univ Surrey, Dept Sociol, Guildford GU2 7XH, England.
EM r.brooks@surrey.ac.uk; Johanna.waters@ucl.ac.uk
OI Brooks, Rachel/0000-0002-8692-1673; Waters, Johanna/0000-0002-4545-2495
NR 54
TC 4
Z9 4
U1 5
U2 9
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD 2023 JAN 19
PY 2023
DI 10.1007/s10734-023-00995-0
EA JAN 2023
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 8A1JX
UT WOS:000916003600001
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Stankic, DP
   Begonja, H
AF Stankic, Diana Prodanovic
   Begonja, Helga
TI INTERCULTURAL COMPETENCES IN TRANSLATION EDUCATION: A COLLABORATIVE
   TASK-BASED APPROACH
SO FOLIA LINGUISTICA ET LITTERARIA
LA English
DT Article
DE Translation education; collaboration; team work; intercultural
   competences; task-based approach
AB The aim of the paper is to report on the collaborative task-based case study that was organized bilaterally between the students at the University of Novi Sad and the University of Zadar, as a part of two translation courses, at the undergraduate and graduate level of studies. This study is part of some bigger research and the study presented in this paper has the following aims: to help the students gain intercultural competences by working collaboratively both in teams at the home university and online together with the students from the other country, using different virtual collaborative tools, and to face the challenge of organizing the translation project related to a specific task. Intercultural competences and the ability to cooperate are among the core competences that are required from a professional translator; however, these competences are not sufficiently covered by the learning objectives of curricula and syllabi at the university level. For that reason we wanted to focus on these competences to try to increase our students' employability prospects. The study was qualitative and quantitative, based on process and product analysis. We used observation, questionnaires and analysis of the final product of translation to collect the data for the study. The results point to benefits of this approach as well as to the areas that are in need of improvement in this field.
C1 [Stankic, Diana Prodanovic] Univ Novi Sad, Novi Sad, Serbia.
   [Begonja, Helga] Univ Zadar, Zadar, Croatia.
C3 University of Novi Sad; University of Zadar
RP Stankic, DP (corresponding author), Univ Novi Sad, Novi Sad, Serbia.
EM diana.prodanovic.stankic@ffuns.ac.rs; hbegonja@unizd.hr
NR 23
TC 1
Z9 1
U1 4
U2 6
PU UNIV MONTENEGRO, INST LANGUAGE & LITERATURE, FAC PHILOSOPHY-NIKSIC
PI NIKSIC
PA DANILA BOJOVICA BB, NIKSIC, CRNA GORA 81400, MONTENEGRO
SN 1800-8542
J9 FOLIA LINGUIST LITT
JI Folia Linguist. Litt.
PY 2021
IS 34
BP 329
EP 343
DI 10.31902/fll.34.2021.18
PG 15
WC Humanities, Multidisciplinary
WE Emerging Sources Citation Index (ESCI)
SC Arts & Humanities - Other Topics
GA XL2DE
UT WOS:000727959100018
OA gold
DA 2024-02-21
ER

PT J
AU Almedlej, R
   Aldosary, R
   Barakah, R
   Alkhalifah, A
   Adlan, A
   AlSaffan, AD
   Baseer, MA
AF Almedlej, Raghad
   Aldosary, Reem
   Barakah, Rana
   Alkhalifah, Abeer
   Adlan, Abdallah
   AlSaffan, Abdulrahman D.
   Baseer, Mohammad A.
TI Dental esthetic and the likelihood of finding a job in Saudi Arabia. A
   cross-sectional study
SO JOURNAL OF FAMILY MEDICINE AND PRIMARY CARE
LA English
DT Article
DE Dental; esthetics; intelligence; perception
ID PHYSICAL ATTRACTIVENESS; SOCIAL PERCEPTIONS; ADOLESCENTS; MEANINGS;
   GLANCE
AB Background: Person's physical, dental appearance, and sexual identity are the characteristics most obvious to others. Prior researches suggest that visible sign of unhealthy dental status may lead to an individual's social or professional exclusion, so the aim of the study was to measure the influence of dental appearance on hiring managers' perception of intelligence, honesty and efficiency of job applicants in Saudi Arabia, and the likelihood of employment opportunity. Materials and Methods: This cross-sectional study comprised 280 hiring managers. All participants were assigned randomly into two groups and received a survey with 10 different images for hypothetical job applicants. The images were digitally manipulated to have the Saudi national dress and to represent different dental conditions. The photos in both surveys were the opposite with no repetition except for 3 for reliability. Each evaluator randomly received one survey without knowing of the other. Participants were asked questions about their perception of honesty, intelligence, efficiency, and potential employability of the provided applicants' photos. Results: There was no statistically significant difference in demographics data between the hiring managers assigned to both groups. Hypothetical job applicants with smiles affected by malocclusion were perceived to be less intelligent with P value = 0.0001, but there was no altered perception for honesty and efficiency. Moreover, applicants with caries were perceived to be less honest, intelligent, and efficient by the hiring managers with P value of 0.0007, 0.0011 and 0.0138, respectively. Applicants with dental imperfections compared to normal smile were 52% less likely to be employed. Conclusion: Dental appearance might alter people perception about the character of the affected person, and it might influence the judgment of future employers when screening for candidates; as a result, we recommend more educational programs for the public and hiring managers.
C1 [Almedlej, Raghad] King Saud Bin Abdulaziz Univ Hlth Sci, Riyadh, Saudi Arabia.
   [Aldosary, Reem; Barakah, Rana] King Saud Univ, Riyadh, Saudi Arabia.
   [Alkhalifah, Abeer] Qassim Private Coll, Qasim, Saudi Arabia.
   [Adlan, Abdallah] King Abdullah Int Med Res Ctr, Dept Bioeth Sect, Riyadh, Saudi Arabia.
   [AlSaffan, Abdulrahman D.; Baseer, Mohammad A.] Riyadh Elm Univ, Coll Dent, Dept Prevent Dent, Riyadh 12734, Saudi Arabia.
C3 King Saud Bin Abdulaziz University for Health Sciences; King Saud
   University; Mustaqbal University; King Saud Bin Abdulaziz University for
   Health Sciences; King Abdullah International Medical Research Center
   (KAIMRC); Riyadh Elm University
RP Baseer, MA (corresponding author), Riyadh Elm Univ, Coll Dent, Dept Prevent Dent, Riyadh 12734, Saudi Arabia.
EM basheer.dr@gmail.com
RI Abdul, Dr MOhammad/AAL-3769-2021
OI Abdul, Dr MOhammad/0000-0002-8115-6810
NR 19
TC 6
Z9 8
U1 1
U2 2
PU WOLTERS KLUWER MEDKNOW PUBLICATIONS
PI MUMBAI
PA WOLTERS KLUWER INDIA PVT LTD , A-202, 2ND FLR, QUBE, C T S  NO 1498A-2
   VILLAGE MAROL, ANDHERI EAST, MUMBAI, 400059, INDIA
SN 2249-4863
EI 2278-7135
J9 J FAM MED PRIM CARE
JI J. Fam. Med. Prim. Care
PD JAN
PY 2020
VL 9
IS 1
BP 276
EP 281
DI 10.4103/jfmpc.jfmpc_742_19
PG 6
WC Primary Health Care
WE Emerging Sources Citation Index (ESCI)
SC General & Internal Medicine
GA RZ2LQ
UT WOS:000648429900050
PM 32110604
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Galabova, L
   Mckie, L
AF Galabova, Lidia
   McKie, Linda
TI "The five fingers of my hand": human capital and well-being in SMEs
SO PERSONNEL REVIEW
LA English
DT Article
DE Business performance; Human capital; Knowledge-based economy; Management
   development; Mixed methodologies; Small and medium sized enterprises;
   Well-being
ID PERFORMANCE; COMMITMENT; EMPLOYEES; HEALTH
AB Purpose - This paper aims to explore the SME managers' understanding of, and attitudes towards human capital (HC) and well-being as factors impacting on the business performance of their organisations.
   Design/methodology/approach - The study from which this paper reports included qualitative data collected through 42 semi-structured interviews with senior managers of SMEs from growth industries in the service sector. Research was undertaken in three European Union countries: Scotland (UK), Finland and Bulgaria. These countries are considered to be at different stages in the development of a knowledge-based economy (KBE) and innovation.
   Findings - It is evident that whilst SME managers are interested in knowledge, skills and experience as key elements of HC, peoples' soft skills and attributes, such as attitude, willingness and ability to learn and develop, and enthusiasm about the(ir) work are often considered more important. HC is seen as potentially an abundant resource, providing scope for competitive advantage at both personal and enterprise levels.
   Practical implications - The key findings from this paper inform future policy and HRM practices in respect to the development of a KBE through highlighting positive impacts for SMEs' strategy management practice.
   Social implications - The key findings from this paper inform future policy and HRM practices in respect to the development of a KBE through highlighting positive impacts for SMEs' strategy management practice.
   Originality/value - This paper indentifies SME managers recognition of individual's potential to gain new knowledge coupled with a willingness to learn as important - and often more so than formal knowledge and experience. It gives valuable insights about well-being viewed through the prism of SME management. It offers opportunities for personal development as well as the acquisition of new knowledge and skills. These can have a positive impact on potential employability and also the evaluation job content.
C1 [Galabova, Lidia] Tech Univ Sofia, Fac Management, Sofia, Bulgaria.
   [McKie, Linda] Univ Durham, Durham, England.
   [McKie, Linda] Univ Edinburgh, Ctr Res Families & Relationships, Edinburgh EH8 9YL, Midlothian, Scotland.
C3 Technical University Sofia; Durham University; University of Edinburgh
RP Galabova, L (corresponding author), Tech Univ Sofia, Fac Management, Sofia, Bulgaria.
EM lidia.galabova@gcu.ac.uk
RI Galabova, Lidia Petrova/F-9506-2014
OI McKie, Linda/0000-0003-3098-3661; Galabova, Lidia/0000-0002-7209-3109
NR 43
TC 22
Z9 24
U1 2
U2 86
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0048-3486
EI 1758-6933
J9 PERS REV
JI Pers. Rev.
PY 2013
VL 42
IS 6
BP 662
EP 683
DI 10.1108/PR-01-2012-0017
PG 22
WC Industrial Relations & Labor; Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Psychology
GA 234TX
UT WOS:000325668300002
OA Green Accepted
DA 2024-02-21
ER

PT J
AU van Scheppingen, AR
   de Vroome, EMM
   ten Have, KCJM
   Bos, EH
   Zwetsloot, GIJM
   van Mechelen, W
AF van Scheppingen, Arjella R.
   de Vroome, Ernest M. M.
   ten Have, Kristin C. J. M.
   Bos, Ellen H.
   Zwetsloot, Gerard I. J. M.
   van Mechelen, W.
TI Inducing a Health-Promoting Change Process Within an Organization <i>The
   Effectiveness of a Large</i>-<i>Scale Intervention on Social
   Capital</i>, <i>Openness</i>, <i>and Autonomous Motivation Toward
   Health</i>
SO JOURNAL OF OCCUPATIONAL AND ENVIRONMENTAL MEDICINE
LA English
DT Article
ID TO-TREAT; BEHAVIOR; DETERMINANTS; ASSOCIATION; CLIMATE; WORK
AB Objective: To examine the effectiveness of an organizational large-scale intervention applied to induce a health-promoting organizational change process. Design and Methods: A quasi-experimental, "as-treated" design was used. Regression analyses on data of employees of a Dutch dairy company (n = 324) were used to examine the effects on bonding social capital, openness, and autonomous motivation toward health and on employees' lifestyle, health, vitality, and sustainable employability. Also, the sensitivity of the intervention components was examined. Results: Intervention effects were found for bonding social capital, openness toward health, smoking, healthy eating, and sustainable employability. The effects were primarily attributable to the intervention's dialogue component. Conclusions: The change process initiated by the large-scale intervention contributed to a social climate in the workplace that promoted health and ownership toward health. The study confirms the relevance of collective change processes for health promotion.
C1 [van Scheppingen, Arjella R.; ten Have, Kristin C. J. M.; Bos, Ellen H.] TNO Co Value2share, Amsterdam, Netherlands.
   [van Scheppingen, Arjella R.; van Mechelen, W.] Vrije Univ Amsterdam Med Ctr, Dept Publ & Occupat Hlth, EMGO Inst, Amsterdam, Netherlands.
   [de Vroome, Ernest M. M.; Zwetsloot, Gerard I. J. M.] TNO, Leiden, Netherlands.
   [Zwetsloot, Gerard I. J. M.] Univ Nottingham, Inst Work Hlth & Org, Nottingham NG7 2RD, England.
C3 Vrije Universiteit Amsterdam; VU UNIVERSITY MEDICAL CENTER; Netherlands
   Organization Applied Science Research; University of Nottingham
RP van Scheppingen, AR (corresponding author), TNO Co Value2share, Amsterdam, Netherlands.
EM Arjella.vanscheppingen@value2share.nl
RI de Vroome, Ernest Marten Maria/GLV-3812-2022
OI van Mechelen, Willem/0000-0001-7136-6382
NR 56
TC 12
Z9 12
U1 1
U2 31
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA
SN 1076-2752
EI 1536-5948
J9 J OCCUP ENVIRON MED
JI J. Occup. Environ. Med.
PD NOV
PY 2014
VL 56
IS 11
BP 1128
EP 1136
DI 10.1097/JOM.0000000000000299
PG 9
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA AT7DE
UT WOS:000345096100011
PM 25376406
DA 2024-02-21
ER

PT J
AU AlZaabi, A
   AlMaskari, S
   AalAbdulsalam, A
AF AlZaabi, Adhari
   AlMaskari, Saleh
   AalAbdulsalam, Abdulrahman
TI Are physicians and medical students ready for artificial intelligence
   applications in healthcare?
SO DIGITAL HEALTH
LA English
DT Article
DE Artificial intelligence; perception; attitude; familiarity; physician;
   medical students
ID FUTURE
AB BackgroundArtificial intelligence (AI) Healthcare applications are listed in the national visions of some Gulf Cooperation Council countries. A successful use of AI depends on the attitude and perception of medical experts of its applications. ObjectiveTo evaluate physicians and medical students' attitude and perception on AI applications in healthcare. MethodA web-based survey was disseminated by email to physicians and medical students. ResultsA total of 293 (82 physicians and 211 medical students) individuals have participated (response rate is 27%). Seven participants (9%) reported knowing nothing about AI, while 208 (69%) were aware that it is an emerging field and would like to learn about it. Concerns about AI impact on physicians' employability were not prominent. Instead, the majority (n=159) agreed that new positions will be created and the job market for those who embrace AI will increase. They reported willingness to adapt AI in practice if it was incorporated in international guidelines (30.5%), published in respected scientific journals (17.1%), or included in formal training (12.2%). Almost two of the three participants agreed that dedicated courses will help them to implement AI. The most commonly reported problem of AI is its inability to provide opinions in unexpected scenarios. Half of the participants think that both the manufacturer and physicians should be legally liable for medical errors occur due to AI-based decision support tools while more than one-third (36.77%) think that physicians who make the final decision should be legally liable. Senior physicians were found to be less familiar with AI and more concerned about physicians' legal liability in case of a medical error. ConclusionPhysicians and medical students showed positive attitudes and willingness to learn about AI applications in healthcare. Introducing AI learning objectives or short courses in medical curriculum would help to equip physicians with the needed skills for AI-augmented healthcare system.
C1 [AlZaabi, Adhari; AlMaskari, Saleh] Coll Med & Hlth Sci, Human & Clin Anat Dept, Muscat, Oman.
   [AalAbdulsalam, Abdulrahman] Sultan Qaboos Univ, Coll Sci, POB 123, Muscat, Oman.
   [AlZaabi, Adhari] Coll Med & Hlth Sci, Human & Clin Anat Dept, Muscat, Oman.
C3 Sultan Qaboos University
RP AlZaabi, A (corresponding author), Coll Med & Hlth Sci, Human & Clin Anat Dept, Muscat, Oman.; AalAbdulsalam, A (corresponding author), Sultan Qaboos Univ, Coll Sci, POB 123, Muscat, Oman.; AlZaabi, A (corresponding author), Coll Med & Hlth Sci, Human & Clin Anat Dept, Muscat, Oman.
EM Adhari@squ.edu.om; a.aalabdulsalam@squ.edu.om
OI AlZaabi, Adhari/0000-0003-4290-1272
NR 38
TC 2
Z9 2
U1 4
U2 5
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 2055-2076
J9 DIGIT HEALTH
JI Digit. Health
PY 2023
VL 9
AR 20552076231152167
DI 10.1177/20552076231152167
PG 11
WC Health Care Sciences & Services; Health Policy & Services; Public,
   Environmental & Occupational Health; Medical Informatics
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services; Public, Environmental & Occupational
   Health; Medical Informatics
GA R0DL4
UT WOS:001061129100001
PM 36762024
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Orthner, DK
   Neenan, PA
AF Orthner, DK
   Neenan, PA
TI Children's impact on stress and employability of mothers in poverty
SO JOURNAL OF FAMILY ISSUES
LA English
DT Article
ID BEHAVIOR CHECKLIST; SOCIAL NETWORKS; FAMILIES; COMPETENCE; ADJUSTMENT;
   SUPPORT; SCHOOL; SELF; JOB
AB This study explores the relationship between stress in the parent-child relationship and successful pursuit of education and training activities for a sample of female JOBS participants In North Carolina whose children had attained at least preschool age. Using probit regression techniques, a significant negative relationship was found to exist between parent-child stress and successful component completion for there participants. Further assessment probed the contribution of study participants' personal and social strengths and problem-child behaviors as contributors to stress: Lower levels of mastery and higher perceived levels of child problem behaviors were found to be associated with the level of stress in the parent-child relationship. Findings, although preliminary, suggest the desirability of further research examining family dynamics as potential contributors to successful employability outcomes for this and similar populations.
RP Orthner, DK (corresponding author), UNIV N CAROLINA,SCH SOCIAL WORK,HUMAN SERV RES & DESIGN LAB,CB 3550,301 PITTSBORO ST,CHAPEL HILL,NC 27599, USA.
NR 51
TC 27
Z9 31
U1 0
U2 6
PU SAGE SCIENCE PRESS
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320
SN 0192-513X
J9 J FAM ISSUES
JI J. Fam. Issues
PD SEP
PY 1996
VL 17
IS 5
BP 667
EP 687
DI 10.1177/019251396017005005
PG 21
WC Family Studies
WE Social Science Citation Index (SSCI)
SC Family Studies
GA VG320
UT WOS:A1996VG32000005
DA 2024-02-21
ER

PT J
AU O'Brien, W
   Doré, N
   Campbell-Templeman, K
   Lowcay, D
   Derakhti, M
AF O'Brien, William
   Dore, Nina
   Campbell-Templeman, Kayle
   Lowcay, Dan
   Derakhti, Mohammad
TI Living labs as an opportunity for experiential learning in building
   engineering education
SO ADVANCED ENGINEERING INFORMATICS
LA English
DT Article; Early Access
DE Experiential learning; Living lab; Engineering education; Building
   engineering
ID PREFERENCES
AB Building performance - spanning energy use, greenhouse gas emissions, indoor environmental quality, etc. - is fundamental to the field of building engineering, yet it is typically taught with idealistic assumptions and traditional, teacher-centred, lecture-based methods. A promising emerging approach for university-level building engineering education is experiential learning, whereby students actively engage in complex tasks with real building data that reflect the kinds of problems graduates are likely to encounter in the workplace. To bridge the academic and employability skills and knowledge that they are developing through these tasks, students participate in reflective activities that help them to articulate the relevance and implications of the experience for lifelong learning. The objective of this paper is to assess the teaching and learning effectiveness of a data-and information-centric experiential learning approach to university-level engineering education. This paper reflects upon a particular course-based initiative informed by experiential learning theory that engaged fourth-year students in the life cycle of a new building on a university campus that was equipped with state-of-the-art building controls technologies. Students were provided access to a living lab resource with diverse artefacts from the building: drawings and building information models, guest lectures and technical tours, and live/his-toric data for the building. A series of assignments provided students with simulated problem scenarios to solve through the application of the building data as well as reflection prompts about their problem-solving process. The present paper details the assignments and the nature of the living lab data, students' assignment results, and students and teaching assistants' feedback on the overall teaching approach. The findings indicate a significant and continuous improvement in the reception and perceived educational value of the experiential assignments over the four-month term, suggesting living labs are a promising source of educational material for experiential learning. The paper concludes with lessons learned from the current course about experiential learning in building engineering education that can be applied more broadly to future courses in the field.
C1 [O'Brien, William; Campbell-Templeman, Kayle; Lowcay, Dan; Derakhti, Mohammad] Carleton Univ, Dept Civil & Environm Engn, 1125 Colonel By Dr, Ottawa, ON K1S 5B6, Canada.
   [Dore, Nina] Carleton Univ, Teaching & Learning Serv, 1125 Colonel By Dr, Ottawa, ON K1S 5B6, Canada.
C3 Carleton University; Carleton University
RP O'Brien, W (corresponding author), Carleton Univ, Dept Civil & Environm Engn, 1125 Colonel By Dr, Ottawa, ON K1S 5B6, Canada.
EM liam.obrien@carleton.ca; nina.dore@carleton.ca;
   KayleCampbell@cmail.carleton.ca; DanLowcay@cmail.carleton.ca;
   MohammadDerakhti@cmail.carleton.ca
NR 29
TC 2
Z9 2
U1 5
U2 19
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1474-0346
EI 1873-5320
J9 ADV ENG INFORM
JI Adv. Eng. Inform.
PD 2021 OCT
PY 2021
VL 50
AR 101440
DI 10.1016/j.aei.2021.101440
EA OCT 2021
PG 15
WC Computer Science, Artificial Intelligence; Engineering,
   Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science; Engineering
GA WY5CP
UT WOS:000719296000002
DA 2024-02-21
ER

PT J
AU Leijten, FRM
   van den Heuvel, SG
   Ybema, JF
   van der Beek, AJ
   Robroek, SJW
   Burdorf, A
AF Leijten, Fenna R. M.
   van den Heuvel, Swenne G.
   Ybema, Jan Fekke
   van der Beek, Allard J.
   Robroek, Suzan J. W.
   Burdorf, Alex
TI The influence of chronic health problems on work ability and
   productivity at work: a longitudinal study among older employees
SO SCANDINAVIAN JOURNAL OF WORK ENVIRONMENT & HEALTH
LA English
DT Article
DE analysis of change; autoregressive; chronic condition; GEE; incidence;
   older worker; recovery; STREAM; sustainable employability; time-lag
ID QUESTIONNAIRE; ASSOCIATIONS; IMPACT; BACK
AB Objectives This study aimed to assess the influence of chronic health problems on work ability and productivity at work among older employees using different methodological approaches in the analysis of longitudinal studies.
   Methods Data from employees, aged 45-64, of the longitudinal Study on Transitions in Employment, Ability and Motivation was used (N=8411). Using three annual online questionnaires, we assessed the presence of seven chronic health problems, work ability (scale 0-10), and productivity at work (scale 0-10). Three linear regression generalized estimating equations were used. The time-lag model analyzed the relation of health problems with work ability and productivity at work after one year; the autoregressive model adjusted for work ability and productivity in the preceding year; and the third model assessed the relation of incidence and recovery with changes in work ability and productivity at work within the same year.
   Results Workers with health problems had lower work ability at one-year follow-up than workers without these health problems, varying from a 2.0% reduction with diabetes mellitus to a 9.5% reduction with psychological health problems relative to the overall mean (time-lag). Work ability of persons with health problems decreased slightly more during one-year follow-up than that of persons without these health problems, ranging from 1.4% with circulatory to 5.9% with psychological health problems (autoregressive). Incidence related to larger decreases in work ability, from 0.6% with diabetes mellitus to 19.0% with psychological health problems, than recovery related to changes in work ability, from a 1.8% decrease with circulatory to an 8.5% increase with psychological health problems (incidence-recovery). Only workers with musculoskeletal and psychological health problems had lower productivity at work at one-year follow-up than workers without those health problems (1.2% and 5.6%, respectively, time-lag).
   Conclusions All methodological approaches indicated that chronic health problems were associated with decreased work ability and, to a much lesser extent, lower productivity at work. The choice for a particular methodological approach considerably influenced the strength of the associations, with the incidence of health problems resulting in the largest decreases in work ability and productivity at work.
C1 [Leijten, Fenna R. M.; Robroek, Suzan J. W.; Burdorf, Alex] Univ Med Ctr Rotterdam, Erasmus MC, Dept Publ Hlth, NL-3000 CA Rotterdam, Netherlands.
   [Leijten, Fenna R. M.; van den Heuvel, Swenne G.; Ybema, Jan Fekke] Netherlands Org Appl Sci Res TNO, Hoofddorp, Netherlands.
   [van der Beek, Allard J.] Vrije Univ Amsterdam Med Ctr, Dept Publ & Occupat Hlth, EMGO Inst Hlth & Care Res, Amsterdam, Netherlands.
   [van der Beek, Allard J.] TNO VU VUmc, Res Ctr Phys Act Work & Hlth, Body Work, Amsterdam, Netherlands.
C3 Erasmus University Rotterdam; Erasmus MC; Netherlands Organization
   Applied Science Research; Vrije Universiteit Amsterdam; VU UNIVERSITY
   MEDICAL CENTER; Netherlands Organization Applied Science Research
RP Burdorf, A (corresponding author), Univ Med Ctr Rotterdam, Erasmus MC, Dept Publ Hlth, POB 2040, NL-3000 CA Rotterdam, Netherlands.
EM a.burdorf@erasmusmc.nl
RI Burdorf, Alex/A-2226-2008
OI Burdorf, Alex/0000-0003-3129-2862; van der Beek,
   Allard/0000-0002-4672-9062; Robroek, Suzan/0000-0002-9427-9676
FU Dutch Ministry of Social Affairs and Employment
FX The current study was conducted with financial support from the Dutch
   Ministry of Social Affairs and Employment.
NR 29
TC 83
Z9 98
U1 1
U2 40
PU SCANDINAVIAN JOURNAL WORK ENVIRONMENT & HEALTH
PI HELSINKI
PA TOPELIUKSENKATU 41A, SF-00250 HELSINKI, FINLAND
SN 0355-3140
EI 1795-990X
J9 SCAND J WORK ENV HEA
JI Scand. J. Work Environ. Health
PD SEP
PY 2014
VL 40
IS 5
BP 473
EP 482
DI 10.5271/sjweh.3444
PG 10
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA AO4WO
UT WOS:000341342300005
PM 24973976
OA Green Submitted, hybrid
DA 2024-02-21
ER

PT J
AU Cole, MS
   Feild, HS
   Giles, WF
   Harris, SG
AF Cole, Michael S.
   Feild, Hubert S.
   Giles, William F.
   Harris, Stanley G.
TI Recruiters' Inferences of Applicant Personality Based on Resume
   Screening: Do Paper People have a Personality?
SO JOURNAL OF BUSINESS AND PSYCHOLOGY
LA English
DT Article
DE Personnel selection; Resumes; Recruitment; Personality
ID JOB-PERFORMANCE; HIRING RECOMMENDATIONS; INDIVIDUAL-DIFFERENCES;
   ORGANIZATION FIT; 5-FACTOR MODEL; MENTAL-ABILITY; VALIDITY; PERCEPTIONS;
   INTERVIEW; DECISIONS
AB Research shows recruiters infer dispositional characteristics from job applicants' resumes and use these inferences in evaluating applicants' employability. However, the reliability and validity of these inferences have not been empirically tested. Using data collected from 244 recruiters, we found low levels of estimated interrater reliability when they reviewed entry-level applicants' resumes and made inferences regarding applicants' personality traits. Moreover, when recruiters' inferences of applicant personality were correlated with applicants' actual Big Five personality scores, results indicated that recruiters' inferences lacked validity, with the possible exceptions of extraversion and openness to experience. Finally, despite being largely unreliable and invalid, recruiters' inferences of applicants' extraversion, openness to experience, and conscientiousness predicted the recruiters' subsequent employability assessments of the applicants.
C1 [Cole, Michael S.] Texas Christian Univ, Dept Management, MJ Neeley Sch Business, Ft Worth, TX 76109 USA.
   [Feild, Hubert S.; Giles, William F.; Harris, Stanley G.] Auburn Univ, Auburn, AL 36849 USA.
C3 Texas Christian University; Auburn University System; Auburn University
RP Cole, MS (corresponding author), Texas Christian Univ, Dept Management, MJ Neeley Sch Business, Ft Worth, TX 76109 USA.
EM m.s.cole@tcu.edu
RI cole, michael/AAA-2548-2020
NR 64
TC 65
Z9 88
U1 1
U2 91
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0889-3268
J9 J BUS PSYCHOL
JI J. Bus. Psychol.
PD MAR
PY 2009
VL 24
IS 1
BP 5
EP 18
DI 10.1007/s10869-008-9086-9
PG 14
WC Business; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Business & Economics; Psychology
GA 423GC
UT WOS:000264483800002
DA 2024-02-21
ER

PT J
AU Tepe, M
   Vanhuysse, P
AF Tepe, Markus
   Vanhuysse, Pieter
TI Parties, Unions and Activation Strategies: The Context-Dependent
   Politics of Active Labour Market Policy Spending
SO POLITICAL STUDIES
LA English
DT Article
DE activation paradigm; re-employment worries; insiders and outsiders;
   social politics; power resources
ID INSIDER-OUTSIDER POLITICS; OECD COUNTRIES; JOB LOSS; DETERMINANTS;
   GOVERNMENTS; ECONOMY; INSECURITY; WORKERS; EUROPE; POWER
AB This article explores the diverging roles of left-wing parties and trade unions in determining active labour market programme (ALMP) spending. We argue that unions today increasingly take into account the distinct re-employability worries of their members. Rather than as a labour market outsider programme, unions now consider ALMPs, especially those sub-programmes most directly useful to their members, as their second-best or first-best feasible priority. Specifically, in countries where high job protection levels (the first-best goal) have not been achieved, more powerful unions will promote ALMP spending as an alternative way to offer their members some measure of labour market security. We test these arguments on a sample of twenty OECD countries between 1986 and 2005. Using a new measure of leftness, we find that left-wing party power has no effect on ALMP spending generally and a negative effect on job creation spending. By contrast, larger and more strike-prone unions are associated with higher ALMP spending overall, and specifically on those programmes most benefiting their members: employment assistance and labour market training. Moreover, union strategies are context dependent. More powerful unions push for more activation spending, especially in labour markets where jobs are not yet well protected.
C1 [Tepe, Markus] Carl von Ossietzky Univ Oldenburg, D-26111 Oldenburg, Germany.
   [Vanhuysse, Pieter] European Ctr Social Welf Policy & Res, A-1090 Vienna, Austria.
C3 Carl von Ossietzky Universitat Oldenburg
RP Tepe, M (corresponding author), Carl von Ossietzky Univ Oldenburg, Ammerlander Heerstr 114-118, D-26111 Oldenburg, Germany.
EM markus.tepe@uni-oldenburg.de; vanhuysse@euro.centre.org
RI Tepe, Markus/AAJ-6558-2020; Tepe, Markus S/A-1370-2017; Vanhuysse,
   Pieter/HIA-0219-2022
OI Tepe, Markus/0000-0002-6679-0346; Tepe, Markus S/0000-0002-6679-0346;
   Vanhuysse, Pieter/0000-0001-6496-8959
NR 62
TC 20
Z9 21
U1 0
U2 28
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0032-3217
EI 1467-9248
J9 POLIT STUD-LONDON
JI Polit. Stud.
PD OCT
PY 2013
VL 61
IS 3
BP 480
EP 504
DI 10.1111/j.1467-9248.2012.00996.x
PG 25
WC Political Science
WE Social Science Citation Index (SSCI)
SC Government & Law
GA 206SG
UT WOS:000323542100003
DA 2024-02-21
ER

PT J
AU Pereira-Guizzo, CD
   Del Prette, A
   Prette, ZAP
AF Pereira-Guizzo, Camila de Sousa
   Del Prette, Almir
   Pereira Del Prette, Zilda Aparecida
TI Evaluation of a Professional Social Skills Program for Unemployed People
   with Physical Disability
SO PSICOLOGIA-REFLEXAO E CRITICA
LA English
DT Article
DE social skills; professional education; physical disability; program
   evaluation; employment
AB The literature on labor points out the importance of social skills for employability. This study analyses, on a multiple probe design with two separate groups, the efficiency and effectiveness of a Professional Social Skills Training Program designed for unemployed people with physical disabilities. The sample consisted of 16 people with physical disabilities, aged from 18 to 36, forming two intervention groups. They were assessed by quantitative and qualitative instruments. Results indicated gains in social skills after the intervention, maintenance of acquisitions in the follow-up and generalization of learned skills to the natural environment for both groups. Such results suggest benefits of the Program on the interpersonal and professional development of unemployed people with physical disability.
C1 [Pereira-Guizzo, Camila de Sousa] SENAI CIMATEC Ctr Integrado Manufatura & Tecnol, Salvador, BA, Brazil.
   [Del Prette, Almir; Pereira Del Prette, Zilda Aparecida] Univ Fed Sao Carlos, BR-13560 Sao Carlos, SP, Brazil.
C3 Faculdade de Tecnologia Senai Cimatec; Universidade Federal de Sao
   Carlos
RP Pereira-Guizzo, CD (corresponding author), Serv Nacl Aprendizagem Ind, Fac Tecnol, Ctr Integrado Manufatura & Tecnol, Av Orlando Gomes 1845, BR-41650010 Salvador, BA, Brazil.
EM camila.pereira@fieb.org.br; adprette@ufscar.br; zdprette@ufscar.br
RI Del Prette, Zilda/ABC-4869-2020; Del Prette, Zilda Aparecida
   Pereira/C-1357-2012
OI Del Prette, Zilda/0000-0002-0130-2911; Del Prette,
   Almir/0000-0003-2051-1214; de Sousa Pereira-Guizzo,
   Camila/0000-0003-4197-8534
NR 28
TC 6
Z9 9
U1 0
U2 15
PU UNIV FEDERAL RIO GRANDE SUL
PI PORTO ALEGRE RS
PA INST PSICOLOGIA, PPG EM PSICOLOGIA DA UFRGS, RUA RAMIRO BARCELOS 2600,
   PORTO ALEGRE RS, 90035-003, BRAZIL
SN 0102-7972
J9 PSICOL-REFLEX CRIT
JI Psicol.-Reflex. Crit.
PY 2012
VL 25
IS 2
BP 265
EP 274
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 981NF
UT WOS:000306974400008
OA gold, Green Submitted
DA 2024-02-21
ER

PT J
AU Hayes, M
   Cejnar, L
AF Hayes, Melanie
   Cejnar, Leela
TI Evaluating Alternative Work-Integrated Learning Opportunities: Student
   Perceptions of Interdisciplinary Industry-Based Projects
SO JOURNAL OF UNIVERSITY TEACHING AND LEARNING PRACTICE
LA English
DT Article
DE industry-based projects; interdisciplinary; non-placement
   work-integrated learning; student perceptions
ID REFLECTION; EXPERIENCES
AB Industry and Community Project Units (ICPU) are a work-integrated learning (WIL) initiative designed to provide an interdisciplinary, project-based experience for students based on real-world industry problems. With any new program, reflecting on the course delivery is essential for future quality improvement. Brookfield (2017) has suggested many student-centred approaches through which we can reflect on teaching practice, including Letters to Successors, whereby current students reflect on their experience and provide guidance for surviving and thriving the course, in a letter to future students. This study aimed to analyse the anonymous Letters to Successors penned by four separate ICPU cohorts, to understand students' perceptions of undertaking interdisciplinary, industry-based projects. The text within the Letters to Successors was analysed adopting a thematic analysis, using a realist and inductive approach. Four key themes were identified in the letters: working with others, focusing on tasks, having fun, and the unique experience. The students were overwhelmingly positive in describing their experience and were grateful for the opportunity to participate in a unit unlike others in their degree programs. Many of the skills and behaviours the students attributed to success align with the transferable skills required to develop their employability; this demonstrates the value of this non-placement WIL initiative as an alternative for traditionally lengthy placements or internships that can be burdensome for both student and industry. Further research to expand our findings, or to alternatively explore the views of staff and industry partners, would be valuable in ongoing evaluations of interdisciplinary, industry-based projects as an alternative model of WIL.
C1 [Hayes, Melanie; Cejnar, Leela] Univ Sydney, Sydney, NSW, Australia.
C3 University of Sydney
RP Hayes, M (corresponding author), Univ Sydney, Sydney, NSW, Australia.
EM melanie.hayes@sydney.edu.au; leela.cejnar@sydney.edu.au
OI Cejnar, Leela/0000-0001-9623-0174
NR 39
TC 4
Z9 5
U1 0
U2 3
PU UNIV WOLLONGONG
PI WOLLONGONG
PA NORTHFIELDS AVE, WOLLONGONG, NSW 2522, AUSTRALIA
SN 1449-9789
J9 J UNIV TEACH LEARN P
JI J. Univ. Teach. Learn. Pract.
PY 2020
VL 17
IS 4
AR 7
PG 13
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA NE8BW
UT WOS:000562829400007
DA 2024-02-21
ER

PT J
AU Mang, C
   Brown, N
   Piper, L
AF Mang, Colin
   Brown, Natalya
   Piper, Linda
TI "Old school" meets "new school": Using books and tablets to improve
   information literacy and promote integrative learning among business
   students
SO INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION
LA English
DT Article
DE Common book; Common reading program; Information literacy; Integrative
   learning; iPad; Tablet
ID LAPTOP USE; EDUCATION; MULTITASKING; IMPACT
AB This article discusses the use of Common Book and Tablet programs in post-secondary business education. We highlight methods by which each program enhances information literacy and integrative learning. We demonstrate how these programs can enhance students' communication and collaboration skills and enhance employability. We discuss classroom activities that both a Common Book and a Tablet can be used for as well as ways in which the programs offer mutual reinforcement to provide additional benefits during implementation. The article concludes with a discussion of obstacles to implementing either a Common Book or a Tablet program and methods to overcome those obstacles. (C) 2017 Elsevier Ltd. All rights reserved.
C1 [Mang, Colin; Brown, Natalya; Piper, Linda] Nipissing Univ, Sch Business, North Bay, ON, Canada.
C3 Nipissing University
RP Brown, N (corresponding author), Nipissing Univ, 100 Coll Dr Box 5002, North Bay, ON P1B 8L7, Canada.
EM natalyab@nipissingu.ca
NR 41
TC 6
Z9 6
U1 0
U2 5
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1472-8117
EI 2352-3565
J9 INT J MANAG EDUC-OXF
JI Int. J. Manag. Educ.
PD NOV
PY 2017
VL 15
IS 3
BP 449
EP 455
DI 10.1016/j.ijme.2017.07.003
PG 7
WC Business; Education & Educational Research; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA FW0ZU
UT WOS:000425025800004
DA 2024-02-21
ER

PT J
AU Hordosy, R
AF Hordosy, Rita
TI Who knows what school leavers and graduates are doing? Comparing
   information systems within Europe
SO COMPARATIVE EDUCATION
LA English
DT Article
AB Many current national and institutional education policies address the issue of raising participation amongst young people and enhancing employability after leaving school or university. What sort of information are these policies built on? This paper compares national information systems from the last three decades across Europe that gather information on school leavers' and graduates' pathways after compulsory education. Using documentary data collected systematically the paper describes the main focus, the research design and the sampling frame of the school leavers' and graduates' information systems (SLGIS) arriving at several different typologies. This paper gives an overall picture of what sort of research is conducted within the area of school leaving and graduation and points out the advantages and disadvantages of the different approaches. Beyond these, the paper gives an indication of how the school leavers' and graduates' data are used within the different European contexts and points towards the next steps of this meta-research: case-studies on how the school leavers' and graduates' data are applied at the national and the institutional level.
C1 [Hordosy, Rita] Univ Sheffield, Widening Participat Res & Evaluat Unit, Acad Serv, Sheffield, S Yorkshire, England.
   [Hordosy, Rita] Univ Sheffield, Widening Participat Res & Evaluat Unit, Learning Serv, Sheffield, S Yorkshire, England.
C3 University of Sheffield; University of Sheffield
RP Hordosy, R (corresponding author), Univ Sheffield, Widening Participat Res & Evaluat Unit, Acad Serv, Sheffield, S Yorkshire, England.
EM r.hordosy@sheffield.ac.uk
OI Hordosy, Rita/0000-0002-1888-8269
NR 82
TC 4
Z9 4
U1 0
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0305-0068
EI 1360-0486
J9 COMP EDUC
JI Comp. Educ.
PD OCT 2
PY 2014
VL 50
IS 4
BP 448
EP 473
DI 10.1080/03050068.2014.887370
PG 26
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AS4LC
UT WOS:000344246400006
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Escandell-Poveda, R
   Papí-Gálvez, N
   Iglesias-García, M
AF Escandell-Poveda, R.
   Papi-Galvez, N.
   Iglesias-Garcia, M.
TI Professional competencies in digital profiles: search engine optimizers
SO REVISTA DE COMUNICACION-PERU
LA English
DT Article
DE soft skills; search engine optimizer; SEO specialist; job skills;
   occupational qualifications; SEO
ID PUBLIC-RELATIONS; SKILLS
AB Improving employability is one of the key objectives of universities, for which it is essen- tial to identify the competences of the professional profiles that have emerged in the digital era, such as the SEO (Search Engine Optimiser). This article proposes a competency profile and compares the degree of importance given by companies and professionals to a previously identified set of compe- tencies. A sequential exploratory design (Dexplos) has been followed, in its derivative modality, which combines a mixed methodology by stages. The starting point was the labour demand analysis on SEO and 23 interviews were conducted with experts. From this phase, the competences are extracted and a quantitative instrument is created, which is launched as a survey to two populations: businesses and people working in SEO. The survey obtained 340 responses from businesses and 311 from profes- sionals. Descriptive statistics are applied and the degrees of importance are compared using the T-test for differences of means for independent samples. The results show that, in addition to demanding a combination of specific communication, marketing and technology skills, a lot of importance is attached to generic skills, especially the ability to keep up to date. Professionals give more weight to all of them to the point of showing significant differences with the company in most of the competences; but sim- ilarities are observed in the ranking of relevance, which leads to a valid proposal for creating a training offer that responds to the needs of the digital society.
C1 [Escandell-Poveda, R.] Univ Alicante, Dept Comunicac & Psicol Social, Fac Ciencias Econ & Empresariales, Alicante, Spain.
   [Papi-Galvez, N.; Iglesias-Garcia, M.] Univ Alicante, Dept Comunicac & Psicol Social, Alicante, Spain.
   [Iglesias-Garcia, M.] Univ Alicante, CVMC, Alicante, Spain.
C3 Universitat d'Alacant; Universitat d'Alacant; Universitat d'Alacant
RP Escandell-Poveda, R (corresponding author), Univ Alicante, Dept Comunicac & Psicol Social, Fac Ciencias Econ & Empresariales, Alicante, Spain.
EM r.escandell@ua.es; natalia.p@ua.es; mar.iglesias@ua.es
RI Escandell-Poveda, Raquel/AAP-5880-2021; Papí Gálvez, Natalia/A-1408-2019
OI Escandell-Poveda, Raquel/0000-0002-8398-1873; Papí Gálvez,
   Natalia/0000-0002-4871-1691
NR 52
TC 1
Z9 1
U1 2
U2 3
PU UNIV PIURA
PI PIURA
PA FAC COMUNICACION, AV RAMON MUGICA 131 URB SAN EDUARDO APARTADO POSTAL
   353, PIURA, 00000, PERU
SN 1684-0933
EI 2227-1465
J9 REV COMUN-PERU
JI Rev. Comun.-Peru
PD MAR-AUG
PY 2023
VL 22
IS 1
BP 109
EP 125
DI 10.26441/RC22.1-2023-3034
PG 17
WC Communication
WE Emerging Sources Citation Index (ESCI)
SC Communication
GA C3YB5
UT WOS:000961298700007
OA gold, Green Submitted
DA 2024-02-21
ER

PT J
AU Jung, JS
AF Jung, Jisun
TI Working to learn and learning to work: research on higher education and
   the world of work
SO HIGHER EDUCATION RESEARCH & DEVELOPMENT
LA English
DT Article
DE Work; higher education; working to learn; learning to work; Higher
   Education Research & Development
ID GRADUATE EMPLOYABILITY; STUDENT; OUTCOMES; EXPERIENCE; CURRICULUM
AB In recognition of the forty-year anniversary of Higher Education Research & Development, this article reviews the research on higher education and the world of work in the journal, including how 'work' has been defined, prioritised, integrated, and predicted in the field of higher education research. Based on an analysis of published articles from 1982 to 2021 in the journal, this article discusses the complexity of higher education research on the topic of work and learning and the relevance and contribution of the journal's articles to the field. It suggests agendas for future research on higher education and the world of work in the changing social and economic context.
C1 [Jung, Jisun] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
C3 University of Hong Kong
RP Jung, JS (corresponding author), Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
EM jisun@hku.hk
RI Jung, Jisun/I-7451-2019
OI Jung, Jisun/0000-0001-6186-5583
NR 64
TC 8
Z9 8
U1 4
U2 18
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0729-4360
EI 1469-8366
J9 HIGH EDUC RES DEV
JI High. Educ. Res. Dev.
PD JAN 2
PY 2022
VL 41
IS 1
SI SI
BP 92
EP 106
DI 10.1080/07294360.2021.2002274
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA YW1FG
UT WOS:000753165400008
DA 2024-02-21
ER

PT J
AU Mok, KH
   Zhu, AYF
AF Mok, Ka Ho
   Zhu, Alex Yue Feng
TI Assessing the connection between overeducation and migration intention
   in Hong Kong's young working adults
SO JOURNAL OF EDUCATION AND WORK
LA English
DT Article; Early Access
DE Greater bay area; gba; hong kong; human capital; migration;
   overeducation; social capital; young working adults
ID HIGHER-EDUCATION; WAGE PENALTY; MASSIFICATION; EMPLOYABILITY;
   INVESTMENT; INNOVATION; MOBILITY; MISMATCH; SKILLS
AB This study addresses the link between overeducation and intention to migrate to the Greater Bay Area (GBA) cities in mainland China in a sample of Hong Kong's young adults employed in lower occupational classes (elementary occupations, plant and machine operators and assemblers, craft and related workers, and service and sales workers). The results indicate that overeducation has a unique negative effect on attitudes towards migration to GBA. The findings suggest that social capital theory rather than human capital theory is better able to explain the motivation of Hong Kong's young people to invest in higher education. This research may help policy makers review the expansion of higher education in Hong Kong and provide valuable policy implications for regional integration between Hong Kong and mainland China.
C1 [Mok, Ka Ho] Lingnan Univ, Comparat Policy, Hong Kong, Peoples R China.
   [Zhu, Alex Yue Feng] Lingnan Univ, Inst Policy Studies, Hong Kong, Peoples R China.
C3 Lingnan University; Lingnan University
RP Mok, KH (corresponding author), Lingnan Univ, Dept Sociol & Social Policy, Hong Kong, Peoples R China.
EM kahomok@LN.edu.hk
RI Mok, Ka Ho/D-4883-2009
OI MOK, Ka Ho/0000-0003-0846-1867
FU Research Collaboration and Development Fund, Lingnan University Research
   Committee
FX This work was supported by the Research Collaboration and Development
   Fund, Lingnan University Research Committee.
NR 57
TC 2
Z9 2
U1 5
U2 14
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1363-9080
EI 1469-9435
J9 J EDUC WORK
JI J. Educ. Work
PD 2021 APR 3
PY 2021
VL 34
IS 3
SI SI
BP 262
EP 274
DI 10.1080/13639080.2021.1922623
EA MAY 2021
PG 13
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA TJ7XR
UT WOS:000648766700001
DA 2024-02-21
ER

PT J
AU Ibanescu, BC
   Gheorghiu, A
   Cristea, M
   Pascariu, GC
   PsyCorona Team
   Leander, P
AF Ibanescu, Bogdan-Constantin
   Gheorghiu, Alexandra
   Cristea, Mioara
   Pascariu, Gabriela Carmen
   PsyCorona Team, Pontus
   Leander, Pontus
TI The Evolution of Job Insecurity in Spatial Contexts in Europe During
   COVID-19 Pandemic
SO INTERNATIONAL REGIONAL SCIENCE REVIEW
LA English
DT Article; Early Access
DE job insecurity; COVID-19 pandemic; Europe; core-periphery
ID LABOR-MARKET RESILIENCE; PERCEIVED EMPLOYABILITY; DETERMINANTS; WORKERS;
   HEALTH; SATISFACTION; GENDER; ANTECEDENTS; UNCERTAINTY; VALIDATION
AB Unemployment caused by the COVID-19 pandemic is of the utmost importance for governing bodies worldwide. Its constant increase during the last months is subject of major concern for both citizens and policy makers, as individuals might experience increased feelings of job insecurity due to the pandemic context and to the latest developments on the job market. Job insecurity refers to a perceived threat to the continuity and stability of employment as it is currently experienced and has a negative impact on the individuals' quality of life. Many researches have linked job insecurity with low levels of well-being and high levels of stress, as well as local or national measures taken in job creation and job retention. Aside from individual factors, there are other critical influences that should be considered in order to better understand the dynamics of job insecurity against the COVID-19 pandemic. Such influences can come from regional features such as spatial, economic, or demographic characteristics, like gender, age, or education. The aim of the paper is to identify and spatially represent the variations and evolution of job insecurity during the on-going pandemic. Our analyses are based on the PsyCorona database (15.311 participants), a study with self-reported data deployed in countries all around the world, that monitored various psychological variables during the first pandemic waves. For the purpose of this research, data related to the first wave (March-July 2020) was selected. In order to get a better understanding of the spatial distribution of self-reported job insecurity, we chose to focus on eight European countries (France, Germany, Netherlands, United Kingdom, Greece, Romania, Spain, and Italy). Respondents from Western Europe countries expressed lower scores on self-reported job insecurity and less variance over time while those from Southern and Eastern Europe displayed higher scores for job insecurity and more variance. Moreover, we found that the higher the overall job insecurity is perceived in a country, the higher the discrepancies between age, gender, and education categories tend to be.
C1 [Ibanescu, Bogdan-Constantin; Gheorghiu, Alexandra; Pascariu, Gabriela Carmen] Alexandru Ioan Cuza Univ, Iasi, Romania.
   [Cristea, Mioara] Heriot Watt Univ, Edinburgh, Scotland.
   [Leander, Pontus] Univ Groningen, Groningen, Netherlands.
   [Gheorghiu, Alexandra] Alexandru Ioan Cuza Univ, Ctr European Studies, Carol I Bld 19, Iasi 700506, Romania.
C3 Alexandru Ioan Cuza University; Heriot Watt University; University of
   Groningen; Alexandru Ioan Cuza University
RP Gheorghiu, A (corresponding author), Alexandru Ioan Cuza Univ, Iasi, Romania.; Gheorghiu, A (corresponding author), Alexandru Ioan Cuza Univ, Ctr European Studies, Carol I Bld 19, Iasi 700506, Romania.
EM gheorghiu.anda@yahoo.com
RI Cristea, Mioara/V-3771-2018; Danyliuk, Ivan/B-9146-2019; Gheorghiu,
   Alexandra/IVH-4830-2023; Ibanescu, Bogdan/AAT-2248-2020; Gheorghiu,
   Alexandra/AAE-6523-2021
OI Cristea, Mioara/0000-0002-2944-3791; Danyliuk, Ivan/0000-0002-6522-5994;
   Gheorghiu, Alexandra/0000-0002-0043-5173; Gheorghiu,
   Alexandra/0000-0002-0043-5173; IBANESCU,
   Bogdan-Constantin/0000-0002-3861-2251
NR 103
TC 0
Z9 0
U1 3
U2 10
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0160-0176
EI 1552-6925
J9 INT REGIONAL SCI REV
JI Int. Reg. Sci. Rev.
PD 2023 SEP
PY 2023
VL 46
IS 5-6
SI SI
BP 552
EP 576
DI 10.1177/01600176231160485
EA MAR 2023
PG 25
WC Environmental Studies; Regional & Urban Planning; Urban Studies
WE Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public Administration; Urban Studies
GA N6WY1
UT WOS:000942883900001
OA Green Published
DA 2024-02-21
ER

PT J
AU Herman, C
   Gracia, R
   Macniven, L
   Clark, B
   Doyle, G
AF Herman, Clem
   Gracia, Rosaria
   Macniven, Lesley
   Clark, Bernie
   Doyle, Geraldine
TI Using a blended learning approach to support women returning to STEM
SO OPEN LEARNING
LA English
DT Article
DE Blended learning; Badged Open Courses; women returners; employability;
   gender; digital badging
ID PROFESSIONAL WOMEN; WORK; CHALLENGES; CAREERS; DESIGN; UK
AB This paper examines a blended learning model designed to support women returning to STEM after a career break and its delivery in a unique partnership between an online distance education provider and a community-based equality organisation. Through this partnership additional activities such as networking events, returnships, career clinics and webinars were used in conjunction with a structured online Badged Open Course (BOC), which enabled a successful return to employment for many of the participants. This article outlines the results and implications of this integrated model and argues that blended learning approaches need to be flexible and adaptable to be able to incorporate the needs of learners at different life-course stages, taking into consideration gender and other diversity characteristics.
C1 [Herman, Clem; Gracia, Rosaria; Clark, Bernie; Doyle, Geraldine] Open Univ, Fac Sci Technol Engn & Math, Milton Keynes, Bucks, England.
C3 Open University - UK
RP Herman, C (corresponding author), Open Univ, STEM Fac, Walton Hall, Milton Keynes MK7 6AA, Bucks, England.
EM clem.herman@open.ac.uk
OI Herman, Clem/0000-0003-2073-0521
FU eSTEeM (The Open University Centre for STEM Pedagogy); Open University
   in Scotland; Scottish Government
FX This study was funded by eSTEeM (The Open University Centre for STEM
   Pedagogy) and the Open University in Scotland. The Women Returners
   programme run by Equate Scotland was funded with support from the
   Scottish Government.
NR 42
TC 7
Z9 8
U1 2
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0268-0513
EI 1469-9958
J9 OPEN LEARN
JI Open Learn.
PY 2019
VL 34
IS 1
SI SI
BP 40
EP 60
DI 10.1080/02680513.2018.1554475
PG 21
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA IB3CO
UT WOS:000470145400004
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Umar, MA
   Medan, P
   Atiku, ZA
AF Umar, Musa Abba
   Medan, Penuel
   Atiku, Zainab Aliyu
TI Students&apos; industrial work experience scheme (SIWES): exploring
   higher institution student's participation and sense of belonging
SO HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING
LA English
DT Article; Early Access
DE Higher education; Self-efficacy; SIWES; Student experience; Graduate
   employability; Participation
ID 1ST YEAR
AB PurposeThe purpose of this study was to determine the extent to which students' industrial work experience scheme (SIWES) students in higher education institutions experienced a high level of engagement in workplace activities and a strong sense of affiliation with their workplace environment. The additional purpose encompassed the identification of factors that both facilitated and hindered their engagement and self-efficacy.Design/methodology/approachThe data for this study were collected via a cross-sectional survey of 243 students who were undertaking the SIWES as a mandatory component of their graduation requirements. The survey was conducted at selected tertiary institutions in Nigeria.FindingsThe qualitative replies yielded valuable insights on the factors that motivated and supported participation, with self-efficacy emerging as a significant facilitator as well as a potential barrier. There is a positive association between more interactions, a professional atmosphere and self-efficacy.Research limitations/implicationsThe study may not comprehensively include all contextual variables that might potentially impact students' perception of belongingness and self-efficacy during the SIWES program, including the distinct industry or workplace setting.Practical implicationsThis exploratory study analyzes SIWES students' cultural and personal affiliation. The study suggests these changes improve student performance. Engagement and belonging techniques for students, supervisors, coworkers and professionals are classified by the study. The study found that supervisors and coworkers help students at work. It underlines academics' responsibility in creating SIWES curricula that increase student confidence and active learning. According to this study, students should receive self-confidence therapy before SIWES. Self-confidence and student success and well-being need additional investigation, the report says.Originality/valueThis study takes a unique approach by examining belongingness and self-efficacy in the SIWES course. It examines the interdependence of these notions and the curriculum's various challenges and opportunities. By addressing these important issues, study adds to existing knowledge and lays the groundwork for future research.
C1 [Umar, Musa Abba] Modibbo Adama Univ Technol, Sch Technol & Sci Educ, Dept Vocat Educ, Yola, Nigeria.
   [Medan, Penuel] Coll Educ Hong, Dept Agr Educ, Yola, Adamawa State, Nigeria.
   [Atiku, Zainab Aliyu] Fed Coll Educ Yola, Dept Agr Educ, Yola, Nigeria.
RP Umar, MA (corresponding author), Modibbo Adama Univ Technol, Sch Technol & Sci Educ, Dept Vocat Educ, Yola, Nigeria.
EM musaumarabba@mau.edu.ng
NR 32
TC 0
Z9 0
U1 2
U2 2
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 2042-3896
EI 2042-390X
J9 HIGH EDUC SKILL WORK
JI High Educ. Skills Work-based Learn
PD 2024 JAN 12
PY 2024
DI 10.1108/HESWBL-10-2023-0294
EA JAN 2024
PG 13
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA ES3S6
UT WOS:001140878500001
DA 2024-02-21
ER

PT J
AU Teichler, U
AF Teichler, Ulrich
TI Changing Perspectives: The Professional Relevance of Higher Education on
   the Way Towards the Highly-Educated Society
SO EUROPEAN JOURNAL OF EDUCATION
LA English
DT Article
DE Higher education; graduate employment; European Journal of Education;
   professional relevance; educational expansion
AB Higher education has been one of the major thematic areas of the European Journal of Education over the years, and the relationships between higher education the world of work have been one of the 10 major themes in this area. The multitude of related articles shows substantial changes of the situation and the related discourse. The employment and work situation of graduates underwent changes in the course of expansion, the respective political climate had its ups and downs, and the knowledge base on the impact of study conditions and provisions of graduate employment and work improved over time. This notwithstanding, we note a constant return to the persistent questions as to whether we have too few or too many graduates. In recent years, higher education has been increasingly exposed to greater instrumental expectations. The paradigms of knowledge society' and knowledge economy' reinforce a call for higher education to serve more directly the employability' of graduates. As views vary strikingly regarding issues such as specialisation vs. general competences, preparation for predictable tasks vs. preparing for an unexpected future, etc., higher education could keep a diversity of options in the best ways to ensure professional relevance.
C1 [Teichler, Ulrich] Univ Kassel, INCHER Kassel, D-34109 Kassel, Germany.
C3 Universitat Kassel
RP Teichler, U (corresponding author), Univ Kassel, INCHER Kassel, Monchebergstr 17, D-34109 Kassel, Germany.
EM teichler@incher.uni-kassel.de
NR 44
TC 14
Z9 21
U1 1
U2 19
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0141-8211
EI 1465-3435
J9 EUR J EDUC
JI Eur. J. Educ.
PD DEC
PY 2015
VL 50
IS 4
SI SI
BP 461
EP 477
DI 10.1111/ejed.12146
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CZ4QP
UT WOS:000367088100011
DA 2024-02-21
ER

PT J
AU Geary, DC
   Hoard, MK
   Nugent, L
   Bailey, DH
AF Geary, David C.
   Hoard, Mary K.
   Nugent, Lara
   Bailey, Drew H.
TI Adolescents' Functional Numeracy Is Predicted by Their School Entry
   Number System Knowledge
SO PLOS ONE
LA English
DT Article
ID MATHEMATICAL LEARNING-DISABILITY; INDIVIDUAL-DIFFERENCES; NUMERICAL
   ESTIMATION; FRACTION SKILLS; YOUNG-CHILDREN; UNITED-STATES; ACHIEVEMENT;
   COMPETENCE; DEFICITS; COMPUTATION
AB One in five adults in the United States is functionally innumerate; they do not possess the mathematical competencies needed for many modern jobs. We administered functional numeracy measures used in studies of young adults' employability and wages to 180 thirteen-year-olds. The adolescents began the study in kindergarten and participated in multiple assessments of intelligence, working memory, mathematical cognition, achievement, and in-class attentive behavior. Their number system knowledge at the beginning of first grade was defined by measures that assessed knowledge of the systematic relations among Arabic numerals and skill at using this knowledge to solve arithmetic problems. Early number system knowledge predicted functional numeracy more than six years later (beta = 0.195, p = .0014) controlling for intelligence, working memory, in-class attentive behavior, mathematical achievement, demographic and other factors, but skill at using counting procedures to solve arithmetic problems did not. In all, we identified specific beginning of schooling numerical knowledge that contributes to individual differences in adolescents' functional numeracy and demonstrated that performance on mathematical achievement tests underestimates the importance of this early knowledge.
C1 [Geary, David C.; Hoard, Mary K.; Nugent, Lara] Univ Missouri, Dept Psychol Sci, Columbia, MO 65211 USA.
   [Geary, David C.] Univ Missouri, Interdisciplinary Neurosci Program, Columbia, MO USA.
   [Bailey, Drew H.] Carnegie Mellon Univ, Dept Psychol, Pittsburgh, PA 15213 USA.
C3 University of Missouri System; University of Missouri Columbia;
   University of Missouri System; University of Missouri Columbia; Carnegie
   Mellon University
RP Geary, DC (corresponding author), Univ Missouri, Dept Psychol Sci, Columbia, MO 65211 USA.
EM GearyD@Missouri.edu
FU Eunice Kennedy Shriver National Institute of Child Health and Human
   Development [R37 HD045914]
FX The project was supported by grant R37 HD045914 from the Eunice Kennedy
   Shriver National Institute of Child Health and Human Development. The
   funders had no role in study design, data collection and analysis,
   decision to publish, or preparation of the manuscript.
NR 46
TC 168
Z9 222
U1 0
U2 35
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD JAN 30
PY 2013
VL 8
IS 1
AR e54651
DI 10.1371/journal.pone.0054651
PG 8
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics
GA 098QM
UT WOS:000315563800061
PM 23382934
OA gold, Green Submitted, Green Published
DA 2024-02-21
ER

PT J
AU Maynard, ML
AF Maynard, ML
TI Emotional intelligence and perceived employability for internship
   curriculum
SO PSYCHOLOGICAL REPORTS
LA English
DT Article
AB Eotional Intelligence dimensions of motivation as well as social and communication skills were associated with perceived entry-level employability. Feedback from internship hosts was the measure of association for 77 college juniors or seniors between the ages of 18 and 22 (49 women, 28 men), enrolled in a one-semester communications internship. Chi squared supported the hypothesis that interns scoring high on emotional intelligence are more likely to be considered for employment by the internship host than those scoring low. Given replication of this work applications for an internship curriculum can be identified.
C1 Temple Univ, Dept Journalism, Philadelphia, PA 19122 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); Temple
   University
RP Maynard, ML (corresponding author), Temple Univ, Dept Journalism Publ Relat & Advertising, Annenberg Hall 011-00, Philadelphia, PA 19122 USA.
NR 6
TC 2
Z9 6
U1 0
U2 18
PU PSYCHOLOGICAL REPORTS
PI MISSOULA
PA P O BOX 9229, MISSOULA, MT 59807 USA
SN 0033-2941
J9 PSYCHOL REP
JI Psychol. Rep.
PD DEC
PY 2003
VL 93
IS 3
BP 791
EP 792
PN 1
PG 2
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 754CL
UT WOS:000187285100025
PM 14723444
DA 2024-02-21
ER

PT J
AU Llamas, MS
   Cuervas-Mons, FT
AF Saavedra Llamas, Marta
   Toledano Cuervas-Mons, Fernando
TI THE HYBRIDIZATION OF THE SPANISH COMMUNICATION FACULTIES: ECONOMIC
   CRISIS, DIGITALIZATION, AND NEW ACADEMIC APPROACH
SO REVISTA DE COMUNICACION DE LA SEECI
LA English
DT Article
DE Communication Faculties; Spanish Higher Education; Hybridization;
   Digitalization; Economic crisis; Professional Communication profiles;
   Multipurpose profiles; Interdisciplinarity; Transversality
AB The digital transformation has caused an unpreceded revolution in the communication industry. This new scenario has led to the appearance of new multipurpose and versatile professional profiles, that now incorporate humanistic and technical skills. These skills have been influenced by current technological developments and include a global vision as well as an interdisciplinary approach. Therefore, the Communication faculties have had to update their education programs to satisfy the demand of the professional world, which has become more and more changeable. At the same time, the digital transformation was boosted by the 2008 economic crisis, and it was necessary to update study programs to promote the employability of graduates. This paper presents the current map of Communication faculties in Spain and analyzes the reason for the denominations given to these centers, which today are quite distant from the original ones in 1971, and it places a special focus on hybrid faculties, those that have in their name the fusion of Communication with another area of knowledge. By reviewing its academic offer and areas of research, the article intends to find out if the new positioning helps to adapt the training communicators receive to the needs of the current society.
C1 [Saavedra Llamas, Marta; Toledano Cuervas-Mons, Fernando] Univ Nebrija, Nebrija, Spain.
C3 Universidad Antonio de Nebrija
RP Llamas, MS (corresponding author), Univ Nebrija, Nebrija, Spain.
EM msaavedr@nebrija.es; ftoledan@nebrija.es
RI Revista, Seeci/JXX-9846-2024
NR 25
TC 1
Z9 1
U1 1
U2 7
PU UNIV COMPLUTENSE MADRID, FAC CIENCIAS INFORMACION
PI MADRID
PA AVE COMPLUTENSE S-N, MADRID, 28040, SPAIN
SN 1575-9628
EI 1576-3420
J9 REV COMUN SEECI
JI Rev. Comun. SEECI
PY 2022
IS 55
BP 211
EP 231
DI 10.15198/seeci.2022.55.e799
PG 21
WC Communication
WE Emerging Sources Citation Index (ESCI)
SC Communication
GA 3I4VY
UT WOS:000832717700003
OA hybrid
DA 2024-02-21
ER

PT J
AU de la Porte, C
   Emmenegger, P
AF de la Porte, Caroline
   Emmenegger, Patrick
TI The Court of Justice of the European Union and fixed-term work: Putting
   a brake on labour market dualization?
SO JOURNAL OF EUROPEAN SOCIAL POLICY
LA English
DT Article
DE Case-law; Court of Justice of the European Union; EU labour law;
   Europeanization; fixed-term contracts; Germany; labour market
   dualization; Spain
AB While fixed-term work benefits employers and increases the prospects of employability of various categories of workers, it is inherently precarious. The European Union (EU) directive on fixed-term work emphasizes the importance of equal treatment of workers on fixed-term contracts with comparable permanent workers and aims to prevent abuse of this contract form. Surprisingly, the Court of Justice of the European Union (CJEU) rulings in this area have by and large been neglected in comparative labour market research. We fill this gap by systematically analysing the CJEU case law concerning fixed-term work and connecting it to the literatures on labour market dualization and Europeanization of labour law. We develop an analytical framework to analyse the Europeanization of labour law, which we then use to analyse the directive and the case law regarding the directive on fixed-term work. Our findings show that the equal treatment is affirmed in all cases under analysis for different provisions of labour contracts. With regard to abuse of recourse to fixed-term contracts, by contrast, the rulings still represent a zone of legal uncertainty, whereby some judgments allow for fixed-term contracts, such as for social policy purposes, while others prohibit their use. We therefore conclude that the CJEU does not put a brake on labour market dualization, but it does insist on equal treatment of workers, regardless of their contractual arrangements.
C1 [de la Porte, Caroline] Copenhagen Business Sch, Dept Business & Polit, Steen Blichers Vej 22, DK-2000 Frederiksberg, Denmark.
   [Emmenegger, Patrick] Univ St Gallen, Dept Polit Sci, St Gallen, Switzerland.
C3 Copenhagen Business School; University of St Gallen
RP de la Porte, C (corresponding author), Copenhagen Business Sch, Dept Business & Polit, Steen Blichers Vej 22, DK-2000 Frederiksberg, Denmark.
EM cdlp.dbp@cbs.dk
RI de la Porte, Caroline/R-5492-2019
OI de la Porte, Caroline/0000-0002-4844-3017
NR 44
TC 3
Z9 3
U1 0
U2 6
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0958-9287
EI 1461-7269
J9 J EUR SOC POLICY
JI J. Eur. Soc. Policy
PD JUL
PY 2017
VL 27
IS 3
BP 295
EP 310
DI 10.1177/0958928716684316
PG 16
WC Public Administration; Social Issues
WE Social Science Citation Index (SSCI)
SC Public Administration; Social Issues
GA EY8ID
UT WOS:000404237300006
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Vilar, P
   Zumer, M
AF Vilar, Polona
   Zumer, Maja
TI The Bologna reform at the department of library and information science
   and book studies, university of Ljubljana
SO INFORMATION RETRIEVAL
LA English
DT Article
DE LIS education; Slovenia; Ljubljana; Bologna reform; Curriculum;
   Information seeking and retrieval; Web 2.0; E-learning; Employability
AB Relevance of the new Bologna study programme at the Department of Library and Information Science and Book Studies at University of Ljubljana is demonstrated from different aspects. The example of IS&R themes and topics which are recognized as one of LIS core areas is used to show the differences from the previous study programme in terms of content, together with coverage of Web 2.0 related themes. In regard to teaching and learning methods it is shown how e-learning is used to support the educational process. At the end a few insights into employability of future graduates are added.
C1 [Vilar, Polona] Univ Ljubljana, Dept Lib & Informat Sci & Book Studies, Ker Aumlaut, Eva 2, Ljubljana, Slovenia.
   [Vilar, Polona; Zumer, Maja] Univ Ljubljana, Dept Lib & Informat Sci & Book Studies, Ljubljana 1000, Slovenia.
C3 University of Ljubljana; University of Ljubljana
RP Vilar, P (corresponding author), Univ Ljubljana, Dept Lib & Informat Sci & Book Studies, Askerceva 2, Ljubljana 1000, Slovenia.
EM polona.vilar@ff.uni-lj.si; maja.zumer@ff.uni-lj.si
RI Zumer, Maja/A-2190-2008
OI Zumer, Maja/0000-0002-3756-7524
NR 21
TC 3
Z9 3
U1 1
U2 10
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1386-4564
J9 INFORM RETRIEVAL
JI Inf. Retr.
PD APR
PY 2009
VL 12
IS 2
BP 102
EP 116
DI 10.1007/s10791-008-9077-5
PG 15
WC Computer Science, Information Systems
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science
GA 411TD
UT WOS:000263672600002
DA 2024-02-21
ER

PT J
AU Deb, SK
   Pani, P
AF Deb, Sreeyasree Kumari
   Pani, Prajna
TI THE PROCESS APPROACH: A METHOD TO ENHANCE THE WRITING SKILLS
SO INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION
LA English
DT Article
DE Writing; Language; Process; Approach; Learner
AB Writing is an important skill of a language. It is a very complex, productive andmental activity. A strong and perfect writing enhances the learners 'chances forsuccess. Good and strong writing skills are highly essential to sustain the educational and employability requirements of an individual. Processapproach emphasisesthe process of writing which involves various stages and steps. It stresses the learners to generate ideas and thecollection of data through various means. Process approach is completely learner-orientated.
C1 [Deb, Sreeyasree Kumari] Centurion Univ Technol & Management, R Sitapur, Odisha, India.
   [Pani, Prajna] Centurion Univ Technol & Management, English, R Sitapur, Odisha, India.
C3 Centurion University of Technology & Management; Centurion University of
   Technology & Management
RP Deb, SK (corresponding author), Centurion Univ Technol & Management, R Sitapur, Odisha, India.
EM shreya.deb2007@gmail.com; prajna.pani@cutm.ac.in
RI Pani, Prajna/ABF-2688-2020
OI Pani, Prajna/0000-0002-1119-0941
NR 8
TC 0
Z9 0
U1 2
U2 6
PU ANADOLU UNIV
PI ESKISEHIR
PA INST FINE ARTS, ESKISEHIR, 26470, TURKEY
SN 1308-5581
J9 INT J EARLY CHILD SP
JI Int. J. Early Child. Spec. Educ.
PY 2022
VL 14
IS 02
BP 6784
EP 6787
DI 10.9756/INT-JECSE/V14I2.778
PG 4
WC Education, Special
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 2L6VP
UT WOS:000817157100021
DA 2024-02-21
ER

PT J
AU Durán, PB
   de las Vacas, GLP
   López, SM
AF Duran, Paloma Bel
   de las Vacas, Gustavo Lejarriaga Perez
   Lopez, Sonia Martin
TI New formulas to promote university social entrepreneurship: An approach
   to student Startups
SO REVESCO-REVISTA DE ESTUDIOS COOPERATIVOS
LA English
DT Article
DE Student startups; Social entrepreneurship; Knowledge transfer;
   Non-profit labor companies; Cooperative societies of entrepreneurs
AB The university environment is the ideal background for generating innovative projects; indeed, based on previous work and experience in entrepreneurship at the Complutense University of Madrid, entrepreneurship based on knowledge and innovation is high quality entrepreneurship that makes economies more competitive, which is vital for, among other things, improving employability.In Spain we are working about a process of promotion of the so-called Student Startup within the framework of the Draft Law for the Promotion of the Startup Ecosystem, which seeks to reform the incipient ecosystem and promote startups as engines of recovery and modernisation of the Spanish economy and which will undoubtedly strengthen entrepreneurship based on the transfer of knowledge from our universities.An attempt is made to analyse the reasons why social economy formulas (cooperative societies and worker-owned companies) should be taken into account as formulas for collective entrepreneurship in which not only economic but also social innovation is the main objective.
C1 [Duran, Paloma Bel; de las Vacas, Gustavo Lejarriaga Perez; Lopez, Sonia Martin] Univ Complutense Madrid, Madrid, Spain.
C3 Complutense University of Madrid
RP Durán, PB (corresponding author), Univ Complutense Madrid, Madrid, Spain.
EM pbeldura@ucm.es; grlejarr@ucm.es; smartin@ucm.es
NR 50
TC 1
Z9 1
U1 5
U2 7
PU UNIV COMPLUTENSE MADRID, SERVICIO PUBLICACIONES
PI MADRID
PA CIUDAD UNIV, OBISPO TREJO 3, MADRID, 28040, SPAIN
SN 1885-8031
EI 1135-6618
J9 REVESCO-REV ESTUD CO
JI REVESCO-Rev. Estud. Coop.
PY 2023
IS 144
AR e88654
DI 10.5209/REVE.88654
PG 15
WC Economics
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA I7OM0
UT WOS:001004643100001
OA gold
DA 2024-02-21
ER

PT J
AU Paladino, A
AF Paladino, Angela
TI Innovation or entrepreneurship: Which comes first? Exploring the
   implications for higher education
SO JOURNAL OF PRODUCT INNOVATION MANAGEMENT
LA English
DT Article
DE entrepreneurship; innovation; innovation discipline
ID FIELD
AB Kahn's (2022) Catalyst article has posed some thought-provoking ideas regarding the distinction between innovation and entrepreneurship. While the article posits that there is a lack of clarity over what innovation and entrepreneurship represent and critiques the teaching of these ideals across universities, the author goes further to contend that these concepts do not overlap, despite research and teachings to the contrary. Moreover, he states that the skills needed for innovation are different from those needed to be an entrepreneur. This essay response challenges the notions put forward by Kahn. I proffer that while there is now a substantial body of research in innovation and entrepreneurship, they remain comprised of multi-definitional perspectives. This lack of cohesion and significant overlap in the scholarly community largely reflects the interrelatedness of these concepts in practice. As such, it impacts on the role of universities in how they define, position, and teach innovation and entrepreneurship. Indeed, it also has a substantial influence on the range of skills they help their students to develop. Are they to develop entrepreneurs or innovators? Or rather, do the courses offered to enable students to build the employability skills required to adapt to either area? This essay discusses some of these issues and extends a series of questions for further research.
C1 [Paladino, Angela] Fac Business & Econ, Williams Ctr Learning Adv, Melbourne, Vic, Australia.
RP Paladino, A (corresponding author), Univ Melbourne, Fac Business & Econ, Williams Ctr Learning Adv, Melbourne, Vic 3010, Australia.
EM a.paladino@unimelb.edu.au
OI Paladino, Angela/0000-0003-1156-0102
NR 22
TC 2
Z9 2
U1 7
U2 32
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0737-6782
EI 1540-5885
J9 J PROD INNOVAT MANAG
JI J. Prod. Innov. Manage.
PD JUL
PY 2022
VL 39
IS 4
BP 478
EP 484
DI 10.1111/jpim.12637
PG 7
WC Business; Engineering, Industrial; Management
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Business & Economics; Engineering
GA 2Y5SO
UT WOS:000825956800003
OA hybrid
DA 2024-02-21
ER

PT J
AU Fontenele, ABG
   de Souza, LEC
   Fasoli, F
AF Fontenele, Ana Beatriz Gomes
   de Souza, Luana Elayne Cunha
   Fasoli, Fabio
TI Who Does Discriminate Against gay-Sounding Speakers? The Role of
   Prejudice on Voice-Based Hiring Decisions in Brazil
SO JOURNAL OF LANGUAGE AND SOCIAL PSYCHOLOGY
LA English
DT Article; Early Access
DE voice; gaydar; discrimination; sexual orientation; employability
ID SEXUAL ORIENTATION; ACCENTS; CATEGORIZATION; BIASES; CUES
AB Vocal cues are used to categorize speakers' sexual orientation. Hearing a gay-sounding speaker can elicit discrimination. This study investigated whether gay-sounding speakers were discriminated against when applying for a job in Brazil and whether prejudice moderated such an effect. Heterosexual participants listened to a gay- or heterosexual-sounding applicant, rating him in terms of personality traits and employability. The results showed that gay-sounding candidates were discriminated against compared to heterosexual-sounding candidates, but this was true only among highly prejudiced participants.
C1 [Fontenele, Ana Beatriz Gomes] Univ Fortaleza, BR-60811905 Fortaleza, Ceara, Brazil.
   [de Souza, Luana Elayne Cunha] Univ Fortaleza, Social Psychol, Fortaleza, Ceara, Brazil.
   [Fasoli, Fabio] Univ Surrey, Social Psychol, Guildford, Surrey, England.
C3 Universidade Fortaleza; Universidade Fortaleza; University of Surrey
RP Fontenele, ABG (corresponding author), Univ Fortaleza, BR-60811905 Fortaleza, Ceara, Brazil.
EM anabeatrizgf@edu.unifor.br
RI Fasoli, Fabio/K-9215-2019
OI Fasoli, Fabio/0000-0002-8043-1630; Gomes Fontenele, Ana
   Beatriz/0000-0003-1818-9166
FU Fundacao Cearense de Apoio ao Desenvolvimento Cientifico e Tecnologico;
   CNPQ, Ministry of Science and Technology [408611/2016-2]
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was partially supported by a grant from Fundacao Cearense de Apoio ao
   Desenvolvimento Cientifico e Tecnologico and by a grant from CNPQ,
   Ministry of Science and Technology (Grant number 408611/2016-2).
NR 40
TC 2
Z9 2
U1 1
U2 4
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0261-927X
EI 1552-6526
J9 J LANG SOC PSYCHOL
JI J. Lang. Soc. Psychol.
PD 2023 JAN
PY 2023
VL 42
IS 1
BP 119
EP 130
DI 10.1177/0261927X221077243
EA JUN 2022
PG 12
WC Communication; Linguistics; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Communication; Linguistics; Psychology
GA 6I8GE
UT WOS:000822281000001
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Ren, S
   Chadee, D
AF Ren, Shuang
   Chadee, Doren
TI Influence of career identity on ethical leadership: sense-making through
   communication
SO PERSONNEL REVIEW
LA English
DT Article; Early Access
DE Career identity salience; Perceived ethical leadership; Communication
   behavior
ID SELF; IDENTIFICATION; EMERGENCE; MATTER; TRUST; WORK; ORGANIZATIONS;
   EMPLOYABILITY; CONSEQUENCES; ANTECEDENTS
AB Purpose The widespread use of communication technologies and social media platforms such as the #ME TOO movement has amplified the importance for business leaders to demonstrate high standards of ethical behavior for career success. Although the concept of ethical leadership has been widely investigated, a theoretical framework from a career perspective does not yet exist. Design/methodology/approach This study draws from sensemaking theory to argue that career identity salience shapes leaders' communication behavior to influence the extent to which they are perceived to be ethical by subordinates. We test our hypotheses using multisource data with a sample (n = 337) of business managers. Findings The results show that career identity salience has positive influence on communication competence, which positively influences ethical leadership. We further find that communication frequency positively moderates the relationship between communication competence and ethical leadership. Originality/value To our knowledge, this is the first research to provide a career perspective on ethical leadership.
C1 [Ren, Shuang] Deakin Univ, Deakin Business Sch, Melbourne, Vic, Australia.
   [Chadee, Doren] Deakin Univ, Melbourne, Vic, Australia.
C3 Deakin University; Deakin University
RP Chadee, D (corresponding author), Deakin Univ, Melbourne, Vic, Australia.
EM shuang.ren@deakin.edu.au; Chadee@deakin.edu.au
OI Chadee, Doren/0000-0001-6745-1891; Ren, Shuang/0000-0002-8768-8447
NR 91
TC 3
Z9 3
U1 4
U2 37
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0048-3486
EI 1758-6933
J9 PERS REV
JI Pers. Rev.
PD 2020 DEC 7
PY 2020
VL 49
IS 9
BP 1987
EP 2005
DI 10.1108/PR-04-2019-0192
EA MAR 2020
PG 19
WC Industrial Relations & Labor; Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics; Psychology
GA OG1MO
UT WOS:000522240200001
DA 2024-02-21
ER

PT J
AU Ebekozien, A
   Aigbavboa, C
   Aliu, J
AF Ebekozien, Andrew
   Aigbavboa, Clinton
   Aliu, John
TI Built environment academics for 21st-century world of teaching:
   stakeholders' perspective
SO INTERNATIONAL JOURNAL OF BUILDING PATHOLOGY AND ADAPTATION
LA English
DT Article; Early Access
DE Barriers; Built environment academics (BEA); Digital technology;
   Nigeria; Stakeholders; Teaching
ID EDUCATION; MANAGEMENT; DESIGN
AB Purpose Research reveals that the built environment graduates are not matching the needs of the 21st century construction industry. Evidence shows that the built environment academics (BEA) struggle to reskill and upskill to meet the industry's demand. Studies about Nigeria's BEA's perceived barriers in meeting the 21st-century industry demands are scarce. Thus, the paper investigated the perceived barriers and measures to improve BEA in Nigeria's 21st-century world of teaching. The outcome intends to enhance teaching practices and increase employability in the built environment disciplines. Design/methodology/approach Data were sourced from elite virtual interviews across Nigeria. The participants were well informed about Nigeria's built environment education and the possible barriers hindering 21st-century teaching from improving employable graduates in the built environment professionals (BEP). The researchers adopted a thematic analysis for the collected data and supplemented the data with secondary sources. Findings The study shows that BEA needs to improve BEA's teaching mechanism. Improving BEA will enable the built environment graduates to meet the minimum standards expected by the 21st-century industry. Findings categorised the perceived 22 barriers facing BEA into internal stakeholders-related barriers, external stakeholders-related barriers, and common barriers. Also, findings proffered practicable measures to improve BEA in the workplace via improved industry collaboration and technological advancement. Research limitations/implications The research is restricted to the perceived barriers and measures to improve BEA in 21st-century teaching in Nigeria via a qualitative research design. Future research should validate the results and test the paper's proposed framework. Practical implications The paper confirms that the BEA requires stakeholder collaboration and technological advancement measures to improve teaching in the 21st century, leading to enhanced employability graduates. The paper would stir major stakeholders, especially BEA, and advance the quality of employable graduates in the Nigerian built environment professions. Originality/value The thematic network and proposed framework could be employed to stimulate Nigeria's BEA for better service delivery. This intends to create an enabling environment that will enhance stakeholders' collaboration and technological advancement for the BEA to produce better employable graduates in the 21st century.
C1 [Ebekozien, Andrew; Aigbavboa, Clinton; Aliu, John] Univ Johannesburg, Dept Construct Management & Quant Surveying, Johannesburg, South Africa.
   [Ebekozien, Andrew] Auchi Polytech, Dept Quant Surveying, Auchi, Nigeria.
   [Ebekozien, Andrew] Univ Sains Malaysia, Dev Planning & Management, Sch Social Sci, George Town, Malaysia.
   [Aliu, John] Univ Georgia, Coll Engn, Inst Resilient Infrastruct Syst, Athens, GA 30602 USA.
C3 University of Johannesburg; Universiti Sains Malaysia; University System
   of Georgia; University of Georgia
RP Ebekozien, A (corresponding author), Univ Johannesburg, Dept Construct Management & Quant Surveying, Johannesburg, South Africa.; Ebekozien, A (corresponding author), Auchi Polytech, Dept Quant Surveying, Auchi, Nigeria.; Ebekozien, A (corresponding author), Univ Sains Malaysia, Dev Planning & Management, Sch Social Sci, George Town, Malaysia.
EM ebekoandy45@yahoo.com
RI Aigbavboa, Clinton/AAS-6493-2020; Thwala, Wellington
   Didibhuku/JXW-7128-2024
OI Aigbavboa, Clinton/0000-0003-2866-3706; Ebekozien,
   Andrew/0000-0002-4663-5592; Aliu, John/0000-0001-5651-4009
FU Faculty of Engineering and the Built Environment, University of
   Johannesburg, South Africa; CIDB Centre of Excellence, University of
   Johannesburg, South Africa [05-35-061890]
FX This work was funded by the Faculty of Engineering and the Built
   Environment and CIDB Centre of Excellence (05-35-061890), University of
   Johannesburg, South Africa.
NR 69
TC 1
Z9 2
U1 1
U2 3
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2398-4708
J9 INT J BUILD PATHOL
JI Int. J. Build. Pathol. Adapt.
PD 2022 SEP 7
PY 2022
VL 41
IS 6
BP 119
EP 138
DI 10.1108/IJBPA-04-2022-0062
EA SEP 2022
PG 20
WC Construction & Building Technology
WE Emerging Sources Citation Index (ESCI)
SC Construction & Building Technology
GA 9T2WI
UT WOS:000851262500001
OA hybrid
DA 2024-02-21
ER

PT J
AU Dejaeghere, J
   Wiger, NP
   Willemsen, LW
AF Dejaeghere, Joan
   Wiger, Nancy Pellowski
   Willemsen, Laura Wangsness
TI Broadening Educational Outcomes: Social Relations, Skills Development,
   and Employability for Youth
SO COMPARATIVE EDUCATION REVIEW
LA English
DT Article
ID ENTREPRENEURSHIP EDUCATION; SOUTH-AFRICAN; CAPABILITIES; SCHOOLS;
   REPRODUCTION; ACHIEVEMENT; INEQUALITY; FRAMEWORK; NETWORKS; STUDENTS
AB This article argues that, if a global development aim is to address educational inequalities, the post-2015 agenda needs to conceptually and practically broaden the focus of learning to include social relations as important processes and outcomes for achieving educational equity. We draw on Sen's capability approach and Bourdieu's forms of capital to analytically examine longitudinal data from youth ages 14-20 who attend two schools in Tanzania that are implementing a skills development and entrepreneurship education program. Also drawing on interviews with NGO staff and community members, we identify that a lack of social relations in the community and discourses of youth as "at risk" constrain youths' educational opportunities and future well-being. We found that affiliation, care, and imagined alternative futures are forms of social relations that play a critical role in their educational success and future livelihood opportunities.
C1 [Dejaeghere, Joan] Univ Minnesota, Dept Org Leadership Policy & Dev, Comparat & Int Dev Educ, Minneapolis, MN 55455 USA.
   [Dejaeghere, Joan] MasterCard Fdn, E Lansing, MI USA.
   [Wiger, Nancy Pellowski] Univ Minnesota, Dept Org Leadership Policy & Dev, Minneapolis, MN 55455 USA.
   [Wiger, Nancy Pellowski] UNICEF, Accra, Ghana.
   [Wiger, Nancy Pellowski] UNICEF, Addis Ababa, Ethiopia.
   [Willemsen, Laura Wangsness] Univ Minnesota, Coll Educ & Human Dev, Minneapolis, MN 55455 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities;
   University of Minnesota System; University of Minnesota Twin Cities;
   University of Minnesota System; University of Minnesota Twin Cities
RP Dejaeghere, J (corresponding author), Univ Minnesota, Dept Org Leadership Policy & Dev, Comparat & Int Dev Educ, Minneapolis, MN 55455 USA.; Dejaeghere, J (corresponding author), MasterCard Fdn, E Lansing, MI USA.
EM deja0003@umn.edu; pell0097@umn.edu; lauraw@umn.edu
OI DeJaeghere, Joan/0000-0002-6084-8447
NR 57
TC 15
Z9 16
U1 0
U2 39
PU UNIV CHICAGO PRESS
PI CHICAGO
PA 1427 E 60TH ST, CHICAGO, IL 60637-2954 USA
SN 0010-4086
EI 1545-701X
J9 COMP EDUC REV
JI Comp. Educ. Rev.
PD AUG
PY 2016
VL 60
IS 3
BP 457
EP 479
PG 23
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DS1RR
UT WOS:000380375600002
DA 2024-02-21
ER

PT J
AU Chandra, S
   Ranjan, A
   Chowdhary, N
AF Chandra, Shweta
   Ranjan, Aditya
   Chowdhary, Nimit
TI Online Hospitality and Tourism Education - Issues and Challenges
SO TOURISM
LA English
DT Article
DE hospitality; tourism; Covid-19; online education; importance-performance
   analysis
ID STUDENT SATISFACTION; PERSPECTIVE; INDUSTRY; MODEL
AB The study attempts to understand students' apprehensions, satisfaction, and experience concerning online hospitality and tourism education (HTE) during the COVID-19 pandemic. Focused group discussions were conducted to gather student experiences implementing ICT in hospitality and tourism education. The group discussions were recorded, transcribed, and analyzed in search of themes to identify and validate the constructs to develop the questionnaire for the study. The questionnaire was then presented before the subject experts to cross-check the validity of constructs. Importance-Performance Analysis (IPA) was used to determine students' satisfaction by comparing students' perceptions to students' expectations. The study's findings show the importance of practical classes and labs and on-site instructor comments on students' overall satisfaction. Online teaching can complement traditional classroom teaching but cannot fully replace lab sessions with instructor feedback. Transitioning to an online platform requires effective tools and curriculum modifications to fill the gap in industry expectations regarding student employability. Online teaching has immense capability, but it cannot be generalized and requires subject-specific attention and feedback. Online education needs to keep evolving alongside contemporary classroom teaching to meet student expectations. Future research would concentrate on communication, interpersonal, and technology skills and their effect on the study's results.
C1 [Chandra, Shweta; Ranjan, Aditya; Chowdhary, Nimit] Jamia Millia Islamia, Dept Tourism & Hospitality Management, New Delhi, India.
C3 Jamia Millia Islamia
RP Ranjan, A (corresponding author), Jamia Millia Islamia, Dept Tourism & Hospitality Management, New Delhi, India.
EM shweta.a.chandra@gmail.com; adityaranjan@outlook.com;
   nchowdhary@jmi.ac.in
RI Ranjan, Aditya/AAD-9257-2021; Chowdhary, Nimit/Q-5087-2018
OI Ranjan, Aditya/0000-0003-1304-5489; Chowdhary,
   Nimit/0000-0002-7335-2379; Chandra, Shweta/0000-0002-1724-0196
NR 65
TC 7
Z9 7
U1 0
U2 12
PU INST TOURISM
PI ZAGREB
PA VRHOVEC 5, ZAGREB, 10000, CROATIA
SN 1332-7461
EI 1849-1545
J9 TOURISM
JI Tourism
PY 2022
VL 70
IS 2
BP 298
EP 316
DI 10.37741/t.70.2.10
PG 19
WC Hospitality, Leisure, Sport & Tourism
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA YS6OX
UT WOS:000750794700010
OA gold
DA 2024-02-21
ER

PT J
AU Demazière, D
   Zune, M
AF Demaziere, Didier
   Zune, Marc
TI When Job Search is Deemed Insufficient: Experiences of Unemployed People
   Disbarred Following Compliancy Monitoring
SO SOCIAL POLICY AND SOCIETY
LA English
DT Article; Early Access
DE Unemployment; job search; checks; sanction; activation
ID BENEFIT SANCTIONS; ACTIVATION; WELFARE; JOBSEEKERS; EMPLOYMENT; ARTICLE;
   LIFE; EXIT
AB Job search is a central element of activation policies, which aim to transform unemployed people into active jobseekers who are subject to checks. We examine a neglected aspect of activation: sanctions. To do so we analyse, through biographical interviews with formerly-unemployed people whose benefit payments have been stopped, what it means when a job search is deemed insufficient. Although these formerly-unemployed people have failed to present enough written and tangible evidence of their job search during checks, they have pursued a different type of job search comprising more informal activities that are difficult to convert into written documents. So, we identify a twin-stranded job search - prescribed and alternative. We also point out that the gap between institutionally-framed job search and experience-based job search widens among unemployed people having low employability attributes, so that ever-stricter checks penalize those who are most vulnerable.
C1 [Demaziere, Didier] CNRS Sci Po, Ctr Sociol Org, Paris, France.
   [Zune, Marc] Univ Louvain, IACCHOS GIRSEF, Louvain La Neuve, Belgium.
C3 Universite Catholique Louvain; Institute for the Analysis of Change in
   Contemporary & Historical Societies (IACS)
RP Demazière, D (corresponding author), CNRS Sci Po, Ctr Sociol Org, Paris, France.
EM didier.demaziere@sciencespo.fr; marc.zune@uclouvain.be
FU Brussels Employment Observatory
FX This research was funded by the Brussels Employment Observatory. The
   fieldwork was carried out by a team comprising the two authors and Elise
   Ugeux. We appreciate the constructive comments from the anonymous
   reviewers.
NR 74
TC 3
Z9 3
U1 1
U2 4
PU CAMBRIDGE UNIV PRESS
PI CAMBRIDGE
PA EDINBURGH BLDG, SHAFTESBURY RD, CB2 8RU CAMBRIDGE, ENGLAND
SN 1474-7464
EI 1475-3073
J9 SOC POLICY SOC
JI Soc. Policy Soc.
PD 2023 JUL
PY 2023
VL 22
IS 3
SI SI
BP 393
EP 407
DI 10.1017/S1474746421000488
EA NOV 2021
PG 15
WC Social Issues; Social Work
WE Social Science Citation Index (SSCI)
SC Social Issues; Social Work
GA R4XU8
UT WOS:000792166200001
OA Green Submitted, hybrid
DA 2024-02-21
ER

PT J
AU Happell, B
   McAllister, M
AF Happell, Brenda
   McAllister, Margaret
TI Back to the future? Views of heads of schools of nursing about
   undergraduate specialization in mental health nursing
SO INTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING
LA English
DT Article
DE attitude; educational preparation; mental health; nursing; workforce
ID EDUCATION; WORKFORCE; TRANSITION; ATTITUDES; STUDENTS; EXPERIENCE;
   CURRICULA; HISTORY; ISSUES
AB Preparation of nursing students for practice in mental health settings in Australia has been criticized since comprehensive education replaced preregistration specialist education. Current and projected workforce shortages have given rise to considering the reintroduction of specialization at preregistration level as a potential solution. Support of heads of schools of nursing would be essential for such an initiative to be considered. A qualitative exploratory study was undertaken involving in-depth telephone interviews with heads of schools of nursing in Queensland. Participants generally favoured the concept of specialization in mental health nursing at undergraduate level. Data analysis revealed the following themes: meeting workforce needs, improving quality of care, employability of graduates, an attractive option for students, and what would have to go. Participants identified many benefits to mental health service delivery and consumer outcomes. How the initiative could be developed within an already overcrowded curriculum was identified as the major barrier. This level of support is encouraging if necessary changes to the educational preparation for mental health nursing practice are to be considered.
C1 [Happell, Brenda] Cent Queensland Univ, Inst Hlth & Social Sci Res, Ctr Mental Hlth Nursing Innovat, Rockhampton, Qld 4702, Australia.
   [Happell, Brenda] Cent Queensland Univ, Sch Nursing & Midwifery, Rockhampton, Qld 4702, Australia.
   [McAllister, Margaret] Cent Queensland Univ, Inst Hlth & Social Sci Res, Ctr Mental Hlth Nursing Innovat, Noosa, Qld, Australia.
   [McAllister, Margaret] Cent Queensland Univ, Sch Nursing & Midwifery, Noosa, Qld, Australia.
C3 Central Queensland University; Central Queensland University; Central
   Queensland University; Central Queensland University
RP Happell, B (corresponding author), Cent Queensland Univ, Inst Hlth & Social Sci Res, Ctr Mental Hlth Nursing Innovat, Rockhampton, Qld 4702, Australia.
EM b.happell@cqu.edu.au
RI Happell, Brenda/AAD-4149-2019; Happell, Brenda/HSI-0570-2023
OI Happell, Brenda/0000-0002-7293-6583
FU Nursing and Midwifery Office Queensland Health
FX This project was funded by the Nursing and Midwifery Office Queensland
   Health. Sincere thanks for making this work possible.
NR 41
TC 3
Z9 3
U1 0
U2 8
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1445-8330
EI 1447-0349
J9 INT J MENT HEALTH NU
JI Int. J. Ment. Health Nurs.
PD DEC
PY 2014
VL 23
IS 6
BP 545
EP 552
DI 10.1111/inm.12082
PG 8
WC Nursing; Psychiatry
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing; Psychiatry
GA AT8YU
UT WOS:000345215700009
PM 25109595
DA 2024-02-21
ER

PT J
AU Williams, DF
   Dietrich, S
AF Williams, DF
   Dietrich, S
TI Effects of speech and language disorders on raters' perceptions
SO JOURNAL OF COMMUNICATION DISORDERS
LA English
DT Article
ID SOCIAL ACCEPTABILITY; CLINICIAN ATTITUDES; COLLEGE-STUDENTS; CHILDREN;
   SPEAKERS; PERSONALITY; STUTTER; LABELS; TRAITS; BOYS
AB Using semantic differential scales with nine trait pairs, 465 students at two universities rated five descriptions, one portraying an individual without a disorder and four depicting communicative disorders. Statistical analyses indicated that the descriptions with no disorder and with a language disorder were rated significantly lower in ambition than those depicting stuttering, voice, or articulation disorders. Other differences emerged when the raters were divided by geographical location and age. Location was a significant factor in the responses for the traits of social adjustment, employability, and ambition. Age of respondent correlated significantly with ratings of tension and employability.
C1 UNIV NEW HAMPSHIRE, DURHAM, NH 03824 USA.
C3 University System Of New Hampshire; University of New Hampshire
RP Williams, DF (corresponding author), FLORIDA ATLANTIC UNIV, DEPT EXCEPT STUDENT EDUC, COMMUN DISORDERS PROGRAM, 777 W GLADES RD, POB 3091, BOCA RATON, FL 33431 USA.
NR 36
TC 22
Z9 28
U1 0
U2 5
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 0021-9924
EI 1873-7994
J9 J COMMUN DISORD
JI J. Commun. Disord.
PD JAN-FEB
PY 1996
VL 29
IS 1
BP 1
EP 12
DI 10.1016/0021-9924(94)00014-X
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA UE841
UT WOS:A1996UE84100001
PM 8722526
DA 2024-02-21
ER

PT J
AU Omotosho, AO
AF Omotosho, Ademola Olumuyiwa
TI The contribution of Enactus global sustainability initiative to youth
   empowerment and community development
SO INTERNATIONAL JOURNAL OF SUSTAINABILITY IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Sustainability; South Africa; Entrepreneurship; Community development;
   Youth empowerment
ID ENTREPRENEURSHIP; UNIVERSITY; EDUCATION; STUDENTS
AB Purpose - This study aims to explore the contribution of Enactus sustainability initiatives to youth empowerment and community development, thus analysing how South African higher education institutions can increase student involvement in Enactus projects across all faculties.Design/methodology/approach - Using a systematic literature review approach, the authors searched the Web of Science database for 47 relevant studies, which were found and filtered using the search parameters, and then 33 articles that are strictly relevant to the main topic were chosen as the final corpus.Findings - The authors found that Enactus facilitates community progress through transformative innovations and students gain valuable skills that increase their employability regardless of their field of study.Research limitations/implications - The focus of this study is confined to scholarly evidence acquired from peer-reviewed journals, hence empirical studies could be conducted by using literature from books, theses, bulletins, government white papers and gazettes.Practical implications - These findings highlight several merits of Enactus skill-based training such as learning-by-doing, learning from failures and learning from entrepreneurs.Social implications - The study findings offer compelling evidence that student transformational innovations could facilitate sustainable development within communities.Originality/value - Despite the crucial contribution of Enactus projects to nation-building worldwide, literature on this phenomenon in the context of South Africa is limited.
C1 [Omotosho, Ademola Olumuyiwa] Cent Univ Technol, Dept Languages & Social Sci Educ, Bloemfontein, South Africa.
C3 Central University of Technology
RP Omotosho, AO (corresponding author), Cent Univ Technol, Dept Languages & Social Sci Educ, Bloemfontein, South Africa.
EM rufusademola1@gmail.com
NR 72
TC 0
Z9 0
U1 1
U2 1
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 1467-6370
EI 1758-6739
J9 INT J SUST HIGHER ED
JI Int. J. Sustain. High. Educ.
PD 2023 DEC 13
PY 2023
DI 10.1108/IJSHE-05-2023-0208
EA DEC 2023
PG 20
WC Green & Sustainable Science & Technology; Education & Educational
   Research
WE Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Education & Educational Research
GA AY1F8
UT WOS:001121910200001
DA 2024-02-21
ER

PT J
AU Romero, RR
   Valdés-González, H
   Reyes-Bozo, L
AF Rojas Romero, Rolando
   Valdes-Gonzalez, Hector
   Reyes-Bozo, Lorenzo
TI Digital Transformation: Opportunity or Threat to Employability?
SO REVISTA FACULTAD DE INGENIERIA, UNIVERSIDAD PEDAGOGICA Y TECNOLOGICA DE
   COLOMBIA
LA English
DT Article
DE fourth industrial revolution; reskilling; skills; talent management;
   upskilling
AB This paper presents a critical analysis of the Digital Transformation's (DT) effects on employability within organizations in Chile, providing an action reference framework for competitiveness in the field. To achieve this, a qualitative approach to the opinions of a convenience sample of executives and leaders was employed, based on semi-structured interviews, to understand how to address this type of transformation. The analysis indicates that, having long-term policies for the development of new skills in their collaborators is a critical success factor. These policies are summarized in three stages, through a reference framework for the generation of specific actions in pursuit of the development of a successful DT process. DT fosters a cultural change in the entities to generate capacities that allow them to anticipate the evolution of the market and adapt quickly to it, for which it is fundamental to promote the training of new technical and behavioral skills in collaborators, in addition to encouraging them to self-train.
C1 [Rojas Romero, Rolando; Valdes-Gonzalez, Hector] Univ Desarrollo, Santiago, Chile.
   [Reyes-Bozo, Lorenzo] Univ Autonoma Chile, Santiago, Chile.
C3 Universidad del Desarrollo; Universidad Autonoma de Chile
RP Romero, RR (corresponding author), Univ Desarrollo, Santiago, Chile.
EM rorojasr@udd.cl; hvaldes@udd.cl; lorenzo.reyes@uautonoma.cl
RI Silva, Flavio/JTT-2763-2023
NR 22
TC 0
Z9 0
U1 2
U2 21
PU UNIV PEDAGOGICA & TECNOLOGICA COLOMBIA
PI TUNJA
PA AVE CENTRAL NORTE, KM 3 VIA PAIPA, TUNJA, BOYACA 00000, COLOMBIA
SN 0121-1129
EI 2357-5328
J9 REV FAC ING-UPTC
JI Rev. Fac. Ing. Univ. Pedagog. Tecnol. Colmb.
PD MAY 24
PY 2021
VL 30
IS 56
AR e13297
DI 10.19053/01211129.v30.n56.2021.13297
PG 16
WC Engineering, Multidisciplinary
WE Emerging Sources Citation Index (ESCI)
SC Engineering
GA WB3VV
UT WOS:000703504500001
OA Green Submitted, gold
DA 2024-02-21
ER

PT J
AU Aiello, J
   Latorraca, R
AF Aiello, Jacqueline
   Latorraca, Rossella
TI Stances toward translation training and the discipline A study of future
   translators' EFL retrospective reports
SO TRANSLATION AND TRANSLANGUAGING IN MULTILINGUAL CONTEXTS
LA English
DT Article
DE editing; perceived competence; translation revision; stance; translation
   training
ID CURRICULUM
AB Increased attention to professionalism and realism in translation classes at university has resulted in the development of a wide range of approaches to foster future translators' construction of knowledge and identity pertaining to their upcoming professional career and community. This paper centres on a professionalizing seminar that shared these aims. Employing corpus, stance and discourse analysis, it examines the retrospective reports written by the future translators who participated in the seminar to unveil beliefs on their experience of the seminar, their university training, their perceived competence, and their present and future identities as translators. The results of the study suggest, on the one hand, that participants perceived that the seminar fostered awareness of the professional domain of translators, heightened cognizance of their skills, and gave them authentic practice as translators and, on the other, participants perceived lacunae in their training and gaps in their competences, with potential implications on their (perceived) employability.
C1 [Aiello, Jacqueline] Univ Salerno, DiSPC Dept Polit & Commun Sci, Via Giovanni Paolo II 132, I-84084 Fisciano, SA, Italy.
   [Latorraca, Rossella] Univ Salerno, DipSUm Dept Humanities, Room 3041, Fisciano, SA, Italy.
C3 University of Salerno; University of Salerno
RP Aiello, J (corresponding author), Univ Salerno, DiSPC Dept Polit & Commun Sci, Via Giovanni Paolo II 132, I-84084 Fisciano, SA, Italy.
EM jaiello@unisa.it; rlatorraca@unisa.it
OI LATORRACA, ROSSELLA/0000-0002-1492-9975; AIELLO,
   JACQUELINE/0000-0002-1832-6207
NR 63
TC 0
Z9 0
U1 2
U2 5
PU JOHN BENJAMINS PUBLISHING CO
PI AMSTERDAM
PA PO BOX 36224, 1020 ME AMSTERDAM, NETHERLANDS
SN 2352-1805
EI 2352-1813
J9 TRANSL TRANSL MULT C
JI Translational Translanguaging Multiling. Contexts
PD MAR 17
PY 2023
VL 9
IS 1
SI SI
BP 111
EP 134
DI 10.1075/ttmc.00098.aie
PG 24
WC Education & Educational Research; Linguistics; Language & Linguistics
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research; Linguistics
GA A2IP8
UT WOS:000953423000007
DA 2024-02-21
ER

PT J
AU Muhandiramge, J
   Vu, T
   Wallace, MJ
   Segelov, E
AF Muhandiramge, Jaidyn
   Vu, Tony
   Wallace, Megan J.
   Segelov, Eva
TI The experiences, attitudes and understanding of research amongst medical
   students at an Australian medical school
SO BMC MEDICAL EDUCATION
LA English
DT Article
DE Medical student research; Research education; Research motivation;
   Research barriers; Research attitudes; Research experiences;
   Clinician-scientist; Physician-scientist; MD; Research training
ID CLINICIAN-SCIENTIST; PROGRAM; PATHWAY
AB Background Research engagement plays an integral role in developing clinicians that practice effective, evidence-based medicine. Research participation by clinicians, however, is declining. Given the link between research during medical school and future research output, promotion of medical student research is one avenue by which this shortage can be addressed. Student research attitudes and participation in Australia are not well-documented in the literature. This study therefore aims to investigate research practices, motivators, and barriers amongst Australian medical students in order to determine whether there is a need for further integration of research within Australian medical school curriculums. Methods A cross-sectional study design was used to explore research experience and attitudes, as well as the enablers and barriers to research amongst students enrolled in all years of the five-year medical course at Monash University. A questionnaire was created by combining questions from several surveys on medical student research and comprised Likert scales, multiple choice options and free-text responses assessing research experience, attitudes, motivators, and barriers. Results Seven hundred and four respondents (69.4% female; survey response rate 36.7%) reported variable research experience and interest. Less than half of the cohort (n = 296; 44.9%) had contributed to a research project. Increasing employability for specialty training programs was the primary motivating factor (n = 345; 51.9%) for pursuing research, with only 20.5% (n = 136) citing an interest in academia as a motivator. Time constraints (n = 460; 65.3%) and uncertainty surrounding how to find research opportunities (n = 449; 63.8%) were the most common barriers to research. Conclusions Medical students at Monash University are interested in but have limited experience with research. Students are, however, primarily motivated by the prospect of increasing employability for specialist training; medical schools should therefore focus on encouraging intrinsic motivation for pursuing research. Greater integration of research education and opportunities within medical school curricula may also be required to provide students with the skills necessary to both pursue research and practice evidence-based medicine.
C1 [Muhandiramge, Jaidyn; Vu, Tony] Monash Univ, Fac Med Nursing & Hlth Sci, Sch Med, Melbourne, Vic, Australia.
   [Wallace, Megan J.] Monash Univ, Dept Obstet & Gynaecol, Melbourne, Vic, Australia.
   [Segelov, Eva] Monash Univ, Sch Clin Sci, Melbourne, Vic, Australia.
C3 Monash University; Monash University; Monash University
RP Muhandiramge, J (corresponding author), Monash Univ, Fac Med Nursing & Hlth Sci, Sch Med, Melbourne, Vic, Australia.
EM jaidyn.muhandiramge@monash.edu
RI Segelov, Eva/Q-7611-2019
OI Segelov, Eva/0000-0002-4410-6144; Muhandiramge,
   Jaidyn/0000-0002-6999-802X; Wallace, Megan/0000-0001-5785-5120; Vu,
   Tony/0000-0002-7940-4934
NR 22
TC 15
Z9 16
U1 0
U2 5
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1472-6920
J9 BMC MED EDUC
JI BMC Med. Educ.
PD MAY 10
PY 2021
VL 21
IS 1
AR 267
DI 10.1186/s12909-021-02713-9
PG 10
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA SK4QY
UT WOS:000656203300004
PM 33971858
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Rillotta, F
   Lindsay, L
   Gibson-Pope, C
AF Rillotta, Fiona
   Lindsay, Lorraine
   Gibson-Pope, Cassandra
TI The work integrated learning experience of a university student with
   intellectual disability: a descriptive case study
SO INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
LA English
DT Article; Early Access
DE inclusive higher education; work integrated learning (WIL); practicum
   placement; mentoring; university; intellectual disability
ID REALIST EVALUATION; EDUCATION-PROGRAMS; INCLUSION; COLLEGE; PEOPLE;
   EXPECTATIONS; INDIVIDUALS; MENTORS
AB Inclusive higher education programs support people with intellectual disability (ID) to be included at university. However, until recently such programs have not typically offered the opportunity for students with ID to engage in Work Integrated Learning (WIL) experience. This case study investigates the experiences and processes involved in facilitating a university WIL placement (at a secondary school) for a student with ID (pseudonym: Serenity). Semi-structured interviews were conducted with Serenity and key stakeholders involved in the process. Participants (N=6) were asked about their experiences of the placement processes; the challenges they experienced; and the outcomes they observed. They were also asked to provide suggestions for future WIL placements for students with ID. Thematic analysis was used to analyse data. Five major themes were identified: authentic experience; good preparation; support before and during placement; student characteristics; and opportunities for direct work experience. Outcomes can inform future inclusive WIL experiences for university students with ID. Recommendations are provided regarding further investigation into employability skills that are transferable from university-based learning to the workplace.
C1 [Rillotta, Fiona; Lindsay, Lorraine; Gibson-Pope, Cassandra] Flinders Univ South Australia, Coll Nursing & Hlth Sci, Caring Futures Inst, Disabil & Community Inclus, Adelaide, SA, Australia.
C3 Flinders University South Australia
RP Rillotta, F (corresponding author), Flinders Univ South Australia, Coll Nursing & Hlth Sci, Caring Futures Inst, Disabil & Community Inclus, Adelaide, SA, Australia.
EM fiona.rillotta@flinders.edu.au
OI Rillotta, Fiona/0000-0003-0837-5838
NR 60
TC 0
Z9 0
U1 2
U2 2
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1360-3116
EI 1464-5173
J9 INT J INCLUSIVE EDUC
JI Int. J. Incl. Educ.
PD 2021 JUN 8
PY 2021
DI 10.1080/13603116.2021.1937343
EA JUN 2021
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA SN8QA
UT WOS:000658549700001
DA 2024-02-21
ER

PT J
AU Van der Heijden, B
   Mahoney, CB
   Xu, YZ
AF Van der Heijden, Beatrice
   Mahoney, Christine Brown
   Xu, Yingzi
TI Impact of Job Demands and Resources on Nurses' Burnout and Occupational
   Turnover Intention Towards an Age-Moderated Mediation Model for the
   Nursing Profession
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE job resources; job demands; burnout; occupational turnover intention;
   JD-R model; longitudinal approach; Dutch nurses; age
ID INTERPERSONAL WORK CONTEXT; SOCIAL SUPPORT; LEAVE; SATISFACTION;
   EMPLOYABILITY; ENGAGEMENT; HEALTH; VALIDATION; COMMITMENT; EXPERIENCE
AB This longitudinal study among Registered Nurses has four purposes: (1) to investigate whether emotional, quantitative and physical demands, and family-work conflict have a negative impact on nurses' perceived effort; (2) to investigate whether quality of leadership, developmental opportunities, and social support from supervisors and colleagues have a positive impact on meaning of work; (3) to investigate whether burnout from the combined impact of perceived effort and meaning of work mediates the relationship with occupational turnover intention; and (4) whether the relationships in our overall hypothesized framework are moderated by age (nurses categorized under 40 years versus 40 years old). In line with our expectations, emotional, quantitative, and physical demands, plus family-work conflict appeared to increase levels of perceived effort. Quality of leadership, developmental opportunities, and social support from supervisors and colleagues increased the meaning of work levels. In addition, increased perceived stress resulted in higher burnout levels, while increased meaning of work resulted in decreased burnout levels. Finally, higher burnout levels appeared to lead to a higher occupational turnover intention. Obviously, a nursing workforce that is in good physical and psychological condition is only conceivable when health care managers protect the employability of their nursing staff, and when there is a dual responsibility for a sustainable workforce. Additionally, thorough attention for the character of job demands and job resources according to nurses' age category is necessary in creating meaningful management interventions.
C1 [Van der Heijden, Beatrice] Radboud Univ Nijmegen, Inst Management Res, Dept Strateg HRM, POB 9108, NL-6500 HK Nijmegen, Netherlands.
   [Van der Heijden, Beatrice] Radboud Univ Nijmegen, Inst Management Res, Strateg HRM, POB 9108, NL-6500 HK Nijmegen, Netherlands.
   [Van der Heijden, Beatrice] Open Univ Netherlands, Fac Management Sci & Technol, POB 2960, NL-6401 DL Heerlen, Netherlands.
   [Van der Heijden, Beatrice] Univ Ghent, Fac Econ & Business Adm, Tweekerkenstr 2, B-9000 Ghent, Belgium.
   [Van der Heijden, Beatrice] Kingston Univ, Kingston Business Sch, London KT2 7LB, England.
   [Van der Heijden, Beatrice] Hubei Univ, Business Sch, Wuhan 430062, Hubei, Peoples R China.
   [Mahoney, Christine Brown] Minnesota State Univ, Coll Business, Management, Mankato, MN 56001 USA.
   [Xu, Yingzi] Auckland Univ Technol, Fac Business & Law, Mkt, Auckland City Cent 1010, New Zealand.
C3 Radboud University Nijmegen; Radboud University Nijmegen; Open
   University Netherlands; Ghent University; Kingston University; Hubei
   University; Minnesota State Colleges & Universities; Minnesota State
   University Mankato
RP Van der Heijden, B (corresponding author), Radboud Univ Nijmegen, Inst Management Res, Dept Strateg HRM, POB 9108, NL-6500 HK Nijmegen, Netherlands.; Van der Heijden, B (corresponding author), Radboud Univ Nijmegen, Inst Management Res, Strateg HRM, POB 9108, NL-6500 HK Nijmegen, Netherlands.; Van der Heijden, B (corresponding author), Open Univ Netherlands, Fac Management Sci & Technol, POB 2960, NL-6401 DL Heerlen, Netherlands.; Van der Heijden, B (corresponding author), Univ Ghent, Fac Econ & Business Adm, Tweekerkenstr 2, B-9000 Ghent, Belgium.; Van der Heijden, B (corresponding author), Kingston Univ, Kingston Business Sch, London KT2 7LB, England.; Van der Heijden, B (corresponding author), Hubei Univ, Business Sch, Wuhan 430062, Hubei, Peoples R China.
EM b.vanderheijden@fm.ru.nl; christine.mahoney@mnsu.edu;
   yingzi.xu@aut.ac.nz
RI Mahoney, Christine/AAD-9757-2019; Xu, Yingzi/C-3792-2015
OI Xu, Yingzi/0000-0003-4478-0566; Van der Heijden,
   Beatrice/0000-0001-8672-5368; Mahoney, Christine/0000-0002-5138-9795
FU European Commission [QLK6-CT-2001-00475]
FX This research was funded by the European Commission; NEXT study,
   QLK6-CT-2001-00475.
NR 95
TC 101
Z9 119
U1 7
U2 64
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD JUN 1
PY 2019
VL 16
IS 11
AR 2011
DI 10.3390/ijerph16112011
PG 22
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA IE1GB
UT WOS:000472132900139
PM 31195753
OA Green Published, Green Accepted, gold
DA 2024-02-21
ER

PT J
AU Burnett, C
AF Burnett, Cora
TI Sport-for-employability as an innovative practice in addressing youth
   underemployment in sub-Saharan Africa
SO FRONTIERS IN SPORTS AND ACTIVE LIVING
LA English
DT Article
DE youth; employability; sport-for-development; nongovernment
   organizations; sub-Saharan Africa
ID YOUNG-PEOPLE; FUTURE
AB Youth unemployment reflects the lack of economic growth and prosperity for many nations in sub-Saharan Africa where the average age of the population is estimated to be 24 years in 2050. The study generates insights informed by preliminary findings of an ambitious 6-month government-funded "youth employment program" in South Africa. The paper reports on qualitative data emanating from two field visits per organization providing the baseline of this national project as the researcher had been tasked to develop the monitoring, evaluation, and learning (MEL) system. About 4,000 of this population are from Special Olympics and comprise of youth with complex needs, while the baseline focus on 45 youth as part of the unified leadership initiative (partnering with a mainstream individual). The MEL system allows for a mixed-method approach, but the paper draws on narrative data obtained during field visits where 10 managers were interviewed and 47 youth interns (42.5% men and 57.5% women) took part in focus group discussions. The interview and focus group questions explored their work-related histories and profiles, current involvement with a structured program, experiences, perceptions, expectations, and pragmatic recommendations. Emerging themes and analysis report five main themes that refer to (i) personal employment histories, (ii) local embeddedness, (iii) a typology of work, (iv) program benefits, and (v) enablers and goal setting. Contextual realities shaped the agency of all research participants, but promising results show positive outcomes of soft skills associated with the level of employability and job-seeking strategies.
C1 [Burnett, Cora] Univ Johannesburg, UJ Olymp Studies Ctr, Dept Sport & Movement Studies, Johannesburg, South Africa.
C3 University of Johannesburg
RP Burnett, C (corresponding author), Univ Johannesburg, UJ Olymp Studies Ctr, Dept Sport & Movement Studies, Johannesburg, South Africa.
EM corab@uj.ac.za
NR 39
TC 3
Z9 3
U1 3
U2 3
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
EI 2624-9367
J9 FRONT SPORTS ACT LIV
JI Front. Sports Act. Living
PD FEB 6
PY 2023
VL 4
AR 1001435
DI 10.3389/fspor.2022.1001435
PG 8
WC Sport Sciences
WE Emerging Sources Citation Index (ESCI)
SC Sport Sciences
GA 9F7NO
UT WOS:000937652200001
PM 36814704
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Lindsay, C
   Pearson, S
   Batty, E
   Cullen, AM
   Eadson, W
AF Lindsay, Colin
   Pearson, Sarah
   Batty, Elaine
   Cullen, Anne Marie
   Eadson, Will
TI Co-production as a route to employability: Lessons from services with
   lone parents
SO PUBLIC ADMINISTRATION
LA English
DT Article
ID PUBLIC-SERVICES; 3RD SECTOR; ACTIVATION; PARTICIPATION; GOVERNANCE;
   BENEFITS; RISKS
AB Policy-makers claim to support personalized approaches to improving the employability of disadvantaged groups. Yet, in liberal welfare states, mainstream activation programmes targeting these groups often deliver standardized, low-quality services. Such failures may be related to a governance and management regime that uses tightly defined contracting and performance targets to incentivize (mainly for-profit) service providers to move people into any job as quickly as possible. This article draws on evidence from third sector/public sector-led services in Scotland to discuss an alternative approach. These services co-produced personalized support in partnership with disadvantaged service users (in this case vulnerable lone parents). We suggest that, in this case, street-level co-production and personalization were facilitated by co-governance and co-management in the design and organization of provision. We conclude by identifying lessons for future employability services.
C1 [Lindsay, Colin] Univ Strathclyde, Dept Human Resource Management, 50 Richmond St, Glasgow G1 1XU, Lanark, Scotland.
   [Pearson, Sarah; Batty, Elaine; Eadson, Will] Sheffield Hallam Univ, Ctr Reg Econ & Social Res, Sheffield, S Yorkshire, England.
   [Cullen, Anne Marie] Univ Strathclyde, Scottish Ctr Employment Res, Glasgow, Lanark, Scotland.
C3 University of Strathclyde; University of Sheffield; Sheffield Hallam
   University; University of Strathclyde
RP Lindsay, C (corresponding author), Univ Strathclyde, Dept Human Resource Management, 50 Richmond St, Glasgow G1 1XU, Lanark, Scotland.
EM colin.lindsay@strath.ac.uk
OI Eadson, Will/0000-0002-2158-7205; Lindsay, Colin/0000-0003-2493-6797;
   Pearson, Sarah/0000-0001-5049-5396
FU Big Lottery Fund in Scotland [MIW2014]
FX The Big Lottery Fund in Scotland, Grant/Award Number: MIW2014
NR 37
TC 15
Z9 16
U1 1
U2 36
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0033-3298
EI 1467-9299
J9 PUBLIC ADMIN
JI Public Adm.
PD JUN
PY 2018
VL 96
IS 2
BP 318
EP 332
DI 10.1111/padm.12408
PG 15
WC Political Science; Public Administration
WE Social Science Citation Index (SSCI)
SC Government & Law; Public Administration
GA GI4TJ
UT WOS:000434363800006
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Bloch, C
   Fuglsang, S
   Glavind, JG
   Bendtsen, AK
AF Bloch, Carter
   Fuglsang, Simon
   Glavind, Johanne Grondahl
   Bendtsen, Anna-Kathrine
TI Quality work in higher education: a multi-stakeholder study
SO QUALITY IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Quality; higher education; quality work; delphi study; quality
   conceptualisation
ID PERCEPTIONS
AB Quality in higher education has been at the top of the political agenda for years, motivating discussion of how to define quality and how standards and assessment can promote quality. However, the literature tends to overlook the processes and practices constituting 'every-day' quality. To improve quality, it is important to know how quality is perceived and enacted by the key stakeholders, namely the students, teachers, administrative staff and managers. Informed by the findings of a survey, this article aims to identify and compare the local practices of quality work at higher education institutions in Denmark. The analysis reveals that students, teachers and managers across sectors to a large extent share views on quality work highlighting practices that help develop students' academic skills, the ability to apply these to practice and the continuous development of teaching practices. Some differences are however also apparent, for example, concerning employability orientation in higher education.
C1 [Bloch, Carter; Fuglsang, Simon; Bendtsen, Anna-Kathrine] Aarhus Univ, Danish Ctr Studies Res & Res Policy, Dept Polit Sci, Aarhus, Denmark.
   [Glavind, Johanne Grondahl] VIA Univ Coll, Res Ctr Qual Educ Profess Policy & Practice, Aarhus, Denmark.
C3 Aarhus University
RP Bloch, C (corresponding author), Aarhus Univ, Danish Ctr Studies Res & Res Policy, Dept Polit Sci, Aarhus, Denmark.
EM carter.bloch@ps.au.dk
RI Fuglsang, Simon/GQA-9821-2022
OI Bloch, Carter Walter/0000-0003-4718-003X; Grondahl Glavind,
   Johanne/0000-0002-1672-8536; Fuglsang, Simon/0000-0003-0393-0003
FU Danish Agency for Science and Higher Education [7118-00001B]
FX This work is part of the project Pathways to Improve Quality in Higher
   Education (PIQUED), which was supported by the Danish Agency for Science
   and Higher Education under Grant [7118-00001B].
NR 36
TC 2
Z9 2
U1 4
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1353-8322
EI 1470-1081
J9 QUAL HIGH EDUC
JI Qual. High. Educ.
PD 2023 SEP 2
PY 2023
VL 29
IS 3
BP 340
EP 357
DI 10.1080/13538322.2022.2123267
EA SEP 2022
PG 18
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA W1EZ9
UT WOS:000860599000001
DA 2024-02-21
ER

PT J
AU Gutiérrez, CR
   Domínguez, JFC
   Camino, MF
AF Rodriguez Gutierrez, Cesar
   Canal Dominguez, Juan Francisco
   Franch Camino, Marta
TI THE EFFECTS OF THE LEVEL OF EDUCATION ON YOUTH UNEMPLOYMENT DURATION
SO REVISTA DE ECONOMIA APLICADA
LA English
DT Article
DE level of education; youth unemployment
ID LABOR-MARKET; JOB; EMPLOYMENT; BENEFITS; EXITS; SPAIN
AB The aim of this paper is to determine how education has an effect on the probability of young unemployed people to find a job, by using a regional dataset provided by the Public Employment Service from the region of Asturias for the period 2009-2012. The outcomes show that university degrees do not make employability easier, in general, during the recent economic crisis. Moreover, vocational training increases the probability of getting a job for both genders, whereas the knowledge of English and French languages has a positive effect mainly in the case of women. Finally. unemployment benefits discourage unemployed from getting a new job, mainly for women.
C1 [Rodriguez Gutierrez, Cesar; Canal Dominguez, Juan Francisco] Univ Oviedo, Oviedo, Spain.
   [Franch Camino, Marta] McKinsey & Co Inc, New York, NY USA.
C3 University of Oviedo; McKinsey & Company
RP Gutiérrez, CR (corresponding author), Univ Oviedo, Oviedo, Spain.
FU Ministry of Economy and Competitiveness [ECO2013-43925-R]
FX This paper has been funded by the Ministry of Economy and
   Competitiveness ECO2013-43925-R Project. We kindly thank the Public
   Employment Service of the Principality of Asturias for having provided
   us with the necessary statistical information to carry out this
   research.
NR 32
TC 1
Z9 1
U1 1
U2 9
PU UNIV ZARAGOZA DEV COOPERATION CHAIR, SPANISH NETWORK DEV STUDIES
PI ZARAGOZA
PA GRAN VIA 2, ZARAGOZA, 50005, SPAIN
SN 1133-455X
J9 REV ECON APL-SPAIN
JI Rev. Econ. Apl.
PD SUM
PY 2018
VL 26
IS 77
BP 31
EP 51
PG 21
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA HA3BR
UT WOS:000450124400003
DA 2024-02-21
ER

PT J
AU Soronen, A
   Koivunen, A
AF Soronen, Anne
   Koivunen, Anu
TI Platformed intimacies: Professional belonging on social media
SO EUROPEAN JOURNAL OF CULTURAL STUDIES
LA English
DT Article; Early Access
DE Creative work; diary-interview method; intimacy; professional actors;
   relational labour; social media platforms
ID LIVES; LABOR
AB This article explores how social media presence and platform engagements inform and affect creative workers' sense of professional agency and craft. Focusing on Finnish theatre, film and TV actors' perceptions of their social media interactions, the article proposes the concept of platformed intimacy to capture the simultaneous importance and ambivalence of mobile attachments that characterise actors' platformed lives. The research participants consisted of 15 freelancers and theatre employees, aged between 29 and 64 years. The analysis was based on the diary-interview method and close reading. In this article, we suggest that to understand the complexities involved in creative workers' presence on social media platforms, it is important to broaden the investigation from self-promotion to questions of professional identities and communities. The concept of platformed intimacy captures how actors experience social network sites and apps, such as Instagram and Facebook, as 'grey areas' in which they deal with the frequent uncertainty about the meaning of social media visibility for their employability and future collaborations. For actors in our study, social media presence is intimately entangled with their sense of professionalism and desire of to belong to a professional community of peers. As such it articulates senses of proximity and reciprocity as well as feelings of discomfort and anxiety.
C1 [Soronen, Anne] Tampere Univ, Media Res, Tampere, Finland.
   [Koivunen, Anu] Univ Turku, Gender Studies, Turku, Finland.
C3 Tampere University; University of Turku
RP Soronen, A (corresponding author), Tampere Univ, Fac Informat Technol & Commun Sci, Kalevantie 4, Tampere 33014, Finland.
EM anne.soronen@tuni.fi
OI Soronen, Anne/0000-0003-1629-3744
FU Strategic Research Council at the Academy of Finland [327392]; Academy
   of Finland (AKA) [327392] Funding Source: Academy of Finland (AKA)
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: The
   research for this article has been funded by the Strategic Research
   Council at the Academy of Finland, grant no. 327392.
NR 52
TC 5
Z9 6
U1 9
U2 22
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1367-5494
EI 1460-3551
J9 EUR J CULT STUD
JI Eur. J. Cult. Stud.
PD 2022 OCT
PY 2022
VL 25
IS 5
BP 1344
EP 1360
AR 13675494221079854
DI 10.1177/13675494221079854
EA MAR 2022
PG 17
WC Cultural Studies
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Cultural Studies
GA 5B0ED
UT WOS:000773477300001
OA hybrid
DA 2024-02-21
ER

PT J
AU Tran, LT
   Vu, TP
AF Ly Thi Tran
   Thao Thi Phuong Vu
TI 'I'm not like that, why treat me the same way?' The impact of
   stereotyping international students on their learning, employability and
   connectedness with the workplace
SO AUSTRALIAN EDUCATIONAL RESEARCHER
LA English
DT Article
DE International students; International education; Employability;
   Stereotyping; Education-migration nexus; Work experiences
ID PRESERVICE TEACHERS; EDUCATION; MIGRATION; DIVERSITY; AUSTRALIA;
   ATTITUDES
AB A significant body of literature on international education examines the experiences of international students in the host country. There is however a critical lack of empirical work that investigates the dynamic and complex positioning of international students within the current education-migration nexus that prevails international education in countries such as Australia, Canada and the UK. This paper addresses an important but under-researched area of the education-migration landscape by examining how the stereotyping of students as mere 'migration hunters' may impact their study and work experiences. It draws on a four-year research project funded by the Australian Research Council that includes more than 150 interviews and fieldwork in the Australian vocational education context. Positioning theory is used as a conceptual framework to analyse how generalising international students as 'mere migration hunters' has led to the disconnectedness, vulnerability and marginalization of the group of international students participating in this research.
C1 [Ly Thi Tran] Deakin Univ, Sch Educ, Burwood, Australia.
   [Thao Thi Phuong Vu] Univ Melbourne, Melbourne Grad Sch Educ, Melbourne Ctr Study Higher Educ, Melbourne, Vic, Australia.
C3 Deakin University; University of Melbourne
RP Tran, LT (corresponding author), Deakin Univ, Sch Educ, Burwood, Australia.
EM ly.tran@deakin.edu.au; thaov@student.unimelb.edu.au
OI Vu, Thao Thi Phuong/0000-0001-8275-1083; Tran, Ly/0000-0001-6543-6559
FU Australian Research Council
FX We are grateful to the anonymous reviewer for his/her helpful comments
   which help us considerably improve this paper. We acknowledge with
   thanks the valuable insights shared by our participants and the funding
   from the Australian Research Council for this project.
NR 54
TC 32
Z9 35
U1 2
U2 24
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0311-6999
EI 2210-5328
J9 AUST EDUC RES
JI Aust. Educ. Res.
PD APR
PY 2016
VL 43
IS 2
BP 203
EP 220
DI 10.1007/s13384-015-0198-8
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DI2EL
UT WOS:000373308400004
DA 2024-02-21
ER

PT J
AU Sakamoto, T
AF Sakamoto, Takayuki
TI Poverty, inequality, and redistribution: An analysis of the equalizing
   effects of social investment policy
SO INTERNATIONAL JOURNAL OF COMPARATIVE SOCIOLOGY
LA English
DT Article; Early Access
DE Active labor market policy; education; family support; poverty and
   inequality; redistribution; social investment policy
ID 18 OECD COUNTRIES; INCOME INEQUALITY; ECONOMIC-GROWTH; FAMILY POLICIES;
   WELFARE; STATE; INSTITUTIONS; EMPLOYMENT; TIME
AB Social investment (SI) policies have been implemented by governments of affluent countries in hopes of safeguarding against new social risks and mitigating social exclusion by encouraging employment and making it easier for parents to balance work and family. Governments hope that human capital investment (education and job training) will better prepare workers for jobs, promote their employment and social inclusion, and reduce poverty. This article investigates whether SI policies contribute to lower poverty and inequality by analyzing data from 18 Organization for Economic Cooperation and Development countries between 1980 and 2013. The analysis finds, first, that SI policies (education and active labor market policy (ALMP)) alone may be less effective in generating lower poverty and inequality without redistribution, but when accompanied and supported by redistribution, SI policies are more effective in creating lower poverty and inequality. I propose the explanation that SI policies create lower-income poverty and inequality by creating individuals and households that can be salvaged and lifted out of poverty with redistribution, because SI policies help improve their skills and knowledge and employability, although they may be not quite able to escape poverty or low income without redistribution. As partial evidence, I present the result that education is associated with a lower poverty gap in market income. The analysis also finds that education and ALMP produce lower poverty and/or inequality in interaction with social market economies that redistribute more, and that augments the equalizing effects of education and ALMP. The results, thus, suggest the complementary roles of SI policies and redistribution.
C1 [Sakamoto, Takayuki] Meiji Gakuin Univ, Yokohama, Japan.
   [Sakamoto, Takayuki] Meiji Gakuin Univ, Fac Int Studies, Yokohama 2440816, Japan.
RP Sakamoto, T (corresponding author), Meiji Gakuin Univ, Fac Int Studies, Yokohama 2440816, Japan.
EM tks@k.meijigakuin.ac.jp
RI Sakamoto, Takayuki/A-9159-2009
OI Sakamoto, Takayuki/0000-0002-6810-5322
FU Japan Society for the Promotion of Science [21K01300]
FX <STRONG>& nbsp;</STRONG>The author(s) disclosed receipt of the following
   financial support for the research, authorship, and/or publication of
   this article: This research was supported by Grants-in-Aid for
   Scientific Research, Japan Society for the Promotion of Science
   (21K01300).
NR 68
TC 0
Z9 0
U1 4
U2 4
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0020-7152
EI 1745-2554
J9 INT J COMP SOCIOL
JI Int. J. Comp. Sociol.
PD 2023 JUL 19
PY 2023
DI 10.1177/00207152231185282
EA JUL 2023
PG 25
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA M6WO7
UT WOS:001031602500001
DA 2024-02-21
ER

PT J
AU Assaad, R
   Krafft, C
   Salehi-Isfahani, D
AF Assaad, Ragui
   Krafft, Caroline
   Salehi-Isfahani, Djavad
TI Does the type of higher education affect labor market outcomes? Evidence
   from Egypt and Jordan
SO HIGHER EDUCATION
LA English
DT Article
DE Higher education; Private education; Incentives; Labor markets; Egypt;
   Jordan
ID GRADUATE EMPLOYABILITY; ACADEMIC-ACHIEVEMENT; MIDDLE-EAST; PERFORMANCE;
   COMPETITION; CHALLENGES; STUDENTS; QUALITY; STATE
AB In Egypt and Jordan, there is a substantial mismatch between the output of the higher education system and the needs of the labor market. Both demand and supply-side factors could be driving this mismatch. This paper tests a key supply-side issue, whether differences in the institutional structures and incentives in higher education affect the labor market outcomes of graduates. Specifically, we ask if the stronger alignment of incentives in private relative to public higher education institutions produces more employable human capital and better labor market outcomes. We examine the impact of the type of higher education institution a person attends on several labor market outcomes while controlling for his or her pre-enrollment characteristics. The results demonstrate that supply-side issues and institutional incentives have little impact on labor market outcomes while family background plays by far the largest role. Proposed reforms for higher education often suggest increasing the role of the private sector in provision of higher education. Our findings indicate that this approach is unlikely to improve labor market outcomes.
C1 [Assaad, Ragui] Univ Minnesota, Humphrey Sch Publ Affairs, 301 19th Ave S, Minneapolis, MN 55455 USA.
   [Krafft, Caroline] Univ Minnesota, Dept Appl Econ, 1994 Buford Ave, St Paul, MN 55108 USA.
   [Krafft, Caroline] St Catherine Univ, Dept Econ, 2004 Randolph Ave, St Paul, MN 55105 USA.
   [Salehi-Isfahani, Djavad] Virginia Tech, Dept Econ, Blacksburg, VA 24061 USA.
C3 University of Minnesota System; University of Minnesota Twin Cities;
   University of Minnesota System; University of Minnesota Twin Cities;
   Saint Catherine University; Virginia Polytechnic Institute & State
   University
RP Krafft, C (corresponding author), Univ Minnesota, Dept Appl Econ, 1994 Buford Ave, St Paul, MN 55108 USA.; Krafft, C (corresponding author), St Catherine Univ, Dept Econ, 2004 Randolph Ave, St Paul, MN 55105 USA.
EM assaad@umn.edu; cgkrafft@stkate.edu; salehi@vt.edu
RI Krafft, Caroline/JWP-2516-2024
OI Krafft, Caroline/0000-0001-6906-9418
FU Ford Foundation
FX The authors wish to acknowledge generous financial support for this
   research from the Ford Foundation in a grant to the Economic Research
   Forum (ERF). We also thank participants at two ERF workshops for their
   valuable comments and suggestions.
NR 71
TC 29
Z9 33
U1 5
U2 75
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD JUN
PY 2018
VL 75
IS 6
BP 945
EP 995
DI 10.1007/s10734-017-0179-0
PG 51
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GH2JP
UT WOS:000433228500001
PM 29937553
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Mazzetto, S
AF Mazzetto, Silvia
TI Multidisciplinary Collaboration in Project Management Education:
   Practical Approach
SO JOURNAL OF PROFESSIONAL ISSUES IN ENGINEERING EDUCATION AND PRACTICE
LA English
DT Article
DE Undergraduate education; Employability; Leadership; Entrepreneurship;
   Road safety
ID CURRICULUM
AB This paper presents insights into the importance of practical experience in project management success and discusses how well university education prepares future project managers in terms of practical project learning approaches. The paper provides an example of a multidisciplinary collaboration experience between courses, applied at Qatar University. With the forthcoming practice of an outcome-based accreditation assessment by the Qatar University Department of Architecture, student performance on this project can become a considerable index of learning outcomes. The multidisciplinary research was linked to an active competition of students' projects promoted by the Qatar Road Safety Study Center (QRSSC) and was conducted in coordination with Qatari National Road Safety Strategy and many governmental institutions. The research method is based on the work-based learning (WBL) approach and is proposed for carrying out future studies, analyzing the benefits of interaction between project management education (theory) and the construction industry (practice). The initial results of students' assessment suggest that multidisciplinary collaboration can provide a unique learning experience to develop the students' managerial skills by integrating learning outcomes and performances.
C1 [Mazzetto, Silvia] Lebanese Amer Univ, Dept Architecture & Interior Design, POB 13-5053, Byblos, Lebanon.
C3 Lebanese American University
RP Mazzetto, S (corresponding author), Lebanese Amer Univ, Dept Architecture & Interior Design, POB 13-5053, Byblos, Lebanon.
EM silvia_mazzetto@yahoo.it
RI MAZZETTO, SILVIA/GPS-7872-2022; Mazzetto, Silvia/AGD-6840-2022
OI MAZZETTO, SILVIA/0000-0002-4112-673X; Mazzetto,
   Silvia/0000-0002-4112-673X
NR 24
TC 8
Z9 8
U1 1
U2 49
PU ASCE-AMER SOC CIVIL ENGINEERS
PI RESTON
PA 1801 ALEXANDER BELL DR, RESTON, VA 20191-4400 USA
SN 1052-3928
EI 1943-5541
J9 J PROF ISS ENG ED PR
JI J. Prof. Issues Eng. Educ. Pract.
PD OCT
PY 2018
VL 144
IS 4
AR 05018014
DI 10.1061/(ASCE)EI.1943-5541.0000391
PG 8
WC Education, Scientific Disciplines; Engineering, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Engineering
GA GQ5BJ
UT WOS:000441691700018
DA 2024-02-21
ER

PT J
AU Carusone, N
   Pittman, R
   Shoss, M
AF Carusone, Nicole
   Pittman, Rebecca
   Shoss, Mindy
TI Sometimes It's Personal: Differential Outcomes of Person vs. Job at Risk
   Threats to Job Security
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE job insecurity; identity threat; self; organization based self-esteem
ID RELATIONAL SELF; ORGANIZATIONAL CITIZENSHIP; PERCEIVED EMPLOYABILITY;
   IMPRESSION MANAGEMENT; SOCIAL IDENTITY; MEDIATING ROLE; DIRTY WORK;
   INSECURITY; PERFORMANCE; BEHAVIOR
AB The current paper expands an under-addressed concept within the job insecurity literature, namely, whether threats to job security are specific to the jobholder (person-at-risk threats) or specific to the job (job-at-risk threats). Using a between-person experimental vignette design, 136 employed participants were asked to imagine themselves in either a Person-at-Risk or a Job-at-Risk scenario. As expected, participants in a person-at-risk scenario indicated more negative reactions to job insecurity, as captured by greater anticipated negative affect and poorer perceived social exchanges and organization-based self-esteem. They also reported reduced intention for interpersonal citizenship behavior and greater intention to engage in one form of impression management compared to individuals in a job-at-risk scenario. We interpret these findings in terms of their implications on individual versus group identity, as well as on well-being and the behavioral consequences of job insecurity.
C1 [Carusone, Nicole; Pittman, Rebecca; Shoss, Mindy] Univ Cent Florida, Dept Psychol, Orlando, FL 32816 USA.
   [Shoss, Mindy] Australian Catholic Univ, Peter Faber Business Sch, Melbourne, Vic 3065, Australia.
C3 State University System of Florida; University of Central Florida;
   Australian Catholic University
RP Carusone, N (corresponding author), Univ Cent Florida, Dept Psychol, Orlando, FL 32816 USA.
EM ncarusone@knights.ucf.edu; pittmanr03@knights.ucf.edu;
   mindy.shoss@ucf.edu
NR 62
TC 4
Z9 5
U1 1
U2 12
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD JUL
PY 2021
VL 18
IS 14
AR 7379
DI 10.3390/ijerph18147379
PG 15
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA TN9YV
UT WOS:000676582000001
PM 34299830
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Papadopoulos, O
   Jones, K
AF Papadopoulos, Orestis
   Jones, Katy
TI Training in the age of liberalization and crisis: Understanding the
   learning experiences of young Active Labour Market Programme
   Participants
SO SOCIAL POLICY & ADMINISTRATION
LA English
DT Article; Early Access
DE activation; learning environments; subsidies; vocational training; young
   people
ID GREEK; GERMANY; ECONOMY; EUROPE; POLICY
AB Vocational Training has been a prominent aspect of Active Labour Market Policy (ALMP) across EU member states, as part of efforts to boost the employability and human capital of young unemployed people and address new social risks arising within knowledge economies. However, young people's learning experiences of these programmes, and how these shape their early formative experiences in the labour market is underexplored. We address this gap by presenting new analysis of an extensive qualitative dataset, involving interviews with participants in Greece's Continuous Vocational Training (CVET) Program. Drawing on Unwin and Fuller's influential theory of restrictive and expansive learning environments which was developed through examination of formal apprenticeship programmes, we explore the extent to which these short-term vocational training programs provide meaningful learning and work experiences for young people. We show that vocational training facilitated through ALMPs is often experienced as restrictive, underpinned by a lack of meaningful training, occupation-specific skills, supportive guidance and quality employment prospects. Furthermore, we show how ALMPs in such contexts not only fail to support young people, but they also reinforce and legitimize precarious work practices by socializing the younger generation of workers into low-pay, temporary and routine jobs.
C1 [Papadopoulos, Orestis; Jones, Katy] Manchester Metropolitan Univ, Business Sch, Manchester, England.
C3 Manchester Metropolitan University
RP Papadopoulos, O; Jones, K (corresponding author), Manchester Metropolitan Univ, Business Sch, Manchester, England.
EM o.papadopoulos@mmu.ac.uk; katy.jones@mmu.ac.uk
OI Jones, Katy/0000-0002-8090-4557; Papadopoulos,
   Orestis/0000-0001-5086-5086
NR 46
TC 0
Z9 0
U1 0
U2 4
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0144-5596
EI 1467-9515
J9 SOC POLICY ADMIN
JI Soc. Policy Adm.
PD 2023 MAR
PY 2023
VL 57
IS 2
SI SI
BP 219
EP 234
DI 10.1111/spol.12876
EA NOV 2022
PG 16
WC Development Studies; Public Administration; Social Issues; Social Work
WE Social Science Citation Index (SSCI)
SC Development Studies; Public Administration; Social Issues; Social Work
GA 8N5MG
UT WOS:000891137100001
OA Green Accepted, hybrid
DA 2024-02-21
ER

PT J
AU Nimer, M
   Çelik, Ç
AF Nimer, Maissam
   Celik, Cetin
TI Social justice or 'human capital' development through higher education:
   experiences of scholarship students in Lebanon
SO INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION
LA English
DT Article
DE Higher education; common sense; human capital development; Gramsci;
   Bourdieu; capital; employability
AB While literature documents how the employability agenda has become the new neoliberal common sense in universities much less attention has been given to the mechanisms of adaptation by students. Utilizing a four-year longitudinal case study of scholarship students at an elite university, this paper focuses on the process through which this 'meritocratic' program normalises neoliberal common sense in higher education. We put into question the principle of positive discrimination, considering the limited number of beneficiaries. Our findings illustrate that, instead of minimizing inequalities, this scholarship program contributes in strengthening the neoliberal ideology within the education system. We further demonstrate that students' backgrounds influence their adaptation into the program and access to employment. In addition, we argue that urban-rural differences among others have more explanatory power than class differences in understanding the complex adaptation of students into the program in the Lebanese context.
C1 [Nimer, Maissam] Koc Univ, Migrat Res Ctr, Istanbul, Turkey.
   [Nimer, Maissam] Sabanci Univ, Istanbul Policy Ctr, Tuzla, Turkey.
   [Celik, Cetin] Koc Univ, Migrat Res Ctr, Istanbul, Turkey.
   [Celik, Cetin] Koc Univ, Sociol Dept, Istanbul, Turkey.
C3 Koc University; Ministry of Interior - Turkey; Sabanci University; Koc
   University; Koc University
RP Nimer, M (corresponding author), Koc Univ, Migrat Res Ctr, Istanbul, Turkey.; Nimer, M (corresponding author), Sabanci Univ, Istanbul Policy Ctr, Tuzla, Turkey.
EM msnimer@gmail.com
RI Nimer, Maissam/AGE-8760-2022; Nimer, Maissam/AAS-6652-2021
OI Nimer, Maissam/0000-0001-9594-3463; Celik, Cetin/0000-0003-2992-4787
NR 28
TC 0
Z9 0
U1 0
U2 1
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0962-0214
EI 1747-5066
J9 INT STUD SOCIOL EDUC
JI Int. Stud. Sociol. Educ.
PY 2020
VL 29
IS 4
BP 366
EP 384
DI 10.1080/09620214.2019.1672574
PG 19
WC Sociology
WE Emerging Sources Citation Index (ESCI)
SC Sociology
GA VL2DR
UT WOS:000808770500001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Lavie, M
   Lahav, E
   Shavit, T
AF Lavie, Merav
   Lahav, Eyal
   Shavit, Tal
TI You are not in the army now! A field study on the impact of a
   Preparation for Civilian Life program on young soldiers
SO JOURNAL OF COMMUNITY PSYCHOLOGY
LA English
DT Article; Early Access
DE employment; gratitude; reintegration program; soldier; subjective
   discount rate; time preference
AB Recent years have seen the implementation of educational programs aimed at developing future orientation and better employability skills, mostly for people new to or returning to the job market. In a field study, we investigated the impact of a 5-day program on reintegration to civilian life on young Israeli combat soldiers' time preferences, gratitude, patriotism, and perceptions of their combat experience. Questionnaires administered before and after the program revealed a positive effect on future orientation but a negative effect on gratitude and perceptions of the combat experience. Although the positive effect on future orientation is in line with the program design, the negative effects found should be taken into consideration when planning or improving similar educational programs.
C1 [Lavie, Merav] Coll Management Acad Studies, Dept Finance, Rishon Leziyyon, Israel.
   [Lahav, Eyal] Open Univ Israel, Dept Management & Econ, 1 Univ Rd,POB 808, Raanana, Israel.
   [Shavit, Tal] Ariel Univ, Dept Econ & Business Adm, Ariel, Israel.
C3 College of Management Academic Studies; Open University Israel; Ariel
   University
RP Lahav, E (corresponding author), Open Univ Israel, Dept Management & Econ, 1 Univ Rd,POB 808, Raanana, Israel.
EM eyalla@openu.ac.il
RI lahav, eyal/GPG-3157-2022; Shavit, Tal/GLU-8700-2022; lahav,
   eyal/P-8579-2019
OI lahav, eyal/0000-0002-7840-9506; lahav, eyal/0000-0002-7840-9506;
   Shavit, Tal/0000-0003-2966-302X
FU School of Business Administration in the College of Management Academic
   Studies (Israel) [1208]
FX The research authority at the School of Business Administration in the
   College of Management Academic Studies (Israel), Grant/Award Number:
   1208
NR 56
TC 0
Z9 0
U1 0
U2 5
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0090-4392
EI 1520-6629
J9 J COMMUNITY PSYCHOL
JI J. Community Psychol.
PD 2022 JAN
PY 2022
VL 50
IS 1
BP 348
EP 363
DI 10.1002/jcop.22569
EA APR 2021
PG 16
WC Public, Environmental & Occupational Health; Psychology,
   Multidisciplinary; Social Work
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health; Psychology; Social Work
GA XY1EV
UT WOS:000636968700001
PM 33821490
DA 2024-02-21
ER

PT J
AU Mantzios, M
   Cook, A
   Egan, H
AF Mantzios, Michail
   Cook, Amy
   Egan, Helen
TI Mental health first aid embedment within undergraduate psychology
   curriculums: an opportunity of applied experience for psychology
   students and for enhancing mental health care in higher education
   institutions
SO HIGHER EDUCATION PEDAGOGIES
LA English
DT Article
DE Mental health first aid; psychology; mental health care; employability;
   public health
ID ATTITUDES; KNOWLEDGE
C1 [Mantzios, Michail; Cook, Amy; Egan, Helen] Birmingham City Univ, Dept Psychol, Birmingham, W Midlands, England.
C3 Birmingham City University
RP Mantzios, M (corresponding author), Birmingham City Univ, Fac Business Law & Social Sci, Dept Psychol, Room C325,Curzon Bldg,4 Cardigan St, Birmingham B4 7BD, W Midlands, England.
EM michael.mantzios@bcu.ac.uk
RI Mantzios, Michail/Y-6405-2019
OI Mantzios, Michail/0000-0002-7476-3559
NR 12
TC 6
Z9 6
U1 3
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 2375-2696
J9 HIGH EDUC PEDAGOG
JI High. Educ. Pedagog.
PY 2019
VL 4
IS 1
BP 307
EP 310
DI 10.1080/23752696.2019.1640631
PG 4
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA JC8SQ
UT WOS:000489546800009
OA hybrid, Green Accepted
DA 2024-02-21
ER

PT J
AU Baltaru, RD
AF Baltaru, Roxana-Diana
TI Do non-academic professionals enhance universities' performance?
   Reputation vs. organisation
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE University performance; non-academic professionals; reputation;
   purposive organisational action; UK
ID HIGHER-EDUCATION; EFFECTIVE LEADERSHIP; OUTCOMES; PRODUCTIVITY; PRESTIGE
AB Universities are increasingly engaging with non-academic professionals in facilitating performance outcomes, reaffirming themselves as purposive organisations, i.e. institutions with the ability to organise strategically in the pursuit of goals and standards. However, there is little empirical evidence for the impact of professional staff on university performance. Drawing on a sample of 100 British universities, the author assesses whether the changes in the ratio of professional staff to students (from 2003 to 2011) influence subsequent university performance. The author finds that universities that are moderately increasing their share of professional staff display higher levels of degree completion, but no significant differences can be observed in terms of research quality, good honours degrees and graduate employability. University performance is largely determined by reputation, prestigious universities performing higher in all dimensions. The findings contribute to the emerging empirical research assessing the impact of professional staff in higher education.
C1 [Baltaru, Roxana-Diana] Univ Essex, Dept Sociol, Wivenhoe Pk, Colchester CO43SQ, Essex, England.
C3 University of Essex
RP Baltaru, RD (corresponding author), Univ Essex, Dept Sociol, Wivenhoe Pk, Colchester CO43SQ, Essex, England.
EM rdbalt@essex.ac.uk
OI Baltaru, Roxana-Diana/0000-0001-9502-7932; Baltaru,
   Roxana-Diana/0000-0002-3554-3174
FU Economic and Social Research Council [ES/J500045/1]
FX This work was supported by Economic and Social Research Council [grant
   number ES/J500045/1].
NR 51
TC 30
Z9 33
U1 0
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD JUL 3
PY 2019
VL 44
IS 7
BP 1183
EP 1196
DI 10.1080/03075079.2017.1421156
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA IC0TF
UT WOS:000470672100006
OA Green Published, Bronze, Green Accepted
DA 2024-02-21
ER

PT J
AU Steur, JM
   Jansen, EPWA
   Hofman, WHA
AF Steur, J. M.
   Jansen, E. P. W. A.
   Hofman, W. H. A.
TI Graduateness: an empirical examination of the formative function of
   university education
SO HIGHER EDUCATION
LA English
DT Article
DE Graduateness; Generic competences; Intellectual development; Reflective
   thinking; University students
ID GENERIC ATTRIBUTES
AB The formative merits of university education are at risk of being reduced from graduateness in the sense of broad academic cultivation to professional training with a strong emphasis on employability. The difficulty in opposing this trend is the absence of a clear framework for academic cultivation. The aim of this study is to construct a model that uses the formative function of university education as a starting point, that distinguishes graduateness from employability, and that integrates theories on reflective thinking, scholarship, moral reasoning and lifelong learning. This approach offers the possibility of making use of insights from established theoretical traditions in the study of the intellectual development of students. For this study, a questionnaire was developed to investigate graduateness, or intellectual cultivation, among students in a research university. Structural equation modelling revealed that the expected structure was confirmed by the data. Reflective thinking has the strongest influence on lifelong learning; however, scholarship and moral citizenship are also important elements.
C1 [Steur, J. M.; Jansen, E. P. W. A.; Hofman, W. H. A.] Univ Groningen, Groningen, Netherlands.
C3 University of Groningen
RP Steur, JM (corresponding author), Univ Groningen, Groningen, Netherlands.
EM J.M.Steur@rug.nl
RI , EllenJansen/H-4306-2019
OI Jansen, Ellen/0000-0001-9618-1034; Hofman, Wiecher
   H.A./0000-0002-4716-3136
NR 43
TC 40
Z9 45
U1 2
U2 36
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD DEC
PY 2012
VL 64
IS 6
BP 861
EP 874
DI 10.1007/s10734-012-9533-4
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 018QH
UT WOS:000309676000007
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Fernández-Valera, MM
   Sánchez, MIS
   de Pedro, MM
AF Fernandez-Valera, Maria Magdalena
   Sanchez, Maria Isabel Soler
   de Pedro, Mariano Meseguer
TI JOB SEARCH BY UNEMPLOYED YOUTH: ANALYSIS OF THE SOCIODEMOGRAPHIC CONTEXT
SO REVISTA ESPANOLA DE ORIENTACION Y PSICOPEDAGOGIA
LA English
DT Article
DE Labour market; unemployment; labour policies; youngsters; job search
ID PREDICTORS; BEHAVIOR; EMPLOYMENT; EMPLOYABILITY; CONSEQUENCES;
   INDIVIDUALS; VALIDATION; INTENSITY; SEEKING; SUCCESS
AB Over the past two decades, there has been an increase of studies concerned with analysing job search's antecedents and consequences. Individual differences have prominently appeared in previous research as an essential background for explaining the job search process. In light of that argument, different sociodemographic variables could increase the likelihood of getting a job. As youth employment is undergoing a critical situation, this study focuses on how particular sociodemographic and socio-labour variables could explain the job search process carried out by unemployed youth. The sample consists of 568 Spanish unemployed youngsters between 16 and 29 years of age. Significant differences in means are studied using two types of nonparametric statistical tests. The results show that sex, age, education level, registration in the public employment service, last employment economic sector and job search time influence unemployed youngsters' job search process. Finally, the results obtained are discussed.
C1 [Fernandez-Valera, Maria Magdalena] Univ Politecn Cartagena, Ctr Univ Def, Dept Ciencias Econ & Jurid, San Javier, Spain.
   [Sanchez, Maria Isabel Soler; de Pedro, Mariano Meseguer] Univ Murcia, Fac Psicol, Dept Psiquiatria & Psicol Social, Murcia, Spain.
C3 Universidad Politecnica de Cartagena; University of Murcia
RP Fernández-Valera, MM (corresponding author), Univ Politecn Cartagena, Ctr Univ Def, Dept Ciencias Econ & Jurid, San Javier, Spain.
EM mariam.fernandez@cud.upct.es
NR 50
TC 0
Z9 0
U1 8
U2 8
PU UNIV NACL EDUCACION DISTANCIA-UNED, FAC EDUCACION
PI MADRID
PA C/ JUAN DEL ROSAL, 14 DESPACHO 2 57, MADRID, 28040, SPAIN
SN 1989-7448
J9 REV ESP ORIENTAC PSI
JI Rev. Esp. Orientac. Psicopedag.
PD APR
PY 2023
VL 34
IS 1
BP 102
EP 121
DI 10.5944/reop.vol.34.num.1.2023.37419
PG 20
WC Psychology, Applied
WE Emerging Sources Citation Index (ESCI)
SC Psychology
GA H5AW6
UT WOS:000996098700007
DA 2024-02-21
ER

PT J
AU Nair, BB
AF Nair, Bipithalal Balakrishnan
TI Endorsing gamification pedagogy as a helpful strategy to offset the
   COVID-19 induced disruptions in tourism education
SO JOURNAL OF HOSPITALITY LEISURE SPORT & TOURISM EDUCATION
LA English
DT Article; Early Access
DE Education technology; Online classes; Student motivation; Quality
   education
ID TRIANGULATION
AB This study explores the role and benefits of game-based learning activities in tourism higher education in the context of COVID-19-induced disruptions. Interpretive paradigm guided by qualitative research design was adopted. Data were collected through a combination of semistructured interviews, online questionnaires and participant observation. The study findings identified five main advantages of gamification: a) Enhancing student engagement, participation, and motivation; b) Adding learning-experience value; c) Embracing diversity and inclusion; d) Simplifying assessment and feedback; e) Nurturing employability skills. These findings underline the effectiveness of using game-based learning in vocational disciplines like tourism technologies to enhance the quality of teaching. They also identify gamification as a multifaceted tool for a great learning experience amid the disruptions of the pandemic in the higher-education sector.
C1 [Nair, Bipithalal Balakrishnan] Woosong Univ, Sol Int Hotel Management, Daejeon, South Korea.
C3 Woosong University
RP Nair, BB (corresponding author), Woosong Univ, Sol Int Hotel Management, Daejeon, South Korea.
EM bipi.nair@wsu.ac.kr
OI Balakrishnan Nair, Bipithalal/0000-0001-5381-4073
NR 41
TC 12
Z9 12
U1 6
U2 30
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1473-8376
J9 J HOSP LEIS SPORT TO
JI J. Hosp. Leis. Sport Tour. Educ.
PD 2022 JUN
PY 2022
VL 30
AR 100362
DI 10.1016/j.jhlste.2021.100362
EA MAY 2022
PG 9
WC Education & Educational Research; Hospitality, Leisure, Sport & Tourism
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Social Sciences - Other Topics
GA 1U6DP
UT WOS:000805501300009
PM 34849104
OA Bronze, Green Published
DA 2024-02-21
ER

PT J
AU Greenbank, E
AF Greenbank, Emily
TI Employable identities Social and cultural capital in the narratives of
   former refugees
SO NARRATIVE INQUIRY
LA English
DT Article; Early Access
DE former refugees; employable identities; social capital; cultural
   capital; migration
ID QUALITATIVE INTERVIEWS; DISCOURSE MARKERS; SMALL STORIES; EXPERIENCES;
   EMPLOYMENT; MIGRATION; LANGUAGE; MOBILITY; CAREER; TALK
AB Navigating the labour market in a new context can be a challenge for any migrant, and particularly so for former refugees, who are often unable to find employment appropriate for their qualification and experience levels. This study takes an Interactional Sociolinguistic approach to exploring how three former refugees navigate employability in narrative, from the social constructionist perspective of employable identities, emergent from and negotiated within discourse. The study focuses specifically on the participants' discursive navigation of their various (Bourdieusian) social and cultural capital and its importance to labour market performance. Evident in the data are the difficulties of translating - or having recognised - a lifetime's accumulation of capital, often rendered worthless upon migration. Such challenges impact upon forced migrants' ability to successfully enact employability, and subsequently upon their imagined (future) identities. This research highlights former refugees' complex challenges involved with successful navigation of employability in a new context.
C1 [Greenbank, Emily] Victoria Univ Wellington, Sch Linguist & Appl Language Studies, POB 600, Wellington 6140, New Zealand.
C3 Victoria University Wellington
RP Greenbank, E (corresponding author), Victoria Univ Wellington, Sch Linguist & Appl Language Studies, POB 600, Wellington 6140, New Zealand.
EM Emily.greenbank@vuw.ac.nz
OI Greenbank, Emily/0000-0003-3763-5475
NR 103
TC 0
Z9 0
U1 0
U2 6
PU JOHN BENJAMINS PUBLISHING CO
PI AMSTERDAM
PA PO BOX 36224, 1020 ME AMSTERDAM, NETHERLANDS
SN 1387-6740
EI 1569-9935
J9 NARRAT INQ
JI Narrat. Inq.
PD 2021 OCT 14
PY 2021
DI 10.1075/ni.19103.gre
EA OCT 2021
PG 29
WC Communication; Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Communication; Linguistics
GA XP1FK
UT WOS:000730618700001
DA 2024-02-21
ER

PT J
AU Reupert, A
   Davis, M
   Stewart, S
   Bridgman, H
AF Reupert, Andrea
   Davis, Melissa
   Stewart, Sandra
   Bridgman, Heather
TI A new education pathway for postgraduate psychology students: Challenges
   and opportunities
SO AUSTRALIAN JOURNAL OF ADULT LEARNING
LA English
DT Article
DE psychology training; graduate; employability; rural workforce
ID WORK; UNIVERSITY; EXPERT; ISSUES; MODEL
AB In Australia, the limited number of psychology postgraduate places, coupled with a high demand for mental health and psychological services underscores the need for new, innovative models of psychology training. The objectives of this paper are to describe the 5 + 1 internship pathway; why it was developed; the pedagogy employed and to stimulate debate regarding training models for Australia's future psychology workforce. Information outlined in this paper is drawn from the public domain and our collective experiences as fifth year coordinators and/or stakeholders in developing Australia's psychology workforce. The content of the fifth year program is applied and practical. Content is generalist as opposed to specialist, while pedagogical approaches employed are predominately experiential. The fifth year program lends itself to integration with other training models. Perceptions that the training is inferior to specialist programs need to be challenged. Online offerings are a priority to ensure training is available for students in rural and remote areas or seeking flexible modes of delivery.
C1 [Reupert, Andrea] Monash Univ, Psychol Programs, Krongold Clin, Fac Educ, Clayton, Vic, Australia.
   [Davis, Melissa] Curtin Univ, Master Psychol Profess, Sch Psychol, Perth, WA, Australia.
   [Stewart, Sandra] Monash Univ, Profess Psychol, Fac Educ, Clayton, Vic, Australia.
   [Bridgman, Heather] Univ Tasmania, Rural Mental Hlth, Ctr Rural Hlth, Hobart, Tas, Australia.
C3 Monash University; Curtin University; Monash University; University of
   Tasmania
RP Reupert, A (corresponding author), Monash Univ, Krongold Clin, Fac Educ, Clayton, Vic, Australia.
EM andrea.reupert@monash.edu
OI Davis, Melissa/0000-0001-8058-447X; Stewart, Sandra/0000-0002-9652-9560;
   Reupert, Andrea/0000-0003-1447-7769; Bridgman,
   Heather/0000-0002-1232-952X
NR 39
TC 2
Z9 2
U1 0
U2 3
PU ADULT LEARNING AUSTRALIA INC
PI CANBERRA CITY
PA GPO BOX 260, CANBERRA CITY, ACT 2601, AUSTRALIA
SN 1443-1394
J9 AUST J ADULT LEARN
JI Aust. J. Adult Learn.
PD JUL
PY 2018
VL 58
IS 2
BP 225
EP 245
PG 21
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GS8AZ
UT WOS:000443930000005
DA 2024-02-21
ER

PT J
AU Tatzl, D
AF Tatzl, Dietmar
TI English-medium masters' programmes at an Austrian university of applied
   sciences: Attitudes, experiences and challenges
SO JOURNAL OF ENGLISH FOR ACADEMIC PURPOSES
LA English
DT Article
DE English-medium instruction; CLIL support; Content course; Higher
   education; Empirical case study; ESP
ID LANGUAGE
AB English-medium instruction has become a common approach to increase the internationalisation opportunities of European universities and the global employability of their graduates. This article presents the results of a questionnaire survey (n = 8 lecturers and 66 students) and lecturer interviews (n = 8) at three established business and engineering masters' degree programmes at the FH JOANNEUM University of Applied Sciences, Graz, Austria. The purpose of the research was to identify stakeholders' attitudes, experiences and challenges regarding English-medium higher education in order to propose measures that facilitate the implementation of English-taught masters' programmes. The results showed that in principle lecturers and students favour English-medium instruction. The perceived need for support measures was lower than expected but challenges exist and might be alleviated by a range of concentrated efforts. Major areas of concern are reciprocal feelings of dissatisfaction among stakeholders, student workload, different levels of students' prior knowledge and a reduction in the amount of content that can be taught. The article confirms the significance of English for Specific Purposes (ESP) instruction in the curriculum for students and recommends the provision of accompanying measures and resources fostering teacher development based on voluntary participation and reward schemes. (C) 2011 Elsevier Ltd. All rights reserved.
C1 FH JOANNEUM Univ Appl Sci FHJ, Dept Aviat, A-8020 Graz, Austria.
RP Tatzl, D (corresponding author), FH JOANNEUM Univ Appl Sci FHJ, Dept Aviat, Alte Poststr 149, A-8020 Graz, Austria.
EM dietmar.tatzl@fh-joanneum.at
RI Tatzl, Dietmar/F-6823-2016
NR 43
TC 107
Z9 115
U1 2
U2 70
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1475-1585
EI 1878-1497
J9 J ENGL ACAD PURP
JI J. Engl. Acad. Purp.
PD DEC
PY 2011
VL 10
IS 4
BP 252
EP 270
DI 10.1016/j.jeap.2011.08.003
PG 19
WC Education & Educational Research; Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Education & Educational Research; Linguistics
GA 146MT
UT WOS:000319095900005
DA 2024-02-21
ER

PT J
AU Luken, T
AF Luken, Tom
TI Easy does it: an innovative view on developing career identity and
   self-direction
SO CAREER DEVELOPMENT INTERNATIONAL
LA English
DT Article
DE Reflection; Brain development; Identity; Foreclosure; Career education;
   Self-direction
ID ADOLESCENT BRAIN; YOUNG ADULTHOOD; EGO DEVELOPMENT; EMPLOYABILITY;
   PERCEPTIONS; PERSPECTIVE; TRANSITION; EDUCATION; THINKING
AB Purpose
   A generally held belief in the field of career development is that career attitudes and abilities, including identity and self-direction, can and should be developed in school programmes with a cognitive focus. The purpose of this paper is twofold: first, to question this belief, and second, to provide a new perspective on career development that may inspire innovations for career science, and guidance during the lifespan.
   Design/methodology/approach
   Specific questions are formulated and answered on the basis of sources mainly stemming from neurosciences and different sub-disciplines of psychology. On the basis of a systems theory, a new approach is proposed.
   Findings
   Current approaches in career guidance are at odds with findings and insights from developmental sciences and brain research. Several risks of current approaches are described. One risk is identity foreclosure. Another risk involves the development of ineffective ways of thinking and decision making. A control theory that stems from cybernetics is proposed to offer an alternative view on career development.
   Originality/value
   This paper questions a mainstream approach and offers an original point of view.
C1 [Luken, Tom] Luken Loopbaan Consult, Amsterdam, Netherlands.
RP Luken, T (corresponding author), Luken Loopbaan Consult, Amsterdam, Netherlands.
EM mail@tom-luken.nl
NR 100
TC 0
Z9 1
U1 2
U2 23
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1362-0436
EI 1758-6003
J9 CAREER DEV INT
JI Career Dev. Int.
PD MAY 4
PY 2020
VL 25
IS 2
BP 130
EP 145
DI 10.1108/CDI-05-2019-0110
PG 16
WC Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Psychology; Business & Economics
GA LB8DD
UT WOS:000524858900004
DA 2024-02-21
ER

PT J
AU Petersheim, C
   Lahey, J
   Cherian, J
   Pina, A
   Alexander, G
   Hammond, T
AF Petersheim, Corbin
   Lahey, Joanna
   Cherian, Josh
   Pina, Angel
   Alexander, Gerianne
   Hammond, Tracy
TI Comparing Student and Recruiter Evaluations of Computer Science Resumes
SO IEEE TRANSACTIONS ON EDUCATION
LA English
DT Article; Early Access
DE Resumes; Interviews; Computer science; Personnel; Knowledge engineering;
   Industries; Training; Computer science (CS) education; resumes; student
   experiments
ID GRADE-POINT AVERAGE; RELATIVE IMPORTANCE; APPLICANT FIT; JOB;
   PERCEPTIONS; INFORMATION; EMPLOYABILITY; PREDICTORS; EXPERIENCE;
   DECISIONS
AB Contribution: This study identifies which entry-level computer science (CS) resume items are most important and compares the ratings of student and recruiter participants to investigate the accuracy of student beliefs. To the authors' knowledge, this study is the first to analyze the extent to which CS students understand the resume screening process. The results of this have consequences for students in their own resume development. Background: Although prior research studies the importance of different resume items generally, little is known about resumes for CS majors, which may contain distinctive sections. Less still is known about whether students understand the resume screening process. Research Questions: Which items on entry-level CS resumes most directly influence screening decisions? What gaps exist between CS students' and recruiters' perceptions of resume items? Does the disparity in expertise between students and recruiters contribute to differences in resume screening? Methodology: 197 recruiters and 73 CS undergraduates screened randomized CS resumes. Data were analyzed using ordinary least-squares regression with interactions. Findings: Students were more likely than recruiters to move resumes to the next level and spent about 7 s less than recruiters when screening resumes. Though students correctly assessed the value of most resume items, they significantly overestimated the value of prior work experience such as internships.
C1 [Petersheim, Corbin; Cherian, Josh; Pina, Angel; Hammond, Tracy] Texas A&M Univ, Dept Comp Sci & Engn, College Stn, TX 77843 USA.
   [Lahey, Joanna] Texas A&M Univ, Dept Publ Serv & Adm, College Stn, TX 77843 USA.
   [Alexander, Gerianne] Texas A&M Univ, Dept Psychol, College Stn, TX 77843 USA.
C3 Texas A&M University System; Texas A&M University College Station; Texas
   A&M University System; Texas A&M University College Station; Texas A&M
   University System; Texas A&M University College Station
RP Petersheim, C (corresponding author), Texas A&M Univ, Dept Comp Sci & Engn, College Stn, TX 77843 USA.
EM cdpetersheim@tamu.edu
OI Hammond, Tracy/0000-0001-7272-0507; Petersheim,
   Corbin/0000-0002-5221-7418
FU National Science Foundation [1658758, 1658760]; Direct For Social, Behav
   & Economic Scie; Divn Of Social and Economic Sciences [1658758] Funding
   Source: National Science Foundation; Divn Of Social and Economic
   Sciences; Direct For Social, Behav & Economic Scie [1658760] Funding
   Source: National Science Foundation
FX This work was supported by the National Science Foundation under Grant
   1658758 and Grant 1658760.
NR 80
TC 0
Z9 0
U1 3
U2 12
PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
PI PISCATAWAY
PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA
SN 0018-9359
EI 1557-9638
J9 IEEE T EDUC
JI IEEE Trans. Educ.
PD 2023 APR
PY 2023
VL 66
IS 2
BP 130
EP 138
DI 10.1109/TE.2022.3199685
EA AUG 2022
PG 9
WC Education, Scientific Disciplines; Engineering, Electrical & Electronic
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Engineering
GA D9VR2
UT WOS:000849232900001
DA 2024-02-21
ER

PT J
AU Gavriluta, N
   Grecu, SP
   Chiriac, HC
AF Gavriluta, Nicu
   Grecu, Silviu-Petru
   Chiriac, Horia Costin
TI Sustainability and Employability in the Time of COVID-19. Youth,
   Education and Entrepreneurship in EU Countries
SO SUSTAINABILITY
LA English
DT Article
DE sustainability; employability; COVID-19 pandemic; gender; social
   inequalities; education level
AB This paper aims to identify several changes in the labor market structure in COVID-19 pandemic times. The context of the research is represented by the influence of the COVID-19 pandemic in the economic field, especially at the labor market level. This difficult situation could generate a negative impact in the sphere of traditional jobs and economic sectors. The main challenge for sustainable development in this new global situation is represented by human sustainability. Related to human sustainability, we emphasized the role played by the labor market and employability in mantling an optimal function at the social and economic level. For measuring the impact of the COVID-19 pandemic in the economic sphere, we used a quantitative design based on descriptive and inferential statistics. The research variables are represented by unemployment rates in the EU-28, employability rates, educational levels, gender, economic growth, labor mobility, material deprivation, economic freedom, and human development indicators. Empirical findings present the situation of a deep economic crisis generated by economic degrowth and by high levels of unemployment rates in the EU-28. Moreover, we have observed several predictors of employability in the new pandemic context as: material deprivation by age (in the field of young people), employment rate by education (tertiary education), and economic freedom. Another important finding is related to the gender perspective. Statistical correlations estimate a positive linear correlation between gender (women) and low rates of employability in the EU-28. All these empirical results could prove valuable for scholars interested in the relations between employability and sustainability and for political decision makers involved in the effort of reducing the negative effects of the COVID-19 pandemic within national and trans-national economic systems.
C1 [Gavriluta, Nicu] Alexandru Ioan Cuza Univ, Dept Sociol & Social Work, Iasi 700506, Romania.
   [Grecu, Silviu-Petru] Alexandru Ioan Cuza Univ, Dept Polit Sci Int Relat & N European Studies, Iasi 700506, Romania.
   [Chiriac, Horia Costin] Alexandru Ioan Cuza Univ, Dept Commun Sci & Publ Relat, Iasi 700506, Romania.
C3 Alexandru Ioan Cuza University; Alexandru Ioan Cuza University;
   Alexandru Ioan Cuza University
RP Grecu, SP (corresponding author), Alexandru Ioan Cuza Univ, Dept Polit Sci Int Relat & N European Studies, Iasi 700506, Romania.
EM nicolas@uaic.ro; silviu.grecu@uaic.ro; horia.chiriac@uaic.ro
RI Grecu, Silviu/IAL-9359-2023
FU Romanian Ministry of Research, Innovation and Digitization [11PFE]
FX Authors are thankful to Romanian Ministry of Research, Innovation and
   Digitization, within Program 1-Development of the national RD system,
   Subprogram 1.2-Institutional Performance-RDI excellence funding
   projects, Contract no.11PFE/30.12.2021, for financial support.
NR 74
TC 19
Z9 19
U1 3
U2 51
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD FEB
PY 2022
VL 14
IS 3
AR 1589
DI 10.3390/su14031589
PG 24
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA YY6OV
UT WOS:000754908500001
OA gold
DA 2024-02-21
ER

PT J
AU Jones, CE
   Millar, TJ
   Chuck, JA
AF Jones, Christopher E.
   Millar, Thomas J.
   Chuck, Jo-Anne
TI Development of a rubric for identifying and characterizing
   work-integrated learning activities in science undergraduate courses
SO INTERNATIONAL JOURNAL OF WORK-INTEGRATED LEARNING
LA English
DT Article
DE Work-integrated learning; WIL; curriculum design; STEM; employability
AB There is a societal expectation that undergraduate degrees will contain activities that focus on making graduates workplace ready. Although it is likely that many of these activities occur in science degrees, there is a lack of formal and tested methodologies and frameworks for identifying them. One existing framework (Edwards, Perkins, Pearce, & Hong, 2015) was used to analyze WIL activities identified in course (unit, n=81) documentation and interviews with unit coordinators (n=71) at one Australian University. This revealed many (hidden) WIL activities that had not been previously articulated to either students or curriculum designers. The authors refined the existing framework to develop a rubric that allows the depth and breadth of WIL activities to be captured in a standard manner and WIL activities in a degree to be readily mapped.
C1 [Jones, Christopher E.; Millar, Thomas J.; Chuck, Jo-Anne] Western Sydney Univ, Sydney, NSW, Australia.
C3 Western Sydney University
RP Chuck, JA (corresponding author), Western Sydney Univ, Sydney, NSW, Australia.
EM J.Chuck@westernsydney.edu.au
NR 24
TC 2
Z9 3
U1 0
U2 0
PU Work-Integrated Learning NZ-WILNZ
PI Hamilton
PA Univ Waikato, Private Bag 3105, Hamilton, NEW ZEALAND
SN 2538-1032
J9 INT J WORK-INTEGR L
JI Int. J. Work-Integr. L.
PY 2019
VL 20
IS 4
SI SI
BP 351
EP 364
PG 14
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 6Y2XW
UT WOS:000896964000003
DA 2024-02-21
ER

PT J
AU Gerloff, A
   Reinhard, K
AF Gerloff, Axel
   Reinhard, Karin
TI University offering work-integrated learning dual study programs
SO INTERNATIONAL JOURNAL OF WORK-INTEGRATED LEARNING
LA English
DT Article
DE Dual education; employability; international collaboration;
   internationalization strategy
ID HIGHER-EDUCATION; COOPERATIVE EDUCATION; RANKINGS
AB There is mutual agreement about the need for internationalization in higher education. However, there is no consensus regarding the best practice. Universities offering cooperative and work-integrated education have a comparative advantage in providing their graduates with capabilities needed on the labor market. They face the challenge to develop an internationalization strategy that reflects the practice-orientation of their study programs. The key question is how to use the specific feature of dual education to expand globally. This paper analyzes the approach of Duale Hochschule Baden-Wuerttemberg (DHBW) as Germany's first university to integrate academic studies and work experience. It examines student exchanges, study-abroad internship tandems, short-term programs as well as the implementation of the DHBW model in other countries. The strengths and weaknesses of these approaches as well as their conformance with the objectives of the internationalization strategy are evaluated.
C1 [Gerloff, Axel] Duale Hsch Baden Wuerttemberg Praesidium, Stuttgart, Germany.
   [Reinhard, Karin] Duale Hsch Baden Wuerttemberg Ravensburg, Ravensburg, Germany.
RP Gerloff, A (corresponding author), Duale Hsch Baden Wuerttemberg Praesidium, Stuttgart, Germany.
EM gerloff@dhbw.de
NR 31
TC 3
Z9 3
U1 3
U2 3
PU Work-Integrated Learning NZ-WILNZ
PI Hamilton
PA Univ Waikato, Private Bag 3105, Hamilton, NEW ZEALAND
SN 2538-1032
J9 INT J WORK-INTEGR L
JI Int. J. Work-Integr. L.
PY 2019
VL 20
IS 2
SI SI
BP 161
EP 169
PG 9
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 6Y2WQ
UT WOS:000896960800005
DA 2024-02-21
ER

PT J
AU de Boer, P
   Bordoloi, P
AF de Boer, Peter
   Bordoloi, Prantik
TI Reality checked? Conceptualising the relationship between work
   experience, abroad experience and university students' work value
   preferences
SO HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING
LA English
DT Article; Early Access
DE Work values; Vocational identity; Work experience; Abroad experience;
   Generation Z
ID HIGHER-EDUCATION; SATISFACTION; GENERATION; INTERNSHIP; COLLEGE; CHOICE;
   IMPACT
AB Purpose The purpose of this study is to explore the degree of variance in work value preferences espoused by university students based on whether the students are in possession of work experience and experience abroad. Vocational identity development (VID) was used as a theoretical lens to explore the extent to which being in possession of experience in these two areas shapes vocational identity.Design/methodology/approach A questionnaire (n = 1,188) was employed to measure the relative salience for 8 latent work values constructs and 25 individual-level work values. Respondents were classified into two groups based on work experience and abroad experience, and the differences in work value preferences between these groups were explored.Findings The authors' comparison of sample groups revealed that respondents without experience abroad attached significantly greater importance to specific work values (e.g. stability, extrinsic motivation and leisure) than those with sojourner experience. The relative salience of specific work values (e.g. altruistic and extrinsic motivation) was found to be significantly greater for respondents without work experience than those with such experience, however, not to the extent of abroad experience. VID as a theoretical framework was found to be valuable in conceptualising how work value preferences appear to be the outcome of a process of co-construction between an individual and his environment.Research limitations/implications The reasons as to how and why changes in work value salience occur cannot be conclusively established due to the exploratory nature and conceptual design of the present study.Practical implications The findings suggest work and abroad experience play a pivotal role in shaping respondents' work values and, more generally, the VID. This reinforces the need for cooperation between higher education and industry to provide experiential learning opportunities and career guidance to enhance graduate employability and contribute to long-term engagement of talent in tight labour markets.Originality/value The value of these findings is that the findings contribute to greater conceptual understanding of the relationship between work experience, abroad experience and work value preferences. This is particularly relevant to academic staff and curriculum developers at a tertiary level in preparing and guiding university students in their interactions with professional practice.
C1 [de Boer, Peter; Bordoloi, Prantik] NHL Stenden Univ Appl Sci, Acad Commerce & Int Business, Leeuwarden, Netherlands.
C3 NHL Stenden University of Applied Sciences
RP de Boer, P (corresponding author), NHL Stenden Univ Appl Sci, Acad Commerce & Int Business, Leeuwarden, Netherlands.
EM peter.de.boer@nhlstenden.com; prantik.bordoloi@nhlstenden.com
RI de Boer, Peter/AFC-9189-2022; Bordoloi, Prantik/HMP-6480-2023; de Boer,
   Peter/AFJ-2389-2022
OI Bordoloi, Prantik/0000-0001-9189-9434; de Boer,
   Peter/0000-0002-8747-4107
NR 68
TC 0
Z9 0
U1 3
U2 7
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 2042-3896
EI 2042-390X
J9 HIGH EDUC SKILL WORK
JI High Educ. Skills Work-based Learn
PD 2023 NOV 8
PY 2023
VL 13
IS 6
BP 1092
EP 1107
DI 10.1108/HESWBL-10-2022-0203
EA APR 2023
PG 16
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA X7ZJ3
UT WOS:000974869800001
DA 2024-02-21
ER

PT J
AU Abdeljaoued, M
AF Abdeljaoued, Marii
TI English-medium instruction in Tunisia: Perspectives of students
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE EMI; Tunisia; Higher education; students; attitudes;
   internationalization; translanguaging
ID HIGHER-EDUCATION; CHALLENGES; EMI; UNIVERSITY; LANGUAGE; TEACHER; CHINA
AB This article gives a Tunisian perspective to the ongoing debate on the adoption of English-medium instruction (EMI) across the globe and notably in the Middle East and North Africa (MENA). It explores the attitudes of students toward EMI, especially in relation to French, the default medium of instruction at Tunisian universities. It also investigates the challenges that students encounter in courses mediated through English. Finally, it reports on the current EMI practices as they are conducted in the classroom setting. The article uses a mixed approach involving quantitative data collected via an online survey and qualitative data via classroom observation and note-taking. It was found that students typically held a positive attitude toward English and an awareness of its importance. They displayed a pragmatic stance as they associated English with research, technology, mobility, employability, and career prospects. While English is used as the language of the curriculum and documentation, students engage in translanguaging practices to ensure an effective dialog with content teachers and better acquisition of academic content. Given their multilingual repertoire and the status of French, students used French and English in parallel and, to a lesser extent, Tunisian Arabic. They tended to switch to French to ensure a more effective classroom exchange, especially when English fails them. Teachers used translanguaging in order to promote students' engagement in the academic content.
C1 [Abdeljaoued, Marii] Univ Sfax, Fac Arts & Humanities Sfax, Lab Approaches Discourse, Sfax, Tunisia.
C3 Universite de Sfax
RP Abdeljaoued, M (corresponding author), Univ Sfax, Fac Arts & Humanities Sfax, Lab Approaches Discourse, Sfax, Tunisia.
EM abdeljaouedmarii@gmail.com
OI Abdeljaoued, Marii/0000-0002-2682-5735
NR 55
TC 0
Z9 0
U1 3
U2 8
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD MAR 17
PY 2023
VL 14
AR 1112255
DI 10.3389/fpsyg.2023.1112255
PG 13
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA C4EV9
UT WOS:000961475200001
PM 37008855
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Xu, YR
AF Xu, Yanru
TI An autoethnographic narrative of the diasporic experience of a Chinese
   female Ph.D. returnee's entry into the domestic academic job market
   during COVID-19: An ecological environment perspective
SO ASIA PACIFIC EDUCATION REVIEW
LA English
DT Article; Early Access
DE Ph; D; returnees; Domestic academic job markets; Diaspora; Environment
   ecology perspective; China
ID EMPLOYMENT; OVERSEAS; STUDENTS; GLOBALIZATION; PRODUCTIVITY; PRESTIGE;
   FUTURE
AB In this study, Chinese female Ph.D. returnees' diasporic experience when entering into the domestic academic job market (DAJM) was examined from an ecological environment perspective. This was realized through an autoethnographic narrative of the author's lived experience of entering the DAJM during the COVID-19 pandemic. Through a recollection of the narrative recorded through E-diaries, emails, and visual media, specifically WeChat, from April 2020 to May 2021, the findings revealed that such a diasporic experience comprised diasporic emotion because of expectational pressures in the microsystem, diasporic identity conflict that originated from gender stereotypes in the mesosystem, self-reflexive diasporic consciousness of both disadvantages and advantages related to Guanxi (social networks) in the exosystem, the diasporic feeling of being exiled in the DAJM given the academic culture in relation to degree origin bias and prioritizing publications in the macrosystem, and the self-constructed diasporic mindset that experienced uncertainties and anxieties associated with the COVID-19 pandemic in the chronosystem. This study facilitated a sociological exposition and understanding of the complex situation of Ph.D. returnees' experience of entering the DAJM. It calls for a shifting of blaming the victims risk in relation to hard indicators regarding Ph.D. returnees' competitiveness and employability in the DAJM. This has implications for both academic and recruiting practices in China. Furthermore, this study offers future overseas doctoral students and Ph.D. returnees a more practical sense of the potential mobility frictions embedded in transnational education mobility in relation to their job-seeking experience in homelands.
C1 [Xu, Yanru] Univ Chinese Acad Sci, Sch Publ Policy & Management, Beijing, Peoples R China.
C3 Chinese Academy of Sciences; University of Chinese Academy of Sciences,
   CAS
RP Xu, YR (corresponding author), Univ Chinese Acad Sci, Sch Publ Policy & Management, Beijing, Peoples R China.
EM xuyanru@ucas.ac.cn
OI Xu, Yanru/0000-0002-1760-7525
NR 78
TC 2
Z9 2
U1 5
U2 23
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1598-1037
EI 1876-407X
J9 ASIA PAC EDUC REV
JI Asia Pac. Educ. Rev.
PD 2022 JUN
PY 2022
VL 23
IS 2
BP 245
EP 255
DI 10.1007/s12564-021-09732-7
EA NOV 2021
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 2A5UQ
UT WOS:000721396300001
OA Bronze
DA 2024-02-21
ER

PT J
AU Herold, E
   Hallmann, K
   Valantine, I
   Gonzalez-Serrano, MH
   Staskeviciute-Butiene, I
   Breuer, C
AF Herold, Elisa
   Hallmann, Kirstin
   Valantine, Irena
   Huertas Gonzalez-Serrano, Maria
   Staskeviciute-Butiene, Inga
   Breuer, Christoph
TI Athletes' subjective evaluations of the implementation of dual career
   measures
SO INTERNATIONAL JOURNAL OF SPORT POLICY AND POLITICS
LA English
DT Article; Early Access
DE Elite athletes; dual career; policy measures; evaluation; EU Guidelines
ID PROLONGED ENGAGEMENT; ELITE SPORT; TRANSITION; DROPOUT; PERCEPTIONS;
   EDUCATION; LEVEL
AB Athletes face intrapersonal, interpersonal and structural constraints when pursuing high-performance sport and a professional career (education and vocation). The 'EU Guidelines on Dual Career' were developed to guide, structure, and foster the athlete's dual careers in the European Union countries. Thus, this study investigates the effective implementation of favourable DC environments as subjectively perceived by athletes.
   A qualitative research paradigm was used. Semi-structured interviews (n = 21) were used to gather information. The sample was composed of 12 male and nine female elite athletes from six different EU countries. The athletes pursued different sports and were in various stages of their athletic careers. A structured qualitative content analysis, including frequency analysis, was conducted.
   Based on the athletes' subjective evaluations, findings showed that athletes could still not manage a DC and balance their resources successfully. Thus, the EU Guidelines, as a measure for DC by the policies, were insufficiently implemented. Athletes claimed especially the need for organised governmental support. Also, the findings elaborated on the strengths and weaknesses of the existing EU Guidelines. It is the first international academic study assessing the EU Guidelines' implementation of DC athletes in different countries. This research could help EU policymakers and national authorities implement the guidelines to facilitate favourable dual career environments effectively and improve their future employability.
C1 [Herold, Elisa; Hallmann, Kirstin; Breuer, Christoph] German Sport Univ Cologne, Inst Sport Econ & Sport Management, Cologne, Germany.
   [Valantine, Irena; Staskeviciute-Butiene, Inga] Lithuanian Sports Univ, Dept Sport & Tourism Management, Kaunas, Lithuania.
   [Huertas Gonzalez-Serrano, Maria] Univ Valencia, Dept Phys Educ & Sport, Valencia, Spain.
C3 German Sport University Cologne; Lithuanian Sports University;
   University of Valencia
RP Herold, E (corresponding author), German Sport Univ Cologne, Cologne, Germany.
EM e.herold@dshs-koeln.de
RI Breuer, Christoph/F-4482-2011; Hallmann, Kirstin/ABC-8238-2021
OI Breuer, Christoph/0000-0001-6536-2246; Hallmann,
   Kirstin/0000-0001-6264-0992
NR 55
TC 4
Z9 4
U1 4
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1940-6940
EI 1940-6959
J9 INT J SPORT POLICY P
JI Int. J. Sport Policy Polit.
PD 2022 JAN 2
PY 2022
VL 14
IS 1
BP 111
EP 129
DI 10.1080/19406940.2021.1981424
EA OCT 2021
PG 19
WC Hospitality, Leisure, Sport & Tourism
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA YW1DY
UT WOS:000711253600001
DA 2024-02-21
ER

PT J
AU Boahin, P
   Eggink, J
   Hofman, A
AF Boahin, Peter
   Eggink, Jose
   Hofman, Adriaan
TI Competency-based training in international perspective: comparing the
   implementation processes towards the achievement of employability
SO JOURNAL OF CURRICULUM STUDIES
LA English
DT Article
DE implementation; skill; industry; vocational education; competency-based
   training
ID VOCATIONAL-EDUCATION; QUALITY
AB This article undertakes a comparison of competency-based training (CBT) systems in a number of countries with the purpose of drawing lessons to support Ghana and other countries in the process of CBT implementation. The study focuses on recognition of prior learning and involvement of industry since these features seem crucial in achieving employability. The study shows that industry is involved in the training activities. However, recognition of prior learning (RPL) requires innovative techniques, such as e-portfolio and on-line facility, to provide greater awareness and quality information to assist learners to produce work-related evidence. Performance criteria in RPL assessment must cover situational contexts and contingency management skills to enhance flexibility and adaptable labour force in the event of changes in workplace practices.
C1 [Boahin, Peter] Natl Board Profess & Technician Examinat NABPTEX, Accra, Ghana.
   [Eggink, Jose] Hanze Univ, Staff Off Educ & Res, Rotterdam, Netherlands.
   [Hofman, Adriaan] Erasmus Univ, Rotterdam, Netherlands.
   [Hofman, Adriaan] Univ Groningen, NL-9700 AB Groningen, Netherlands.
C3 Erasmus University Rotterdam - Excl Erasmus MC; Erasmus University
   Rotterdam; University of Groningen
RP Boahin, P (corresponding author), Natl Board Profess & Technician Examinat NABPTEX, Accra, Ghana.
EM nabptex@yahoo.com
OI Hofman, Wiecher H.A./0000-0002-4716-3136
NR 48
TC 10
Z9 11
U1 0
U2 34
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-0272
EI 1366-5839
J9 J CURRICULUM STUD
JI J. Curric. Stud.
PD NOV 2
PY 2014
VL 46
IS 6
BP 839
EP 858
DI 10.1080/00220272.2013.812680
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AT6UX
UT WOS:000345075900006
DA 2024-02-21
ER

PT J
AU Nicholson, A
   Johnston, P
AF Nicholson, Alex
   Johnston, Paul
TI The value of a law degree - part 3: a student perspective
SO LAW TEACHER
LA English
DT Article; Early Access
DE Value; differentiation; employability; marketing; value propositions;
   value slices; customer value
ID CUSTOMER VALUE; DOMINANT LOGIC; EDUCATION; MODEL
AB The "value" of university courses in the UK is increasingly equated with their potential for employability enhancement. Part 1 of this research utilized theory from the marketing discipline to highlight the many other aspects of value that a law degree in particular offers beyond lawyer qualification, and Part 2 presented a theory of value for the UK legal education market specifically, based upon the value propositions articulated by UK providers in their online prospectus pages. This third paper in the series explores student perspectives on this theme, identified through six life history interviews conducted with past and present LLB students from a post-92 university in the UK. The findings indicate that whilst employability (and lawyer qualification specifically) is unquestionably important - there is still much untapped value potential that can be harnessed in order to differentiate law programmes in an increasingly competitive market. As the relevant regulatory body prepares to make radical changes to the way that solicitors qualify in England and Wales from 2021, the time for providers to develop differentiated and distinctive value is now.
C1 [Nicholson, Alex] Sheffield Hallam Univ, Dept Law & Criminol, Sheffield, S Yorkshire, England.
   [Johnston, Paul] Sheffield Hallam Univ, Dept Management, Sheffield, S Yorkshire, England.
C3 Sheffield Hallam University; Sheffield Hallam University
RP Nicholson, A (corresponding author), Sheffield Hallam Univ, Dept Law & Criminol, Sheffield, S Yorkshire, England.
EM a.nicholson@shu.ac.uk
OI Nicholson, Alex/0000-0002-2049-033X
NR 71
TC 1
Z9 1
U1 0
U2 1
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0306-9400
EI 1943-0353
J9 LAW TEACH
JI Law Teach.
PD 2021 OCT 2
PY 2021
VL 55
IS 4
BP 431
EP 447
DI 10.1080/03069400.2020.1843900
EA DEC 2020
PG 17
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA YD0AB
UT WOS:000596148700001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Nguyen, HL
   Zarra-Nezhad, M
AF Nguyen, Huong Lan
   Zarra-Nezhad, Maryam
TI Enhancing sustainable lifelong learning in higher education for
   uncertain transitions: a mixed method investigation into Vietnamese
   undergraduates' strategies
SO INTERNATIONAL JOURNAL OF LIFELONG EDUCATION
LA English
DT Article; Early Access
DE education-to-work transition; Vietnamese higher education;
   self-regulated learning strategies
ID SELF-REGULATION; STUDENTS; COMPETENCES; UNIVERSITY; WORK; COMPONENTS;
   ENGAGEMENT
AB Globally significant adversities have occurred, including the COVID-19 pandemic, which had an impact on all facets of society, such as the fields of employment and education. University students should be well-equipped with the skills, knowledge, and attitude required to adapt to and withstand employability challenges. A triangulation mixed-method approach was utilised in this study to measure and explore post-secondary students' sustainable lifelong learning for future-oriented purposes. The study began with a quantitative phase to examine the relationship between the four self-regulated learning strategies and lifelong learning. A survey approach was utilised to execute the research among 152 university students in Vietnam. The results of structural equation modelling demonstrated a significant positive association between lifelong learning abilities and metacognitive knowledge, resource management, and motivating beliefs. Cognitive involvement, however, did not reveal a significant connection. Second, qualitative follow-up research with five undergraduates indicated students' use of strategical (self-regulated learning strategies) and psychological preparation (self-understanding, adaptability, and flexibility) for the future. Significant implications were made for teachers and students in higher education to facilitate and enhance students' lifelong learning abilities to cope with uncertainties prior to transitions.
C1 [Nguyen, Huong Lan; Zarra-Nezhad, Maryam] Univ Eastern Finland, Sch Appl Educ Sci & Teacher Educ, Joensuu, Finland.
C3 University of Eastern Finland
RP Nguyen, HL (corresponding author), Univ Eastern Finland, Sch Appl Educ Sci & Teacher Educ, Joensuu, Finland.
EM huongnguyen9696@gmail.com
RI Nguyen, Huong/JPA-2386-2023
OI Nguyen, Huong/0000-0002-5511-5919; Zarra-Nezhad,
   Maryam/0000-0001-6556-0349
NR 73
TC 1
Z9 1
U1 3
U2 5
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0260-1370
EI 1464-519X
J9 INT J LIFELONG EDUC
JI Int. J. Lifelong Educ.
PD 2023 JUL 4
PY 2023
VL 42
IS 4
BP 389
EP 405
DI 10.1080/02601370.2023.2226346
EA JUN 2023
PG 17
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA Q0NI1
UT WOS:001011721900001
OA hybrid
DA 2024-02-21
ER

PT J
AU Fransen, K
   Boussauw, K
   Deruyter, G
   De Maeyer, P
AF Fransen, Koos
   Boussauw, Kobe
   Deruyter, Greta
   De Maeyer, Philippe
TI The relationship between transport disadvantage and employability:
   Predicting long-term unemployment based on job seekers' access to
   suitable job openings in Flanders, Belgium
SO TRANSPORTATION RESEARCH PART A-POLICY AND PRACTICE
LA English
DT Article
DE Unemployment; Job accessibility; Social equity; Transport disadvantage
ID WELFARE-TO-WORK; TRAVEL BEHAVIOR; ACCESSIBILITY; EMPLOYMENT; OWNERSHIP;
   LOCATION; CHOICES
AB In no research domain has the application of accessibility been so vital as in the area of linking disadvantaged individuals to job opportunities. The inability to reach locations of employment and, therefore, partake in paid labor is considered to have severe consequences on an individual's economic security and quality of life as well as society's general level of welfare. Unfortunately, existing studies on job accessibility primarily apply aggregate measures that aim to link the population group of active, employed workers to pre-existing job locations. As a result, they fail to capture the person-specific labor-market opportunities for those individuals who are actually unemployed as well as the degree to which accessibility to opportunities is related to actual employment rates. The proposed paper answers this limitation by constructing a predictive model for long-term unemployment for job seekers in Flanders, Belgium, dependent on their access by private and public transport to job openings that correspond to their individual preferences and competences. In addition to accessibility, the predictive capacity was determined for various socio-demographics such as age, gender, migration background, educational background and preferred job type. The proposed regression model shows that job accessibility is negatively related to long-term unemployment. In addition, various inequities in long-term unemployment exist for the selected case study. Especially job seekers with a migration background and with higher age (55 years or older) have significantly higher probabilities of remaining unemployed. A conditional inference regression tree indicates that the most disadvantaged groups have a two to three times higher probability of being long-term unemployed. Moreover, higher accessibility levels prove to only benefit those who already are in a more advantaged position. These findings have important ramifications for policies focusing on improving employment rates, as they allow to specifically address those areas of research where major gains can be made.
C1 [Fransen, Koos; Deruyter, Greta] Univ Ghent, Dept Ind Engn, Ctr Mobil & Spatial Planning, Valentin Vaerwyckweg 1, B-9000 Ghent, Belgium.
   [Fransen, Koos; Deruyter, Greta; De Maeyer, Philippe] Univ Ghent, Dept Geog, Res Grp Cartog & GIS, Krijgslaan 281 S8, B-9000 Ghent, Belgium.
   [Boussauw, Kobe] Vrije Univ Brussel, Dept Geog, Cosmopolis Ctr Urban Res, Pl Laan 2,Room F4-55, B-1050 Brussels, Belgium.
C3 Ghent University; Ghent University; Vrije Universiteit Brussel
RP Fransen, K (corresponding author), Univ Ghent, Dept Ind Engn, Ctr Mobil & Spatial Planning, Valentin Vaerwyckweg 1, B-9000 Ghent, Belgium.
EM Koos.Fransen@UGent.be
RI Deruyter, Greta/C-6389-2015; De Maeyer, Philippe A.M./F-2985-2011;
   Fransen, Koos/AAL-3581-2020; Fransen, Koos/AAP-5177-2020
OI Deruyter, Greta/0000-0002-7258-125X; De Maeyer, Philippe
   A.M./0000-0001-8902-3855; Fransen, Koos/0000-0002-8331-1968; Boussauw,
   Kobe/0000-0001-7619-2852
FU Flanders Innovation & Entrepreneurship (VLAIO)
FX The financial support from the Flanders Innovation & Entrepreneurship
   (VLAIO) is gratefully acknowledged. Additionally, the authors would like
   to thank the Flemish Employment and Vocational Training Agency (Vlaamse
   Dienst voor Arbeidsbemiddeling en Beroepsopleiding or VDAB) and the
   Brussels employment agency Actiris for providing the data on such a
   detailed level as well as informing the authors on specific limitations
   inherent to the study area and topic.
NR 53
TC 14
Z9 16
U1 0
U2 22
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0965-8564
J9 TRANSPORT RES A-POL
JI Transp. Res. Pt. A-Policy Pract.
PD JUL
PY 2019
VL 125
BP 268
EP 279
DI 10.1016/j.tra.2018.01.023
PG 12
WC Economics; Transportation; Transportation Science & Technology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Business & Economics; Transportation
GA IH2OE
UT WOS:000474333300022
DA 2024-02-21
ER

PT J
AU Dobson, H
   Bishop, ML
   Horn, P
   Enns, C
   Stiles, G
AF Dobson, Hugo
   Bishop, Matthew L.
   Horn, Philipp
   Enns, Charis
   Stiles, Gregory
TI Teaching Global Citizenship: The Global Leadership Initiative, its
   Impact and Challenges
SO GLOBAL POLICY
LA English
DT Article; Early Access
ID COLLABORATION; EDUCATION
AB In 2015, as part of the University of Sheffield's strategic commitment to innovation in its approaches to internationalization, as well as recognition of both the importance of student employability and growing opportunities in student-led research, the Faculty of Social Sciences established a unique learning and research initiative in the shape of the Global Leadership Initiative as part of the Global Learning Opportunities in the Social Sciences programme. Its mission reflects both a desire to develop Social Sciences students as global citizens with an international outlook and a belief that staff and students can, and should, collaborate as partners in research. To this end, these initiatives have provided students, who would not normally have the opportunity, with the means to blend an international experience into their studies and understand the Social Sciences in this context. At the same time, they have sought to provide students in the Faculty with a unique Social Sciences research-based opportunity that will enhance their employability. This article outlines the development of these Global Citizenship Education initiatives before exploring the pedagogical benefits and challenges of the programme from an academic and student perspective based on semi-structured interviews, surveys and student evaluations.
C1 [Dobson, Hugo] Univ Sheffield, Japans Int Relat, Sheffield, S Yorkshire, England.
   [Bishop, Matthew L.] Univ Sheffield, Int Polit, Sheffield, S Yorkshire, England.
   [Horn, Philipp] Univ Sheffield, Urban Studies & Planning, Sheffield, S Yorkshire, England.
   [Enns, Charis] Univ Manchester, Socioenv Syst, Manchester, Lancs, England.
   [Stiles, Gregory] Univ Leeds, Leeds, W Yorkshire, England.
C3 University of Sheffield; University of Sheffield; University of
   Sheffield; University of Manchester; University of Leeds
RP Dobson, H (corresponding author), Univ Sheffield, Japans Int Relat, Sheffield, S Yorkshire, England.
EM h.dobson@sheffield.ac.uk
OI Dobson, Hugo/0000-0003-3124-8546; Bishop, Matthew
   Louis/0000-0001-6981-6241; Horn, Philipp/0000-0002-4122-4866; Enns,
   Charis/0000-0002-6796-7465; Stiles, Gregory/0000-0003-1814-3061
NR 21
TC 0
Z9 0
U1 1
U2 8
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1758-5880
EI 1758-5899
J9 GLOB POLICY
JI Glob. Policy
PD 2021 FEB
PY 2021
VL 12
IS 1
BP 131
EP 139
DI 10.1111/1758-5899.12905
EA JAN 2021
PG 9
WC International Relations; Political Science
WE Social Science Citation Index (SSCI)
SC International Relations; Government & Law
GA QI8CU
UT WOS:000606478300001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Draissi, Z
   Qi, ZY
   Raguindin, PZJ
AF Draissi, Zineb
   Zhanyong, Qi
   Raguindin, Princess Zarla Jurado
TI Knowledge mapping of skills mismatch phenomenon: a scientometric
   analysis
SO HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING
LA English
DT Article; Early Access
DE Skills mismatch; CiteSpace; Scientometric; Web of science core
   collection; Cocitation analysis; Educational mismatch
ID LABOR-MARKET OUTCOMES; HIGHER-EDUCATION; JOB-SATISFACTION;
   OVEREDUCATION; EMPLOYABILITY; EMPLOYMENT; EARNINGS; WAGES;
   PROFESSIONALS; REMUNERATION
AB Purpose This paper aims to understand the development track of skills mismatch research and discover the hidden internal connections between literature. Design/methodology/approach The authors gathered data through scientometric quantitative analysis using CiteSpace. Specifically, this article applied basic analysis, journal cocitation analysis (JCA), author cocitation analysis (ACA) and document cocitation analysis (DCA), cluster analysis, citation burstness detection, scientific research cooperation analysis and coconcurrence analysis of keywords of 3,125 documents from Web of Science core collections for the period 2000-2020. Findings Through the document cocitation analysis and the keywords' co-occurrence, this article identifies influential scholars, documents, research institutions, journals and research hotspots in research on the skills mismatch phenomenon. The results showed that the publications had ballooned, and the phenomenon has become an interdisciplinary research subject. The USA and Finland remain the main contributors, which is attributed to their high-yield institutions such as the University of Helsinki, the University of Witwatersrand, the University of Washington and so on. While the African continent lacks research on skills mismatch even with the continent's effort to overcome such a crucial issue. The paper presents an in-depth analysis of skills and educational mismatch issues to better understand the evolutionary trajectory of the collective knowledge over the past 20 years and highlight the areas of active pursuit. Research limitations/implications The authors only used Web of Science core collection to collect data; however, they can added Scopus indexed database as well to extend the research trends and explore more new research hot topics to solve the skills mismatch phenomenon. Originality/value The scientometric analysis is of great significance for identifying the potential relationship between the literature and investigating the knowledge evolution of skills mismatch research. Organisation for Economic Co-operation and Development, the International Labor Organization and the World Health Organization are the giants who are mostly concerned of the mismatch skills phenomenon. Researchers can refer to this study to understand the status quo, gaps and research trends to deal with the skills mismatch issue.
C1 [Draissi, Zineb; Zhanyong, Qi] Shaanxi Normal Univ, Sch Educ, Xian, Peoples R China.
   [Raguindin, Princess Zarla Jurado] Far Eastern Univ Manila, Inst Educ, Manila, Philippines.
C3 Shaanxi Normal University; Far Eastern University
RP Draissi, Z (corresponding author), Shaanxi Normal Univ, Sch Educ, Xian, Peoples R China.
EM zineb.draissi.faculte@gmail.com; qizhanyong@snnu.edu.cn;
   natin81@gmail.com
RI Draissi, Zineb/J-6903-2018
OI Draissi, Zineb/0000-0001-5570-904X; qi, zhanyong/0000-0002-5541-2729;
   Raguindin, Princess Zarla/0000-0002-2090-8660
NR 109
TC 2
Z9 2
U1 4
U2 23
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 2042-3896
EI 2042-390X
J9 HIGH EDUC SKILL WORK
JI High Educ. Skills Work-based Learn
PD 2022 MAR 9
PY 2022
VL 12
IS 2
BP 271
EP 293
DI 10.1108/HESWBL-02-2021-0019
EA AUG 2021
PG 23
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA ZS1YG
UT WOS:000686222200001
DA 2024-02-21
ER

PT J
AU Raatikainen, E
   Savolainen, T
   Jaervensivu, A
   Isacsson, A
   Simola-Alha, N
   Heinilae, H
AF Raatikainen, Eija
   Savolainen, Taina
   Jaervensivu, Anu
   Isacsson, Annica
   Simola-Alha, Nina
   Heinilae, Henna
TI Trust at work - described by young professionals in the early stages of
   their careers
SO HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING
LA English
DT Article; Early Access
DE Young professionals; Trust at work; Social and healthcare and IT;
   Graduate employability
ID PSYCHOLOGICAL SAFETY; ORGANIZATIONS; FUTURE
AB PurposeThis case study explores trust at work, described by young professionals in the early stages of their careers. In this article, trust is approached as the study participants' experiences of interpersonal trust. More specifically, it refers to relationships between colleagues, among individuals or at group level (Ma et al., 2019). Supervisors or managers did not take part in this study. The research question was "What do young professionals tell about trust and its importance at work?"Design/methodology/approachThe empirical study consists of qualitative data, focus group (5) interviews (n = 20) of young professionals who are in the early stages of their careers (1-3 years after graduation). The study is contextualized in Finland, in Helsinki metropolitan area, in three social and healthcare workplaces and two information technology (IT) organizations. Both public and private sectors are represented. The data were analysed by theory-based content analysis.FindingsAccording to the study results, descriptions of trust and its importance at work can be placed in three main categories. First, trust is an important element in improving young professionals' adaptation into the working community. Second, trust strengthens young professionals' professionalism and professional development at work. Third, trust at work highlights ethical issues and their significance in workplace relationships. Practical implications and limitations are also discussed.Research limitations/implicationsDue to the nature of this study, the research results should be viewed critically. The results can be seen as one suggestion to structure and increase understanding of trust in working life, from the perspective of young professionals in the early stages of their careers. As all research, the studies included in this review had several limitations that need to be taken into account. First, one of them is the size of the data, also in this study. Second, although literature has been searched carefully, there is always a chance of better literature existing for discussion on trust at work from young professionals' points of view, even though there is not a lot available on this specific topic. Nonetheless, literature of this study includes the most relevant classics of trust research. Third, the method has its own limits because it is based on focus group interviews, not interviews of individuals. On the other hand, it offered time for the team to reflect on trust in their own team. Still, this study offers one option for discussion of trust in work relationships. Additionally, it was noteworthy that the subjects were at the beginning of their careers, joining a new working community. They were in the early stages of building a professional identity, seeking confirmation of their skills and position in the working community. Thus, we recognize that this may have contributed to the collection of research data, which was a focus group interview. Few participants in the interview wanted to strongly point out the factors related to distrust, even if they had appeared at work. The authors recognize that exploring trust requires trust and acknowledge it. Data have been collected before the COVID-19 pandemic (see, e.g. van Zoonen et al., 2021).Practical implicationsThis study implies that trust at work should focus on discussing young professionals' thoughts, expectations, feelings and experiences of trust at work as part of transitioning from graduation into working life or in early stages of their careers.
   Trust should not only be discussed in dyadic discussions between young professionals and supervisors but also as part of team discussions. The authors' suggestion is that trust should be in the core of team discussions, not just as part of teams' social and emotional dimensions of their functionality and capacity. Courage and skills to take part in such discussions is needed from all parties. Especially leaders have to have the ability to create a trusting environment to talk about trust. In particular, the importance of peers in trust and their importance at work should be taken into account. By understanding young professionals' point of view, we can prevent job changes or dissatisfaction at work too. The purpose of this study was to contribute to this line of research on trust at work. The trust resource contributes to and promotes the realization of participation in working life.Social implicationsThe trust resource contributes to and promotes the realization of participation in working life. Leaders and coworkers can learn about trust as a phenomenon, while developing more emotionally sustainable working environments for young professionals. Trust should be seen as a skill or competence to improve various positive functional dimensions at work.Originality/value The results demonstrate that it is crucial to ensure emotional sustainability at work, and a positive feeling of belonging at work supports young professionals by developing a trusting work environment. It strengthens their engagement in a new work.
C1 [Raatikainen, Eija] Metropol Univ Appl Sci, Helsinki, Finland.
   [Savolainen, Taina] Univ Eastern Finland, Joensuu, Finland.
   [Jaervensivu, Anu; Simola-Alha, Nina] Humak Univ Appl Sci, Helsinki, Finland.
   [Isacsson, Annica; Heinilae, Henna] Haaga Helia Univ Appl Sci, Helsinki, Finland.
C3 University of Eastern Finland; Humak University of Applied Sciences;
   Haaga-Helia University of Applied Sciences
RP Raatikainen, E (corresponding author), Metropol Univ Appl Sci, Helsinki, Finland.
EM eija.raatikainen@metropolia.fi; taina.savolainen@uef.fi;
   anu.jarvensivu@ttl.fi; Annica.Isacsson@haaga-helia.fi;
   Nina.Simola-Alha@humak.fi; Henna.Heinila@haaga-helia.fi
OI Jarvensivu, Anu/0000-0002-3593-5485; Raatikainen,
   Eija/0000-0002-9422-3664; Savolainen, Taina/0000-0002-3454-3121
NR 85
TC 0
Z9 0
U1 4
U2 5
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 2042-3896
EI 2042-390X
J9 HIGH EDUC SKILL WORK
JI High Educ. Skills Work-based Learn
PD 2023 NOV 8
PY 2023
VL 13
IS 6
BP 1037
EP 1053
DI 10.1108/HESWBL-04-2022-0093
EA APR 2023
PG 17
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA X7ZJ3
UT WOS:000963373200001
DA 2024-02-21
ER

PT J
AU Min, SJ
   Fink, K
AF Min, Seong Jae
   Fink, Katherine
TI Keeping Up with the Technologies: Distressed Journalistic Labor in the
   Pursuit of "Shiny" Technologies
SO JOURNALISM STUDIES
LA English
DT Article; Early Access
DE Technology; field theory; digital; innovation; journalistic labor;
   journalism skills
ID ENTREPRENEURIAL JOURNALISM; TRANSFORMATIONS; AUTOMATION; ANALYTICS;
   NEWSROOM; FUTURE; SKILLS; POWER; AGE
AB Journalism has taken a technological turn, as reflected in industry narratives that suggest innovation is key to a strong financial future. This pursuit of technological innovation is consistent with Bourdieu's field theory, which suggests the journalistic field wants to re-assert its power and ward off threats from neighboring fields by increasing cultural capital through the acquisition of technological expertise and innovation. This study examined how journalists have responded to the push for technological upskilling. Based on a survey of 226 U.S. journalists, we found that some emerging technologies are not utilized as often and are not as highly valued as industry narratives suggest. Journalists were most motivated to learn new technologies to improve their employability; yet, they found it hard to keep up. Journalists also believed traditional skills, such as writing and interviewing, were more important to their jobs than digital technology skills. This study thus builds on research suggesting a gap exists between discourse emphasizing technology as a savior of the industry's future, and the day-to-day practices of most journalists. We find a need to more critically reflect upon the realities of technology adoption and use and their connection to journalism's mission.
C1 [Min, Seong Jae] Pace Univ, Commun Studies, Pleasantville, NY 10570 USA.
   [Fink, Katherine] Pace Univ, Media Commun & Visual Arts, Pleasantville, NY USA.
C3 Pace University; Pace University
RP Min, SJ (corresponding author), Pace Univ, Commun Studies, Pleasantville, NY 10570 USA.
EM smin@pace.edu
NR 66
TC 7
Z9 7
U1 3
U2 19
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1461-670X
EI 1469-9699
J9 JOURNALISM STUD
JI Journal. Stud.
PD 2021 OCT 26
PY 2021
VL 22
IS 14
BP 1987
EP 2004
DI 10.1080/1461670X.2021.1979425
EA SEP 2021
PG 18
WC Communication
WE Social Science Citation Index (SSCI)
SC Communication
GA XO2WC
UT WOS:000698265700001
DA 2024-02-21
ER

PT J
AU Barkas, LA
   Armstrong, PA
   Bishop, G
AF Barkas, Linda Anne
   Armstrong, Paul-Alan
   Bishop, Garry
TI Is inclusion still an illusion in higher education? exploring the
   curriculum through the student voice
SO INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
LA English
DT Article; Early Access
AB This article reports on research into the discourse and application of 'inclusion' policies in higher education. Against the requirements in law 'to make reasonable adjustments' required in Section 4A of the Disability Discrimination Act (1995. Accessed 2 May 2020.), respond equally under the Equality Act (2020. Section 6. Accessed 2 May 2020.) and ensure a safe environment. Drawing on the critical inquiry model of Denzin, N. (2017. "Critical Qualitative Inquiry."Qualitative Inquiry23 (1): 8-16), students with , non-apparent disabilities and special learning needs were invited to discuss their experience of feelingincludedat university. Through the exploration of the themes of widening participation, skills development and employability, we asked the students how they had experienced mental wellbeing through the practical application of inclusion policies in their programmes of study. Our findings show that while universities have responded very well to the legislation and endeavoured to address anti-discriminatory practice, more could be done to adjust the curriculum to ensure students' positive mental wellbeing. Developments in curriculum change, even by modest adjustments, could work towards students' feeling less anxious about their studies and ensure a fully inclusive experience.
C1 [Barkas, Linda Anne; Armstrong, Paul-Alan] Univ Sunderland, Sunderland Business Sch, Sunderland, Tyne & Wear, England.
   [Bishop, Garry] Univ Cambridge, Inst Continuing Educ, Cambridge, England.
C3 University of Sunderland; University of Cambridge
RP Barkas, LA (corresponding author), Univ Sunderland, Fac Business Law & Tourism, St Peters Campus, Sunderland SR6 0DD, Tyne & Wear, England.
EM Linda.Anne.Barkas@sunderland.ac.uk
OI Barkas, Linda Anne/0000-0003-3907-9193
NR 31
TC 9
Z9 10
U1 1
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1360-3116
EI 1464-5173
J9 INT J INCLUSIVE EDUC
JI Int. J. Incl. Educ.
PD 2022 SEP 19
PY 2022
VL 26
IS 11
BP 1125
EP 1140
DI 10.1080/13603116.2020.1776777
EA JUN 2020
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 4K6RG
UT WOS:000544049000001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Nogueira, T
   Magano, J
   Fontao, E
   Sousa, M
   Leite, A
AF Nogueira, Teresa
   Magano, Jose
   Fontao, Eunice
   Sousa, Marina
   Leite, Angela
TI Engineering Students' Industrial Internship Experience Perception and
   Satisfaction: Work Experience Scale Validation
SO EDUCATION SCIENCES
LA English
DT Article
DE industrial; internship; engineering; work experience; satisfaction;
   student perception
ID LEARNING OUTCOMES; HIGHER-EDUCATION; FIT INDEXES; QUALITY;
   EMPLOYABILITY; PLACEMENTS; BUSINESS
AB An essential aspect of higher education institutions' academic curricula for engineering courses is the students' industrial internship programs. In the literature, it is well accepted that such programs provide valuable learning outcomes and increase the graduates' employment prospects. Thus, it is paramount to evaluate the internship programs' quality to identify opportunities to improve their design and implementation. However, that evaluation typically depends on self-designed academic assessment surveys of questionable validity. The purpose of this paper is to assess engineering students' perceptions of their internship experiences. For that purpose, the validation of a recently adapted version of the Work Experience Questionnaire (WEQ) was carried out on a sample of 447 engineering students that participated in industrial internship programs offered by Portuguese public universities and polytechnic schools. A confirmatory factor analysis was performed to confirm the suitability of the model proposed by the WEQ's authors on this study's sample. The psychometric qualities were evaluated through convergent and discriminant validity. The results showed that the model fit the sample well, and convergent and discriminant validity was established. The general competencies subscale was the most important for the participants-specifically, the competency of solving problems. Differences concerning the WEQ and gender, company size, and compensation were found and discussed. This study provides researchers in the field with a new tool validated explicitly for engineering students.
C1 [Nogueira, Teresa; Fontao, Eunice; Sousa, Marina] Polytech Inst Porto P Porto, Sch Engn, R Dr Antonio Bernardino de Almeida 431, P-4249015 Porto, Portugal.
   [Nogueira, Teresa] Polytech Inst Porto, Ctr Innovat Engn & Ind Technol CIETI, R Dr Antonio Bernardino de Almeida 431, P-4200072 Porto, Portugal.
   [Magano, Jose] Higher Inst Business & Tourism Sci, Rua Cedofeita 285, P-4050180 Porto, Portugal.
   [Magano, Jose] Univ Autonoma Lisboa, Higher Res Ctr Business & Econ CICEE, Rua Sta Marta 47,5o Andar, P-1150293 Lisbon, Portugal.
   [Fontao, Eunice; Sousa, Marina] Interdisciplinary Studies Res Ctr ISRC, R Dr Antonio Bernardino de Almeida 431, P-4249015 Porto, Portugal.
   [Leite, Angela] Univ Tras Os Montes & Alto Douro UTAD, Sch Human & Social Sci ECHS, P-5001801 Vila Real, Portugal.
C3 Instituto Politecnico do Porto; Instituto Politecnico do Porto;
   Instituto Politecnico do Porto; University of Tras-os-Montes & Alto
   Douro
RP Nogueira, T (corresponding author), Polytech Inst Porto P Porto, Sch Engn, R Dr Antonio Bernardino de Almeida 431, P-4249015 Porto, Portugal.; Nogueira, T (corresponding author), Polytech Inst Porto, Ctr Innovat Engn & Ind Technol CIETI, R Dr Antonio Bernardino de Almeida 431, P-4200072 Porto, Portugal.
EM tan@isep.ipp.pt; jmagano@iscet.pt; emf@isep.ipp.pt; mas@isep.ipp.pt;
   angelal@utad.pt
RI Sousa, Marina/AEP-1538-2022; Magano, José/AAE-1254-2020; Nogueira,
   Teresa/Q-6796-2016; Leite, Angela/D-8224-2015
OI Sousa, Marina/0000-0002-3997-3251; Magano, José/0000-0003-2835-3169;
   Nogueira, Teresa/0000-0001-9904-7527; Leite, Angela/0000-0003-0560-1756;
   Fontao, Eunice/0000-0003-3304-7967
NR 54
TC 2
Z9 2
U1 2
U2 11
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2227-7102
J9 EDUC SCI
JI Educ. Sci.
PD NOV
PY 2021
VL 11
IS 11
AR 671
DI 10.3390/educsci11110671
PG 12
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA XE4VH
UT WOS:000723386600001
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Igwe, PA
   Rahman, M
   Ohalehi, P
   Amaugo, A
   Anigbo, JA
AF Igwe, Paul Agu
   Rahman, Mahfuzur
   Ohalehi, Paschal
   Amaugo, Amarachi
   Anigbo, Julian Amalachukwu
TI Responsible education: what engages international postgraduate students
   - evidence from UK
SO JOURNAL OF GLOBAL RESPONSIBILITY
LA English
DT Article; Early Access
DE International students; Student experience; Student engagement; Sense of
   belonging; Teaching and learning pedagogy
ID SENSE; AMERICAN; BELONG; MODEL
AB Purpose Responsive educational approaches focus on a set of well-designed practices intended to create engaging, social cohesion, better knowledge outcomes and excellent students' experience. Therefore, this paper aims to engage in the discourse of the intersection of psych-sociology of learning and student's engagement, connected to the sense of belonging and theory of planned behaviour (TPB). Design/methodology/approach By applying an ethnographic approach and interviews of 45 international students from three UK business schools, it proposes that a sense of "belongingness" is a prerequisite for learning, personal and professional development. Owing to the exploratory nature of the subject, the use of qualitative methodology turned out to be particularly useful. Indeed, the conduct of in-depth semi-structured interviews, participative observation enabled us to access perceptions of students and compare different points of view. Findings The findings indicate that international students measure their experience by "sense of belonging", integration and engagement on many interrelated and influential factors. English proficiency and employability skills are the major concerns. The kinds of support they received from their faculties and the quality of feedback from tutors are important for international studies integration and sense of belonging. Originality/value The findings of the critical elements of the engagement and experience of international students have both policy and practical implications given the high demand for UK universities by foreign students. Although, this paper is based on findings from UK higher education institutions, the insights are of relevance to many countries such as Australia, Canada, Germany, France and the USA, who have a significant proportion of overseas students.
C1 [Igwe, Paul Agu] Univ Lincoln, Lincoln, England.
   [Rahman, Mahfuzur] Univ Lincoln, Lincoln Int Business Sch, Lincoln, England.
   [Ohalehi, Paschal; Amaugo, Amarachi] De Montfort Univ, Leicester, Leics, England.
   [Anigbo, Julian Amalachukwu] Univ South Wales, Pontypridd, M Glam, Wales.
C3 University of Lincoln; University of Lincoln; De Montfort University;
   University of South Wales
RP Rahman, M (corresponding author), Univ Lincoln, Lincoln Int Business Sch, Lincoln, England.
EM pigwe@lincoln.ac.uk; marahman@lincoln.ac.uk; paschal.ohalehi@dmu.ac.uk;
   amarachi.amaugo@dmu.ac.uk; amalachukwu.anigbo@southwales.ac.uk
RI Rahman, Mahfuzur/AAO-9293-2020
OI Rahman, Mahfuzur/0000-0002-3386-9613
NR 61
TC 0
Z9 0
U1 3
U2 21
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2041-2568
EI 2041-2576
J9 J GLOB RESPONSIB
JI J. Glob. Responsib.
PD 2020 OCT 10
PY 2020
VL 11
IS 4
SI SI
BP 363
EP 376
DI 10.1108/JGR-03-2020-0036
EA AUG 2020
PG 14
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA OR7GS
UT WOS:000565946200001
OA Green Accepted, Green Submitted
DA 2024-02-21
ER

PT J
AU Reynoldson, M
AF Reynoldson, Miriam
TI Marketing micro-credentials: An analysis of actors, voices and messages
   in educational innovation discourse
SO INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
LA English
DT Article; Early Access
DE Unbundled education; lifelong learning; credentialism; employability;
   students as consumers; neoliberalism
ID NEOLIBERALISM; RESPONSIBILISATION
AB Much has been written about the potential of micro-credentials to revitalise and modernise Australian higher education offerings, and to create forms of educational credit linked more meaningfully with industry. Proponents of micro-credentials speak from a range of standpoints: public education institutions, private companies, industry associations, governments, educational technology businesses and more. This review examines the neoliberal reasoning inherent in micro-credential-promoting discourse, both in Australia and globally. It shows that micro-credentials are conceived as a form of product innovation which increase the provider pool to include private companies and technology intermediaries, while students are cast as independent consumers, perpetually responsible for self-managing their own employability education, but this analysis finds student voices and perspectives are absent from the discourse.
C1 [Reynoldson, Miriam] Univ Melbourne, Melbourne Grad Sch Educ, Melbourne, Vic, Australia.
C3 University of Melbourne
RP Reynoldson, M (corresponding author), Univ Melbourne, 2-120 Warrandyte Rd, Melbourne, Vic, Australia.
EM miriam.reynoldson@student.unimelb.edu.au
OI Reynoldson, Miriam/0000-0002-6022-7739
NR 43
TC 5
Z9 5
U1 4
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1470-3297
EI 1470-3300
J9 INNOV EDUC TEACH INT
JI Innov. Educ. Teach. Int.
PD 2023 NOV 2
PY 2023
VL 60
IS 6
BP 953
EP 963
DI 10.1080/14703297.2022.2083657
EA JUN 2022
PG 11
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA X7FE1
UT WOS:000803951900001
DA 2024-02-21
ER

PT J
AU Main, S
   Byrne, M
   Scott, JJ
   Sullivan, K
   Paolino, A
   Slater, EV
   Boron, J
AF Main, S.
   Byrne, M.
   Scott, J. J.
   Sullivan, K.
   Paolino, A.
   Slater, E., V
   Boron, J.
TI Primary specialisations in Australia: graduates' perceptions of outcome
   and impact
SO AUSTRALIAN EDUCATIONAL RESEARCHER
LA English
DT Article; Early Access
DE Specialisations; Initial teacher education; Employability; Primary
ID MIXED METHODS; KNOWLEDGE; TEACHERS
AB In 2014, the Australian Government established the Teacher Education Ministerial Advisory Group (TEMAG) to advise on how teacher education programmes could ensure new teachers were adequately prepared for the classroom. Following this, the Australian Government endorsed a key recommendation of the TEMAG Action Now: Classroom Ready Teachers report, the inclusion of specialisations in primary Initial Teacher Education (ITE). This research was conducted at an Australian public university that, in 2016, had embedded specialisations in a revised primary teacher programme structure and was one of the first ITE institutions in Australia to graduate primary teachers with a specialisation. Using a mixed-methods case study design with convenience sampling, this study sought to investigate these primary graduates' perceptions of undertaking a specialisation in relation to the development of content knowledge and pedagogical knowledge in the specialist area, as well as perceived employment advantages. This research took place over 4 years with participants having completed a Bachelor of Education (Primary) at least three months prior to participating. The participants reported benefits to having completed a primary specialisation but expressed concerns about their preparedness to teach their specialisation and whether it would result in any advantages for employment. Recommendations from the participants included teaching practice in their area of specialisation, consideration of specialist skills and changing the timetabling of the specialisation in the programme. Ultimately, there is a need for ongoing research in this area to determine the extent to which primary specialisations deliver the intended outcomes and impacts at both the policy driver level and the university level.
C1 [Main, S.; Byrne, M.; Scott, J. J.; Sullivan, K.; Paolino, A.; Slater, E., V; Boron, J.] Edith Cowan Univ, Sch Educ, 2 Bradford St, Mt Lawley, WA 6050, Australia.
   [Scott, J. J.] Univ Sunshine Coast, Sch Educ & Tertiary Access, Sunshine Coast, Qld, Australia.
C3 Edith Cowan University; University of the Sunshine Coast
RP Main, S (corresponding author), Edith Cowan Univ, Sch Educ, 2 Bradford St, Mt Lawley, WA 6050, Australia.
EM s.main@ecu.edu.au
RI Main, Susan/ABD-1968-2021
OI Main, Susan/0000-0002-5955-4222; Sullivan, Kevin/0000-0002-4559-5170;
   Boron, Jason/0000-0002-1069-4515
FU Strategic Initiative Funds [32326]
FX This research was funded by Strategic Initiative Funds 32326.
NR 39
TC 0
Z9 0
U1 0
U2 4
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0311-6999
EI 2210-5328
J9 AUST EDUC RES
JI Aust. Educ. Res.
PD 2023 APR
PY 2023
VL 50
IS 2
BP 371
EP 390
DI 10.1007/s13384-021-00496-y
EA DEC 2021
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA F6MG8
UT WOS:000726259200003
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU van Leeuwen, EH
   Taris, T
   van Rensen, ELJ
   Knies, E
   Lammers, JW
AF van Leeuwen, Evelien H.
   Taris, Toon
   van Rensen, Elizabeth L. J.
   Knies, Eva
   Lammers, Jan-Willem
TI Positive impact of the COVID-19 pandemic? A longitudinal study on the
   impact of the COVID-19 pandemic on physicians' work experiences and
   employability
SO BMJ OPEN
LA English
DT Article
DE COVID-19; human resource management; mental health
ID ACUTE RESPIRATORY SYNDROME; JOB DEMANDS; PERCEIVED EMPLOYABILITY;
   HEALTH-CARE; CONTINUE
AB Objective The COVID-19 pandemic places an enormous demand on physicians around the world. The aim of this study was to examine the impact of the COVID-19 pandemic on physicians' work experiences and their ability and willingness to continue working in their profession until retirement (ie, their employability). Design A longitudinal comparative design was used. Survey data were collected on three moments: before (May 2019), in the early phase (May 2020) and in a later phase (November 2020) of the COVID-19 pandemic. Time effects were tested using repeated-measures analyses of variance and one-way analyses of variance. Setting This study took place among physicians of two hospitals in a large city in the Netherlands. Participants 165 hospital physicians with surgical, medical and other specialties participated in this study. Results Physicians' employability significantly increased from the time prior to the COVID-19 pandemic, compared with the period during this pandemic. Employability differs among physicians with surgical, medical and other specialties. Furthermore, physicians experienced a lower emotional, physical and quantitative workload during the first peak of the COVID-19 pandemic, compared with before the pandemic. Moreover, physicians experienced the most stress from the impact of COVID-19 on their work in general and from combining work and private life. Conclusions This study shows that physicians' employability and work experiences are affected by the COVID-19 pandemic. Work experiences vary for physicians with different specialties. These varieties stress the importance of attention for physicians' individual needs and challenges regarding working during the COVID-19 pandemic and the possibility of continuing work in the aftermath of this crisis. Based on this, physicians can be offered tailor-made solutions. This is important to maintain a healthy and employable workforce, which is essential for a sustainable healthcare system.
C1 [van Leeuwen, Evelien H.; van Rensen, Elizabeth L. J.] UMC Utrecht, Dept Qual & Patient Safety, Utrecht, Netherlands.
   [van Leeuwen, Evelien H.; Knies, Eva] Univ Utrecht, Dept Strateg Human Resource Management, Sch Governance, Utrecht, Netherlands.
   [Taris, Toon] Univ Utrecht, Dept Social Hlth & Org Psychol, Utrecht, Netherlands.
   [Lammers, Jan-Willem] UMC Utrecht, Dept Resp Med, Utrecht, Netherlands.
C3 Utrecht University; Utrecht University Medical Center; Utrecht
   University; Utrecht University; Utrecht University; Utrecht University
   Medical Center
RP van Leeuwen, EH (corresponding author), UMC Utrecht, Dept Qual & Patient Safety, Utrecht, Netherlands.; van Leeuwen, EH (corresponding author), Univ Utrecht, Dept Strateg Human Resource Management, Sch Governance, Utrecht, Netherlands.
EM e.h.vanleeuwen@umcutrecht.nl
OI van Leeuwen, Evelien/0000-0002-1239-3126
NR 41
TC 6
Z9 6
U1 0
U2 4
PU BMJ PUBLISHING GROUP
PI LONDON
PA BRITISH MED ASSOC HOUSE, TAVISTOCK SQUARE, LONDON WC1H 9JR, ENGLAND
SN 2044-6055
J9 BMJ OPEN
JI BMJ Open
PD DEC
PY 2021
VL 11
IS 12
AR e050962
DI 10.1136/bmjopen-2021-050962
PG 8
WC Medicine, General & Internal
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC General & Internal Medicine
GA XK5VJ
UT WOS:000727532600021
PM 34862285
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Miranda, S
   Orciuoli, F
   Loia, V
   Sampson, D
AF Miranda, Sergio
   Orciuoli, Francesco
   Loia, Vincenzo
   Sampson, Demetrios
TI An ontology-based model for competence management
SO DATA & KNOWLEDGE ENGINEERING
LA English
DT Article
DE Ontology engineering; Competence-based management; Semantic web; Context
   space theory; Fuzzy logic
AB In the last years, the need for developing strategies, models and tools to manage competences clearly emerges in numerous scenarios. For instance, this emergence especially raises when it is required to realize effective recruiting platforms, decision support systems for human resource management, learning management systems and so on. This work proposes an ontology-based model for the representation of competences able to support a wide range of scenarios where it is fundamental to model, organize and represent professional competences, enable interoperability and co-operation among different and heterogeneous tools and, lastly, execute queries and inference operations over these competences. The proposed model starts from the outcomes of the specialized literature and the related R & D projects and produces a novel integrated model that represents both job offers and demands to support recruiting initiatives and to develop employability strategies aiming at a best matching as well as a careful skill gap analysis.
   The model has been evaluated by means of a three-level approach also in the context of the SIRET project whose goal is defining a recruiting and training integrated system able to represent the professional competences of users and to understand the supplies and the demands in order to find optimal agreements in the job market.
C1 [Miranda, Sergio] Univ Salerno, DISUFF, Dept Human Philosophy & Educ Sci, Via Giovanni Paolo II 132, I-84084 Fisciano, SA, Italy.
   [Orciuoli, Francesco; Loia, Vincenzo] Univ Salerno, DISA MIS, Dept Management & Innovat Syst, Fisciano, SA, Italy.
   [Sampson, Demetrios] Curtin Univ, Sch Educ, Perth, WA, Australia.
C3 University of Salerno; University of Salerno; Curtin University
RP Miranda, S (corresponding author), Univ Salerno, DISUFF, Dept Human Philosophy & Educ Sci, Via Giovanni Paolo II 132, I-84084 Fisciano, SA, Italy.
EM semiranda@unisa.it
RI Sampson, Demetrios/AAP-6039-2021; Miranda, Sergio/AAW-5325-2020
OI Miranda, Sergio/0000-0002-8554-0123; Sampson,
   Demetrios/0000-0002-0174-0137; Orciuoli, Francesco/0000-0001-6899-4396
FU Italian Ministry of University and Research under the project SIRET,
   Recruiting and Training Integrated System [PON 01_03024]; European
   Collaborative Project ARISTOTELE: Personalised Learning and
   Collaborative Working Environments Fostering Social Creativity and
   Innovations Inside the Organisations (VII Framework Program) [257886]
FX Partially supported by the Italian Ministry of University and Research
   under the project SIRET, Recruiting and Training Integrated System (PON
   01_03024 approved by D.D. 721/Ric 2011, October 14 and started in 2011,
   November 1). Special thanks to the other partners involved in these
   research activities: Gepin PA S.p.A., Rome, Italy, CRMPA, Centro di
   Ricerca in Matematica Pura e Applicata, Fisciano (SA), Italy and MOMA
   S.p.A., Baronissi (SA), Italy, DADAT, University of Naples Federico II,
   Italy.; Thanks also to the colleagues and partners involved in the
   European Collaborative Project ARISTOTELE: Personalised Learning and
   Collaborative Working Environments Fostering Social Creativity and
   Innovations Inside the Organisations (VII Framework Program, Theme
   ICT-2009.4.2 Technology-Enhanced Learning, Grant Agreement n. 257886)
   for the useful discussions on the competence modelling and
   representation.
NR 50
TC 35
Z9 41
U1 6
U2 48
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0169-023X
EI 1872-6933
J9 DATA KNOWL ENG
JI Data Knowl. Eng.
PD JAN
PY 2017
VL 107
BP 51
EP 66
DI 10.1016/j.datak.2016.12.001
PG 16
WC Computer Science, Artificial Intelligence; Computer Science, Information
   Systems
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science
GA EJ9DE
UT WOS:000393526000003
DA 2024-02-21
ER

PT J
AU Rienties, B
   Brouwer, N
   Lygo-Baker, S
AF Rienties, Bart
   Brouwer, Natasa
   Lygo-Baker, Simon
TI The effects of online professional development on higher education
   teachers' beliefs and intentions towards learning facilitation and
   technology
SO TEACHING AND TEACHER EDUCATION
LA English
DT Article
DE Teacher beliefs and intentions towards learning; Teacher education;
   Pre-post test; TPACK; Impact; Higher education; Quantitative
ID PEDAGOGICAL CONTENT KNOWLEDGE; STUDENTS; CONCEPTIONS; INSTRUMENT; ROLES
AB An important development in higher education is the increased learning possibilities brought by ICT. Many academics seem reluctant to embrace technology. An online teacher training program was followed by 73 academics from nine higher educational institutions. Data were gathered using the Technological Pedagogical Content Knowledge (TPACK) model and the Teacher Beliefs and Intentions questionnaire using a pre-post test-design. The results amongst 33 participants who completed both pre- and post-test indicate that TPACK skills increased substantially. Over time academics were less convinced about the merits of knowledge transmission. Disciplines and institutional cultures, time investment and beliefs towards employability influenced training retention. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Rienties, Bart; Lygo-Baker, Simon] Univ Surrey, Dept Higher Educ, Guildford GU2 7XH, Surrey, England.
   [Brouwer, Natasa] Univ Amsterdam, Amsterdam, Netherlands.
C3 University of Surrey; University of Amsterdam
RP Rienties, B (corresponding author), Univ Surrey, Dept Higher Educ, Guildford GU2 7XH, Surrey, England.
EM B.rienties@surrey.ac.uk
RI Rienties, Bart/AAH-2397-2019
OI Rienties, Bart/0000-0003-3749-9629
NR 51
TC 155
Z9 262
U1 7
U2 211
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0742-051X
EI 1879-2480
J9 TEACH TEACH EDUC
JI Teach. Teach. Educ.
PD JAN
PY 2013
VL 29
BP 122
EP 131
DI 10.1016/j.tate.2012.09.002
PG 10
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 056SH
UT WOS:000312511200012
OA Green Accepted, Green Submitted
DA 2024-02-21
ER

PT J
AU Naqvi, S
   Matriano, MTD
   Alimi, JT
AF Naqvi, Samia
   Matriano, Maria Teresa De Guzman
   Alimi, Jamel Terzi
TI Student and faculty perceptions on an entrepreneurship course: an
   exploratory study from Oman
SO JOURNAL OF SCIENCE AND TECHNOLOGY POLICY MANAGEMENT
LA English
DT Article; Early Access
DE Course design; Entrepreneurship; Entrepreneurial skills; Entrepreneurial
   intention; Entrepreneurship and New Venture Creation (ENVC) course;
   Perceptions; Oman Vision 2040
ID TEACHING ENTREPRENEURSHIP; ENGINEERING STUDENTS; EDUCATION; INTENTION;
   PROMISE; MODELS; WORLDS
AB Purpose Entrepreneurship-oriented courses are increasingly being offered in higher education institutions (HEIs) around the world. However, in the case of Oman, where this study was conducted, little or no research has been conducted, to date, to explore the perceptions of students and faculty members regarding the entrepreneurship-oriented courses they participate in, which is a serious gap in the literature. This study aims to fill this gap by examining the beliefs and conceptions that learners and faculty at a private HEI in Muscat, Oman, had about the course entitled Entrepreneurship and New Venture Creation (ENVC). Design/methodology/approach The primary and secondary research questions are addressed using a mixed-methods approach that includes an online student questionnaire answered by 110 students who had studied the ENVC course, a focus group discussion with eight students facilitated by MS Teams and semi-structured interviews with two faculty members. Findings The findings revealed that the study participants had a very positive view of the ENVC course discussed here as they pointed to several benefits, including improved knowledge of business and entrepreneurship concepts, increased familiarity with the local business environment, development of entrepreneurial intention and improvement of their critical thinking, creativity and innovation skills. In addition, the results revealed some concerns among the participating students, particularly regarding the lack of adequate training sessions on risk management and financial planning. The participants also requested hands-on experience through industrial entrepreneurship training and in-residence-entrepreneurship programs. Research limitations/implications This study raises a number of possibilities for further research on this type of course in terms of students' employability skills, know-how and agency when the time comes for them to enter the real world of business and employment. Future work would benefit from using a longitudinal survey on a group of alumni to triangulate and compare the various findings that were reached here. It would certainly be even more fruitful if conducted at two or more HEIs and with larger population samples to ensure broad coverage, representation and generalization. Work along these lines would certainly refine and extend our findings. Practical implications This study has significant pedagogical implications for future graduate students seeking employment, entrepreneurship course developers and faculty. Relatively, the educational outcomes of entrepreneurship education will also rely on the way entrepreneurship is being taught to students. It is recommended that entrepreneurship teaching should focus on cognitive development and active implementation of in-house incubation for well-planned innovative business ideas. This will provide opportunities for students to gain real-life experiences and identify their strengths and weaknesses, as well as the areas and skills that need to be maintained; hence, further research on the effectiveness of in-house incubation could best be considered for the next study. Another concern raised in this study is the lack of training in financial planning. Hence, further research can be considered on how to improve the financial planning skills of students for a start-up journey.
   Social implications This course is designed in alignment with Oman Vision 2040, which places great emphasis on entrepreneurship as it plays an important role in the planned economic diversification and sustainability, in which innovation derived from entrepreneurship development will be used as the main driver for the development of infrastructure and educational systems that encourage entrepreneurship. Moreover, the ENVC course focuses on the concept of social entrepreneurship. It inculcates a sense of responsibility for supporting the immediate society among students. Learning the perceptions of students and teachers will provide opportunities to achieve their academic goals, which will reap economic and financial returns in the long run. The development of entrepreneurial skills and intentions of students will eventually help in boosting the country's economy and its social fabric, thus improving the overall quality of life of Omani society. Originality/value Even though this study is an exploratory investigation, the framework sets out clear empirical insights into the entrepreneurship course development, its main contents, assessments and learners' and faculty members' perceptions of the design, intent, content and delivery of the ENVC course and has crucial implications for all the stakeholders. The originality of this case study lies in the fact that it is the first of its kind in the body of research as it links theory to practice and will be a useful reference for entrepreneurship course developers, higher education faculty and students.
C1 [Naqvi, Samia] Middle Fast Coll, Ctr Fdn Studies, Muscat, Oman.
   [Matriano, Maria Teresa De Guzman] Middle East Coll, Dept Management Studies, Muscat, Oman.
   [Alimi, Jamel Terzi] Univ Kairouan, Fac Sci & Tech Sidi Bouzid, Sidi Bouzid, Tunisia.
C3 Universite de Kairouan
RP Naqvi, S (corresponding author), Middle Fast Coll, Ctr Fdn Studies, Muscat, Oman.
EM snaqvi@mec.edu.om
NR 68
TC 1
Z9 1
U1 5
U2 16
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2053-4620
EI 1758-5538
J9 J SCI TECHNOL POLICY
JI J. Sci. Technol. Policy Manag.
PD 2023 AUG 14
PY 2023
VL 14
IS 5
BP 885
EP 911
DI 10.1108/JSTPM-08-2021-0128
EA AUG 2022
PG 27
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA O8ZE8
UT WOS:000835420700001
DA 2024-02-21
ER

PT J
AU Passaretta, G
   Trivellato, P
   Triventi, M
AF Passaretta, Giampiero
   Trivellato, Paolo
   Triventi, Moris
TI Between academia and labour marketthe occupational outcomes of PhD
   graduates in a period of academic reforms and economic crisis
SO HIGHER EDUCATION
LA English
DT Article
DE Higher education; PhD; Doctoral education; Returns to education;
   Academic reforms; Economic crisis; Italy
ID BRAIN-DRAIN; SCIENTISTS; KNOWLEDGE; EDUCATION; MOBILITY; EMPLOYMENT;
   PATTERNS; SCIENCE; FIELD; UK
AB The article examines the mid-term occupational outcomes of two cohorts of PhDs graduated in 2004 and 2008 in Italy. This comparison allows the authors to explore changing PhD's occupational prospects after recent academic reforms (e.g. cuts to public funding, introduction of fixed-term positions for assistant professors) and the economic crisis. Population data from the Istat Survey on the Occupational Outcomes of PhD graduates' is used to analyse PhD's employability, international mobility, type of contract and occupation 5years after obtaining a doctoral degree. Empirical results show that academic reforms and the economic crisis coincided with decreasing employment in academia and increasing chances of having a fixed-term contract, being employed abroad and working in research-related occupations outside academia. Moreover, PhD graduates from hard disciplines, such as engineering, are generally better off compared to PhD graduates in soft fields, such as sociology. Finally, the results suggest that the academic reforms reduced the chances to work in academia more in soft rather than in hard academic disciplines.
C1 [Passaretta, Giampiero] Trinity Coll Dublin, Dept Sociol, Coll Green, Dublin 2, Ireland.
   [Trivellato, Paolo] Univ Milano Bicocca, Dept Sociol & Social Res, Via Bicocca Arcimboldi 8, I-20126 Milan, Italy.
   [Triventi, Moris] Univ Trento, Dept Sociol & Social Res, Via Verdi 26, I-38122 Trento, Italy.
C3 Trinity College Dublin; University of Milano-Bicocca; University of
   Trento
RP Passaretta, G (corresponding author), Trinity Coll Dublin, Dept Sociol, Coll Green, Dublin 2, Ireland.
EM passareg@tcd.ie; paolo.trivellato@unimib.it; moris.triventi@unitn.it
RI Passaretta, Giampiero/J-7270-2019
OI Passaretta, Giampiero/0000-0003-1706-1216
NR 55
TC 30
Z9 33
U1 3
U2 32
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD MAR
PY 2019
VL 77
IS 3
BP 541
EP 559
DI 10.1007/s10734-018-0288-4
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HN4DG
UT WOS:000460133900010
DA 2024-02-21
ER

PT J
AU Krzysztofik, R
   Zagórowska, A
   Kantor-Pietraga, I
   Malchar-Michalska, D
   Lamparska, M
   Dudek, A
AF Krzysztofik, Robert
   Zagorowska, Agata
   Kantor-Pietraga, Iwona
   Malchar-Michalska, Dominika
   Lamparska, Marzena
   Dudek, Aleksandra
TI The impact of regional demographics on Higher Education Policy. An
   example from Silesia, Poland
SO ENVIRONMENTAL & SOCIO-ECONOMIC STUDIES
LA English
DT Article
DE higher education policy; demographic problems; university strategies;
   Silesia
ID MASS HIGHER-EDUCATION; EMPLOYABILITY; PERSPECTIVES; PERIPHERY; EUROPE
AB The determinants of higher education policy have their sources in various spheres, such as economic, social, educational, national policy, administrative, and demographic. Problems for the development of higher education also stem from these spheres. One of them is the challenging demographic situation that is a significant element of developing higher education in southern Poland (particuarly in the Silesia region). Given this context, this article aims to indicate the policies of the universities in the region which respond to the existing demographic threats. This relationship is to confront student opinions regarding their vision for their education and future career within the current demographic situation. Using research-based on an analysis of university and regional local government strategic documents and surveys carried out among students, we conclude that higher education development policy is responding to the demographic transformation. Meanwhile, students' attitudes to the challenges of the demographic situation is quite "flexible" and relatively ambivalent. This article presents the contrast between the increasingly tricky demographic situation in Silesia, Poland, and the limited response in the two main groups of stakeholders - academic authorities and students - that require shaping higher education ipolicy towards future demographic challenges.
C1 [Krzysztofik, Robert; Zagorowska, Agata; Malchar-Michalska, Dominika; Dudek, Aleksandra] Univ Silesia Katowice, Inst Social & Econ Geog & Spatial Management, 60 Bedzinska Str, PL-41200 Sosnowiec, Poland.
   [Zagorowska, Agata; Malchar-Michalska, Dominika; Dudek, Aleksandra] Opole Univ, Fac Econ, 46a Ozimska Str, PL-45058 Opole, Poland.
C3 University of Silesia in Katowice; University of Opole
RP Krzysztofik, R (corresponding author), Univ Silesia Katowice, Inst Social & Econ Geog & Spatial Management, 60 Bedzinska Str, PL-41200 Sosnowiec, Poland.
EM robert.krysztofik@us.edu.pl
OI Kantor-Pietraga, Iwona/0000-0003-2067-5438; Lamparska,
   Marzena/0000-0001-8574-9253; Krzysztofik, Robert/0000-0002-2330-8994;
   Zagorowska, Agata/0000-0002-7847-2708; Malchar-Michalska,
   Dominika/0000-0002-9774-9928; Dudek, Aleksandra/0000-0002-8740-4520
NR 67
TC 0
Z9 0
U1 0
U2 5
PU SCIENDO
PI WARSAW
PA BOGUMILA ZUGA 32A, WARSAW, MAZOVIA, POLAND
SN 2354-0079
J9 ENVIRON SOCIO-ECON S
JI Environ. Socio-Econ. Stud.
PD MAR
PY 2021
VL 9
IS 1
BP 10
EP 22
DI 10.2478/environ-2021-0002
PG 13
WC Environmental Studies
WE Emerging Sources Citation Index (ESCI)
SC Environmental Sciences & Ecology
GA TH7AQ
UT WOS:000672238500002
OA gold
DA 2024-02-21
ER

PT J
AU Semeijn, JH
   Caniëls, MCJ
   Kooistra, D
AF Semeijn, Judith H.
   Caniels, Marjolein C. J.
   Kooistra, Daniel
TI Cross-lagged effects of resilience and indicators of sustainable
   employability; a study among Dutch police officers
SO POLICING-AN INTERNATIONAL JOURNAL OF POLICE STRATEGIES & MANAGEMENT
LA English
DT Article
DE Resilience; Absenteeism; Police officers; Sustainable employability;
   Vitality; Workability
ID JOB-SATISFACTION; WORK ENGAGEMENT; SOCIAL SUPPORT; STRESS; RESOURCES;
   CONSERVATION; CONSTRUCT; IMPACT; DETERMINANTS; PERFORMANCE
AB Purpose Sustainable employability is an important goal for individuals and organizations alike. However, scarce knowledge is available on possible cross-lagged relations of resilience among police officers and different aspects of their sustainable employability over time. Based on assumptions of COR theory, the purpose of this paper is to test these relations in a two-wave design. Design/methodology/approach A total of 532 police officers participated in a time-lagged survey design (time interval of six months) concerning their resilience and relevant aspects, i.e., self-reported vitality, workability and organization-reported individual absenteeism rates. Data were analyzed with structural equation modeling. Findings Results indicate cross-lagged effects between resilience and vitality with an acceptable model fit. Thus, the level of resilience at T1 affected the level of vitality at T2 and vice versa. In addition, a nearly significant negative effect of vitality on T1 was found on absenteeism on T2.
   Originality/value This study is the first to test the cross-lagged relations between resilience and indicators of sustainable employability among police officers. It is important to further study this for the sake of both police officers, as well as society as a whole.
C1 [Semeijn, Judith H.; Caniels, Marjolein C. J.; Kooistra, Daniel] Open Univ Netherlands, Fac Management Sci & Technol, Heerlen, Netherlands.
   [Semeijn, Judith H.] Maastricht Univ, Res Ctr Educ & Labour Market, Maastricht, Netherlands.
C3 Open University Netherlands; Maastricht University
RP Semeijn, JH (corresponding author), Open Univ Netherlands, Fac Management Sci & Technol, Heerlen, Netherlands.; Semeijn, JH (corresponding author), Maastricht Univ, Res Ctr Educ & Labour Market, Maastricht, Netherlands.
EM judith.semeijn@ou.nl
RI Semeijn, Judith H./A-7659-2018; Caniëls, Marjolein/ABE-6714-2020
OI Caniëls, Marjolein/0000-0002-4206-4083; , Judith/0000-0001-8740-9025
NR 74
TC 7
Z9 7
U1 6
U2 25
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 1363-951X
EI 1758-695X
J9 POLICING
JI Policing-An Int J Police Strategies & Manag.
PD NOV 21
PY 2019
VL 42
IS 6
BP 961
EP 975
DI 10.1108/PIJPSM-01-2019-0003
PG 15
WC Criminology & Penology
WE Social Science Citation Index (SSCI)
SC Criminology & Penology
GA JN9HJ
UT WOS:000497200400001
OA hybrid
DA 2024-02-21
ER

PT J
AU Biernat, E
   Buchholtz, S
   Góra, M
AF Biernat, Elzbieta
   Buchholtz, Sonia
   Gora, Marek
TI Physical activity for longer working lives: an analysis of physical
   activity profiles of selected occupational groups in Poland
SO MEDICINA DEL LAVORO
LA English
DT Article
DE Ageing; longer working lives; employability; physical activity; obesity
ID LEISURE; TIME; ASSOCIATIONS; INACTIVITY; OBESITY; OFFICE
AB Background: Extending working lives has become an inevitable objective of public policy in the era of population ageing. It is possible, however, that the duration of working life will depend on individual employability. Out of a wide range of factors affecting employability, in this paper we have analyzed one specific aspect of health status, which is physical activity. Methods: This paper studies the relationship between physical activity and BMI among representatives of seven occupational groups in Poland using a logit regression. We use a dedicated micro-database of over 5,000 Warsaw inhabitants. Results: Being overweight and obese is a significant problem among scientific researchers and public administration professionals; however, insufficient physical activity mainly affects sales workers and health professionals. Sex and age groups and professions are a far better predictor of a high BMI than the level of individual physical activity. In the case of the latter, the number of recreational disciplines and frequency of walking is more important than any other physical activity-related variable. We confirm that being overweight and having a sedentary lifestyle lead to a vicious circle of inactivity. Conclusions: In order to break this cycle or at least bring it under control, it is necessary to monitor the weight and waist circumference of workers, which is a prerequisite for any further intervention.
C1 [Biernat, Elzbieta; Buchholtz, Sonia; Gora, Marek] Warsaw Sch Econ, Warsaw, Poland.
   [Gora, Marek] Inst Study Lab, Bonn, Germany.
C3 Warsaw School of Economics; IZA Institute Labor Economics
RP Biernat, E (corresponding author), Warsaw Sch Econ, Dept Tourism, Al Niepodleglosci 162, PL-02554 Warsaw, Poland.
EM elzbieta.biernat@sgh.waw.pl
RI Biernat, Elżbieta/AAW-1599-2021; Góra, Marek/IWE-3447-2023
OI Biernat, Elżbieta/0000-0002-4675-5017; Buchholtz,
   Sonia/0000-0002-9150-724X
FU Provost Fund of the Warsaw School of Economics; Joseph Pilsudski
   University of Physical Education in Warsaw grant from the Ministry of
   Science and Higher Education in Poland [DS - 86]
FX This work was supported by the Provost Fund of the Warsaw School of
   Economics and the Joseph Pilsudski University of Physical Education in
   Warsaw grant from the Ministry of Science and Higher Education in Poland
   (grant number DS - 86).
NR 58
TC 1
Z9 1
U1 0
U2 5
PU MATTIOLI 1885
PI FIDENZA
PA VIA DELLA LODESANA 649-SX, FIDENZA, 43046 PR, ITALY
SN 0025-7818
J9 MED LAV
JI Med. Lav.
PD NOV-DEC
PY 2016
VL 107
IS 6
BP 444
EP 461
PG 18
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Public, Environmental & Occupational Health
GA EJ4IR
UT WOS:000393180700004
PM 27976663
DA 2024-02-21
ER

PT J
AU Debata, B
   Patnaik, P
   Mishra, A
AF Debata, Byomakesh
   Patnaik, Pooja
   Mishra, Abhisek
TI COVID-19 pandemic! It's impact on people, economy, and environment
SO JOURNAL OF PUBLIC AFFAIRS
LA English
DT Article; Early Access
AB The paper reviews the (a) existing knowledge on corona virus disease (b) policy responses to it, and (c) its impact on the people, economic activities, and environment of India. The pandemic has increased a sense of fear and insecurity among people due to probable job and pay loss. As well, the nationwide lockdown imposed by the government has increased cases of domestic violence and child abuse. The industrial sectors-tourism, aviation, agriculture, construction, retail, hotels, textile, gems/jewellery, fast moving consumer goods (FMCG), manufacturing, and start-ups are temporarily closed leading to a significant revenue loss. Consequently, existence of many sectors and employability of a sizable number of employees is at stake. Despite the economic slowdown, the lockdown has become a boon for the environment to revive due to less pollution and reduced discharge of effluents to water from factories. The policy formulators should consider this as wakeup call and thereby align the people, economy, and environment strategically.
C1 [Debata, Byomakesh] BITS Pilani, Dept Econ & Finance, Pilani, Rajasthan, India.
   [Patnaik, Pooja] Indian Inst Technol Kharagpur, Dept Humanities & Social Sci, Kharagpur, W Bengal, India.
   [Mishra, Abhisek] Nabakrushna Choudhury Ctr Dev Studies, Bhubaneswar, India.
C3 Birla Institute of Technology & Science Pilani (BITS Pilani); Indian
   Institute of Technology System (IIT System); Indian Institute of
   Technology (IIT) - Kharagpur
RP Patnaik, P (corresponding author), Indian Inst Technol Kharagpur, Dept Humanities & Social Sci, Kharagpur, W Bengal, India.
EM pooja.patnaik237@gmail.com
RI Patnaik, Pooja/AAR-8656-2021; Debata, Byomakesh/AAQ-7759-2021; Mishra,
   Abhisek/GON-9738-2022
OI Patnaik, Pooja/0000-0003-1463-6491; Mishra, Abhisek/0000-0001-6779-5977
NR 17
TC 91
Z9 93
U1 3
U2 41
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1472-3891
EI 1479-1854
J9 J PUBLIC AFF
JI J. Public Aff.
PD 2020 NOV
PY 2020
VL 20
IS 4
AR e2372
DI 10.1002/pa.2372
EA SEP 2020
PG 5
WC Public Administration
WE Emerging Sources Citation Index (ESCI)
SC Public Administration
GA PA5XJ
UT WOS:000565427600001
DA 2024-02-21
ER

PT J
AU Bowsher, J
AF Bowsher, Josh
TI Credit/debt and human capital: Financialized neoliberalism and the
   production of subjectivity
SO EUROPEAN JOURNAL OF SOCIAL THEORY
LA English
DT Article
DE credit; debt; financialization; neoliberalism; subjectivity
ID EMPLOYABILITY; EMPLOYMENT; CRISIS; WORK; TIME
AB Adding to contemporary debates about the relationship between financialization and neoliberalism, this article investigates their entanglement at the level of subjectivity. Primarily, the article argues that financialization and neoliberalism are converging to produce a new form of subjectivity, post-profit homo oe conomicus, an always indebted but credit-seeking enterprise. The value of this approach, the article demonstrates, is that it provides theoretical tools capable of grasping the differential production of subjectivity across the uneven and unequal striations of contemporary neoliberal society, from precarious workers of the gig economy to financial sector elites. The article examines two figures who have become central to public and academic debates about neoliberalism and financialization - the low-waged, precarious worker and the indebted student - to consider how neoliberal subjectivity is produced and distributed unevenly. It concludes that within these fragmentary socioeconomic positions are different instantiations of always indebted but credit-seeking human capital.
C1 [Bowsher, Josh] Brunel Univ, Elliot Jacques Bldg,Kingston Lane, Uxbridge UB8 3PH, Middx, England.
C3 Brunel University
RP Bowsher, J (corresponding author), Brunel Univ, Elliot Jacques Bldg,Kingston Lane, Uxbridge UB8 3PH, Middx, England.
EM joshua.bowsher@brunel.ac.uk
OI Bowsher, Josh/0000-0002-8043-5308
NR 46
TC 9
Z9 9
U1 1
U2 17
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1368-4310
EI 1461-7137
J9 EUR J SOC THEORY
JI Eur. J. Soc. Theory
PD NOV
PY 2019
VL 22
IS 4
BP 513
EP 532
DI 10.1177/1368431018800506
PG 20
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA IW4BU
UT WOS:000484926300005
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Roberts, P
AF Roberts, Pamela
TI Higher education curriculum orientations and the implications for
   institutional curriculum change
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE curriculum; research-teaching relationships; decision-making; academic
   development; educational beliefs
AB This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics' beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics' beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics' responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching-research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes.
C1 [Roberts, Pamela] Univ Canberra, Dept Teaching & Learning, Canberra, ACT 2601, Australia.
C3 University of Canberra
RP Roberts, P (corresponding author), Charles Sturt Univ, Div Student Learning, Learning Acad, Sydney, NSW, Australia.
EM parobert@csu.edu.au
OI Roberts, Pamela/0000-0003-0946-1252
NR 22
TC 23
Z9 38
U1 1
U2 29
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PD JUL 4
PY 2015
VL 20
IS 5
BP 542
EP 555
DI 10.1080/13562517.2015.1036731
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CJ0QR
UT WOS:000355182900007
DA 2024-02-21
ER

PT J
AU Kapasia, N
   Paul, P
   Roy, A
   Saha, J
   Zaveri, A
   Mallick, R
   Barman, B
   Das, P
   Chouhan, P
AF Kapasia, Nanigopal
   Paul, Pintu
   Roy, Avijit
   Saha, Jay
   Zaveri, Ankita
   Mallick, Rahul
   Barman, Bikash
   Das, Prabir
   Chouhan, Pradip
TI Impact of lockdown on learning status of undergraduate and postgraduate
   students during COVID-19 pandemic in West Bengal, India
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE COVID-19; Lockdown; E-learning; Undergraduate and postgraduate learners;
   West Bengal
AB To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using 'Google form' was sent to students' through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.
C1 [Kapasia, Nanigopal] Malda Coll, Dept Geog, Malda 732103, W Bengal, India.
   [Paul, Pintu] Jawaharlal Nehru Univ JNU, Ctr Study Reg Dev, Sch Social Sci, New Delhi 110067, India.
   [Roy, Avijit; Saha, Jay; Zaveri, Ankita; Mallick, Rahul; Barman, Bikash; Das, Prabir; Chouhan, Pradip] Univ Gour Banga UGB, Dept Geog, Malda 732103, W Bengal, India.
C3 Jawaharlal Nehru University, New Delhi; University of Gour Banga
RP Kapasia, N (corresponding author), Malda Coll, Dept Geog, Malda 732103, W Bengal, India.
EM nanigopal.kapasia@gmail.com; pintupaul383@gmail.com;
   avijitr407@gmail.com; jsaha519@gmail.com; zaveriankita1994@gmail.com;
   rahulmallick878@gmail.com; barmanbikash2013@gmail.com;
   prabirdas566@gmail.com; pradipchouhanmalda@gmail.com
RI Paul, Pintu/AAR-6371-2021; Chouhan, Prof. Pradip/AAQ-9651-2020; ROY, Dr.
   AVIJIT/AAR-7249-2021; Saha, Jay/ABI-4320-2020; ZAVERI,
   ANKITA/AAQ-9663-2020
OI Paul, Pintu/0000-0002-6727-6082; Chouhan, Prof.
   Pradip/0000-0002-5500-2842; ROY, Dr. AVIJIT/0000-0002-2707-8639; Saha,
   Jay/0000-0001-5663-5046; KAPASIA, DR. NANIGOPAL/0000-0001-6386-8155
NR 10
TC 286
Z9 303
U1 5
U2 100
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD SEP
PY 2020
VL 116
AR 105194
DI 10.1016/j.childyouth.2020.105194
PG 5
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA NH5JW
UT WOS:000564707100033
PM 32834270
OA Green Published, Bronze
DA 2024-02-21
ER

PT J
AU Munro, E
AF Munro, Ealasaid
TI Building soft skills in the creative economy: Creative intermediaries,
   business support and the 'soft skills gap"
SO POETICS
LA English
DT Article
DE Creative economy; creative industries; intermediaries; skills;
   employability; entrepreneurship; business
ID TRUST; WORK
AB In recent years, the UK government and policymakers have sought to maximise the impact of the creative economy via a programme of targeted intervention. Intermediary agencies those organisations that sit between government and policymakers on one hand, and creative practitioners and microbusinesses on the other - are increasingly seen as crucial to the functioning of the creative economy. This article reports on the activities of one creative intermediary - Cultural Enterprise Office based in Glasgow, Scotland. CEO's remit is to help creatives become more 'businesslike', and they provide or facilitate access to training and skills development. The article draws on interviews conducted with CEO staff and clients, and ethnographic material gathered from observation of CEO's working practices. I explore how creatives narrativise their personal and professional development in relation to intermediaries, and demonstrate the tension at the core of CEO's practice between their remit to support a skills and employability agenda and their understanding of the limitations of this agenda. I also explore the emotional component of business support, which arises in response to the extreme individualisation associated with creative work, and the precarious working conditions that creatives face. The rationale for writing this article stems from the fact that the creative economy is now a globalised concept, with many countries looking to the UK for guidance on growing the sector. Yet little is known about what services creatives draw down from intermediaries, why and when, or how they understand the role of intermediaries.
C1 [Munro, Ealasaid] Univ Glasgow, Ctr Dept Theatre Film & Televis Studies, Gilmorehill Ctr, Glasgow G12 8QQ, Lanark, Scotland.
C3 University of Glasgow
RP Munro, E (corresponding author), Univ Glasgow, Ctr Dept Theatre Film & Televis Studies, Gilmorehill Ctr, Glasgow G12 8QQ, Lanark, Scotland.
EM ealasaid.munro@glasgow.ac.uk
FU UK Arts and Humanities Research Council [H/K002570/1]; AHRC
   [AH/K002570/1] Funding Source: UKRI; Arts and Humanities Research
   Council [AH/K002570/1] Funding Source: researchfish
FX "Supporting Creative Business: Cultural Enterprise Office and its
   Clients" was supported by the UK Arts and Humanities Research Council,
   grant reference: H/K002570/1.
NR 51
TC 16
Z9 24
U1 1
U2 44
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 0304-422X
EI 1872-7514
J9 POETICS
JI Poetics
PD OCT
PY 2017
VL 64
BP 14
EP 25
DI 10.1016/j.poetic.2017.07.002
PG 12
WC Literature; Sociology
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Literature; Sociology
GA FK6IG
UT WOS:000413606700002
OA Green Accepted, Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Billett, S
   Cain, M
   Le, AH
AF Billett, Stephen
   Cain, Melissa
   Le, Anh Hai
TI Augmenting higher education students' work experiences: preferred
   purposes and processes
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE Work-integrated learning; post-practicum; higher education; health;
   employability
ID NURSING-STUDENTS
AB Higher education students are increasingly engaging in work experiences, often directed towards enriching their study and promoting employability. Considerable institutional and personal resources are directed towards these experiences. It is important, therefore, to identify how to utilise them in achieving particular educational purposes. An earlier study found the optimum time for educational interventions is after students had completed work experiences, as they can share, compare and engage critically with those experiences. As these interventions are premised on student engagement, it is important to understand: (i) the reasons why and (ii) means by which they prefer particular interventions. This paper discusses the findings of a survey of higher education students from healthcare disciplines that sought to address those two issues. Students reported a preference for processes assisting them gauge and further develop their occupational capacities and readiness to secure employment and practice effectively once employed. Those interventions led, facilitated or guided by teachers or experts (i.e. clinicians), were preferred over student-organised and led ones. These students place lower value on peer assistance and feedback. This finding contradicts recent literature indicating being assessed by peers is greatly valued. It is these findings and discussions that are elaborated here.
C1 [Billett, Stephen; Cain, Melissa; Le, Anh Hai] Griffith Univ, Sch Educ & Profess Studies, 176 Messines Ridge Rd, Mt Gravatt, Qld 4122, Australia.
C3 Griffith University; Griffith University - Mount Gravatt Campus
RP Cain, M (corresponding author), Griffith Univ, Sch Educ & Profess Studies, 176 Messines Ridge Rd, Mt Gravatt, Qld 4122, Australia.
EM m.cain@griffith.edu.au
RI Le, Anh/GLQ-9083-2022
OI Le, Anh/0000-0002-8449-0005; Billett, Stephen/0000-0002-9926-3518; Cain,
   Melissa/0000-0001-8628-876X
NR 30
TC 30
Z9 34
U1 0
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0307-5079
EI 1470-174X
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2018
VL 43
IS 7
BP 1279
EP 1294
DI 10.1080/03075079.2016.1250073
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GJ9GW
UT WOS:000435708200014
DA 2024-02-21
ER

PT J
AU Eady, MJ
   Abrahamson, E
   Green, CA
   Arcellana-Panlilio, M
   Hatfield, LJ
   Namaste, N
AF Eady, Michael J.
   Abrahamson, Earle
   Green, Corinne A.
   Arcellana-Panlilio, Mayi
   Hatfield, Lisa J.
   Namaste, Nina
TI Repositioning SoTL toward the T-shaped Community
SO TEACHING & LEARNING INQUIRY-THE ISSOTL JOURNAL
LA English
DT Article
DE Scholarship of Teaching and Learning (SoTL); student connections;
   learner centeredness; T-shaped model
ID HIGHER-EDUCATION; SCHOLARSHIP; EMPLOYABILITY
AB Amongst a range of changes that have taken place within tertiary education, perhaps the most revolutionary has been a shift to student-centred approaches focused on lifelong learning. Accompanying this approach to holistic higher education (HE) has been a growing interest in, and understanding of, the Scholarship of Teaching and Learning (SoTL). SoTL has, at its core, a deep concern with student learning, and is therefore well-aligned with HE's renewed focus on its students. In this conceptual paper, we examine the impact of the 'T-shaped person' which many tertiary institutions are using as a concept to inform and connect the development of students' deep disciplinary knowledge with non-academic and employment readiness skills (such as communication, problem-solving, teamwork, and critical thinking). Importantly, we argue for a repositioning of SoTL to complement and support this model, with SoTL forming both the fulcrum and the fluid, multiple threads of discourse that are intricately entwined around the structure of the T-shaped model. We encourage our colleagues to strive to be T-shaped practitioners, and we cast a vision of a T-shaped community. Here, all stakeholders within HE connect both their academic knowledge and holistic skills in collaborative ways to produce learners who flourish in modern society. The SoTL community plays a pivotal role in achieving this vision and is well-positioned to expand the current notion of SoTL to allow it to play a more holistic, interconnected, central role in HE.
C1 [Eady, Michael J.] Univ Wollongong, Sch Educ, Wollongong, NSW, Australia.
   [Abrahamson, Earle] Univ East London, Adv HE, London, England.
   [Abrahamson, Earle] Univ East London, Sports Therapy, London, England.
   [Green, Corinne A.] Univ Wollongong, Fac Arts Social Sci & Humanities, Wollongong, NSW, Australia.
   [Arcellana-Panlilio, Mayi] Univ Calgary, Dept Biochem & Mol Biol, Calgary, AB, Canada.
   [Hatfield, Lisa J.] Oregon Hlth & Sci Univ, Teaching & Learning Ctr, Portland, OR 97201 USA.
   [Namaste, Nina] Elon Univ, Dept World Languages & Cultures, Spanish, Elon, NC USA.
C3 University of Wollongong; University of East London; University of East
   London; University of Wollongong; University of Calgary; Oregon Health &
   Science University; Elon University
RP Eady, MJ (corresponding author), Univ Wollongong, Sch Educ, Wollongong, NSW, Australia.
EM meady@uow.edu.au; earle1@uel.ac.uk; corinneg@uow.edu.au;
   myarcell@ucalgary.ca; hatfiell@ohsu.edu; nnamaste@elon.edu
RI Eady, Michelle J/N-9166-2015; Arcellana-Panlilio, Mayi/AGZ-0728-2022;
   Eady, Michelle/AAA-5447-2022; Green, Corinne/R-2855-2019
OI Eady, Michelle J/0000-0001-5624-0407; Arcellana-Panlilio,
   Mayi/0000-0003-4829-8873; Eady, Michelle/0000-0001-5624-0407; Green,
   Corinne/0000-0001-9274-8275; Hatfield, Lisa/0000-0001-6924-8213;
   Namaste, Nina/0000-0003-3694-2019
NR 80
TC 3
Z9 4
U1 1
U2 11
PU UNIV CALGARY PRESS
PI CALGARY
PA 2500 UNIVERSITY DR NW, CALGARY, ALBERTA T2N 1N4, CANADA
SN 2167-4779
EI 2167-4787
J9 TEACH LEARN INQ
JI Teach. Learn. Inq.
PY 2021
VL 9
IS 1
BP 262
EP 278
DI 10.20343/teachlearninqu.9.1.18
PG 17
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA QU5OU
UT WOS:000627331300018
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Detaille, SI
   de Lange, A
   Engels, J
   Pijnappels, M
   Hutting, N
   Osagie, E
   Reig-Botella, A
AF Detaille, Sarah I.
   de Lange, Annet
   Engels, Josephine
   Pijnappels, Mirthe
   Hutting, Nathan
   Osagie, Eghe
   Reig-Botella, Adela
TI Supporting Double Duty Caregiving and Good Employment Practices in
   Health Care Within an Aging Society
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE sustainable employability; double duty caregiving; self-management; HRM;
   scoping review; qualitative research
ID HUMAN-RESOURCE MANAGEMENT; INFORMAL CAREGIVERS; CANCER-PATIENTS; JOB
   RESOURCES; WORK; EXPERIENCES; STRESS; BURDEN; IMPACT; ROLES
AB Background: Due to the aging society the number of informal caregivers is growing. Most informal caregivers are women working as nurses within a health organization (also labeled as double-duty caregiver) and they have a high risk of developing mental and physical exhaustion. Until now little research attention has been paid to the expectations and needs of double duty caregivers and the role of self-management in managing private-work balance.
   Objective: The overall aim of this study was to investigate the expectations and needs of double duty caregivers in Netherlands, and to examine the meaning of self-management in managing work-life balance.
   Method: Different research methods have been applied in this exploratory study. Firstly, a scoping review has been conducted on the topics self-management and sustainable employability of double-duty caregivers using the search engines: CINAHL, MEDLINE, PubMed, and Google Scholar. Furthermore, a qualitative study has been conducted through focus groups with double duty caregivers.
   Results: Twenty studies that met the inclusion criteria (i.e., nurses with double duty caregiving tasks) could be identified. We found that double duty caregivers have different motivations for being a double duty caregiver based on internal and external expectations. Double duty caregiving causes a lot of mental and physical pressure for the caregiver. To be able to combine both duty's, double duty caregivers need flexibility and understanding from the workplace. Through two focus groups (N = 17) we found that social support from the workplace is not enough to be able to manage the situation. Self-management skills are important to be able to communicate effectively with the workplace and community care organizations about the kind of support needed. Also, health care organizations should offer the same support to double duty caregivers as any other informal caregiver.
   Discussion: Double-duty caregivers are at high risk of developing symptoms of overload and risk of reduced self-management quality and employability levels across time. Health care organizations and the double duty caregiver often wait too long to act instead of taking more preventive measures. Furthermore, community care organizations should dialog with double duty caregivers about their wishes concerning the division of caring tasks. This finding calls for special attention, with long-term solutions at both macro (health-care level), organizational (meso-level), and employee level (micro level).
C1 [Detaille, Sarah I.; de Lange, Annet; Engels, Josephine; Pijnappels, Mirthe; Hutting, Nathan; Osagie, Eghe; Reig-Botella, Adela] HAN Univ Appl Sci, Dept Human Resource Management, Nijmegen, Netherlands.
   [Detaille, Sarah I.; de Lange, Annet; Reig-Botella, Adela] Univ A Coruna, Dept Psychol, La Coruna, Spain.
   [de Lange, Annet] Open Univ Heerlen, Fac Psychol, Heerlen, Netherlands.
   [de Lange, Annet] Univ Stavanger, Norwegian Sch Hotel Management, Stavanger, Norway.
   [de Lange, Annet] Norwegian Univ Sci & Technol, Fac Psychol, Trondheim, Norway.
C3 Universidade da Coruna; Open University Netherlands; Universitetet i
   Stavanger; Norwegian University of Science & Technology (NTNU)
RP Reig-Botella, A (corresponding author), HAN Univ Appl Sci, Dept Human Resource Management, Nijmegen, Netherlands.; Reig-Botella, A (corresponding author), Univ A Coruna, Dept Psychol, La Coruna, Spain.
EM adela.reig@udc.es
RI Botella, Adela Reig/K-3497-2017; de Lange, annet/GPF-7985-2022
OI Botella, Adela Reig/0000-0001-7943-5514; De lange,
   Annet/0000-0002-9122-7387
FU Research Program Health of the HAN University of Applied Sciences
FX The project was funded by the Research Program Health of the HAN
   University of Applied Sciences. No external funding was needed for this
   project.
NR 66
TC 10
Z9 12
U1 1
U2 10
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD NOV 11
PY 2020
VL 11
AR 535353
DI 10.3389/fpsyg.2020.535353
PG 18
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA OV4PX
UT WOS:000592195100001
PM 33262718
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Nespor, J
AF Nespor, Jan
TI Schooling for the long-term: elite education and temporal accumulation
SO ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT
LA English
DT Article
DE Elite education; Temporal strategies; Educational accumulation
ID EMPLOYABILITY; ORGANIZATION; INSTITUTIONS; STUDENTS; CULTURE; MARKETS;
   FUTURE; SKILLS
AB How do we make sense of educational strategies that stretch across decades and generations? Taking the case of elite bankers in the US, this article argues that part of the strength of their education is its ability to accumulate and protect learning over the long-term, through long-term education strategies and structures. Synthesizing key recent texts on banking, the article describes four of these strategies-institutional wormholes, biographically entrained field structures, quasi-school structures, and inter-generational folding. These are tentative identifications: the article is a conceptual foray, an effort to define a problematic of the long-term in elite schooling, with implications for education in general.
C1 Ohio State Univ, Columbus, OH 43210 USA.
C3 University System of Ohio; Ohio State University
RP Nespor, J (corresponding author), Ohio State Univ, 29 W Woodruff Ave, Columbus, OH 43210 USA.
EM Nespor.2@osu.edu
NR 92
TC 7
Z9 8
U1 0
U2 6
PU SPRINGER VIEWEG-SPRINGER FACHMEDIEN WIESBADEN GMBH
PI WIESBADEN
PA ABRAHAM-LINCOLN STASSE 46, WIESBADEN, 65189, GERMANY
SN 1434-663X
EI 1862-5215
J9 Z ERZIEHWISS
JI Z. Erziehwiss.
PD JUL
PY 2014
VL 17
SU 3
BP 27
EP 42
DI 10.1007/s11618-014-0520-7
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AK7WZ
UT WOS:000338639700003
DA 2024-02-21
ER

PT J
AU Su, YS
   Chang, HC
AF Su, Yu-Shan
   Chang, Han-Chao
TI Bridging Photonics and Optoelectronics Curriculum for the Solar
   Photovoltaic and LED Industries
SO INTERNATIONAL JOURNAL OF PHOTOENERGY
LA English
DT Article
ID HIGHER-EDUCATION
AB The gap between learning courses and practical demands has existed in Taiwanese solar photovoltaic and LED industries; therefore, this study attempts to analyze the existing curriculum design of universities. This study collected the current 103 course programs from all optoelectronics-related departments in Taiwanese 36 colleges and universities and sorted these curriculums by three domains of education objectives theory. This theoretical framework was verified on the basis of samples from 150 Taiwanese industrial experts and 354 optoelectronics-related undergraduates and postgraduates. We found that the levels of correlation among the independent variables including cognitive, affective, and skill-based domains and the dependent variable employability are all positively related to each other. We also found the currently curriculum design in Taiwanese universities rarely fit into theory of education objectives from the results of multiple regression analysis. Industrial and student's group also have few consistent ideas on courses within the curriculum. Finally in order to bridge the gap between learning and practical application, the study provides an idea on curriculum design and suggests that curriculum review should be executed by industrial experts to confirm the courses related to the employability.
C1 [Su, Yu-Shan] Natl Taiwan Normal Univ, Dept Ind Educ, Taipei 106, Taiwan.
   [Chang, Han-Chao] Natl Appl Res Labs, Instrument Technol Res Ctr, Hsinchu 300, Taiwan.
C3 National Taiwan Normal University; National Applied Research
   Laboratories - Taiwan
RP Chang, HC (corresponding author), Natl Appl Res Labs, Instrument Technol Res Ctr, Hsinchu 300, Taiwan.
EM roman@narlabs.org.tw
RI Chang, Han Chao/AFS-4108-2022
FU Ministry of Science and Technology of Taiwan [NSC 101-3113S-003-014,
   MOST 103-3114-Y-076-28]
FX The authors are grateful for the research support from the Ministry of
   Science and Technology of Taiwan, under Grant nos. NSC
   101-3113S-003-014- and MOST 103-3114-Y-076-28.
NR 22
TC 0
Z9 1
U1 0
U2 9
PU HINDAWI LTD
PI LONDON
PA ADAM HOUSE, 3RD FLR, 1 FITZROY SQ, LONDON, W1T 5HF, ENGLAND
SN 1110-662X
EI 1687-529X
J9 INT J PHOTOENERGY
JI Int. J. Photoenergy
PY 2014
VL 2014
AR 146810
DI 10.1155/2014/146810
PG 12
WC Chemistry, Physical; Energy & Fuels; Optics; Physics, Atomic, Molecular
   & Chemical
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Chemistry; Energy & Fuels; Optics; Physics
GA AS2FX
UT WOS:000344096200001
OA Green Submitted, gold
DA 2024-02-21
ER

PT J
AU Consiglio, C
   Menatta, P
   Borgogni, L
   Alessandri, G
   Valente, L
   Caprara, GV
AF Consiglio, Chiara
   Menatta, Pietro
   Borgogni, Laura
   Alessandri, Guido
   Valente, Lucia
   Caprara, Gian Vittorio
TI How Youth May Find Jobs: The Role of Positivity, Perceived
   Employability, and Support from Employment Agencies
SO SUSTAINABILITY
LA English
DT Article
DE perceived employability; positivity; personal resources; youth
   unemployment; support from employment agency; employment; Youth
   Guarantee program
ID SELF-EFFICACY; YOUNG-PEOPLE; UNEMPLOYMENT; CONSERVATION; RESOURCES;
   SUCCESS; CONTEXT; SEARCH; ORIENTATION; INSECURITY
AB Youth unemployment is a relevant issue among most European countries; therefore, it is important to understand its individual and situational determinants. This study aimed to investigate a conceptual model that explains the associations among positivity (POS), perceived support from employment agencies, perceived employability (PE), and employment status in a sample of 317 unemployed Italian youth involved in the Youth Guarantee program. In particular, this study investigated the relationships between POS and PE and between PE and employment. Moreover, we analyzed whether the relationship between POS and employment status was mediated by PE and whether the relationship between POS and PE was moderated by perceived support from employment agencies. Results showed that PE totally mediated the relationship between POS and employment status. Furthermore, the moderating role of perceived support from agencies was confirmed; when high, it boosted the relationship between POS and PE. In sum, this study contributes to understanding the key impact of POS on PE, as well as the role played by employment agencies as a "catalyst" of this relationship, allowing, with their support, unemployed youth to maximize their opportunity to find a job. Implications for both research and practice are discussed.
C1 [Consiglio, Chiara; Menatta, Pietro; Borgogni, Laura; Alessandri, Guido; Valente, Lucia; Caprara, Gian Vittorio] Sapienza Univ Rome, Dept Psychol, I-00185 Rome, Italy.
C3 Sapienza University Rome
RP Consiglio, C (corresponding author), Sapienza Univ Rome, Dept Psychol, I-00185 Rome, Italy.
EM chiara.consiglio@uniroma1.it; pietro.menatta@gmail.com;
   laura.borgogni@uniroma1.it; guido.alessandri@uniroma1.it;
   lucia.valente@uniroma1.it; gianvittorio.caprara@uniroma1.it
RI Consiglio, Chiara/L-5712-2013; Alessandri, Guido/K-7863-2018
OI BORGOGNI, Laura/0000-0001-6909-4250; Menatta,
   Pietro/0000-0002-6710-2568; Alessandri, Guido/0000-0003-4731-5248;
   CONSIGLIO, CHIARA/0000-0001-7124-908X
NR 112
TC 3
Z9 3
U1 6
U2 30
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD AUG
PY 2021
VL 13
IS 16
AR 9468
DI 10.3390/su13169468
PG 17
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA UH2OQ
UT WOS:000689777600001
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Jamaludin, KA
   Ealangov, S
   Saleh, SNHM
   Zabidi, NA
   Alias, N
   Yasin, MHM
   Alias, BS
AF Jamaludin, Khairul Azhar
   Ealangov, Suganti
   Saleh, Siti Nur Haslinda Md
   Zabidi, Nor'Aqilah Ahmad
   Alias, Norlidah
   Yasin, Mohd Hanafi Mohd
   Alias, Bity Salwana
TI Reshaping the Curriculum for Academy in Factory in Malaysia
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE learning factory; teaching factory; academy in factory; industry-based
   curriculum; employability skills
ID EDUCATION; IMPLEMENTATION; DESIGN; SKILLS
AB Academy in Factory (AiF) was recently introduced in Malaysia to cater to the talent development and education attainment for a future-ready workforce. Though ideally expected to be an effective initiative, a lack of a strong curriculum framework hinders its implementation. To date the literature on AiF is very limited. It was found that its vague definition and characteristics, non-harmonised interaction between industry and academia, and non-existing curriculum framework are among contributing factors to its ineffective implementation. Thus, this study is aimed at reshaping a curriculum framework that is responsive to its aims and objectives. Building upon an extensive review of literature on AiF, industry-based curriculum, employability and human capital development, and best practices in the international context, the proposed framework is hoped to serve as a reference to improve its current practice.
C1 [Jamaludin, Khairul Azhar; Ealangov, Suganti; Saleh, Siti Nur Haslinda Md; Zabidi, Nor'Aqilah Ahmad; Yasin, Mohd Hanafi Mohd; Alias, Bity Salwana] Univ Kebangsaan Malaysia, Fac Educ, Bangi, Selangor, Malaysia.
   [Alias, Norlidah] Univ Malaya, Fac Educ, Kuala Lumpur, Malaysia.
C3 Universiti Kebangsaan Malaysia; Universiti Malaya
RP Jamaludin, KA (corresponding author), Univ Kebangsaan Malaysia, Fac Educ, Bangi, Selangor, Malaysia.
EM khairuljamaludin@ukm.edu.my
RI Alias, Norlidah/F-8075-2011; Yasin, Mohd Hafizil Mat/M-3335-2019;
   Jamaludin, Khairul/AAU-5273-2021
OI Alias, Norlidah/0000-0002-8299-2669; Yasin, Mohd Hafizil
   Mat/0000-0001-6531-6135; Jamaludin, Khairul/0000-0001-9709-6261;
   /0000-0001-9108-0146
FU Universiti Kebangsaan Malaysia [GGPM-2021-013]
FX Funding This work was supported by Geran Galakan Penyelidik Muda
   (GGPM-2021-013).
NR 64
TC 0
Z9 0
U1 1
U2 3
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD APR 4
PY 2023
VL 14
AR 1120611
DI 10.3389/fpsyg.2023.1120611
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA D3XG6
UT WOS:000968085900001
PM 37082577
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Tobbell, J
   Roberts, P
AF Tobbell, Jane
   Roberts, Peter
TI Becoming a podiatrist: an exploration of the practices and processes
   which underpin the acquisition of a professional identity
SO JOURNAL OF FOOT AND ANKLE RESEARCH
LA English
DT Article
DE Podiatry; Identity; Imagination; Engagement; Alignment;
   Community-of-practice; Ethnography
ID TRANSITION; STUDENTS
AB BackgroundUndergraduate podiatry degrees are designed to enable students to become professional podiatrists. To be successful students must manage academic and practical activity to ultimately acquire a professional identity. Little is known about the practices and processes which underpin the acquisition of a professional podiatry identity. It is the aim of this paper to begin to address this absence of knowledge. Community of Practice theory, arguably the dominant contemporary learning theory, represents identity shift as an interaction of imagination, engagement and alignment which enables students to successfully participate in higher education, and ultimately, the professional context. This success is underpinned through assisting students to develop an enabling identity in their learning and doing.MethodsHere we present findings that emerged from a yearlong ethnography in a successful higher education podiatry department. The project followed students and staff in the classroom and the clinic and explored their experiences through interviews.ResultsThe findings suggest that the journey to professional identity is facilitated through meaningful learning relationships between staff and students and clarity around professional practices. Here we discuss how those relationships form and enable undergraduates to become podiatrists.ConclusionsOur findings offer a model for the transition from student to professional and highlight the importance of relationship and experience in becoming a podiatrist. There is a paucity of research around not only podiatry but also other allied health professions around this topic and given the increasing emphasis around employability skills in HE, more research in a range of contexts is needed.
C1 [Tobbell, Jane] Univ Huddersfield, Dept Psychol, Huddersfield HD1 3DH, England.
   [Roberts, Peter] Univ Huddersfield, Huddersfield HD1 3DH, England.
C3 University of Huddersfield; University of Huddersfield
RP Roberts, P (corresponding author), Univ Huddersfield, Huddersfield HD1 3DH, England.
EM p.roberts@hud.ac.uk
OI Roberts, Peter/0000-0001-5551-308X
NR 27
TC 0
Z9 0
U1 1
U2 1
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1757-1146
J9 J FOOT ANKLE RES
JI J. Foot Ankle Res.
PD AUG 19
PY 2023
VL 16
IS 1
AR 51
DI 10.1186/s13047-023-00652-w
PG 10
WC Orthopedics
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Orthopedics
GA P4FT8
UT WOS:001050227400001
PM 37598187
OA Green Published, gold, Green Submitted
DA 2024-02-21
ER

PT J
AU Gozzoli, C
   Palumbo, M
   Zanoli, E
AF Gozzoli, Caterina
   Palumbo, Martina
   Zanoli, Edgardo
TI Supporting employability through sport: what kind of training?
SO FRONTIERS IN SPORTS AND ACTIVE LIVING
LA English
DT Article
DE coach training; SfE programmes; sport for employability (SfE); sport for
   development (SfD); training process assessment
ID LIFE SKILLS; YOUTH DEVELOPMENT; PROGRAM; COACH; EMPLOYMENT; FRAMEWORK;
   EDUCATION
AB Training, as a core device in the projects that use sport to increase employability, is today a much-cited element in papers in the sector. However, there seems to be little research that specifically delves into training processes. This contribution analyses the state of the art on the subject, focusing on the characteristics of the training courses mentioned in literature, highlighting some recurring critical issues. A proposal, which considers the limitations discussed above, is formulated as a result of this analysis. More specifically, we introduce, as a contribution to the debate, a training model for team sports coaches developed within the EU Erasmus + sport project SBSMED. Theoretical assumptions, methodology, contents and assessment methods of training effectiveness will be explained, highlighting valuable elements and the open issues that emerge from this experience.
C1 [Gozzoli, Caterina; Palumbo, Martina] Cattolica Univ, Dept Psychol, Milan, Italy.
   [Zanoli, Edgardo] Cattolica Univ, Agostino Gemelli High Sch Psychol ASAG, Milan, Italy.
RP Gozzoli, C; Palumbo, M (corresponding author), Cattolica Univ, Dept Psychol, Milan, Italy.
EM caterina.gozzoli@unicatt.it; martina.palumbo@unicatt.it
FU EACEA Erasmus + Sport project "Skills by sport for Med (SBSMED)"
   [613666- EPP-1-2019-1-PT-SPO-SCP]
FX The research has been developed within the EACEA Erasmus + Sport project
   "Skills by sport for Med (SBSMED)". Grant number:
   613666-EPP-1-2019-1-PT-SPO-SCP.
NR 117
TC 0
Z9 0
U1 4
U2 4
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
EI 2624-9367
J9 FRONT SPORTS ACT LIV
JI Front. Sports Act. Living
PD JUN 23
PY 2023
VL 5
AR 1154533
DI 10.3389/fspor.2023.1154533
PG 20
WC Sport Sciences
WE Emerging Sources Citation Index (ESCI)
SC Sport Sciences
GA L4PI8
UT WOS:001023097700001
PM 37426896
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Solati, F
   Chowdhury, M
   Jackson, N
AF Solati, Fariba
   Chowdhury, Murshed
   Jackson, Nicholas
TI English and French language ability and the employability of immigrants
   in Canada
SO INTERNATIONAL JOURNAL OF SOCIAL ECONOMICS
LA English
DT Article; Early Access
DE Immigration; Language ability; Employment; Canada; English proficiency;
   French proficiency; Immigrants; Employability
ID LABOR-MARKET; WAGE GAP; PROFICIENCY; EARNINGS; QUEBEC; ACCULTURATION;
   PARENTS; SKILLS; MODEL; REST
AB Purpose Both potential immigrants to Canada and policymakers in Canada continually compare and contrast the economic returns of immigrants' language ability and proficiency. They ask which of the two official languages has a higher economic return in terms of employment and earning. This study examines how ability and proficiency in Canada's two official languages, separately and/or jointly, influences immigrants' quick absorption into the labour market. Design/methodology/approach The study uses all three waves of the Longitudinal Survey of Immigrants to Canada (LSIC) and employs logistic regression on the relationship between employability, language ability/proficiency and various non-linguistic factors. Findings The study reports that language ability in French is as valuable as language ability in English for immigrants who are aspiring to work, full-time or part-time, when they arrive in Canada. The advantages of language ability and proficiency continue a few years after an immigrant's arrival. Using disaggregated speaking, reading and writing competencies, the authors observe that speaking proficiency in English has a greater impact on employability than reading and writing in English. Originality/value There are very few studies looking at the effects of language ability and proficiency on the employability of immigrants in countries with multiple official languages. Most studies are mainly focused on earning and not employability. This study is focused on employability, particularly in the context of Canada. Furthermore, this study specifically disaggregates the impact of speaking, reading and writing competencies in both languages on employment in Canada.
C1 [Solati, Fariba] St Thomas Univ, Econ, Fredericton, NB, Canada.
   [Chowdhury, Murshed] Univ New Brunswick, Econ, Fredericton, NB, Canada.
   [Jackson, Nicholas] Western Univ, Econ, London, ON, Canada.
C3 Saint Thomas University Canada; University of New Brunswick; Western
   University (University of Western Ontario)
RP Solati, F (corresponding author), St Thomas Univ, Econ, Fredericton, NB, Canada.
EM fsolati@stu.ca
OI Jackson, Nicholas/0000-0003-3170-4599; Chowdhury,
   Murshed/0000-0003-4459-9484; Solati, Fariba/0000-0003-4048-4030
FU University of New Brunswick; province(s) of New Brunswick; New Brunswick
   Social Policy Research Network (NBSPRN); Canadian Foundation for
   Innovation; Canadian Institutes of Health Research; Social Science and
   Humanity Research Council; Statistics Canada
FX This research was conducted at the University of New Brunswick Research
   Data Centre (NB-RDC), a part of the Canadian Research Data Centre
   Network (CRDCN). This service is provided through the support of the
   University of New Brunswick, the province(s) of New Brunswick, the New
   Brunswick Social Policy Research Network (NBSPRN), the Canadian
   Foundation for Innovation, the Canadian Institutes of Health Research,
   the Social Science and Humanity Research Council, and Statistics Canada.
   All views expressed in this work are our own.
NR 61
TC 2
Z9 2
U1 2
U2 6
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0306-8293
EI 1758-6712
J9 INT J SOC ECON
JI Int. J. Soc. Econ.
PD 2022 JAN 3
PY 2022
VL 49
IS 1
BP 34
EP 58
DI 10.1108/IJSE-12-2020-0851
EA SEP 2021
PG 25
WC Economics
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA XW6GH
UT WOS:000694997100001
DA 2024-02-21
ER

PT J
AU Myer, PR
   Ader, D
   Gill, T
AF Myer, Phillip R.
   Ader, David
   Gill, Tom
TI Improving Education in Agricultural Biosciences through Studying Abroad
   in the United States
SO JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION
LA English
DT Article
ID COLLEGE
AB Studying abroad in agricultural biosciences can develop students' cultural, academic, and communication skills and enhance employability. However, in the United States, discussions of study abroad are limited to either one-way directionality (U.S. students to other countries) or to the experiences of international students who come to the United States for degree programs. We analyzed the perspectives and experiences of studying abroad by Zamorano University (Honduras) students who completed an agricultural bioscience pasantia (four-month internship) during the final year of their undergraduate program. We used mixed methods to collect data via focus group discussions and a survey with Zamorano students who had completed a pasantia in 2017, as well as key informant interviews with Zamorano pasantia coordinators. Study-abroad experiences were compared between students who completed their pasantia in the United States (37%) and those who completed their pasantia in any of 17 other countries worldwide. Significant relationships were identified (p < 0.05) between: doing a pasantia in the United States (compared with going elsewhere) and improving science and theoretical knowledge; having a hands-on experience and science and theory improvement; improving communication and confidence in using scientific methods. The Zamorano pasantia model lends insights into the value of study abroad for agricultural bioscience education.
C1 [Myer, Phillip R.] Univ Tennessee, Inst Agr, Dept Anim Sci, 2506 River Dr, Knoxville, TN 37996 USA.
   [Ader, David; Gill, Tom] Univ Tennessee, Inst Agr, Smith Ctr Int Sustainable Agr, Knoxville, TN 37996 USA.
C3 University of Tennessee System; University of Tennessee Knoxville; UT
   Institute of Agriculture; University of Tennessee System; University of
   Tennessee Knoxville; UT Institute of Agriculture
RP Myer, PR (corresponding author), Univ Tennessee, Inst Agr, Dept Anim Sci, 2506 River Dr, Knoxville, TN 37996 USA.
EM pmyer@utk.edu
RI Gill, Thomas/AAI-9365-2020
OI Gill, Thomas/0000-0002-1367-8684; Myer, Phillip/0000-0002-1980-2105
FU Smith Center for International Sustainable Agriculture at the University
   of Tennessee Institute of Agriculture, Knoxville, TN
FX This work was funded by the Smith Center for International Sustainable
   Agriculture at the University of Tennessee Institute of Agriculture,
   Knoxville, TN. The authors have no conflicts of interest to declare.
NR 27
TC 0
Z9 0
U1 0
U2 2
PU AMER SOC MICROBIOLOGY
PI WASHINGTON
PA 1752 N ST NW, WASHINGTON, DC 20036-2904 USA
SN 1935-7877
EI 1935-7885
J9 J MICROBIOL BIOL EDU
JI J. Microbiol. Biol. Educ.
PD APR
PY 2019
VL 20
IS 1
DI 10.1128/jmbe.v20i1.1619
PG 8
WC Education, Scientific Disciplines
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA HY0IO
UT WOS:000467794900009
PM 31160937
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Allatt, G
   Tett, L
AF Allatt, Gwyneth
   Tett, Lyn
TI Adult literacy practitioners and employability skills: resisting
   neo-liberalism?
SO JOURNAL OF EDUCATION POLICY
LA English
DT Article
DE Adult literacy; neoliberalism; human capital theory; employability
ID EDUCATION POLICY; POLITICS; 1ST; UK
AB We draw on theories of policy enactment to explore the ways in which the situated, material and external contexts and professional cultures in adult literacy in the UK have influenced practitioners. Our analysis of the transnational (OECD, EU) and UK external policy contexts found that skills-related education is prioritised, with a focus on economic growth through increased productivity and accountability. This can lead to a narrow conceptualisation of literacy as a set of information processing skills needed for employment that limits the curriculum so that the knowledge of the participants is ignored. However, our findings show that there is not a one-way flow from the transnational to the local. Instead, literacy practitioners translate and enact policy texts based on their situated contexts and professional cultures leading to approaches to teaching and learning that keep learners and their goals at the centre of the curriculum. We conclude that shared understandings of good practice and an underpinning value system, along with creative ways of delivering pre-set outcomes, allow practitioners to resist to some extent the neoliberal discourse whilst meeting the requirements of policy and funding. However, how feasible delivering this alternative curriculum is over the longer term remains to be seen.
C1 [Allatt, Gwyneth; Tett, Lyn] Univ Huddersfield, Sch Educ & Profess Dev, Room HAG 13, Huddersfield HD1 3DH, W Yorkshire, England.
C3 University of Huddersfield
RP Allatt, G (corresponding author), Univ Huddersfield, Sch Educ & Profess Dev, Room HAG 13, Huddersfield HD1 3DH, W Yorkshire, England.
EM g.allatt@hud.ac.uk
RI Tett, Lyn/AAG-3882-2020
OI Allatt, Gwyneth/0000-0003-0038-2873; Tett, Lyn/0000-0003-0504-2552
NR 59
TC 14
Z9 14
U1 0
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0268-0939
EI 1464-5106
J9 J EDUC POLICY
JI J. Educ. Policy
PD JUL 4
PY 2019
VL 34
IS 4
BP 577
EP 594
DI 10.1080/02680939.2018.1493144
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HY9JF
UT WOS:000468455700006
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Chaturvedi, I
   Cambria, E
   Welsch, RE
AF Chaturvedi, Iti
   Cambria, Erik
   Welsch, Roy E.
TI Teaching Simulations Supported by Artificial Intelligence in the Real
   World
SO EDUCATION SCIENCES
LA English
DT Article
DE simulation; online learning; data science
ID STUDENTS; SCIENCE
AB Video conferencing has enabled synchronous communication in a classroom and created multi-sensory content to stimulate learners. Artificial intelligence involves complex equations that are better taught using a constructive pedagogy where students experiment with alternative ways of solving the same problem. Multiple-choice questions have high reliability and can easily reveal student skill levels in a quick way. The Australian Computer Society accreditation exercise ensures that the content for each subject serves as a flexible template for teaching. The geographical extent of the country requires the presence of multiple subordinate campuses affiliated to a main campus. Following the concept of strands, it was also necessary to show continuity in learning and assessments between the first- and second-year subjects. Student feedback for subjects with artificial intelligence-based simulations showed that several students found it difficult to understand lectures and assignments. Hence, to measure student learning, we introduced a Kahoot quiz during the recess of each lecture that students could join through their mobile phones from different campuses. Software project management is challenging for students with vision or attention-related disorders. We taught them how to use charts to visually observe variables and narrow down possible relationships before performing in-depth analysis. One of the main purposes of education is employability. Hence, greater context to real world industry examples was introduced into lectures.
C1 [Chaturvedi, Iti] James Cook Univ, Coll Sci & Engn, Townsville, Qld 4811, Australia.
   [Cambria, Erik] Nanyang Technol Univ, Sch Comp Sci & Engn, Singapore 639798, Singapore.
   [Welsch, Roy E.] MIT, Sloan Sch Management, Cambridge, MA 02139 USA.
C3 James Cook University; Nanyang Technological University; Massachusetts
   Institute of Technology (MIT)
RP Chaturvedi, I (corresponding author), James Cook Univ, Coll Sci & Engn, Townsville, Qld 4811, Australia.
EM iti.chaturvedi@jcu.edu.au
RI Cambria, Erik/C-2103-2013
OI Cambria, Erik/0000-0002-3030-1280; Chaturvedi, Iti/0000-0003-4602-2080
NR 22
TC 1
Z9 1
U1 1
U2 4
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2227-7102
J9 EDUC SCI
JI Educ. Sci.
PD FEB
PY 2023
VL 13
IS 2
AR 187
DI 10.3390/educsci13020187
PG 10
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 9H7XR
UT WOS:000939041500001
OA Green Published, Green Accepted, gold
DA 2024-02-21
ER

PT J
AU Suárez-Ortega, M
   Sánchez-García, MF
   Fernández-García, A
   García-Ripa, MI
AF Suarez-Ortega, Magdalena
   Sanchez-Garcia, Maria Fe
   Fernandez-Garcia, Ana
   Garcia-Ripa, Maria Ines
TI Self-Application of the CCP Model among Socio-Labor Counseling
   Professionals: Evaluation of the Impact on Their Careers and Social
   Sustainability Actions
SO SUSTAINABILITY
LA English
DT Article
DE career development; socio-labor counselors; Andalusia; self-application;
   social impact; CCP model; sustainability; satisfaction; employability;
   reflection on counseling practice
ID MIXED METHODS; LIFE; IMPROVEMENT; FRAMEWORK; PARADIGM
AB This study evaluates the impact of the professional career construction model (CCP) on the professional practice of counselors and the social sustainability actions put into play in their professional performance. A mixed methodology featuring a predominantly qualitative approach is used to examine the employment situation and professional development of this group. Forty-eight socio-labor counselors from the autonomous community of Andalusia (Spain) participated in the self-application of the CCP model. Subsequently, a questionnaire was administered via a discussion group. The data analysis combines descriptive and qualitative procedures with the support of computer software. Strengths, weaknesses, opportunities, and threats (SWOT) analysis and triangulation techniques are used as methodological integration strategies. The resulting data are discussed, later presenting a series of limitations and prospective of the study. Relevant conclusions are provided about the impact of the CCP model on the professional careers of counselors based on their satisfaction with the self-application of the model, their career progression and employment status, and their self-perceptions of the social impact of their counseling careers. These conclusions highlight the implications of the study regarding promoting the sustainable careers of socio-labor counselors, enhancing their initial and continuous training, and facilitating their occupational actions in a complex and constantly changing society.
C1 [Suarez-Ortega, Magdalena] Univ Seville, Fac Ciencias Educ, Dept Metodos Invest & Diagnost Educ MIDE, C Pirotecnia S-N, Seville 41013, Spain.
   [Sanchez-Garcia, Maria Fe; Fernandez-Garcia, Ana] Univ Nacl Educ Distancia UNED, MIDE 2, C Juan Rosal 14, Madrid 28040, Spain.
   [Garcia-Ripa, Maria Ines] Pontificia Univ Catolica Argentina, Fac Psicol & Psicopedag, Dept Educ, Av Alicia Moreau Justo 1300, RA-C1107AAZ Buenos Aires, Argentina.
C3 University of Sevilla; Universidad Nacional de Educacion a Distancia
   (UNED); Pontificia Universidad Catolica Argentina
RP Suárez-Ortega, M (corresponding author), Univ Seville, Fac Ciencias Educ, Dept Metodos Invest & Diagnost Educ MIDE, C Pirotecnia S-N, Seville 41013, Spain.
EM msuarez@us.es
OI Suarez Ortega, Magdalena/0000-0002-0188-3074; Fernandez-Garcia,
   Ana/0000-0002-7600-8768
NR 80
TC 0
Z9 0
U1 2
U2 2
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD JUN
PY 2023
VL 15
IS 12
AR 9621
DI 10.3390/su15129621
PG 28
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA K4DE2
UT WOS:001015951400001
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Burlea-Schiopoiu, A
   Baldo, MD
   Idowu, SO
AF Burlea-Schiopoiu, Adriana
   Baldo, Mara Del
   Idowu, Samuel O.
TI The Spirit of Adventure: A Driver of Attractiveness of the Hospitality
   Industry for Young People during a Pandemic Crisis
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE attractiveness; COVID-19; hospitality industry; job insecurity;
   perceptions; spirit of adventure; young people
ID JOB INSECURITY; SELF-DETERMINATION; TOURISM; EMPLOYMENT; WORK;
   PERCEPTIONS; COVID-19; IMPACT; EMPLOYABILITY; INVOLVEMENT
AB The COVID-19 pandemic has strongly affected tourism and leisure activities worldwide, especially in the hospitality and tourism sectors. Within this context, this study aimed to evaluate the impact of the pandemic on the future attractiveness of the hospitality industry (HI) to young people. The conceptual model underpinning the empirical research proposes a direct relationship between job attractiveness and the spirit of youth adventure. Findings prove that young people are enthusiastic about working in the HI because they can easily practice their creative ideas. Communicating with other people and dealing with clients' complaints is challenging for them in the pandemic crisis created by COVID-19. The results are of interest to policymakers in terms of suggestions on how to transform the challenges into opportunities by using the constraints imposed by the pandemic crisis that have limited the socialisation between people, enhancing the creativity of young people, and motivating them to work in the HI. Moreover, our research provides managers and other decisionmakers with some motivational factors to increase the attractiveness of their companies to young people and suggestions helpful to scholars involved in HI research to cultivate resilience capabilities by giving them inherent skills.
C1 [Burlea-Schiopoiu, Adriana] Univ Craiova, Dept Management Mkt Business Adm, Craiova 200585, Romania.
   [Baldo, Mara Del] Univ Urbino Carlo Bo, Dept Econ Soc & Polit, I-61029 Urbino, Italy.
   [Idowu, Samuel O.] London Metropolitan Univ, Guildhall Sch Business & Law, London EC2M 6SQ, England.
C3 University of Craiova; University of Urbino; London Metropolitan
   University
RP Burlea-Schiopoiu, A (corresponding author), Univ Craiova, Dept Management Mkt Business Adm, Craiova 200585, Romania.
EM adriana.burlea@edu.ucv.ro; mara.delbaldo@uniurb.it;
   s.idowu@londonmet.ac.uk
RI Burlea-Schiopoiu, Adriana/B-8733-2009
OI Burlea-Schiopoiu, Adriana/0000-0002-3600-3663; Del Baldo,
   Mara/0000-0001-7912-8573
NR 104
TC 2
Z9 2
U1 1
U2 6
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD FEB
PY 2022
VL 19
IS 4
AR 1913
DI 10.3390/ijerph19041913
PG 16
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA ZT4HS
UT WOS:000769119700001
PM 35206102
OA Green Published, Green Accepted, gold
DA 2024-02-21
ER

PT J
AU Benesova, N
AF Benesova, Nathalie
TI LEGO® Serious Play® in management education
SO COGENT EDUCATION
LA English
DT Article
DE LEGO serious play; innovation in education; management education;
   business management; teaching and learning; higher education
ID STUDENT EXPERIENCE; MUSIC
AB The paper outlines the design of a LEGO Serious Play (LSP)-based undergraduate management module delivered to a diverse group of students, and consequently evaluates the LSP workshops. It argues for the importance of participatory and co-creational approaches to management education, and demonstrates that LSP is a method that has the potential to address these requirements. This paper is unique in outlining the use of LSP throughout an entire intensive management module, including the assessment. It also contributes by utilising music to enhance the benefits of the LSP method. Student reflections have been used to evaluate the learning experience; additionally, I draw on my positionality as a lecturer and LSP facilitator to reflect on the benefits and challenges of the LSP method. The reflections were analysed using Braun and Clarke's (2006) thematic analysis. The findings identify LSP as a learning method where the benefits outweigh its limitations, and highlight that LSP also helped develop important management and employability skills.
C1 [Benesova, Nathalie] Univ Leeds, Leeds Univ Business Sch, Leeds LS2 9JT, England.
C3 University of Leeds
RP Benesova, N (corresponding author), Univ Leeds, Leeds Univ Business Sch, Leeds LS2 9JT, England.
EM N.H.Benesova@leeds.ac.uk
NR 79
TC 0
Z9 0
U1 2
U2 2
PU TAYLOR & FRANCIS AS
PI OSLO
PA KARL JOHANS GATE 5, NO-0154 OSLO, NORWAY
SN 2331-186X
J9 COGENT EDUC
JI Cogent Educ.
PD DEC 11
PY 2023
VL 10
IS 2
AR 2262284
DI 10.1080/2331186X.2023.2262284
PG 20
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA U9TW0
UT WOS:001088168200001
OA gold
DA 2024-02-21
ER

PT J
AU Stevenson, J
   Clegg, S
AF Stevenson, Jacqueline
   Clegg, Sue
TI Who cares? Gender dynamics in the valuing of extra-curricular activities
   in higher education
SO GENDER AND EDUCATION
LA English
DT Article
DE gender equity; employability; extra-curricular activity; students;
   cultural capital; higher education
ID WORKING-CLASS STUDENTS; COMMUNITY-SERVICE; DISCOURSE; FUTURE;
   EXPERIENCES; TRANSITION; CAPITALS; COLLEGE; EQUITY
AB Despite the assertion that higher education is becoming increasingly 'feminised' and that male students are the relative losers, gendered meanings continue to permeate higher education in ways that mean that the recognition of women's experiences are frequently marginalised. Our paper reports on research designed to explore student participation in extra-curricular activity from a perspective informed by a broader conceptualisation of the extra-curricular as a site of gendered, raced, and class practices intimately tied to the development of an employable self. We found that women frequently undervalue their participation and are more likely to be dismissive of extra-curricular activity as of value to their employability than men and that they rarely consider caring to be a form of capital which can be utilised or invested in to support their future employment. We argue that higher education institutions need to support students, in particular women, to recognise the value of their participation.
C1 [Stevenson, Jacqueline; Clegg, Sue] Leeds Metropolitan Univ, Ctr Res Higher Educ, Leeds LS1 3HE, W Yorkshire, England.
C3 Leeds Beckett University
RP Stevenson, J (corresponding author), Leeds Metropolitan Univ, Ctr Res Higher Educ, Leeds LS1 3HE, W Yorkshire, England.
EM j.stevenson@leedsmet.ac.uk
OI Stevenson, Jacqueline/0000-0002-3097-6763
NR 66
TC 31
Z9 36
U1 0
U2 21
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0954-0253
EI 1360-0516
J9 GENDER EDUC
JI Gend. Educ.
PY 2012
VL 24
IS 1
BP 41
EP 55
DI 10.1080/09540253.2011.565039
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 865DQ
UT WOS:000298291400004
DA 2024-02-21
ER

PT J
AU Hussain, MA
   Ejrnæs, M
   Larsen, JE
AF Hussain, M. Azhar
   Ejrnaes, Morten
   Larsen, Jorgen Elm
TI Are benefit reductions an effective activation strategy? The case of the
   lowest benefit recipients in Denmark
SO JOURNAL OF SOCIAL POLICY
LA English
DT Article
DE economic incentives; social assistance; health; employment;
   self-efficacy; regression
ID SELF-EFFICACY; EMPLOYABILITY; WORK; REEMPLOYMENT; BEHAVIOR; HEALTH;
   IMPACT
AB Decades of commitment to the basic principles of the Danish welfare state have been discarded with a new social policy reducing the benefits for people already at the bottom of the income ladder. The political intention is to increase job search via economic incentives that increase the gap between benefit income and market income. Using a panel dataset with benefit recipients, we show that the intended job search effect did not materialise to any significant extent; rather, the affected people became poorer because the vast majority of individuals could not respond to the economic incentives in the intended manner. Joblessness was not due to lack of incentives. This study confirms the importance of employability and self-efficacy, but it shows that health is an underlying variable that explains both of these factors and the recipients' difficulties in getting a job. The results have two major social policy implications. Access to early retirement schemes should be easier for recipients who have serious health problems and therefore cannot respond to economic incentives, and there should be an increased focus on how to help the recipients without major health problems to develop self-efficacy.
C1 [Hussain, M. Azhar] Univ Sharjah, Dept Finance & Econ, Sharjah, U Arab Emirates.
   [Hussain, M. Azhar] Roskilde Univ, Dept Social Sci & Business, Roskilde, Denmark.
   [Ejrnaes, Morten] Aalborg Univ, Dept Sociol & Social Work, Aalborg, Denmark.
   [Larsen, Jorgen Elm] Univ Copenhagen, Dept Sociol, Copenhagen, Denmark.
C3 University of Sharjah; Roskilde University; Aalborg University;
   University of Copenhagen
RP Larsen, JE (corresponding author), Univ Copenhagen, Dept Sociol, Copenhagen, Denmark.
EM jel@soc.ku.dk
OI Hussain, M. Azhar/0000-0001-7928-7136; Larsen, Jorgen
   Elm/0000-0002-8604-7509; Ejrnaes, Niels Morten/0000-0002-6568-0778
NR 54
TC 1
Z9 1
U1 1
U2 2
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 0047-2794
EI 1469-7823
J9 J SOC POLICY
JI J. Soc. Policy
PD JUL
PY 2021
VL 50
IS 3
BP 569
EP 587
AR PII S0047279420000318
DI 10.1017/S0047279420000318
PG 19
WC Public Administration; Social Issues; Social Work
WE Social Science Citation Index (SSCI)
SC Public Administration; Social Issues; Social Work
GA TD0XN
UT WOS:000669059800007
DA 2024-02-21
ER

PT J
AU Arendt, JN
   Andersen, HL
   Saaby, M
AF Arendt, Jacob Nielsen
   Andersen, Henrik Lindegaard
   Saaby, Morten
TI The Relationship between Active Labor Market Programs and Employability
   of the Long-Term Unemployed
SO LABOUR-ENGLAND
LA English
DT Article; Early Access
ID PROACTIVE PERSONALITY; STEPPING STONE; REEMPLOYMENT; EMPLOYMENT; PEOPLE;
   JOBS
AB It can be difficult to document whether active labor market programs are effective for the long-term unemployed because their transitions to employment are rare. This study examines whether eight measures of employability are useful intermediate outcome measures for the long-term unemployed. We use a repeated survey linked to administrative register data and estimate three-way fixed-effect models. The results show that self-reported health is a useful outcome measure for the given population of long-term unemployed in the following sense: Only this measure both predicts subsequent employment and is positively associated with prior participation in an active labor market program compared with non-participation.
C1 [Arendt, Jacob Nielsen] ROCKWOOL Fdn, Res Unit, Ny Kongensgade 6, DK-1472 Copenhagen K, Denmark.
   [Andersen, Henrik Lindegaard] Western Norway Univ Appl Sci, Bergen, Norway.
   [Saaby, Morten] Univ Southern Denmark, Dept Business & Econ, Odense M, Denmark.
C3 Western Norway University of Applied Sciences; University of Southern
   Denmark
RP Arendt, JN (corresponding author), ROCKWOOL Fdn, Res Unit, Ny Kongensgade 6, DK-1472 Copenhagen K, Denmark.
EM jar@rff.dk
RI Arendt, Jacob Nielsen/ISS-2184-2023
OI Arendt, Jacob Nielsen/0000-0001-5675-8564
FU Danish Agency for Labour Market and Recruitment
FX This study was initiated while the authors were employed at the Danish
   Institute for Local and Regional Government Research (now the Danish
   Centre for Applied Social Science). The study is based on previous work
   financed by the Danish Agency for Labour Market and Recruitment, which
   benefited from valuable comments from a Steering Committee, consisting
   of members of the Danish Agency for Labour Market and Recruitment,
   Vaeksthuset, and Professor Michael Rosholm, Department of Economics,
   Aarhus University. We are also grateful to Vaeksthuset for cooperation
   and for providing access to the survey data. Last, but not least, we are
   very grateful for extremely valuable comments from the editor and the
   reviewers. The authors are solely responsible for the content of this
   study.
NR 32
TC 5
Z9 5
U1 0
U2 6
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1121-7081
EI 1467-9914
J9 LABOUR-ENGL
JI Labour-Engl.
PD 2020 JUN
PY 2020
VL 34
IS 2
BP 154
EP 175
DI 10.1111/labr.12172
EA JAN 2020
PG 22
WC Industrial Relations & Labor
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA LG0TC
UT WOS:000508428200001
OA Green Published
DA 2024-02-21
ER

PT J
AU Paolantonio, P
   Cavalli, S
   Biasutti, M
   Eiholzer, H
   Williamon, A
AF Paolantonio, Paolo
   Cavalli, Stefano
   Biasutti, Michele
   Eiholzer, Hubert
   Williamon, Aaron
TI Building community through higher music education: a training program
   for facilitating musical engagement among older adults
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE fourth age; music; health and wellbeing; higher music education; nursing
   homes
ID LATER LIFE; HETEROGENEITY; EXPLORATION; LEARNERS; YOUNG
AB Preparing music students to design and carry out community-based initiatives can be an effective way to enhance their employability and their wellbeing. With a large body of evidence now pointing to the benefits of musical engagement for older adults, both for individuals and for society as a whole, there is considerable opportunity and value in training aspiring professional musicians to work with and on behalf of those in their third and fourth age. This article describes a seminar designed by a Swiss conservatoire in collaboration with local nursing homes involving residents and music university students in a 10-week group music making program. On the basis of the positive results to emerge in terms of health, wellbeing and career preparation, we aim to provide information relevant for colleagues to replicate this seminar in other higher music education institutions. Moreover, this paper aims to shed light on the complexity of designing music students' training so that they acquire the competences needed to deliver meaningful, community-based initiatives alongside their other professional training commitments, and to provide directions for future research. The development and implementation of these points could foster the increase and sustainability of innovative programs beneficial for older adults, musicians and local communities.
C1 [Paolantonio, Paolo; Eiholzer, Hubert; Williamon, Aaron] Conservatory Southern Switzerland, Dept Res & Dev, Lugano, Switzerland.
   [Paolantonio, Paolo; Williamon, Aaron] Royal Coll Mus, Ctr Performance Sci, London, England.
   [Cavalli, Stefano] Univ Appl Sci & Arts Southern Switzerland, Dept Business Econ Hlth & Social Care, Manno, Switzerland.
   [Biasutti, Michele] Univ Padua, FISPPA Dept, Padua, Italy.
   [Williamon, Aaron] Imperial Coll London, Fac Med, London, England.
C3 Royal College of Music - UK; University of Padua; Imperial College
   London
RP Williamon, A (corresponding author), Conservatory Southern Switzerland, Dept Res & Dev, Lugano, Switzerland.; Williamon, A (corresponding author), Royal Coll Mus, Ctr Performance Sci, London, England.; Williamon, A (corresponding author), Imperial Coll London, Fac Med, London, England.
EM aaron.williamon@rcm.ac.uk
FU Gebert Ruf Stiftung [GRS-064/14]
FX This work was supported by the Gebert Ruef Stiftung under grant
   GRS-064/14.
NR 74
TC 1
Z9 1
U1 6
U2 7
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD MAY 5
PY 2023
VL 14
AR 1102446
DI 10.3389/fpsyg.2023.1102446
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA G9KM8
UT WOS:000992259400001
PM 37213370
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Belan, P
   Chéron, A
AF Belan, Pascal
   Cheron, Arnaud
TI Turbulence, training and unemployment
SO LABOUR ECONOMICS
LA English
DT Article
DE Training; Training subsidies; Unemployment; Matching
ID EUROPEAN UNEMPLOYMENT; INVESTMENT; MODEL
AB In this paper, we develop a matching model where firms invest in transferable human capital. Workers are endowed with heterogeneous abilities and, as a result of economic turbulence, can undergo a depredation of their human capital during unemployment spells. Firms take inefficient training decision because they do not fully valuate the additional productivity of the workers in future jobs (poaching externality) and the additional employability after separation (unemployment externality). Higher turbulence reduces the former externality and increases the latter. It then generates some opposite forces on the gap between efficient and equilibrium training, so that it does not necessarily require higher training subsidies. The general equilibrium analysis shows that, even if the Hosios condition holds, unemployment is higher than its efficient level, which requires an additional instrument such as ability-specific employment subsidies. We lastly run some computational experiments based on the French economy to illustrate these results: optimal subsidies are found to increase with turbulence, and the total subsidy turns out to be decreasing with wages, with an efficient rate that is reduced by three from the lowest to the highest wages. (C) 2014 Elsevier B.V. All rights reserved.
C1 [Belan, Pascal] Univ Cergy Pontoise, THEMA, Cergy Pontoise, France.
   [Cheron, Arnaud] Univ Maine, GAINS TEPP, Le Mans, France.
   [Cheron, Arnaud] EDHEC Business Sch, Paris, France.
C3 CY Cergy Paris Universite; Le Mans Universite; Universite Catholique de
   Lille; EDHEC Business School
RP Chéron, A (corresponding author), Ave Olivier Messiaen, F-72035 Le Mans 9, France.
EM acheron@univ-lemans.fr
NR 27
TC 6
Z9 7
U1 0
U2 21
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 0927-5371
EI 1879-1034
J9 LABOUR ECON
JI Labour Econ.
PD APR
PY 2014
VL 27
BP 16
EP 29
DI 10.1016/j.labeco.2014.01.001
PG 14
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA AG4ZW
UT WOS:000335429900002
DA 2024-02-21
ER

PT J
AU Espana, C
   Soosaar, R
AF Espana, Cristina
   Soosaar, Reet
TI A Novel Context for Project-Based Learning A language school for adults
   in Spain (EOI) & An applied higher education institution (college) of a
   university in Estonia
SO INTERDISCIPLINARY JOURNAL OF PROBLEM-BASED LEARNING
LA English
DT Article
DE project-based learning; English (second language); second language
   instruction; job shadowing; educational innovation
ID ENGLISH
AB The implementation of the European Union's Erasmus Plus (E+) Program has resulted in the possibility of joint initiatives across-borders led by teachers of English as a Foreign Language (EFL), who can bring classroom practice closer to education as a key area for employability and prepare students for work and communication in multicultural and multilingual settings. Thus, a novel context for project-based learning (PjBL) has emerged, which allows for experimentation, innovation, and research in the classroom. To illustrate this concept, Project Estonia is presented in this paper, introducing interconnected project work to provide a purposeful, real-world experience that extends the classroom setting beyond national frontiers.
C1 [Espana, Cristina] EOI Las Rozas De Madrid, Las Rozas De Madrid, Spain.
   [Soosaar, Reet] Univ Tartu, Parnu Coll, Tartu, Estonia.
C3 University of Tartu
RP Espana, C (corresponding author), EOI Las Rozas De Madrid, Las Rozas De Madrid, Spain.
NR 47
TC 0
Z9 0
U1 4
U2 6
PU INDIANA UNIV PRESS
PI BLOOMINGTON
PA 601 N MORTON STREET, BLOOMINGTON, IN 47404-3797 USA
SN 1541-5015
J9 INTERDIS J PROBL-BAS
JI Interdiscip. J. Probl.-Based Learn.
PY 2022
VL 16
IS 1
AR 128785
DI 10.14434/ijpbl.v16i1.28785
PG 16
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA H6PM3
UT WOS:000997159700004
OA gold
DA 2024-02-21
ER

PT J
AU van Gorp, DAM
   van der Klink, JJL
   Abma, FI
   Jongen, PJ
   van Lieshout, I
   Arnoldus, EPJ
   Beenakker, EAC
   Bos, HM
   van Eijk, JJJ
   Fermont, J
   Frequin, STFM
   de Gans, K
   Hengstman, GJD
   Hupperts, RMM
   Mostert, JP
   Pop, PHM
   Verhagen, WIM
   Zemel, D
   Heerings, MAP
   Reneman, MF
   Middelkoop, HAM
   Visser, LH
   van der Hiele, K
AF van Gorp, D. A. M.
   van der Klink, J. J. L.
   Abma, F., I
   Jongen, P. J.
   van Lieshout, I
   Arnoldus, E. P. J.
   Beenakker, E. A. C.
   Bos, H. M.
   van Eijk, J. J. J.
   Fermont, J.
   Frequin, S. T. F. M.
   de Gans, K.
   Hengstman, G. J. D.
   Hupperts, R. M. M.
   Mostert, J. P.
   Pop, P. H. M.
   Verhagen, W. I. M.
   Zemel, D.
   Heerings, M. A. P.
   Reneman, M. F.
   Middelkoop, H. A. M.
   Visser, L. H.
   van der Hiele, K.
TI The capability set for work - correlates of sustainable employability in
   workers with multiple sclerosis
SO HEALTH AND QUALITY OF LIFE OUTCOMES
LA English
DT Article
DE Multiple sclerosis; Work; Sustainable employability; Capability set for
   work; Health
ID IMPAIRMENT; DISABILITY; VALIDITY; RELIABILITY; VALIDATION; FATIGUE;
   HEALTH; SCALES
AB Background: The aim of this study was to examine whether work capabilities differ between workers with Multiple Sclerosis (MS) and workers from the general population. The second aim was to investigate whether the capability set was related to work and health outcomes.
   Methods: A total of 163 workers with MS from the MS@Work study and 163 workers from the general population were matched for gender, age, educational level and working hours. All participants completed online questionnaires on demographics, health and work functioning. The Capability Set for Work Questionnaire was used to explore whether a set of seven work values is considered valuable (A), is enabled in the work context (B), and can be achieved by the individual (C). When all three criteria are met a work value can be considered part of the individual's 'capability set'.
   Results: Group differences and relationships with work and health outcomes were examined. Despite lower physical work functioning (U=4250, p = 0.001), lower work ability (U = 10591, p = 0.006) and worse self-reported health (U = 9091, p <= 0.001) workers with MS had a larger capability set (U = 9649, p <= 0.001) than the general population. In workers with MS, a larger capability set was associated with better flexible work functioning (r=0.30), work ability (r=0.25), self rated health (r = 0.25), and with less absenteeism (r=-0.26), presenteeism (r = 0.31), cognitive/neuropsychiatnc impairment (r = -0.35), depression (r=-0.43), anxiety (r = -0.31) and fatigue (r=-0.34).
   Conclusions: Workers with MS have a larger capability set than workers from the general population In workers with MS a larger capability set was associated with better work and health outcomes.
C1 [van Gorp, D. A. M.; Heerings, M. A. P.; van der Hiele, K.] Natl Multiple Sclerosis Fdn, Mathenesserlaan 378, NL-3023 HB Rotterdam, Netherlands.
   [van Gorp, D. A. M.; Middelkoop, H. A. M.; van der Hiele, K.] Leiden Univ, Sect Hlth Med & Neuropsychol, Dept Psychol, POB 9555, NL-2300 RB Leiden, Netherlands.
   [van Gorp, D. A. M.; Arnoldus, E. P. J.; Visser, L. H.; van der Hiele, K.] Elisabeth TweeSteden Hosp, Dept Neurol, POB 90151, NL-5000 LC Tilburg, Netherlands.
   [van Gorp, D. A. M.; Visser, L. H.] Univ Humanist Studies, Dept Care Eth, POB 797, NL-3500 AT Utrecht, Netherlands.
   [van der Klink, J. J. L.] Tilburg Univ, Tranzo Sci Ctr Care & Welf, Tilburg Sch Social & Behav Sci, POB 90153, NL-5000 LE Tilburg, Netherlands.
   [Abma, F., I; Jongen, P. J.] Univ Groningen, Univ Med Ctr Groningen, Dept Community & Occupat Med, POB 30001, NL-9700 RB Groningen, Netherlands.
   [Jongen, P. J.] MS4 Res Inst, Ubbergseweg 34, NL-9522 KJ Nijmegen, Netherlands.
   [van Lieshout, I] Van Lieshout Arbo Advies, POB 325, NL-5400 AH Uden, Netherlands.
   [Beenakker, E. A. C.] Med Ctr Leeuwarden, Dept Neurol, POB 888, NL-8901 BR Leeuwarden, Netherlands.
   [Bos, H. M.] St Anna Hosp, Dept Neurol, POB 90, NL-5660 AB Geldrop, Netherlands.
   [van Eijk, J. J. J.] Jeroen Bosch Hosp, Dept Neurol, POB 90153, NL-2000 ME sHertogenbosch, Netherlands.
   [Fermont, J.] Amphia Hosp, Dept Neurol, POB 90158, NL-4800 RK Breda, Netherlands.
   [Frequin, S. T. F. M.] St Antonius Hosp, Dept Neurol, POB 2500, NL-3430 EM Nieuwegein, Netherlands.
   [de Gans, K.] Groene Hart Hosp, Dept Neurol, POB 1098, NL-2800 BB Gouda, Netherlands.
   [Hengstman, G. J. D.] Catharina Hosp, Dept Neurol, POB 1350, NL-5602 ZA Eindhoven, Netherlands.
   [Hupperts, R. M. M.] Zuyderland Med Ctr, Dept Neurol, POB 5500, NL-6130 MB Sittard, Netherlands.
   [Mostert, J. P.] Rijnstate Hosp, Dept Neurol, POB 9555, NL-6800 TA Arnhem, Netherlands.
   [Pop, P. H. M.] VieCuri Med Ctr, Dept Neurol, POB 1926, NL-5900 BX Venlo, Netherlands.
   [Verhagen, W. I. M.] Canisius Wilhelmina Hosp, Dept Neurol, POB 9015, NL-6500 GS Nijmegen, Netherlands.
   [Zemel, D.] Albert Schweitzer Hosp, Dept Neurol, POB 444, NL-3300 AK Dordrecht, Netherlands.
   [Reneman, M. F.] Univ Groningen, Univ Med Ctr Groningen, Dept Rehabil Med, POB 30-002, NL-9750 RA Haren, Netherlands.
   [Middelkoop, H. A. M.] Leiden Univ, Med Ctr, Dept Neurol, POB 9600, NL-2300 RC Leiden, Netherlands.
C3 Leiden University; Leiden University - Excl LUMC; Elisabeth-TweeSteden
   Ziekenhuis (ETZ); Tilburg University; University of Groningen; Medical
   Center Leeuwarden; Jeroen Bosch Ziekenhuis; Amphia Hospital; St.
   Antonius Hospital Utrecht; Catharina Hospital; Rijnstate Hospital;
   VieCuri Medical Center; Canisius-Wilhelmina Hospital; Albert Schweitzer
   Ziekenhuis; University of Groningen; Leiden University - Excl LUMC;
   Leiden University; Leiden University Medical Center (LUMC)
RP van Gorp, DAM (corresponding author), Natl Multiple Sclerosis Fdn, Mathenesserlaan 378, NL-3023 HB Rotterdam, Netherlands.; van Gorp, DAM (corresponding author), Leiden Univ, Sect Hlth Med & Neuropsychol, Dept Psychol, POB 9555, NL-2300 RB Leiden, Netherlands.; van Gorp, DAM (corresponding author), Elisabeth TweeSteden Hosp, Dept Neurol, POB 90151, NL-5000 LC Tilburg, Netherlands.; van Gorp, DAM (corresponding author), Univ Humanist Studies, Dept Care Eth, POB 797, NL-3500 AT Utrecht, Netherlands.
EM dennis.vangorp@phd.uvh.nl
RI Beenakker, E/AAF-2278-2019; Jongen, Peter/JCN-9422-2023
OI van der Hiele, Karin/0000-0002-1567-0627; Beenakker,
   Ernesto/0000-0001-7786-0285
FU ZonMw (TOP Grant) [842003003]; Dutch National Multiple Sclerosis
   Foundation; Teva Pharmaceuticals
FX This work was supported ZonMw (TOP Grant, project number: 842003003),
   the Dutch National Multiple Sclerosis Foundation and Teva
   Pharmaceuticals.
NR 40
TC 16
Z9 16
U1 0
U2 12
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1477-7525
J9 HEALTH QUAL LIFE OUT
JI Health Qual. Life Outcomes
PD JUN 1
PY 2018
VL 16
AR 113
DI 10.1186/s12955-018-0942-7
PG 11
WC Health Care Sciences & Services; Health Policy & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services
GA GI0KN
UT WOS:000434058900002
PM 29859113
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Kowalewska, H
AF Kowalewska, Helen
TI Beyond the "train-first'/"work-first' dichotomy: How welfare states help
   or hinder maternal employment
SO JOURNAL OF EUROPEAN SOCIAL POLICY
LA English
DT Article
DE Active labour market policies; childcare; lone parents; mothers'
   employment; typologies
ID MALE BREADWINNER MODEL; CHILD-CARE; SOCIAL-POLICIES; LONE MOTHERS;
   ACTIVATION; WORK; FAMILIALISM; CITIZENSHIP; POLITICS; GENDER
AB Since the mid-1990s, welfare states have introduced various activation' policies designed to promote employment. Most typologies distinguish between a Nordic-style train-first' approach focused on developing jobseekers' employability and an Anglo-Saxon work-first' approach that instead emphasises quick job (re-)entry. These typologies tell us what activation means for the unemployed (male) worker. However, by ignoring the family, they overlook what activation means for the (female) parent-worker with childcare responsibilities. To contribute to filling this gap, this article uses fuzzy-set ideal-type analysis to compare 22 countries representing five worlds' of welfare by how (de-)activating their labour market policies, parental leave provisions, childcare services and the scheduling of primary education are for lone mothers. It reveals that cross-national variations in support for maternal activation are not well captured by the Nordic-style train-first'/Anglo-Saxon work-first' dichotomy. Hence, despite the greater attention to gender and new social risks' within comparative social policy scholarship in recent years, the activation literature remains gender-blind.
C1 [Kowalewska, Helen] Univ Southampton, Southampton, Hants, England.
C3 University of Southampton
RP Kowalewska, H (corresponding author), Univ Southampton, Fac Social & Human Sci, Sociol Social Policy & Criminol, Southampton SO17 1BJ, Hants, England.
EM h.kowalewska@soton.ac.uk
RI Kowalewska, Helen/F-4797-2016
OI Kowalewska, Helen/0000-0002-7991-5371
FU ESRC 1+3 Studentship Award; Economic and Social Research Council
   [1229471] Funding Source: researchfish
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was undertaken as part of doctoral research funded by an ESRC 1+3
   Studentship Award.
NR 86
TC 11
Z9 11
U1 2
U2 18
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0958-9287
EI 1461-7269
J9 J EUR SOC POLICY
JI J. Eur. Soc. Policy
PD FEB
PY 2017
VL 27
IS 1
BP 3
EP 24
DI 10.1177/0958928716673316
PG 22
WC Public Administration; Social Issues
WE Social Science Citation Index (SSCI)
SC Public Administration; Social Issues
GA EO8DK
UT WOS:000396919000001
OA Green Submitted, Green Accepted
DA 2024-02-21
ER

PT J
AU Karseth, B
AF Karseth, B
TI Curriculum changes and moral issues in nursing education
SO NURSE EDUCATION TODAY
LA English
DT Article
DE higher education; nursing; moral issues; curriculum
AB Through history nursing education has strongly advocated the importance of educating students towards moral and ethical responsibility. In today's society however, it has become increasingly difficult to honour this concern. One peephole to capture the ongoing struggle is to took into the curriculum where different stakeholders voice different opinions. Following a social constructive perspective the curriculum texts represent specific interest among stakeholders related to nursing education in a certain historical periods. By analysing the two last versions of the curriculum we get an insight into moral and ethical issues at stake and different ways of addressing these questions. White moral and ethical issues in the curriculum of 1987 follow a disciplinary discourse emphasising the importance of [earning ethical concepts and modes of arguments, the curriculum of 2000 places ethical and moral issues within an employability discourse. In this curriculum moral issues are seen as an obligation linked to students practical and technical skills. The 2000 curriculum represents a shift from emphasising the independent and reflective professional to underline the skilful and morally obliged practitioner. (C) 2004 Elsevier Ltd. All rights reserved.
C1 Univ Oslo, Inst Educ Res, N-0317 Oslo, Norway.
C3 University of Oslo
RP Karseth, B (corresponding author), Univ Oslo, Inst Educ Res, POB 1092, N-0317 Oslo, Norway.
EM berit.karseth@ped.uio.no
NR 13
TC 12
Z9 12
U1 0
U2 5
PU CHURCHILL LIVINGSTONE
PI EDINBURGH
PA JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE,
   LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND
SN 0260-6917
J9 NURS EDUC TODAY
JI Nurse Educ. Today
PD NOV
PY 2004
VL 24
IS 8
BP 638
EP 643
DI 10.1016/j.nedt.2004.08.003
PG 6
WC Education, Scientific Disciplines; Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Nursing
GA 872CE
UT WOS:000225182700008
PM 15519447
DA 2024-02-21
ER

PT J
AU Kolmos, A
   Hadgraft, RG
   Holgaard, JE
AF Kolmos, Anette
   Hadgraft, Roger G.
   Holgaard, Jette Egelund
TI Response strategies for curriculum change in engineering
SO INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
LA English
DT Article
DE Change strategies; Education for sustainable development ESD;
   Engineering education; Curriculum change; Employability; Sustainability;
   Complexity; Faculty development
ID EDUCATION; SUSTAINABILITY; TRANSFORMATION
AB During the last 25 years, there have been many calls for new engineering competencies and a corresponding gradual change in both curriculum and pedagogy in engineering education. This has been a global trend, in the US, Europe, Australia and now emerging in the rest of the world. Basically, there have been two main types of societal challenges that many engineering institutions have responded to: the employability skills of graduates and the need for a sustainability approach to engineering. These are two very different challenges and societal needs; however, the ways engineering institutions have responded form a consistent pattern across many of the content aspects. No matter the specific character of change, three very different curriculum strategies seem to have evolved: an add-on strategy, an integration strategy or a re-building strategy; the latter involves substantial curriculum re-design. The add-on strategy and integration strategy are the ones most commonly used, whereas the re-building strategy is at an emerging stage in most engineering education communities. Most engineering schools find it very challenging to re-build an entire curriculum, so smaller changes are generally preferred. The purpose of this article is to conceptualise these institutional response strategies in a wider literature and present examples of curriculum change within both employability and sustainability. We will maintain that all these strategies are based on management decisions as well as academic faculty decisions; however the implications for using the various strategies are very different in terms of system change, role of disciplines, leader interventions and faculty development strategies. Furthermore, institutions might use all types of response strategies in different programs and in different semesters. The conceptual framework presented here can provide analytical anchors, hopefully creating more awareness of the complexity of systemic change.
C1 [Kolmos, Anette; Hadgraft, Roger G.; Holgaard, Jette Egelund] Aalborg Univ, Vestre Havnepromenade 5, DK-9000 Aalborg, Denmark.
   [Hadgraft, Roger G.] Cent Queensland Univ, Ooralea, Qld 4740, Australia.
C3 Aalborg University; Central Queensland University
RP Kolmos, A (corresponding author), Aalborg Univ, Vestre Havnepromenade 5, DK-9000 Aalborg, Denmark.
EM ak@plan.aau.dk
RI Hadgraft, Roger/HSF-1493-2023; Kolmos, Anette/ABH-6707-2020
OI Kolmos, Anette/0000-0002-0186-2839; Hadgraft, Roger/0000-0002-0480-7456
NR 73
TC 46
Z9 52
U1 0
U2 28
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0957-7572
EI 1573-1804
J9 INT J TECHNOL DES ED
JI Int. J. Technol. Des. Educ.
PD AUG
PY 2016
VL 26
IS 3
BP 391
EP 411
DI 10.1007/s10798-015-9319-y
PG 21
WC Education & Educational Research; Education, Scientific Disciplines;
   Engineering, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Engineering
GA DZ8JC
UT WOS:000386115700005
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Matic, RM
   Gonzalez-Serrano, MH
   Damnjanovic, J
   Maksimovic, B
   Papic-Blagojevic, N
   Milosevic, I
   Vukovic, J
AF Matic, Radenko M.
   Gonzalez-Serrano, Maria Huertas
   Damnjanovic, Jelena
   Maksimovic, Branka
   Papic-Blagojevic, Natasa
   Milosevic, Isidora
   Vukovic, Jovan
TI Professional competencies development of sports science students: the
   need for more entrepreneurship education
SO MANAGEMENT & MARKETING-CHALLENGES FOR THE KNOWLEDGE SOCIETY
LA English
DT Article
DE Entrepreneurship; Curriculum; Sports Industry; Human resources; Higher
   Education
ID 5 PERSONALITY DIMENSIONS; JOB-PERFORMANCE; 5-FACTOR MODEL; PERSPECTIVES;
   TRAIT; DIRECTIONS; MANAGEMENT; CREATION; SUCCESS; ABILITY
AB As a high priority for moving the sports industry forward, the sports market ecosystem requires the development of professional competencies and improving the entrepreneurship education of sports science students. During the last years, entrepreneurship has gained importance in the sports sector to maintain competitiveness. Thus, universities need to promote sports sciences students' entrepreneurial competencies to improve employability. This research aimed to analyze the differences between first-year and fourth-year sports science students regarding the merit of professional competencies within entrepreneurship education. Both groups of students completed a set of tests presenting professional success factors. Cognitive abilities were measured with Intelligence Structure Battery (INSSV - Short Form, S2) and personality traits with Big Five Structure Inventory (BFSI, short-form, S1). Data were processed with confirmatory factor analysis and multigroup moderation analysis. The model showed acceptable fit indices (NFI=0.89, CFI=0.97, and RMSEA=0.08). The multigroup moderation analysis results indicated that the strongest effect on work aspects of the personality of the first-year sports science students comes from Conscientiousness (beta=0.97), Openness (beta=0.79), and Agreeableness (beta=0.72). In contrast, this impact on fourth-year sports science students exists from Extraversion (beta=0.85), Emotional stability (beta=0.80), and Openness (beta=0.80). On another side, an analysis of cognitive abilities revealed that the strongest effect was produced by numerical ability (beta=0.94; beta=0.84, respectively). The results demonstrated that sub-samples do not differ regarding the latent dimensions of human resources assessment. These results lead to necessary changes in the sports curriculum of the study program related to entrepreneurship education.
C1 [Matic, Radenko M.; Vukovic, Jovan] Univ Novi Sad, Novi Sad, Serbia.
   [Gonzalez-Serrano, Maria Huertas] Univ Valencia, Valencia, Spain.
   [Damnjanovic, Jelena; Maksimovic, Branka; Papic-Blagojevic, Natasa; Milosevic, Isidora] Business Sch, Novi Sad, Serbia.
C3 University of Novi Sad; University of Valencia
RP Matic, RM (corresponding author), Univ Novi Sad, Novi Sad, Serbia.
EM radenkomatic@uns.ac.rs
RI Vuković, Jovan Milenko/GQO-9697-2022; Matić, Radenko M./K-7214-2012
OI Vuković, Jovan Milenko/0000-0001-6594-4844; Matić, Radenko
   M./0000-0002-3059-2719
FU Provincial Secretariat for Higher Education and Scientific Research; 
   [142-451-2650/2017-01/01];  [142-451-2596/2021]
FX The data used in this study were collected as part of research projects:
   "The professional successfulness of students of different curricula"
   (Reg. no: 142-451-2650/2017-01/01) and " Developing Future Sports
   Entrepreneurs in Europe: University Education to Promote Entrepreneurial
   Intentions in Sports Science Students" (Reg. no: 142-451-2596/2021) that
   were conducted by the Faculty of Sport and Physical Education and
   financed by the Provincial Secretariat for Higher Education and
   Scientific Research.
NR 90
TC 1
Z9 1
U1 4
U2 12
PU SCIENDO
PI WARSAW
PA BOGUMILA ZUGA 32A, WARSAW, MAZOVIA, POLAND
SN 1842-0206
EI 2069-8887
J9 MANAG MARK
JI Manag. Mark.
PD OCT 1
PY 2022
VL 17
SU 1
BP 426
EP 448
DI 10.2478/mmcks-2022-0024
PG 23
WC Business
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA 5V4CL
UT WOS:000877178600006
OA gold
DA 2024-02-21
ER

PT J
AU Mojon-Azzi, SM
   Mojon, DS
AF Mojon-Azzi, Stefania M.
   Mojon, Daniel S.
TI Strabismus and employment: the opinion of headhunters
SO ACTA OPHTHALMOLOGICA
LA English
DT Article
DE employment; esotropia; exotropia; facial anomalies; headhunters;
   strabismus
ID ADULT STRABISMUS; PSYCHOSOCIAL-ASPECTS; SURGERY; MANAGEMENT; PATIENT;
   IMPACT
AB Purpose:
   The aim of this study was to determine the influence of strabismus on an individual's ability to find employment based on the opinion of Swiss headhunters.
   Methods:
   Forty Swiss headhunters retrieved from a Swiss online telephone directory were interviewed using a validated questionnaire in order to determine if strabismus would have an impact on a person's ability to find employment. Photographs of a strabismic man and woman as well as of other computer-generated facial anomalies could be downloaded from the Internet during the interview.
   Results:
   72.5% of headhunters judged that strabismic individuals would have more difficulties in finding a job than orthotropic persons. These difficulties were judged to be stronger in women than in men (P = 0.006), and in exotropic compared to esotropic persons (P = 0.01). Asked about seven facial anomalies, exotropia was found to have the third and esotropia the fourth (women) or fifth (men) most strongly negative impact on finding employment, after having strong acne and a visible missing tooth. Headhunters judged that persons with strabismus are significantly perceived as less attractive and less intelligent by potential employers.
   Conclusion:
   Visible strabismus negatively influences individuals' ability to find a job and therefore has an impact on their economic status. Successful strabismus surgery realigns the visual axes, producing a normal facial appearance and therefore eliminating the negative impact of strabismus on employability.
C1 [Mojon, Daniel S.] Univ Bern, CH-3012 Bern, Switzerland.
   [Mojon-Azzi, Stefania M.] Univ St Gallen, Res Inst Labour Econ & Labour Law, St Gallen, Switzerland.
   [Mojon, Daniel S.] Kantonsspital St Gallen, Dept Strabismol & Neuroophthalmol, St Gallen, Switzerland.
C3 University of Bern; University of St Gallen; Kantonsspital St. Gallen
RP Mojon, DS (corresponding author), Kantonsspital, Dept Strabismol & Neuroophthalmol, CH-9007 St Gallen, Switzerland.
EM daniel.mojon@kssg.ch
NR 16
TC 47
Z9 49
U1 0
U2 9
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1755-375X
EI 1755-3768
J9 ACTA OPHTHALMOL
JI Acta Ophthalmol.
PD NOV
PY 2009
VL 87
IS 7
BP 784
EP 788
DI 10.1111/j.1755-3768.2008.01352.x
PG 5
WC Ophthalmology
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Ophthalmology
GA 509FF
UT WOS:000270999300017
PM 18976309
OA Bronze
DA 2024-02-21
ER

PT J
AU Luke, J
   McIlveen, P
   Perera, HN
AF Luke, Jennifer
   McIlveen, Peter
   Perera, Harsha N.
TI A Thematic Analysis of Career Adaptability in Retirees Who Return to
   Work
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE retirement; bridge employment; career adaptability; career construction
   theory; career development
ID SELF-PERCEIVED EMPLOYABILITY; EMOTIONAL INTELLIGENCE; BRIDGE EMPLOYMENT;
   PERSONALITY-TRAITS; LIFE-SPAN; CONSTRUCTION; TRANSITION; ABILITY;
   EXPECTATIONS; ADJUSTMENT
AB Retirement can no longer be conceptualized as disengagement, as the end of a person's career, as it is in the life-span, life-space theory. Increasingly, retirees are returning to work, in paid, and unpaid positions, in a part-time or full-time capacity, as an act of re-engagement. Vocational psychology theories are yet to adequately conceptualize the phenomenon of retirees' re-engagement in work. The research reported in this paper is the first attempt to understand re-engagement through the theoretical lens of career construction theory (CCT) and its central construct, career adaptability. The study involved intensive interviews with 22 retirees between the ages of 56 and 78 years (M = 68.24), who had retired no less than 1 year prior to the study. Participants were engaged in a discussion about their reasons for returning to the world of work. Thematic analysis of interview transcripts extracted evidence of the four career adaptability resources: concern, control, curiosity, and confidence. In addition, the influence of family and making a contribution were discerned as important themes. These findings are the first evidence that the CCT and career adaptability provide a new conceptual lens to theorize and conduct research into the phenomenon of retirement.
C1 [Luke, Jennifer; McIlveen, Peter] Univ So Queensland, Sch Linguist Adult & Specialist Educ, Toowoomba, Qld 4350, Australia.
   [Perera, Harsha N.] Univ New S Wales, Sch Educ, Sydney, NSW, Australia.
C3 University of Southern Queensland; University of New South Wales Sydney
RP McIlveen, P (corresponding author), Univ So Queensland, Sch Linguist Adult & Specialist Educ, Toowoomba, Qld 4350, Australia.
EM peter.mcilveen@usq.edu.au
RI Luke, Jennifer/AHA-1518-2022; McIlveen, Peter/H-6550-2019
OI Luke, Jennifer/0000-0002-6882-8838; McIlveen, Peter/0000-0002-1864-9516
NR 77
TC 10
Z9 15
U1 1
U2 45
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD FEB 17
PY 2016
VL 7
AR 193
DI 10.3389/fpsyg.2016.00193
PG 12
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA DD9HP
UT WOS:000370236600003
PM 26925014
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Blázquez, M
   Herrarte, A
   Sáez, F
AF Blazquez, Maite
   Herrarte, Ainhoa
   Saez, Felipe
TI Training and job search assistance programmes in Spain: The case of
   long-term unemployed
SO JOURNAL OF POLICY MODELING
LA English
DT Article
DE Active labour market policies; Occupational training; Job search
   assistance; Long-term unemployment; Coarsened exact matching
ID MATCHING METHODS
AB Exploiting administrative records of the Spanish Public Employment Services for the period 2010-2012, we analyse the influence of participation in training and job search assistance programmes on the employment probability of the long-term unemployed. Using the coarsened exact matching method, we find that participation in both programmes exerts a positive influence on the employability of jobseekers, but participation in training seems to be more effective, especially as regards the likelihood of getting jobs of a certain quality. The treatment effect is higher for the long-term unemployed, thus suggesting the convenience of their participation in these active measures. (C) 2019 The Society for Policy Modeling. Published by Elsevier Inc. All rights reserved.
C1 [Blazquez, Maite; Herrarte, Ainhoa; Saez, Felipe] Univ Autonoma Madrid, Madrid, Spain.
C3 Autonomous University of Madrid
RP Herrarte, A (corresponding author), Univ Autonoma Madrid, Dept Econ Anal Econ Theory & Econ Hist, Ctra Colmenar Viejo Km 15, E-28049 Madrid, Spain.
EM ainhoa.herrarte@uam.es
RI Herrarte, Ainhoa/L-2458-2013; Blazquez, Maite/V-8795-2018
OI Herrarte, Ainhoa/0000-0003-3414-8487; Blazquez,
   Maite/0000-0002-2152-890X
NR 43
TC 5
Z9 5
U1 0
U2 19
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0161-8938
EI 1873-8060
J9 J POLICY MODEL
JI J. Policy Model.
PD MAR-APR
PY 2019
VL 41
IS 2
BP 316
EP 335
DI 10.1016/j.jpolmod.2019.03.004
PG 20
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA HX8QV
UT WOS:000467671300006
DA 2024-02-21
ER

PT J
AU Behaghel, L
   Caroli, E
   Roger, M
AF Behaghel, Luc
   Caroli, Eve
   Roger, Muriel
TI Age-biased Technical and Organizational Change, Training and Employment
   Prospects of Older Workers
SO ECONOMICA
LA English
DT Article
ID TECHNOLOGICAL-CHANGE; COMPUTER
AB We analyse the role of training in mitigating the negative impact of technical and organizational changes on the employment prospects of older workers. Using a panel of French firms in the late 1990s, we first estimate wage bill share equations for different age groups. As a second step, we estimate the impact of ICT, innovative work practices and training on employment flows by age group in the next period. Training appears to have a positive impact on the employability of older workers, but it offers limited prospects to dampen the age bias associated with new technologies and innovative work practices.
C1 [Behaghel, Luc; Roger, Muriel] Paris Sch Econ INRA, Paris, France.
   [Caroli, Eve] Univ Paris 09, LEDa LEGOS, Paris Sch Econ, F-75775 Paris 16, France.
C3 Paris School of Economics; INRAE; Universite PSL; Universite
   Paris-Dauphine; Paris School of Economics
RP Behaghel, L (corresponding author), Paris Sch Econ INRA, Paris, France.
NR 20
TC 19
Z9 27
U1 2
U2 41
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0013-0427
EI 1468-0335
J9 ECONOMICA
JI Economica
PD APR
PY 2014
VL 81
IS 322
BP 368
EP 389
DI 10.1111/ecca.12078
PG 22
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA AC5ZH
UT WOS:000332599000011
DA 2024-02-21
ER

PT J
AU Vodopivec, M
AF Vodopivec, M
TI Does the Slovenian public work program increase participants' chances to
   find a job?
SO JOURNAL OF COMPARATIVE ECONOMICS
LA English
DT Article
AB This paper analyzes the effects of the Slovenian public works program on the employability of the participants from 1992 to 1996. Immediately upon the completion, the program helps the participants find a job but, in the longer run, the positive effect is dissipated and the impact becomes negative. Some of the exits to employment can be attributed to converting public jobs positions into permanent ones and the longer term negative impact on finding a job could be related to stigmatization of the participants. The study shows also that public works reduce the exit rate to inactivity. J. Comp. Econom, March 1999, 27(1), pp. 113-130. The World Bank Washington, DC 20433, and GEA College of Entrepeneurship, 6320 Portoroz, Slovenia. (C) 1999 Academic Press Journal of Economic Literature Classification Numbers: J24, J64, J68.
C1 World Bank, Washington, DC 20433 USA.
   GEA Coll Entrepreneurship, Portoroz 6320, Slovenia.
C3 The World Bank
RP Vodopivec, M (corresponding author), World Bank, 1818 H St NW, Washington, DC 20433 USA.
NR 11
TC 9
Z9 10
U1 0
U2 3
PU ACADEMIC PRESS INC
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0147-5967
J9 J COMP ECON
JI J. Comp. Econ.
PD MAR
PY 1999
VL 27
IS 1
BP 113
EP 130
DI 10.1006/jcec.1998.1574
PG 18
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 177XP
UT WOS:000079236600006
OA Green Submitted
DA 2024-02-21
ER

PT J
AU de la Haye, DC
   Daniels, SR
   Simmons, AL
AF De La Haye, D. C.
   Daniels, Shanna R.
   Simmons, Aneika L.
TI Working after incarceration: An integrative framework of pre- and
   post-hire experiences of formerly incarcerated individuals
SO HUMAN RESOURCE MANAGEMENT REVIEW
LA English
DT Article; Early Access
DE Formerly incarcerated; Returning citizens; Stigma; Discrimination; Ban
   the box
ID LABOR-MARKET OUTCOMES; CRIMINAL-JUSTICE INVOLVEMENT; MENTAL-ILLNESS;
   EX-OFFENDERS; ANTICIPATED STIGMA; PRISONER REENTRY;
   VOCATIONAL-REHABILITATION; PERCEIVED EMPLOYABILITY;
   RACIAL-DISCRIMINATION; SUPPORTED EMPLOYMENT
AB In this paper, we review literature that examines employment outcomes for people with histories of incarceration. Previous research on formerly incarcerated individuals (FIIs) has highlighted almost exclusively the implications of the selection process and their stigmatization. The current paper provides insight on the experiences of FIIs navigating stigma during the job search process and while at work. Using 136 articles published from 2012 to 2022, we seek to offer a theoretical framework synthesizing and integrating research from several disciplines. First, we model the process of applying for and maintaining employment, from both the applicant's and employers' perspectives. Second, we identify key moderators at the individual and contextual level that in-fluence FIIs' pre-and post-employment experiences. Third, we highlight significant knowledge gaps that are especially salient for human resource management scholars and propose future research directions. Finally, the paper concludes with a discussion of contributions to theory and research and practical implications.
C1 [De La Haye, D. C.; Daniels, Shanna R.] Florida State Univ, Tallahassee, FL USA.
   [Simmons, Aneika L.] Sam Houston State Univ, Huntsville, TX USA.
   [De La Haye, D. C.] Florida State Univ, Dept Management, 821 Acad Way, POB 205, Tallahassee, FL 32306 USA.
C3 State University System of Florida; Florida State University; Texas
   State University System; Sam Houston State University; State University
   System of Florida; Florida State University
RP de la Haye, DC (corresponding author), Florida State Univ, Dept Management, 821 Acad Way, POB 205, Tallahassee, FL 32306 USA.
EM dd20ea@fsu.edu
OI De La Haye, DC/0000-0002-0354-1449
NR 188
TC 0
Z9 0
U1 6
U2 8
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 1053-4822
EI 1873-7889
J9 HUM RESOUR MANAGE R
JI Hum. Resour. Manage. Rev.
PD 2023 SEP
PY 2023
VL 33
IS 3
AR 100966
DI 10.1016/j.hrmr.2023.100966
EA MAY 2023
PG 18
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA J6RA0
UT WOS:001010858100001
DA 2024-02-21
ER

PT J
AU Avram, S
AF Avram, Silvia
TI Unstable jobs and time out of work: evidence from the UK
SO SOCIO-ECONOMIC REVIEW
LA English
DT Article; Early Access
DE labour market flexibility; low-wage employment; economic insecurity;
   unemployment duration; discrete time models
ID LABOR-MARKET FLEXIBILITY; EMPLOYMENT PROTECTION; TEMPORARY EMPLOYMENT;
   INCOME VOLATILITY; UNEMPLOYMENT; CONSEQUENCES; INEQUALITY; INSTABILITY;
   INSTITUTIONS; TRANSITION
AB This article tests the hypothesis that unstable jobs with variable hours or pay enhance the job-finding chances of the working-age non-employed in the UK, by using a combination of the UK Household Longitudinal Study and the Labour Force Survey data and a discrete time model. We find no evidence on the share of unstable jobs in the non-employed person's local labour market impacts on the probability to move into employment. This result holds both for men and women and for groups with low employability such as the low educated and the long-term unemployed. It is robust to alternative ways of defining unstable jobs and to the inclusion of unobserved heterogeneity. Overall, findings cast doubt on the importance of unstable jobs for employment creation in the UK.
C1 [Avram, Silvia] Univ Essex, Inst Social & Econ Res, Colchester, Essex, England.
C3 University of Essex
RP Avram, S (corresponding author), Univ Essex, Inst Social & Econ Res, Colchester, Essex, England.
EM savram@essex.ac.uk
OI Avram, Silvia/0000-0003-3586-2842
FU Nuffield Foundation [42669]; ESRC Research Centre on Micro-Social Change
   (MiSoC) [ES/L009153/1]
FX The project has been funded by the Nuffield Foundation, grant 42669 but
   the views expressed are those of the author and not necessarily the
   Foundation. Visit www.nuffield foundation.org. The author also
   acknowledges financial support from the ESRC Research Centre on
   Micro-Social Change (MiSoC), grant ES/L009153/1. All errors remain the
   author's responsibility.
NR 60
TC 0
Z9 0
U1 2
U2 9
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 1475-1461
EI 1475-147X
J9 SOCIO-ECON REV
JI Socio-Econ. Rev.
PD 2022 SEP 29
PY 2022
VL 20
IS 3
BP 1151
EP 1171
DI 10.1093/ser/mwac013
EA MAR 2022
PG 21
WC Economics; Political Science; Sociology
WE Social Science Citation Index (SSCI)
SC Business & Economics; Government & Law; Sociology
GA 4Z2GZ
UT WOS:000769078800001
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Li, R
AF Li, Rui
TI Convergence and gaps: a cross-case analysis of authentic translation
   projects implemented in translator education
SO INTERPRETER AND TRANSLATOR TRAINER
LA English
DT Article; Early Access
DE project-based learning; authentic translation projects; cross-case
   analysis; convergences; gaps
ID PROFESSIONAL REALISM; CLASSROOM; COMPETENCES; SKILLS; EMPLOYABILITY;
   ACQUISITION; EXPERIENCE; MANAGEMENT
AB In 2000, Kiraly published his monograph A Social Constructive Approach to Translator Education, which catapulted project-based translator training into prominence. Since then, many empirical studies have been conducted, all focusing on a single project. Despite cumulative evidence of the efficacy of this student-centred approach, we perceive the lack of a holistic view. Specifically, we wish to understand how authentic translation projects are researched and implemented across different scenarios. To this end, we pooled together 11 representative studies for a meta reflection. We first form a comprehensive base, by cross-examining the studies' assignments, commissions, temporal and spatial features, workflow, terminology management, technology, scaffoldings, and research design. This is then utilized to scrutinize the critical features of authentic translation projects and to pinpoint some convergence and gaps.
C1 [Li, Rui] Xian Int Studies Univ, Sch Translat Studies, Xian, Shaanxi, Peoples R China.
C3 Xi'an International Studies University
RP Li, R (corresponding author), Xian Int Studies Univ, Sch Translat Studies, Xian, Shaanxi, Peoples R China.
EM lz_lxf@sohu.com
NR 110
TC 1
Z9 1
U1 3
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1750-399X
EI 1757-0417
J9 INTERPRET TRANSL TRA
JI Interpret. Transl. Train.
PD 2022 OCT 2
PY 2022
VL 16
IS 4
BP 484
EP 502
DI 10.1080/1750399X.2022.2082813
EA JUN 2022
PG 19
WC Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Linguistics
GA 6N5ON
UT WOS:000804694300001
DA 2024-02-21
ER

PT J
AU Ibrahim, K
   Oshodi, OS
   Osuizugbo, IC
   Owusu, EK
   Ibrahim, A
   Shakantu, KK
AF Ibrahim, Kabir
   Oshodi, Olalekan Shamsideen
   Osuizugbo, Innocent Chigozie
   Owusu, Emmanuel Kingsford
   Ibrahim, Abdulhafeez
   Shakantu, Kahilu Kajimo
TI The usage of social media for learning and teaching in the built
   environment: a perspective from students
SO INTERNATIONAL JOURNAL OF CONSTRUCTION MANAGEMENT
LA English
DT Article; Early Access
DE Built environment; fourth industrial revolution; social media; students;
   learning and teaching; technology innovation and graduate employability;
   >
ID HIGHER-EDUCATION; NETWORKING SITES; ACADEMIC-PERFORMANCE; ENGAGING
   STUDENTS; UNIVERSITY; TWITTER; INFORMATION; FACEBOOK; TECHNOLOGIES;
   ENGAGEMENT
AB Advancement in information and communication technologies has led to the emergence of Social Media (SM). SM platforms are used to facilitate information sharing and learning. Literature shows that SM platforms have been associated with effective learning and improved student academic performance. Despite the recorded successes, the use of SM platforms to support students' learning in built environment programmes has not been fully investigated. To address this knowledge gap, the current study examines the barriers and drivers encouraging the use of SM technologies to support learning and teaching in built environment programmes based on the perspective of university students. The data for the study were collected using semi-structured interviews and questionnaires. The mean score (MS) was used to analyse the quantitative data, while the qualitative data were analysed using thematic analysis. The top-two drivers for using SM technologies are the need for collaboration among students and compatibility with a twenty-first-century education. The top-two barriers to using SM platforms are the cost of internet subscriptions and the quality of internet services available in a particular location. The result shows that students are willing to incorporate elements of online learning. The research contributes to the current body of knowledge by highlighting the drivers and barriers to using SM to support learning. Moreover, the outcome of this study may guide administrators in higher institutions and other education policymakers, specifically for developing countries, to make informed decisions regarding integrating SM technologies into learning and teaching.
C1 [Ibrahim, Kabir; Shakantu, Kahilu Kajimo] Univ Free State, Dept Quant Surveying & Construct Management, Bloemfontein, South Africa.
   [Oshodi, Olalekan Shamsideen] Anglia Ruskin Univ, Sch Engn & Built Environm, Chelmsford, England.
   [Osuizugbo, Innocent Chigozie] Bells Univ Technol, Dept Bldg Technol, Ota, Nigeria.
   [Owusu, Emmanuel Kingsford] Hong Kong Polytech Univ, Dept Bldg & Real Estate, Hong Kong, Peoples R China.
   [Ibrahim, Abdulhafeez] Kaduna State Univ, Dept Bldg, Kaduna, Nigeria.
C3 University of the Free State; Anglia Ruskin University; Bells University
   of Technology, Ota; Hong Kong Polytechnic University
RP Ibrahim, K (corresponding author), Univ Free State, Dept Quant Surveying & Construct Management, Bloemfontein, South Africa.
EM ibrokb@yahoo.com
NR 78
TC 0
Z9 0
U1 3
U2 3
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 1562-3599
EI 2331-2327
J9 INT J CONSTR MANAG
JI Int. J. Constr. Manag.
PD 2023 JUL 20
PY 2023
DI 10.1080/15623599.2023.2239482
EA JUL 2023
PG 9
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA P0BD0
UT WOS:001047369200001
DA 2024-02-21
ER

PT J
AU Ho, LK
   Lau, PYF
AF Ka Ho, Li
   Lau, Pui Yan Flora
TI The influence of social class on internship participation and outcomes
   in higher education: the case of Hong Kong
SO ASIA PACIFIC JOURNAL OF EDUCATION
LA English
DT Article; Early Access
DE Higher education; internship; social class; social reproduction;
   capital; Hong Kong
ID PERCEPTIONS; STUDENTS; WORK
AB Internships have been widely recognized as an effective channel for enhancing the employability of higher education (HE) students. Accordingly, any inequality in internship opportunities may lead to inequality in students' employability and future social positioning. Using Bourdieu's three forms of capital, this study explores how students' understanding and engagement in internship is affected by the differential resources available in their respective social class position and thus, the implications for the persistence of social reproduction in the future. Through in-depth interviews with eight HE students and three alumni from HE institutions in HK, we found that middle-class respondents engage in HE with cultural and social capital that motivate and facilitate their disposition and capacity to involve in internship. For working-class respondents, while a mismatched cultural disposition curtails their sense of utility, a lack of social capital limits their capacity to participate in internship. This study contributes to ongoing discussion on the relationship between social classes and education via the lens of internship involvement by providing evidence for the unequal playing field of internship for students of different social class positions.
C1 [Lau, Pui Yan Flora] Hong Kong Shue Yan Univ, Dept Sociol, Hong Kong, Peoples R China.
C3 Hong Kong Shue Yan University
RP Lau, PYF (corresponding author), Hong Kong Shue Yan Univ, Dept Sociol, Hong Kong, Peoples R China.
EM jasonkh.li@gmail.com
NR 48
TC 0
Z9 0
U1 2
U2 2
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0218-8791
EI 1742-6855
J9 ASIA PAC J EDUC
JI Asia Pac. J. Educ.
PD 2023 DEC 1
PY 2023
DI 10.1080/02188791.2023.2288530
EA DEC 2023
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA Z3FI0
UT WOS:001110960200001
DA 2024-02-21
ER

PT J
AU Harun, D
   Che' Din, N
   Rasdi, HFM
   Shamsuddin, K
AF Harun, Dzalani
   Che' Din, Normah
   Mohd Rasdi, Hanif Farhan
   Shamsuddin, Khadijah
TI Employment Experiences among Young Malaysian Adults with Learning
   Disabilities
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE learning disabilities; transition; employment; young adults
ID TRANSITION; COMPONENTS; EDUCATION; STUDENTS; OUTCOMES; FAMILY; YOUTH;
   PARTICIPATION; SATISFACTION
AB The aim of this study was to describe the employment experiences of persons with learning disabilities (LDs) in developing countries, such as Malaysia. Factors associated with respondents' employment were also determined. A cross-sectional survey was conducted among young adults with LD who left the special education programs in secondary schools in Kuala Lumpur and Selangor. Ninety young adults with LD, aged 18 to 25 years were interviewed face-to-face at an agreed upon convenient place on their working experiences after leaving secondary schools. A total of 13 respondents were excluded from the analysis because their intellectual quotient (IQ) score demonstrated a high possibility of intellectual disability with IQ estimation <70. Of the 77 young adults analyzed, 74.0% reported having work experience and 64.9% were working at the time of interview. Statistical analysis showed significant associations between individual, family, and community factors with respondents' employment. Two factors made a unique statistically significant contribution to the model (gender, p = 0.043 and adult service: Financial support p = 0.012). This study suggests the current school-to-work transition program at secondary and post-secondary schools should be improved to better prepare young adults with LD with necessary skills relevant for the current job market so that they could improve their employability.
C1 [Harun, Dzalani; Mohd Rasdi, Hanif Farhan] Univ Kebangsaan Malaysia, Program Occupat Therapy, Fac Hlth Sci, Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia.
   [Che' Din, Normah] Univ Kebangsaan Malaysia, Program Hlth Psychol, Fac Hlth Sci, Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia.
   [Shamsuddin, Khadijah] Univ Kebangsaan Malaysia, Fac Med, Dept Community Hlth, Jalan Yaacob Latif, Kuala Lumpur 56000, Malaysia.
C3 Universiti Kebangsaan Malaysia; Universiti Kebangsaan Malaysia;
   Universiti Kebangsaan Malaysia
RP Harun, D (corresponding author), Univ Kebangsaan Malaysia, Program Occupat Therapy, Fac Hlth Sci, Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia.
EM dzalani@ukm.edu.my; normahcd@ukm.edu.my; hanif_ot@ukm.edu.my;
   khadijah@ppukm.ukm.edu.my
RI Mohd Rasdi, Hanif Farhan/L-7585-2018
OI Mohd Rasdi, Hanif Farhan/0000-0001-7830-7131
FU Universiti Kebangsaan Malaysia Medical Centre (UKMMC) [FF-270-2010]
FX This research was funded by Universiti Kebangsaan Malaysia Medical
   Centre (UKMMC), grant number FF-270-2010.
NR 54
TC 7
Z9 9
U1 1
U2 17
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
SN 1661-7827
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD JAN
PY 2020
VL 17
IS 1
AR 115
DI 10.3390/ijerph17010115
PG 15
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA KF7AG
UT WOS:000509391500115
PM 31877917
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU De Giorgi, G
AF De Giorgi, G
TI The new deal for young people five years on
SO FISCAL STUDIES
LA English
DT Article
AB The New Deal for Young People is the major welfare-to-work programme in the UK. It is a mandatory multistage policy targeted at 18- to 24-year-old unemployed people. This paper investigates the long-term effectiveness of the programme in terms of enhancing the (re-)employment probability of participating men. It exploits the eligibility rule to identify a suitable counterfactual relying upon a simple regression discontinuity design. The combination of job-search assistance, training, wage subsidies and job experience enhances employability by about 4.6 per cent and this effect lasts over different cohorts.
C1 UCL, London, England.
C3 University of London; University College London
RP De Giorgi, G (corresponding author), UCL, London, England.
EM g.degiorgi@ucl.ac.uk
NR 12
TC 9
Z9 12
U1 0
U2 12
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0143-5671
J9 FISC STUD
JI Fisc. Stud.
PD SEP
PY 2005
VL 26
IS 3
BP 371
EP 383
PG 13
WC Business, Finance; Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 961ZC
UT WOS:000231699800004
DA 2024-02-21
ER

PT J
AU Nanjundeswaraswamy, TS
   Swamy, DR
AF Nanjundeswaraswamy, T. S.
   Swamy, D. R.
TI Knowledge management processes and organizational culture in the higher
   educational technical institutions
SO JOURNAL OF ECONOMIC AND ADMINISTRATIVE SCIENCES
LA English
DT Article; Early Access
DE Knowledge management; Organizational culture; HETIs
ID CRITICAL SUCCESS FACTORS; IMPLEMENTATION; PERFORMANCE
AB Purpose The rationale of this study is to explore the stages of knowledge management, types of organizational culture and their relationship in higher educational technical institutions (HETIs) in India. Design/methodology/approach A survey instrument has been designed to evaluate knowledge management, organizational culture and their relationship. Further, the instrument has been tested and validated using structural equation modelling. The data have been collected from the faculty working in HETIs. Findings Empirical pieces of evidence support that knowledge management in the HETIs is still in the growth stage. Clan-type organization culture is dominating, and there is a significant and positive relationship between knowledge management and organization culture. Research limitations/implications The study has been conducted in the HETIs of India. Therefore, the outcome of the research cannot be generalized to the other sectors. In addition to this, the data have been limited to 233 faculty from the eight HETIs located in Bangalore. Practical implications HETIs are trying hard to improve the employability of the students by enhancing their skill sets, knowledge, attitude and innovativeness to meet global challenges. In such an environment, this study provides insight into the stages of knowledge management and the type of organizational culture in HETIs, which will help build a strategic plan and improve students' attributes for better employability and innovations. Originality/value A positive relationship exists between the knowledge management process and organizational culture in HETIs.
C1 [Nanjundeswaraswamy, T. S.] JSS Acad Tech Educ, Mech Engn, Bangalore, Karnataka, India.
   [Swamy, D. R.] JSS Acad Tech Educ, Ind Engn & Management, Bangalore, Karnataka, India.
RP Nanjundeswaraswamy, TS (corresponding author), JSS Acad Tech Educ, Mech Engn, Bangalore, Karnataka, India.
EM nswamy.ts@gmail.com; drswamydr@gmail.com
RI Devappa Renuka, Swamy/W-4987-2018; T S, Nanjundeswaraswamy/L-6400-2017;
   Nanjundeswaraswamy, T S/J-9973-2019
OI Devappa Renuka, Swamy/0000-0002-3625-7882; T S,
   Nanjundeswaraswamy/0000-0001-5011-1700; Nanjundeswaraswamy, T
   S/0000-0001-5011-1700
NR 57
TC 2
Z9 3
U1 2
U2 18
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1026-4116
EI 2054-6246
J9 J ECONOM ADM SCI
JI J. Econom. Adm. Sci.
PD 2022 APR 20
PY 2022
VL 38
IS 2
BP 270
EP 286
DI 10.1108/JEAS-07-2020-0134
EA JAN 2021
PG 17
WC Economics
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA 0O5DJ
UT WOS:000612961900001
DA 2024-02-21
ER

PT J
AU Limarutti, A
   Maier, MJ
   Mir, E
   Gebhard, D
AF Limarutti, Andrea
   Maier, Marco Johannes
   Mir, Eva
   Gebhard, Doris
TI Pick the Freshmen Up for a "Healthy Study Start" Evaluation of a Health
   Promoting Onboarding Program for First Year Students at the Carinthia
   University of Applied Sciences, Austria
SO FRONTIERS IN PUBLIC HEALTH
LA English
DT Article
DE students&apos; health promotion; Healthy Universities; employability;
   outdoor pedagogical intervention; peer to peer approach; sense of
   coherence; social belonging; self; and social competencies
ID SELF-EFFICACY; PSYCHOLOGICAL INTERVENTIONS; ACADEMIC-PERFORMANCE;
   COHERENCE; SENSE; STRESS; PREDICTORS; PREVENTION; DEPRESSION; OUTCOMES
AB Introduction: Universities are an essential setting for creating health promoting environments. Evidence shows that university life can pose various threats to the students' health. Especially first year students are vulnerable to mental health issues. To support well-being and prevent psychological distress from the first day of studying, onboarding programs are needed to promote the students' health and their self- and social competencies. The study demonstrates a tailored multi-component onboarding intervention program named "Healthy Study Start." An evaluation of the effectiveness is presented focusing on outcomes regarding the students' sense of coherence (S-SoC), social support, sympathy, the work-related collective and the participative safety (a sub-scale of the team climate) among freshmen at the Carinthia University of Applied Sciences (CUAS, Austria).
   Methods: For the analyses, a quantitative controlled study design was used and results were measured three times. The intervention group (n = 72) was composed of freshmen selected from the bachelor study programs Occupational Therapy, Speech and Language Therapy, Biomedical Science and Radiologic Technology. Freshmen from the bachelor study program Healthcare and Nursing formed the control group (n = 81). As the requirements for analyses of variance were not fulfilled, the data had to be analyzed using e.g., Mann-Whitney U-tests.
   Results: Significant changes (all p < 0.016) between the two groups were found between T0/T1, and between T0/T2. Furthermore, changes within the intervention group (all p < 0.016) emerged in nearly all outcomes between T0/T1, while within the control group no changes were identified. However, the intervention group had statistically significantly higher values in the majority of outcomes at T1 and T2 compared to the control group.
   Conclusion: The onboarding program "Healthy Study Start" shows how an initiative at the beginning of their studies can support students in entering a new phase of their lives. The results indicate a positive effect on the students' self- and social competencies. However, students' health promotion is not only an investment for a health conscious university or an enhanced employability. Especially in health-related fields of study, students are future multipliers and play an essential role in implementing health promotion concepts for clients, patients and employees.
C1 [Limarutti, Andrea; Mir, Eva] Carinthia Univ Appl Sci, Dept Hlth Sci & Social Work, Spittal An Der Drau, Austria.
   [Limarutti, Andrea] Univ Educ Schwabisch Gmund, Dept Human Sci, Shwabisch Gmund, Germany.
   [Gebhard, Doris] Tech Univ Munich, Fac Sports & Hlth Sci, Munich, Germany.
C3 Carinthia University of Applied Sciences; Technical University of Munich
RP Limarutti, A (corresponding author), Carinthia Univ Appl Sci, Dept Hlth Sci & Social Work, Spittal An Der Drau, Austria.; Limarutti, A (corresponding author), Univ Educ Schwabisch Gmund, Dept Human Sci, Shwabisch Gmund, Germany.
EM a.limarutti@fh-kaernten.at
NR 80
TC 8
Z9 8
U1 1
U2 14
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
EI 2296-2565
J9 FRONT PUBLIC HEALTH
JI Front. Public Health
PD APR 22
PY 2021
VL 9
AR 652998
DI 10.3389/fpubh.2021.652998
PG 14
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA RX5UL
UT WOS:000647288600001
PM 33968887
OA Green Published
DA 2024-02-21
ER

PT J
AU Zhu, MH
   Guo, CY
   Hou, AYC
   Chiu, MS
AF Zhu, Meihua
   Guo, Chao-Yu
   Hou, Angela Yung-Chi
   Chiu, Mei-Shiu
TI Graduate employment in higher education: applying bibliometrics to
   world-system theory
SO JOURNAL OF EDUCATION AND WORK
LA English
DT Article; Early Access
DE Graduate; employment; employability; bibliometric; world-system
ID CO-AUTHORSHIP; UNIVERSITY; SCIENCE; CHINA; CREDENTIALS; JAPANESE;
   IMPACT; WOMEN; BIND; LIFE
AB As massification of higher education developed, employment challenges in changing labour markets aroused the attention of scholars globally. An interdisciplinary approach called world-system theory is applied by scholars from the social sciences, history, anthropology and cultural studies. This study applied the theory in a bibliometric analysis of graduate employment research using R and CiteSpace. It identified the main characteristics (e.g. authors and countries) of relevant research, investigated the social and economic context of certain milestone publications and visualised research hot spots. World-system theory, as a macrosociological approach to describing the world economy and social system, is innovatively applied in illustrating the findings of the current work. Results indicate that core countries not only are economically influential but also dominating the academic research. Scholars in semi-peripheral and peripheral countries are encouraged to establish transnational networks and foster academic collaborations.
C1 [Zhu, Meihua] Jimei Univ, Dept Foreign Languages, Xiamen, Fujian, Peoples R China.
   [Zhu, Meihua; Guo, Chao-Yu; Hou, Angela Yung-Chi; Chiu, Mei-Shiu] Natl Chengchi Univ, Dept Educ, Taipei, Taiwan.
C3 Jimei University; National Chengchi University
RP Guo, CY (corresponding author), Natl Chengchi Univ, Dept Educ, Taipei, Taiwan.
EM chaoyu@nccu.edu.tw
RI Chiu, Mei-Shiu/Q-1116-2019
OI Chiu, Mei-Shiu/0000-0002-2929-5151; Guo, Chao-Yu/0000-0002-1872-7860;
   Hou, Angela Yung Chi/0000-0003-3349-5671
NR 55
TC 1
Z9 1
U1 3
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1363-9080
EI 1469-9435
J9 J EDUC WORK
JI J. Educ. Work
PD 2021 APR 3
PY 2021
VL 34
IS 3
SI SI
BP 356
EP 372
DI 10.1080/13639080.2021.1922621
EA JUN 2021
PG 17
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA TJ7XR
UT WOS:000661047000001
DA 2024-02-21
ER

PT J
AU Cruz, ML
   Saunders-Smits, GN
AF Leandro Cruz, Mariana
   Saunders-Smits, Gillian N.
TI Using an industry instrument to trigger the improvement of the
   transversal competency learning outcomes of engineering graduates
SO EUROPEAN JOURNAL OF ENGINEERING EDUCATION
LA English
DT Article; Early Access
DE Transversal competency levels; employability; Engineering Education;
   industry perception; lecturer perception
AB To assist in resolving the perceived lack of transversal competencies (TCs) of engineering graduates by industry, this study investigates the characteristics of transforming an existing industry TC instrument for use in engineering education. The instrument consists of 36 nuanced sub-competencies with the corresponding definitions and descriptive mastery levels. This instrument was first used to determine required TCs mastery levels for BSc and MSc graduates by European industry and subsequently, using two representative curricula as case studies to map TCs course outcomes and lecturer perceptions of TCs course outcomes, using interviews for further exploration. The main findings are that the TC instrument is suitable to determine desired industry mastery levels as well as to map TCs course outcomes both in formal documentation and by lecturers. Also, a gap between the formal and perceived curriculum was found i.e. discrepancies in reported TC learning outcomes between formal documentation and lecturer-reported TCs in courses.
C1 [Leandro Cruz, Mariana; Saunders-Smits, Gillian N.] Delft Univ Technol, Dept Aerosp Struct & Mat, Fac Aerosp Engn, Delft, Netherlands.
C3 Delft University of Technology
RP Saunders-Smits, GN (corresponding author), Delft Univ Technol, Dept Aerosp Struct & Mat, Fac Aerosp Engn, Delft, Netherlands.
EM G.N.Saunders@tudelft.nl
RI Saunders-Smits, Gillian/AAE-6407-2019
OI Saunders-Smits, Gillian/0000-0002-2905-864X
FU Erasmus+ programme of the European Union
   [575778-EPP-1-2016-1-BEEPPKA2-KA]
FX This work was supported by Erasmus+ programme of the European Union
   (grant Agreement 575778-EPP-1-2016-1-BEEPPKA2-KA) and is part of the
   PREFER project (http://www.preferproject.eu/).
NR 33
TC 5
Z9 6
U1 0
U2 5
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0304-3797
EI 1469-5898
J9 EUR J ENG EDUC
JI Eur. J. Eng. Educ.
PD 2022 JAN 2
PY 2022
VL 47
IS 1
SI SI
BP 30
EP 49
DI 10.1080/03043797.2021.1909539
EA APR 2021
PG 20
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA YG4NS
UT WOS:000636888800001
OA hybrid, Green Published
DA 2024-02-21
ER

PT J
AU Vázquez-Ingelmo, A
   García-Peñalvo, FJ
   Therón, R
AF Vazquez-Ingelmo, Andrea
   Garcia-Penalvo, Francisco J.
   Theron, Roberto
TI Taking advantage of the software product line paradigm to generate
   customized user interfaces for decision-making processes: a case study
   on university employability
SO PEERJ COMPUTER SCIENCE
LA English
DT Article
DE SPL; DSL; Domain engineering; Dashboards; Employability; Code generation
AB University employment and, specifically, employability has gained relevance since research in these fields can lead to improvement in the quality of life of individual citizens. However, empirical research is still insufficient to make significant decisions, and relying on powerful tools to explore data and reach insights on these fields is paramount. Information dashboards play a key role in analyzing and visually exploring data about a specific topic or domain, but end users can present several necessities that differ from each other, regarding the displayed information itself, design features and even functionalities. By applying a domain engineering approach (within the software product line paradigm), it is possible to produce customized dashboards to fit into particular requirements, by the identification of commonalities and singularities of every product that could be part of the product line. Software product lines increase productivity, maintainability and traceability regarding the evolution of the requirements, among other benefits. To validate this approach, a case study of its application in the context of the Spanish Observatory for University Employability and Employment system has been developed, where users (Spanish universities and administrators) can control their own dashboards to reach insights about the employability of their graduates. These dashboards have been automatically generated through a domain specific language, which provides the syntax to specify the requirements of each user. The domain language fuels a template-based code generator, allowing the generation of the dashboards' source code. Applying domain engineering to the dashboards' domain improves the development and maintainability of these complex software products given the variety of requirements that users might have regarding their graphical interfaces.
C1 [Vazquez-Ingelmo, Andrea; Garcia-Penalvo, Francisco J.; Theron, Roberto] Univ Salamanca, Dept Comp Sci & Automat, GRIAL Res Grp, Salamanca, Spain.
   [Theron, Roberto] Univ Salamanca, Dept Comp Sci & Automat, VisUSAL Res Grp, Salamanca, Spain.
C3 University of Salamanca; University of Salamanca
RP Vázquez-Ingelmo, A (corresponding author), Univ Salamanca, Dept Comp Sci & Automat, GRIAL Res Grp, Salamanca, Spain.
EM andreavazquez@usal.es
RI GARCÍA-PEÑALVO, Francisco José/D-5445-2013; Theron, Roberto/B-5315-2008;
   Vázquez-Ingelmo, Andrea/A-1133-2019
OI GARCÍA-PEÑALVO, Francisco José/0000-0001-9987-5584; Theron,
   Roberto/0000-0001-6739-8875; Vázquez-Ingelmo, Andrea/0000-0002-7284-5593
FU Spanish Government Ministry of Economy and Competitiveness throughout
   the DEFINES project [TIN2016-80172-R]; PROVIDEDH project within the
   CHIST-ERA Programme [PCIN-2017-064]; La Caixa Foundation; Spanish
   Ministry of Education and Vocational Training under an FPU fellowship
   [FPU17/03276]
FX This work was supported in part by the Spanish Government Ministry of
   Economy and Competitiveness throughout the DEFINES project (Ref.
   TIN2016-80172-R), in part by the PROVIDEDH project, funded within the
   CHIST-ERA Programme under the national grant agreement: PCIN-2017-064
   (MINECO, Spain) and in part by La Caixa Foundation. The work of A
   Vazquez-Ingelmo was supported by the Spanish Ministry of Education and
   Vocational Training under an FPU fellowship (FPU17/03276). There was no
   additional external funding received for this study. The funders helped
   with the contextualization of the research.
NR 65
TC 16
Z9 16
U1 0
U2 6
PU PEERJ INC
PI LONDON
PA 341-345 OLD ST, THIRD FLR, LONDON, EC1V 9LL, ENGLAND
EI 2376-5992
J9 PEERJ COMPUT SCI
JI PeerJ Comput. Sci.
PD JUL 1
PY 2019
AR e203
DI 10.7717/peerj-cs.203
PG 29
WC Computer Science, Artificial Intelligence; Computer Science, Information
   Systems; Computer Science, Theory & Methods
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science
GA IG1AZ
UT WOS:000473523600001
PM 33816856
OA Green Published, gold, Green Submitted
DA 2024-02-21
ER

PT J
AU Basson, M
   DU Plessis, T
   Brink, R
AF Basson, Margaret
   Du Plessis, Tanya
   Brink, Roelien
TI Visual representation of the mismatch between industry skills demand and
   higher education skills supply
SO INTERNATIONAL JOURNAL OF WORK-INTEGRATED LEARNING
LA English
DT Article
DE Skills mismatch; collaboration; visualization; minimal viable product;
   knowledge exchange partners
ID EMPLOYABILITY
AB Aligning the skills addressed by higher education to the demands of industry is an ongoing challenge. This paper describes the rationale for developing and using a visualization application to highlight the skills demand and skills supply mismatch between work-integrated learning (WIL) stakeholders. The objective was to develop a minimal viable product (MVP) to be utilized as a visualization application. Visualization allows for the data to be structured in an organized way for comparison and pattern identification. Participatory action research informed the development of a MVP, referred to as a skills hub. This paper reports how the skills hub visualizes the skills mismatch through collaboration between participating higher education institutions, a multi-national financial institution, skills assessment partner, and a consulting partner. The research result is that WIL stakeholders benefit from the skills hub as an application that provides a visualization process to translate skills shared in the process of knowledge exchange.
C1 [Basson, Margaret] Close Gap Consulting & Training, Roodepoort, South Africa.
   [Du Plessis, Tanya; Brink, Roelien] Univ Johannesburg, Auckland Pk, South Africa.
C3 University of Johannesburg
RP Basson, M (corresponding author), Close Gap Consulting & Training, Roodepoort, South Africa.
EM margaretb@closethegap.co.za
NR 40
TC 0
Z9 0
U1 1
U2 1
PU Work-Integrated Learning NZ-WILNZ
PI Hamilton
PA Univ Waikato, Private Bag 3105, Hamilton, NEW ZEALAND
SN 2538-1032
J9 INT J WORK-INTEGR L
JI Int. J. Work-Integr. L.
PY 2023
VL 24
IS 1
BP 117
EP 139
PG 23
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA L8PU1
UT WOS:001025836500007
DA 2024-02-21
ER

PT J
AU Lu, L
AF Lu, Luo
TI Effects of Demographic Variables, Perceived Spousal Support, and Gender
   Role Attitudes on Taiwanese Women's Employability
SO JOURNAL OF CAREER DEVELOPMENT
LA English
DT Article
DE employability; women; age inequality; educational disadvantage
ID INTEGRATION; EMPLOYMENT; ELDERS
AB The aim of this research was to explore demographic, familial, and attitudinal correlates of Taiwanese women's employment status. Using data from a representative nationwide sample of female workers aged 21 and above (N = 1,047), the author found that (a) the employment rate of females decreased steadily with age, with no sign of reentry into the labor market in middle adulthood; (b) the more educated women had higher employment likelihood throughout the early and middle adulthood than their less educated counterparts, whereas this trend reversed after the age of 60; (c) multivariate analysis confirmed that age, education, personal health, and family income were significant predictors of female employment. In a fast changing society, more concerted research is needed to inform public policies and human resource practices to ameliorate the challenges faced by female workers, to promote social justice and female labor participation.
C1 Natl Taiwan Univ, Dept Business Adm, Taipei 106, Taiwan.
C3 National Taiwan University
RP Lu, L (corresponding author), Natl Taiwan Univ, Dept Business Adm, 1,Sec 4,Roosevelt Rd, Taipei 106, Taiwan.
EM luolu@ntu.edu.tw
NR 47
TC 3
Z9 4
U1 1
U2 19
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0894-8453
J9 J CAREER DEV
JI J. Career Dev.
PD JUN
PY 2011
VL 38
IS 3
BP 191
EP 207
DI 10.1177/0894845309360415
PG 17
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 772UB
UT WOS:000291261100001
DA 2024-02-21
ER

PT J
AU Sing, D
AF Sing, Danny
TI Promoting the Employability and Employment of People with Disabilities
   in the South African Public Service
SO PUBLIC PERSONNEL MANAGEMENT
LA English
DT Article
AB Immediately after the election of South Africa's 1994 post-apartheid government, the employability and employment of people with disabilities in the Public Service emerged on the top of the transformation agenda. Currently, the Public Service comprises more than one million people making it the country's largest employer. The South African Government has approved that by 2010, people with disabilities must comprise 2% of total Public Service employment. South Africa has been hailed as a model for the rest of Africa, especially in regard to legislative and institutional measures, as well as for assessment reports and strategic interventions. It is advocated that the 2010 target could be achieved by intensified endeavors and determination by state and non-state actors through analytical rigor applied to understanding and dealing with concerns and challenges. Mobilization of civil society to support strategic interventions and ongoing informed discourse on conceptual challenges, especially in regard to a country-specific definition of disability, will enhance all endeavours.
C1 Univ KwaZulu Natal, Sch Management Informat Technol & Governance, ZA-4000 Durban, South Africa.
C3 University of Kwazulu Natal
RP Sing, D (corresponding author), Univ KwaZulu Natal, Sch Management Informat Technol & Governance, Westville Campus,Private Bag X54001, ZA-4000 Durban, South Africa.
EM singd@ukzn.ac.za
NR 12
TC 2
Z9 5
U1 2
U2 7
PU INT PERSONNEL MANAGEMENT ASSOC
PI ALEXANDRIA
PA 1617 DUKE ST, ALEXANDRIA, VA 22314 USA
SN 0091-0260
J9 PUBLIC PERS MANAGE
JI Public Personnel Manage.
PD SPR
PY 2012
VL 41
IS 1
BP 161
EP 171
DI 10.1177/009102601204100109
PG 11
WC Industrial Relations & Labor; Public Administration
WE Social Science Citation Index (SSCI)
SC Business & Economics; Public Administration
GA 980TD
UT WOS:000306915100009
DA 2024-02-21
ER

PT J
AU Stoneking, BC
   McGuffin, BA
AF Stoneking, Beth C.
   McGuffin, Beverly A.
TI A review of the constructs, curriculum and training data from a
   workforce development program for recovery support specialists
SO PSYCHIATRIC REHABILITATION JOURNAL
LA English
DT Article
DE peer support; training; self-help; workforce development
AB The theoretical underpinnings, training content and initial training data of a workforce development program are described. The program was designed for people with psychiatric and/or substance use disorders, and provides skills to improve their employability in the behavioral health system. Trainees rated their knowledge, skills and attitudes as improved after training. Supervisor ratings of participants after three months of employment are consistent with the participant's self-ratings.
C1 Univ Arizona, Dept Family & Community Med, Tucson, AZ 85721 USA.
C3 University of Arizona
RP Stoneking, BC (corresponding author), Univ Arizona, Dept Family & Community Med, 1450 N Cherry Ave, Tucson, AZ 85721 USA.
EM bstoneki@u.arizono.edu
NR 14
TC 5
Z9 8
U1 0
U2 4
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 1095-158X
EI 1559-3126
J9 PSYCHIATR REHABIL J
JI Psychiatr. Rehabil. J.
PD FAL
PY 2007
VL 31
IS 2
BP 97
EP 106
DI 10.2975/31.2.2007.97.106
PG 10
WC Psychiatry; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Psychiatry; Rehabilitation
GA 225BP
UT WOS:000250492400002
PM 18018953
DA 2024-02-21
ER

PT J
AU Da Silva Cardoso, E
   Blalock, K
   Allen, CA
   Chan, F
   Rubin, SE
AF Da Silva Cardoso, E
   Blalock, K
   Allen, CA
   Chan, F
   Rubin, SE
TI Life skills and subjective well-being of people with disabilities: a
   canonical correlation analysis
SO INTERNATIONAL JOURNAL OF REHABILITATION RESEARCH
LA English
DT Article
DE quality of life; rehabilitation outcome
AB This study examined the canonical relationships between a set of life skill variables and a set of subjective well-being variables among a national sample of vocational rehabilitation clients in the USA. Self-direction, work tolerance, general employability, and self-care were related to physical, family and social, and financial well-being. This analysis also found that communication skill is related to family and social well-being, while psychological well-being is not related to any life skills in the set. The results showed that vocational rehabilitation services aimed to improve life functioning will lead to an improvement in subjective quality of life.
C1 CUNY Hunter Coll, Dept Educ Fdn & Counseling, New York, NY 10021 USA.
   Univ Wisconsin, Dept Rehabil Psychol & Special Educ, Madison, WI USA.
   So Illinois Univ, Carbondale, IL 62901 USA.
C3 City University of New York (CUNY) System; Hunter College (CUNY);
   University of Wisconsin System; University of Wisconsin Madison;
   Southern Illinois University System; Southern Illinois University
RP Da Silva Cardoso, E (corresponding author), CUNY Hunter Coll, Dept Educ Fdn & Counseling, 695 Pk Ave,W1017, New York, NY 10021 USA.
EM ecardoso@hunter.cuny.edu
NR 7
TC 7
Z9 10
U1 3
U2 9
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA
SN 0342-5282
EI 1473-5660
J9 INT J REHABIL RES
JI Int. J. Rehabil. Res.
PD DEC
PY 2004
VL 27
IS 4
BP 331
EP 334
DI 10.1097/00004356-200412000-00014
PG 4
WC Rehabilitation
WE Social Science Citation Index (SSCI)
SC Rehabilitation
GA 884EW
UT WOS:000226068500014
PM 15573000
DA 2024-02-21
ER

PT J
AU Nestian, SA
   Voda, AI
   Tita, SM
   Guta, AL
   Turnea, ES
AF Nestian, Stefan Andrei
   Voda, Ana Iolanda
   Tita, Silviu Mihail
   Guta, Alexandra Luciana
   Turnea, Elena-Sabina
TI Does Individual Knowledge Management in Online Education Prepare
   Business Students for Employability in Online Businesses?
SO SUSTAINABILITY
LA English
DT Article
DE knowledge management; business students; chances of employment; online
   education; knowledge acquisition; knowledge sharing; knowledge revision
   and conceptual change; knowledge application
ID SUSTAINABILITY; ENTREPRENEURSHIP; PERCEPTIONS; ENTERPRISE; EMPLOYMENT;
   ATTITUDES; IMPACT
AB Business education has been currently challenged by the fast introduction of online learning platforms for students enrolled in higher education who had been previously used only face-to-face interaction, raising questions about the sustainability of online education. This new learning environment creates a different path for students managing their knowledge, who, due to the influence of online experiences, could develop different skills with different outcomes for their chances of employment. This study analyses knowledge management of business students in an online education setting to discover its influence on students' perception of both their general employment chances, and specifically in online businesses. To conduct the study, we opted for a quantitative research design based on a questionnaire applied between November and December of 2020, which resulted in valid responses from 256 Bachelor's and Master's Degree students. In line with the research hypotheses, correlation, reliability tests and logistic regression were used to perform data analysis. The results clearly indicate that students' perception of their employment chances depend on the increasing score of knowledge acquisition, knowledge revision, conceptual change and knowledge application, independently and under the action of control variables. Additionally, knowledge application proved to be an important determinant for students' perception of their employment chances in online businesses.
C1 [Nestian, Stefan Andrei; Tita, Silviu Mihail; Guta, Alexandra Luciana; Turnea, Elena-Sabina] Alexandru Ioan Cuza Univ, Dept Management Mkt & Business Adm, Iasi 700505, Romania.
   [Voda, Ana Iolanda] Alexandru Ioan Cuza Univ, Social Sci & Humanities Res Dept, Inst Interdisciplinary Res, Iasi 700107, Romania.
C3 Alexandru Ioan Cuza University; Alexandru Ioan Cuza University
RP Guta, AL (corresponding author), Alexandru Ioan Cuza Univ, Dept Management Mkt & Business Adm, Iasi 700505, Romania.
EM nestian@uaic.ro; ana.voda@uaic.ro; silviu.tita@uaic.ro;
   luciana.guta@uaic.ro; sabina.turnea@uaic.ro
RI Guta, Luciana/HJG-6241-2022; Tita, Silviu-Mihail/HKM-8591-2023; Stefan
   Andrei, Nestian/U-6923-2017; Voda, Ana Iolanda/AAB-9492-2020
OI Tita, Silviu-Mihail/0000-0003-2817-9199; Stefan Andrei,
   Nestian/0000-0002-3499-3245; Voda, Ana Iolanda/0000-0003-2306-0172;
   Guta, Alexandra Luciana/0000-0001-5155-0641; Turnea,
   Elena-Sabina/0000-0001-8986-6422
NR 62
TC 6
Z9 6
U1 3
U2 23
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD FEB
PY 2021
VL 13
IS 4
AR 2091
DI 10.3390/su13042091
PG 24
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA QQ9JW
UT WOS:000624834500001
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Wodon, Q
AF Wodon, Quentin
TI Catholic Universities in an Increasingly Competitive Environment
SO REVIEW OF FAITH & INTERNATIONAL AFFAIRS
LA English
DT Article
DE higher education; Catholic universities; competition; employability;
   micro-credentials
ID HIGHER-EDUCATION
AB Pope Francis' vision for a global compact on education, including the role that Catholic universities should play, is in sharp contrast to the vision that dominates the higher education sector: that of producing graduates for gainful employment. Can Catholic colleges and universities rise to the challenge? This article provides a partial answer to that question by first considering four trends affecting higher education globally: (i) the impact of Covid; (ii) the technologization of higher education; (iii) the promise of employability; and (iv) the great unbundling towards micro-credentials. Thereafter, using data for the United States, the article provides a brief assessment of whether Catholic universities may be losing ground, while nevertheless keeping some sources of comparative advantage. The analysis remains explorative and tentative. What seems clear is that there is a lot of heterogeneity between institutions, with some struggling and others finding ways to maintain their comparative advantages.
C1 [Wodon, Quentin] UNESCOs Int Inst Capac Bldg Africa, Addis Ababa, Ethiopia.
RP Wodon, Q (corresponding author), UNESCOs Int Inst Capac Bldg Africa, Addis Ababa, Ethiopia.
OI Wodon, Quentin/0000-0002-6846-1116
NR 20
TC 0
Z9 0
U1 1
U2 2
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1557-0274
EI 1931-7743
J9 REV FAITH INT AFF
JI Rev. Faith Int. Aff.
PD JAN 2
PY 2023
VL 21
IS 1
SI SI
BP 36
EP 43
DI 10.1080/15570274.2023.2177454
PG 8
WC Religion
WE Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Religion
GA C1ET3
UT WOS:000959442400005
DA 2024-02-21
ER

PT J
AU Schleutker, E
AF Schleutker, Elina
TI Seven Suggestions for Teaching Quantitative Methods
SO PS-POLITICAL SCIENCE & POLITICS
LA English
DT Article; Early Access
ID STATISTICS; STUDENTS; ANXIETY
AB With the increase of data availability, knowledge about quantitative methods is more important than ever. Indeed, students need quantitative methods to understand quantitative academic research, to conduct this research themselves, and to increase their employability in the labor market. Yet, students often experience quantitative methods as difficult to learn and, in turn, instructors find the topic difficult to teach. To make both learning and teaching easier, this article provides seven concrete suggestions regarding the teaching of quantitative methods.
C1 [Schleutker, Elina] Univ Freiburg, Comparat Polit & Governance, Freiburg, Germany.
C3 University of Freiburg
RP Schleutker, E (corresponding author), Univ Freiburg, Comparat Polit & Governance, Freiburg, Germany.
EM elina.schleutker@politikuni-freiburg.de
NR 21
TC 0
Z9 0
U1 3
U2 14
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 1049-0965
EI 1537-5935
J9 PS-POLIT SCI POLIT
JI PS-Polit. Sci. Polit.
PD 2022 APR
PY 2022
VL 55
IS 2
BP 419
EP 423
AR PII S1049096521001426
DI 10.1017/S1049096521001426
EA DEC 2021
PG 5
WC Political Science
WE Social Science Citation Index (SSCI)
SC Government & Law
GA 0D7ZH
UT WOS:000734878400001
OA hybrid
DA 2024-02-21
ER

PT J
AU Baumberg, B
AF Baumberg, Ben
TI From Impairment to Incapacity - Educational Inequalities in Disabled
   People's Ability to Work
SO SOCIAL POLICY & ADMINISTRATION
LA English
DT Article
DE Disability; Incapacity; Working conditions; Education; Employability;
   Hidden unemployment
ID SICKNESS ABSENCE; HEALTH; DISABILITY; UNEMPLOYMENT; FIT; EMPLOYABILITY;
   FLEXIBILITY; CHALLENGES; ATTENDANCE; EMPLOYMENT
AB Significant numbers of working-age people in high-income countries claim benefits due to incapacity. This is conventionally explained as the result of people rationally 'choosing' to claim benefits, or as 'hidden unemployment' due to a lack of jobs, with claim rates much higher among the low-qualified. However, neither account considers whether low-qualified people find it harder to deal with an impairment in the workplace, and are therefore genuinely more incapacitated. This study explores these issues using 32 in-depth interviews in England in 2009/10. It finds that there are considerable differences in people's ability to respond to impairments, with some - but only some - able to avoid incapacity through workplace flexibility, adjustments, or changing jobs. Better-educated people had more of these choices, partly because education is associated with job flexibility (which allows people to work around their impairments). Education also played a direct role; it is not just the case that less employable people found it harder to get work ('hidden unemployment'), but that they found it harder to get suitable work, and were therefore genuinely incapacitated. It was therefore only some lower-qualified people who were left in a 'Catch-22' situation where they were not fit enough to do jobs they could get, and not employable enough to get jobs they were fit to do. Moreover, there were further inequalities among those with partial fitness-for-work limitations, with wealthier people having more choices around 'struggling on'. The article concludes by drawing together the implications for research and policy.
C1 Univ Kent, Sch Social Policy Sociol & Social Res, Canterbury, Kent, England.
C3 University of Kent
RP Baumberg, B (corresponding author), Univ Kent, Sch Social Policy Sociol & Social Res, Canterbury, Kent, England.
EM b.p.baumberg@kent.ac.uk
OI Baumberg Geiger, Ben/0000-0003-0341-3532
NR 42
TC 9
Z9 12
U1 0
U2 15
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0144-5596
EI 1467-9515
J9 SOC POLICY ADMIN
JI Soc. Policy Adm.
PD MAR
PY 2015
VL 49
IS 2
SI SI
BP 182
EP 198
DI 10.1111/spol.12118
PG 17
WC Development Studies; Public Administration; Social Issues; Social Work
WE Social Science Citation Index (SSCI)
SC Development Studies; Public Administration; Social Issues; Social Work
GA CF4UD
UT WOS:000352546600004
OA Bronze
DA 2024-02-21
ER

PT J
AU Carlsson, L
   Lytsy, P
   Anderzén, I
   Hallqvist, J
   Wallman, T
   Gustavsson, C
AF Carlsson, Lars
   Lytsy, Per
   Anderzen, Ingrid
   Hallqvist, Johan
   Wallman, Thorne
   Gustavsson, Catharina
TI Motivation for return to work and actual return to work among people on
   long-term sick leave due to pain syndrome or mental health conditions
SO DISABILITY AND REHABILITATION
LA English
DT Article
DE Sick leave; motivation; return to work; sickness insurance; public
   employment service; self-determination theory
ID RANDOMIZED CONTROLLED-TRIAL; SELF-DETERMINATION THEORY; FOLLOW-UP;
   EFFICACY; WOMEN; VALIDATION; EMPLOYEES; INTERVENTIONS; ASSOCIATIONS;
   PREDICTORS
AB Purpose: The purpose of this study was to investigate associations between motivation for return to work and actual return to work, or increased employability among people on long-term sick leave.
   Materials and methods: Data by responses to questionnaires was collected from 227 people on long-term sick leave (mean = 7.9 years) due to pain syndrome or mild to moderate mental health conditions who had participated in a vocational rehabilitation intervention. The participants' motivation for return to work was measured at baseline. At 12-month follow-up, change in the type of reimbursement between baseline and at present was assessed and used to categorise outcomes as: "decreased work and employability", "unchanged", "increased employability", and "increased work". Associations between baseline motivation and return to work outcome were analysed using logistic and multinomial regression models.
   Results: Motivation for return to work at baseline was associated with return to work or increased employability at 12-month follow-up in the logistic regression model adjusting for potential confounders (OR 2.44, 95% CI 1.25-4.78).
   Conclusions: The results suggest that motivation for return to work at baseline was associated with actual chances of return to work or increased employability in people on long-term sick leave due to pain syndrome or mild to moderate mental health conditions.
C1 [Carlsson, Lars; Lytsy, Per; Anderzen, Ingrid; Hallqvist, Johan; Wallman, Thorne; Gustavsson, Catharina] Uppsala Univ, Dept Publ Hlth & Caring Sci, Box 564, SE-75122 Uppsala, Sweden.
   [Carlsson, Lars; Gustavsson, Catharina] Uppsala Univ, Ctr Clin Res Dalarna, Falun, Sweden.
   [Wallman, Thorne] Uppsala Univ, Ctr Clin Res Sormland, Eskilstuna, Sweden.
C3 Uppsala University; Uppsala University; Uppsala University
RP Carlsson, L (corresponding author), Uppsala Univ, Dept Publ Hlth & Caring Sci, Box 564, SE-75122 Uppsala, Sweden.
EM lars.carlsson@ltdalarna.se
RI Carlsson, Lars/J-2858-2013; Gustavsson, Catharina/M-1967-2018
OI Gustavsson, Catharina/0000-0002-8709-4446
FU REHSAM; Swedish Ministry of Health and Social Affairs; Swedish Social
   Insurance Agency; Swedish Association of Local Authorities and Regions
   the Centre for Clinical Research Dalarna and Vardalstiftelsen
FX The authors are grateful for financial support from REHSAM, a research
   program financed by the Swedish Ministry of Health and Social Affairs,
   the Swedish Social Insurance Agency, the Swedish Association of Local
   Authorities and Regions the Centre for Clinical Research Dalarna and
   Vardalstiftelsen. The funding organisations had no part in the planning
   of the study or the collection, analysis, and interpretation of the
   data.
NR 57
TC 11
Z9 11
U1 3
U2 19
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0963-8288
EI 1464-5165
J9 DISABIL REHABIL
JI Disabil. Rehabil.
PY 2019
VL 41
IS 25
BP 3061
EP 3070
DI 10.1080/09638288.2018.1490462
PG 10
WC Rehabilitation
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Rehabilitation
GA VJ6ZL
UT WOS:000618803700009
PM 30039717
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Yadav, CS
   Monga, S
AF Yadav, C. S.
   Monga, Shivani
TI Talent Management: An Empirical Analysis of Recruiting, Managing and
   Retaining Top Talent in Indian Academic Institutions
SO PACIFIC BUSINESS REVIEW INTERNATIONAL
LA English
DT Article
DE Talent pool; Attrition; Retention; Perception
AB Human resources are the most invaluable asset of a country to improve its economy and social development and it all depends on the employability of potential skilled manpower. Be it any sector, shaping tomorrow's professionals has to take place on strong substrata of education. Without a proper education or degree, one may not land a job after an academic career of two decades. There should not be a short supply of educated manpower in India. Literacy rate has to be pushed beyond 80%. For this, emphasis is laid on higher education institutes; and generation of human resources has to be structured and streamlined.
   This present paper is an attempt to understand and suggest possible ways to understand the prevalent talent management systems. The paper aims at suggesting decisive factors for creation of talent pool, which involves talent recruitment, management and retention. The study would aim at identifying whether the management focuses on various factors for talent retention in educational institutions and have conducive working environment for faculty attraction and retention. Does management cater to faculty need for learning and growth.
C1 [Yadav, C. S.] Graph Era Hill Univ, Sch Management, Dehra Dun, Uttarakhand, India.
   [Monga, Shivani] Graph Era Hill Univ, Personal Dev Programme, Dehra Dun, Uttarakhand, India.
RP Yadav, CS (corresponding author), Graph Era Hill Univ, Sch Management, Dehra Dun, Uttarakhand, India.
NR 17
TC 0
Z9 0
U1 0
U2 11
PU PACIFIC INST MANAGEMENT
PI RAJASTHAN
PA PACIFIC HILLS, PRATAP NAGAR EXTENSION, AIR PORT RD, UDAIPUR, RAJASTHAN,
   313 001, INDIA
SN 0974-438X
J9 PAC BUS REV INT
JI Pac. Bus. Rev. Int.
PD JUN
PY 2020
VL 12
IS 12
BP 133
EP 142
PG 10
WC Business
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA NV6ND
UT WOS:000574434800015
DA 2024-02-21
ER

PT J
AU Nogales, R
   Córdova, P
   Urquidi, M
AF Nogales, Ricardo
   Cordova, Pamela
   Urquidi, Manuel
TI The impact of university reputation on employment opportunities:
   Experimental evidence from Bolivia
SO ECONOMIC AND LABOUR RELATIONS REVIEW
LA English
DT Article; Early Access
DE Bolivia; correspondence experiment; formal job opportunities; university
   reputation
ID LABOR-MARKET DISCRIMINATION; FIELD EXPERIMENT; OUTCOMES; RETURNS; ABROAD
AB Higher education enrolment and graduation rates have increased rapidly inter-generationally across much of the world, offering employers the promise of more knowledgeable recruits and promising individuals new means of social advancement. In the case of Bolivia, the labour force is becoming more heterogeneous over time, which could imply positive effects induced by a closer match between labour supply and recruiters' needs. However, we show that this is not the case. We revisit the transition mechanisms from college to the workplace, positing recruiters' interpretations of educational credentials as a crucial determining factor for employability in the formal sector. In a two-branch correspondence study, 2848 fictitious CVs were sent to 1424 formal firms in the three main urban Bolivian areas. We find a large university reputation premium. Applicants from well-valued universities are around 40% more likely to receive a positive response - a 2.25 percentage point advantage from a 7.87% baseline likelihood. Thus, the increasingly heterogeneous labour force is generating additional informational frictions in the labour market, rather than promoting a more efficient matching process. JEL Codes:I25, J24, C93
C1 [Nogales, Ricardo] Univ Oxford, Oxford Poverty & Human Dev Initiat, Dept Int Dev, Oxford, England.
   [Nogales, Ricardo; Cordova, Pamela] Univ Privada Boliviana, Cochabamba, Bolivia.
   [Urquidi, Manuel] Interamer Dev Bank, Labor Markets Div, Cochabamba, Bolivia.
C3 University of Oxford
RP Nogales, R (corresponding author), Univ Oxford, Dept Int Dev, 3 Mansfield Rd, Oxford OX1 3TB, England.
EM ricardo.nogales@qeh.ox.ac.uk
RI CORDOVA, PAMELA/JHT-8113-2023; Nogales, Ricardo/AAD-4606-2020
OI Nogales, Ricardo/0000-0003-2683-8090; CORDOVA OLIVERA,
   PAMELA/0000-0002-8644-3157
NR 43
TC 3
Z9 3
U1 3
U2 14
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1035-3046
EI 1838-2673
J9 ECON LABOUR RELAT RE
JI Econ. Labour Relat. Rev.
PD 2020 DEC
PY 2020
VL 31
IS 4
BP 524
EP 542
AR 1035304620962265
DI 10.1177/1035304620962265
EA OCT 2020
PG 19
WC Economics; Industrial Relations & Labor
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA OZ7JL
UT WOS:000578407900001
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Markwell, KE
   Ross, LJ
   Mitchell, LJ
   Williams, LT
AF Markwell, K. E.
   Ross, L. J.
   Mitchell, L. J.
   Williams, L. T.
TI A self-determination theory analysis of reflective debrief themes about
   dietetic student placement experiences in hospital: implications for
   education
SO JOURNAL OF HUMAN NUTRITION AND DIETETICS
LA English
DT Article; Early Access
DE dietitian; placement; reflection; self-determination theory; teaching
ID INTRINSIC MOTIVATION; CLINICAL SKILLS; AUTONOMY; PERSPECTIVES;
   COMPETENCE; CLASSROOM; SUPPORT; DESIGN; NEEDS
AB Background Healthcare placements in dietetics education contribute significantly to student learning. Exploring students' self-conceptualisation of placement experiences may provide insights to better support learning. Self-determination theory (SDT) has been used to seek insight into clinical and educational settings but has not yet been applied to dietetic placement learning. The present study investigated dietetics students' reflections of key influences on placement learning experiences and their alignment with an SDT framework. Methods A post-placement two-stage critical incident debrief was conducted with seven successive cohorts (168 students) of dietetic undergraduate students on final placement. In debriefs, students' anonymous themes were collected and discussed, inductively analysed, and then mapped against an SDT framework of psychological and motivational constructs. Results Nine key themes were identified that impacted upon placement experiences. Four themes related to framework constructs: (1)Supervisor (and Peer) Autonomy Support; (2)Perceived Competence; (3)Relatedness; and (4)Autonomy and Intrinsic Motivation. Non-SDT themes were also present, including: (5)Learning Environment and Experience; as well as themes about professional behaviours and identity: (6)Teamwork and Interactions; (7)Managing Emotions and Self-Care; (8)Dietetic Communications and Behaviours; and (9)Developing a Professional Identity. Conclusions Embedding a structured debrief in the curriculum and using a psychological motivational SDT framework to analyse themes arising can provide valuable information about the learning needs of students on placement with potential for wider application in dietetic learning and teaching and workforce employability. The current findings may have application in university curricula before and after professional placement.
C1 [Markwell, K. E.] Univ Cent Lancashire, Sch Sport & Hlth Sci, Fylde Rd, Preston PR1 2HE, Lancs, England.
   [Markwell, K. E.; Ross, L. J.; Mitchell, L. J.; Williams, L. T.] Griffith Univ, Sch Allied Hlth Sci, Gold Coast Campus,1 Parklands Dr, Southport, Qld 4215, Australia.
   [Markwell, K. E.] Univ Chester, Dept Clin Sci & Nutr, Parkgate Rd, Chester CH1 4BJ, Cheshire, England.
   [Ross, L. J.; Mitchell, L. J.; Williams, L. T.] Griffith Univ, Menzies Hlth Inst Queensland, Gold Coast Campus,1 Parklands Dr, Southport, Qld 4215, Australia.
C3 University of Central Lancashire; Griffith University; Griffith
   University - Gold Coast Campus; University of Chester; Griffith
   University; Griffith University - Gold Coast Campus
RP Markwell, KE (corresponding author), Univ Cent Lancashire, Fylde Rd, Preston PR1 2HE, Lancs, England.
EM kmarkwell@uclan.ac.uk
RI Williams, Lauren T./G-6301-2013; Mitchell, Lana/ABC-3886-2020; Ross,
   Lynda/AAE-4737-2022; Markwell, Katherine/C-4516-2012
OI Williams, Lauren T./0000-0002-7860-0319; Markwell,
   Katherine/0000-0001-6349-3525; Ross, Lynda/0000-0003-2947-4130;
   Mitchell, Lana/0000-0002-7892-2131
NR 50
TC 5
Z9 7
U1 2
U2 6
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0952-3871
EI 1365-277X
J9 J HUM NUTR DIET
JI J. Hum. Nutr. Diet.
PD 2021 FEB
PY 2021
VL 34
IS 1
BP 115
EP 123
DI 10.1111/jhn.12808
EA SEP 2020
PG 9
WC Nutrition & Dietetics
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nutrition & Dietetics
GA PW9LV
UT WOS:000565673900001
PM 32885486
OA Green Accepted, Green Published, hybrid
DA 2024-02-21
ER

PT J
AU D'Eramo, LR
   Bordoni, NE
   Cotelo, L
   Perez, MB
   Sánchez, ML
   Salgado, PA
   Beltran-Aguilar, E
   Squassi, AF
AF D'Eramo, Luciana Raquel
   Bordoni, Noemi Emma
   Cotelo, Lourdes
   Perez, Maria Belen
   Sanchez, Maria Laura
   Salgado, Pablo Andres
   Beltran-Aguilar, Eugenio
   Squassi, Aldo Fabian
TI Is self-perception of oral health associated with expectations of
   employability?
SO BRAZILIAN ORAL RESEARCH
LA English
DT Article
DE Oral Health; Employment; Quality of Life; Global Health; Health Status
   Disparities; Diagnostic Self Evaluation
ID QUALITY-OF-LIFE; PHYSICAL ATTRACTIVENESS; DENTAL AESTHETICS; EMPLOYMENT;
   IMPACT; BODY
AB The aim of this study was to develop and validate a questionnaire that allows a systematic evaluation of the impact of self-perceived oral health on expectations of getting a job on adult population seeking dental care, and to describe its associations with demographic characteristics, job related, and health coverage variables. We designed a descriptive cross-sectional study including men and women aged 18 to 65 years from a population seeking dental services in a walk-in clinic. In a first stage we design and validated an instrument on a sample of 100 subjects. The questionnaire was registered in a Likert scale, with higher scores represented higher impact of the oral status self-perception on employability. We calculated internal consistency, construct validity, and domains validation. The final instrument consisted in an 18-item questionnaire (Cronbach alpha = 0.814), grouped into two domains based on exploratory and confirmatory factor analysis. The total variance explained with values >1 was 66 percent, grouping questions into six components. One domain refers to oral health status and importance of dental aesthetics, while the other refers to specific job-seeking elements. In a second stage we applied the questionnaire on 800 participants from the same population of reference. Women, people who intended to change jobs, those younger than 40 years old, having health insurance, and higher educational level showed statistically significant higher scores than their counterparts (p<0.001). We developed a tool that enables evaluating the impact of self-perceived oral health on expectations of getting a job for adults seeking emergency care in a dental clinic.
C1 [D'Eramo, Luciana Raquel; Bordoni, Noemi Emma; Cotelo, Lourdes; Perez, Maria Belen; Sanchez, Maria Laura; Salgado, Pablo Andres; Squassi, Aldo Fabian] Univ Buenos Aires UBA, Sch Dent, Dept Prevent & Community Dent, Buenos Aires, DF, Argentina.
   [Beltran-Aguilar, Eugenio] NYU, Coll Dent, New York, NY USA.
C3 University of Buenos Aires; New York University
RP Squassi, AF (corresponding author), Univ Buenos Aires UBA, Sch Dent, Dept Prevent & Community Dent, Buenos Aires, DF, Argentina.
EM aldo.squassi@odontologia.uba.ar
OI SQUASSI, ALDO/0000-0001-7687-5805; Beltran, Eugenio/0000-0003-2202-0507;
   BORDONI, NOEMI/0000-0002-8147-9564; Salgado, Pablo
   Andres/0000-0003-4232-7178; D ERAMO, LUCIANA RAQUEL/0000-0003-0034-8835
FU Universidad de Buenos Aires [UBACYT 20020120100324BA, PIDAE 2018-2019];
   School of Dentistry of the University of Buenos Aires [PAIIO 2019-2024]
FX This study was funded by Universidad de Buenos Aires - Grant UBACYT
   20020120100324BA, PIDAE 2018-2019, and by the School of Dentistry of the
   University of Buenos Aires PAIIO 2019-2024
NR 36
TC 0
Z9 0
U1 0
U2 2
PU SOCIEDADE BRASILEIRA DE PESQUISA ODONTOLOGICA
PI SAO PAULO
PA CIDADE UNIV, AV PROF LINEU PRESTES, ARMANDO SALLE OLIVEIRA, AVENIDA
   LINEU PRESTES, 2227, CP 8216, SAO PAULO, SP 05508-900, BRAZIL
SN 1807-3107
J9 BRAZ ORAL RES
JI Braz. Oral Res.
PY 2023
VL 37
AR e014
DI 10.1590/1807-3107bor-2023.vol37.0014
PG 12
WC Dentistry, Oral Surgery & Medicine
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Dentistry, Oral Surgery & Medicine
GA 9M3KW
UT WOS:000942134200014
PM 36790255
OA gold
DA 2024-02-21
ER

PT J
AU Butkovic, A
   Brkovic, I
   Buretic, I
AF Butkovic, Ana
   Brkovic, Irma
   Buretic, Ines
TI The role of openness and cultural intelligence in students' intention to
   study abroad
SO JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Openness to experience; Cultural intelligence; Studying abroad;
   Students; Mediation analysis
ID PERSONALITY-DEVELOPMENT; BIG
AB PurposeHigher education performance is boosted through cross-border cooperation and increased transnational mobility of students. In addition, exchange students have better employability skills after staying abroad compared to the students' peers. A number of studies have investigated factors that determine whether a student studies abroad. In this study, the authors focused on the role of personality trait openness to experience and cultural intelligence (CI) in explaining Croatian students' experience with and/or intention to travel abroad for studying purposes.Design/methodology/approachThe authors analyzed results from 482 students (M = 22.61, standard deviation (SD) = 2.24, 66% female), of whom 35% reported that they studied abroad or intended to study abroad. They filled in The Cultural Intelligence Scale and openness facets items from the International Personality Item Pool (IPIP-300) questionnaire.FindingsThe authors conducted a hierarchical binary logistic regression analysis and found that students who were younger, had higher adventurousness and higher motivational CI were more likely to study abroad. Results of the mediation analysis showed that the association between openness to experience facet adventurousness and intention to study abroad was partially mediated by the motivational aspect of CI.Originality/valueThis study contributes to the better understanding of complex interrelations between personality traits and CI in the context of higher education internationalization processes. This study offers unique insight into the mediating role CI has in the association between personality and mobility behavior.
C1 [Butkovic, Ana; Buretic, Ines] Univ Zagreb, Fac Humanities & Social Sci, Dept Psychol, Zagreb, Croatia.
   [Brkovic, Irma] Univ Gothenburg, Fac Educ, Dept Pedag Curricular & Profess Studies, Gothenburg, Sweden.
C3 University of Zagreb; University of Gothenburg
RP Butkovic, A (corresponding author), Univ Zagreb, Fac Humanities & Social Sci, Dept Psychol, Zagreb, Croatia.
EM abutkovic@ffzg.hr; irma.brkovic@gu.se; ines.buretic@gmail.com
RI Butkovic, Ana/JMQ-7319-2023
OI Butkovic, Ana/0000-0002-8709-8092
NR 36
TC 1
Z9 1
U1 1
U2 3
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 2050-7003
EI 1758-1184
J9 J APPL RES HIGH EDUC
JI J. Appl. Res. High. Educ.
PD 2024 JAN 2
PY 2024
VL 16
IS 1
BP 236
EP 245
DI 10.1108/JARHE-06-2022-0201
EA NOV 2022
PG 10
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA CG5Z6
UT WOS:000891651200001
OA hybrid
DA 2024-02-21
ER

PT J
AU Lu, WT
   Stefler, D
   Sanchez-Niubo, A
   Haro, JM
   Marmot, M
   Bobak, M
AF Lu, Wentian
   Stefler, Denes
   Sanchez-Niubo, Albert
   Haro, Josep Maria
   Marmot, Michael
   Bobak, Martin
TI The associations of physical incapacity and wealth with remaining in
   paid employment after age 60 in five middle-income and high-income
   countries
SO AGEING & SOCIETY
LA English
DT Article; Early Access
DE socio-economic status; labour force participation; physical capacity;
   United States of America (USA); United Kingdom (UK); China; Japan;
   Mexico
ID LABOR-FORCE PARTICIPATION; CROSS-NATIONAL ANALYSIS; COHORT PROFILE;
   FOLLOW-UP; HEALTH; RETIREMENT; WORK; EXIT; DETERMINANTS; PATHWAYS
AB Previous studies on health and socio-economic determinants of later-life labour force participation have mainly come from high-income European countries and the United States of America (USA). Findings vary between studies due to different measures of socio-economic status and labour force outcomes. This study investigated longitudinal associations of physical incapacity and wealth with remaining in paid employment after age 60 in middle- and high-income countries. Using harmonised cohort data in the USA, England, Japan, Mexico and China (N = 32,132), multilevel logistic regression was applied for main associations. The age-related probabilities of remaining in paid employment by physical incapacity and wealth were estimated using marginal effects. This study found that physical incapacity predicted lower odds of remaining in paid employment in each country. Wealth was associated with higher odds of remaining in paid employment in the USA, England and Japan, but not in Mexico. Probabilities of remaining in paid employment were high in Mexico but low in China. The absolute difference in the probability of remaining in paid employment between the richest and the poorest groups was greater in the USA than that in any other country. In the USA, England and Japan, the inverse association between physical incapacity and remaining in paid employment could be partially compensated by wealth only when physical incapacity was not severe. National policies, including considering older adults' changing capacities for job placement and prioritising the provision of supportive services for socio-economically disadvantaged older adults, developing pathways for informal workers to access social security and pension coverage, and encouraging employers to hire socio-economically disadvantaged older workers and enhancing their employability, could be facilitated. Future studies, such as exploring health and socio-economic determinants of remaining in part-time and full-time paid employment separately in more countries, and the moderating effects of relevant policies on these associations, are needed.
C1 [Lu, Wentian; Stefler, Denes; Marmot, Michael; Bobak, Martin] UCL, Res Dept Epidemiol & Publ Hlth, London, England.
   [Sanchez-Niubo, Albert; Haro, Josep Maria] Parc Sanitari St Joan de Deu, Res Innovat & Teaching Unit, St Boi De Llobregat, Spain.
   [Sanchez-Niubo, Albert; Haro, Josep Maria] CIBERSAM, Ctr Invest Biomed Red Salud Mental, Madrid, Spain.
   [Sanchez-Niubo, Albert] Univ Barcelona, Dept Social Psychol & Quantitat Psychol, Barcelona, Spain.
   [Haro, Josep Maria] Univ Barcelona, Dept Med, Barcelona, Spain.
C3 University of London; University College London; CIBER - Centro de
   Investigacion Biomedica en Red; CIBERSAM; University of Barcelona;
   University of Barcelona
RP Lu, WT (corresponding author), UCL, Res Dept Epidemiol & Publ Hlth, London, England.
EM wentian.lu.4@ucl.ac.uk
RI Sanchez-Niubo, Albert/B-7517-2014; Marmot, M G/Y-3920-2019; Bobak,
   Martin/K-2489-2013; Haro, Josep Maria/D-1423-2011
OI Sanchez-Niubo, Albert/0000-0003-0309-181X; Marmot, M
   G/0000-0002-2431-6419; Bobak, Martin/0000-0002-2633-6851; Haro, Josep
   Maria/0000-0002-3984-277X; Lu, Wentian/0000-0002-1252-2661; Stefler,
   Denes/0000-0002-4482-148X
FU European Union [635316, 857560, 857487]
FX This work was supported by the European Union's Horizon 2020 Research
   and Innovation Programme (635316); the CETOCOEN Excellence (857560); and
   the R-Exposome Chair (857487).
NR 66
TC 0
Z9 0
U1 1
U2 18
PU CAMBRIDGE UNIV PRESS
PI CAMBRIDGE
PA EDINBURGH BLDG, SHAFTESBURY RD, CB2 8RU CAMBRIDGE, ENGLAND
SN 0144-686X
EI 1469-1779
J9 AGEING SOC
JI Ageing Soc.
PD 2023 DEC
PY 2023
VL 43
IS 12
BP 2994
EP 3017
AR PII S0144686X22000265
DI 10.1017/S0144686X22000265
EA MAR 2022
PG 24
WC Gerontology
WE Social Science Citation Index (SSCI)
SC Geriatrics & Gerontology
GA DO5M6
UT WOS:000767268800001
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Stafford, L
   Marston, G
   Chamorro-Koc, M
   Beatson, A
   Drennan, J
AF Stafford, Lisa
   Marston, Gregory
   Chamorro-Koc, Marianella
   Beatson, Amanda
   Drennan, Judy
TI Why one size fits all approach to transition in Disability Employment
   Services hinders employability of young people with physical and
   neurological disabilities in Australia
SO JOURNAL OF INDUSTRIAL RELATIONS
LA English
DT Article
DE Disability; education-to-employment pathways; employability;
   participation; transition; young people
ID CEREBRAL-PALSY; ADULTS; EXPERIENCES; CHALLENGES; BENEFITS; OUTCOMES;
   ISSUES; SCHOOL; POLICY
AB The education-to-work pathways for young people with disabilities are becoming more diverse and lengthier in our post-industrial economy. Furthermore, it is recognized that a multitude of barriers still remain in securing employment at the end of these pathways. In this paper, we focus on Australia's Disability Employment Services (DES) to understand how views of transition in DES policy may be influencing program rules in supporting secondary and tertiary students with physical and/or neurological disabilities in their employability and employment. We do this through critical policy analysis of DES and in-depth Interpretive accounts from service providers and advocacy organizations.
C1 [Stafford, Lisa] Queensland Univ Technol, Sch Publ Hlth & Social Work, Brisbane, Qld, Australia.
   [Stafford, Lisa; Marston, Gregory] Univ Queensland, Social Sci, Brisbane, Qld, Australia.
   [Chamorro-Koc, Marianella] Queensland Univ Technol, GPO Box 2434, Brisbane, Qld 4001, Australia.
   [Beatson, Amanda; Drennan, Judy] Queensland Univ Technol, Business Sch, Mkt, Brisbane, Qld, Australia.
C3 Queensland University of Technology (QUT); University of Queensland;
   Queensland University of Technology (QUT); Queensland University of
   Technology (QUT)
RP Stafford, L (corresponding author), Queensland Univ Technol, GPO Box 2434, Brisbane, Qld 4001, Australia.
EM lisa.stafford@qut.edu.au
RI ; Chamorro-Koc, Marianella/B-1588-2010
OI Marston, Greg/0000-0002-0263-140X; Beatson, Amanda/0000-0001-7741-2060;
   Stafford, Lisa/0000-0003-3439-9972; Chamorro-Koc,
   Marianella/0000-0001-7982-1626
FU Australian Research Council [LP150100168]; Jobs Australia; Disability
   Employment Australia; Australian Research Council [LP150100168] Funding
   Source: Australian Research Council
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research is supported under Australian Research Council's Linkage
   Projects funding scheme (project number LP150100168) and research
   partners - Jobs Australia and Disability Employment Australia.
NR 53
TC 7
Z9 10
U1 0
U2 18
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0022-1856
EI 1472-9296
J9 J IND RELAT
JI J. Ind. Relat.
PD NOV
PY 2017
VL 59
IS 5
BP 631
EP 651
DI 10.1177/0022185617723379
PG 21
WC Industrial Relations & Labor
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA FN2NP
UT WOS:000415830200004
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Yurrebaso, G
   Arostegui, I
   Villaescusa, M
AF Yurrebaso, Garazi
   Arostegui, Igone
   Villaescusa, Maria
TI Transition from work integration social enterprises to ordinary
   employment in situations of low employability: results of an
   intervention programme
SO SOCIAL ENTERPRISE JOURNAL
LA English
DT Article; Early Access
DE Work integration; Social enterprise; Employability; Programme;
   Evaluation; Labour market; Employment; Transition; Social support
ID UNEMPLOYMENT; DISABILITY; SUPPORTS; TERM; GAP
AB PurposeThe transition of people to the ordinary market after completing the due process of a work integration social enterprise is a critical moment that exposes their vulnerability. This paper aims to present the results of an intervention programme designed to support job search efforts and identify the main factors that contribute to this transition. Design/methodology/approachThis study used a mixed-methods approach. Quantitative data on the programme results were collected through administrative documentation and the Employability Factors Scale. Qualitative data were gathered using focus groups and questionnaires to understand participants' perspectives. FindingsThe levels of employment achieved, improvement in employability and participants' assessment provided evidence of the programme's effectiveness. Likewise, having an individual's support, systematisation of the program and intermediation with ordinary companies were the factors that most influenced the programme results. Therefore, this study confirms the need for personal, systematic, personalised and sustained support over time to facilitate the transition from work integrated social enterprises to ordinary markets. Originality/valueThere are few studies on transitioning from work integration social enterprises to ordinary companies. This study offers a unique view of implementing an employment support programme and its impact on people.
C1 [Yurrebaso, Garazi; Villaescusa, Maria] Univ Deusto, Dept Educ, Bilbao, Spain.
   [Arostegui, Igone] Univ Basque Country, Dept Sch Didact & Org, Bilbao, Spain.
C3 University of Deusto; University of Basque Country
RP Yurrebaso, G (corresponding author), Univ Deusto, Dept Educ, Bilbao, Spain.
EM garaziyurrebaso@deusto.es; igone.arostegui@ehu.eus;
   maria.villaescusa@deusto.es
RI Yurrebaso, Garazi/AAZ-4631-2020
OI Yurrebaso, Garazi/0000-0003-1111-0291
NR 54
TC 0
Z9 0
U1 5
U2 5
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 1750-8614
EI 1750-8533
J9 SOC ENTERP J
JI Soc. Enterp. J.
PD 2023 NOV 14
PY 2023
VL 19
IS 5
BP 502
EP 518
DI 10.1108/SEJ-11-2022-0109
EA JUL 2023
PG 17
WC Business
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA Y4JR0
UT WOS:001016035200001
DA 2024-02-21
ER

PT J
AU Brown, P
   Sadik, S
   Xu, J
AF Brown, Phillip
   Sadik, Sahara
   Xu, Jing
TI Higher education, graduate talent and the prospects for social mobility
   in China's innovation nation
SO INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article; Early Access
DE higher education; talent management; graduate employability; social
   mobility; digital innovation; digital disruption; future of work;
   vocational turn
ID EXPANSION
AB This article examines China's response to issues of social inequity, talent management and social mobility through an analysis of HE policies aimed at transforming China into an innovation nation, alongside the views of corporate managers and executives. Our analysis identifies a po-sitional convergence between China's elite universities and corporate hiring strategies, which renders the 'vocational turn' in HE as part of its digtial innovation strategy, unlikely to narrow educational and labor market inequalities in relative life-chances. What is identified in China is widely applicable, highlighting that social equity and social mobility cannot be delivered through neo-liberal models of technological change.
C1 [Brown, Phillip] Cardiff Univ, Sch Social Sci, King Edward VII Ave, Cardiff CF10 3NN, Wales.
   [Brown, Phillip] Zhengzhou Univ, Dept Educ, Zhengzhou, Peoples R China.
   [Sadik, Sahara] Singapore Univ Social Sci, Inst Adult Learning, 11 Eunos Rd 8, Singapore 40860, Singapore.
   [Xu, Jing] Minist Educ, Cent Inst Vocat & Tech Educ, Floor 16,Fusheng Tower,4 Huixindongjie St, Beijing 100029, Peoples R China.
C3 Cardiff University; Zhengzhou University; Singapore University of Social
   Sciences (SUSS)
RP Brown, P (corresponding author), Cardiff Univ, Sch Social Sci, King Edward VII Ave, Cardiff CF10 3NN, Wales.; Brown, P (corresponding author), Zhengzhou Univ, Dept Educ, Zhengzhou, Peoples R China.
EM brownp1@cardiff.ac.uk
OI Brown, Phillip/0000-0002-7608-5421
FU Institute for Adult Learning, Singapore
FX This work was supported by funding from the Institute for Adult
   Learning, Singapore, from 2016-2018.
NR 53
TC 5
Z9 6
U1 9
U2 43
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0883-0355
EI 1873-538X
J9 INT J EDUC RES
JI Int. J. Educ. Res.
PD 2021 
PY 2021
VL 109
AR 101841
DI 10.1016/j.ijer.2021.101841
EA JUL 2021
PG 10
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA UP2VC
UT WOS:000695241400032
DA 2024-02-21
ER

PT J
AU Mostert, K
   Du Toit, C
AF Mostert, Karina
   Du Toit, Charlize
TI Well-being of first-year students: The role of study characteristics,
   strengths and deficits
SO SA JOURNAL OF INDUSTRIAL PSYCHOLOGY
LA English
DT Article
DE student demands; student resources; proactive behaviour; strengths use;
   deficit improvement; well-being; higher education; first-year university
   students
ID PROACTIVE PERSONALITY; MENTAL-HEALTH; EMPLOYABILITY; PERFORMANCE;
   AUTONOMY; FIT
AB Orientation: Higher education institutions (HEIs) are crucial in preparing students for the workforce. Practitioners, such as industrial psychologists, can aid HEIs to enhance student development and improve university efficiency. Research purpose: This study aims to investigate the relationship between student demands and resources, proactive behaviour towards strengths use (PBSU) and proactive behaviour towards deficit improvement (PBDI), and students' well-being (emotional, social and psychological). Motivation for the study: Two specific types of proactive behaviour, namely PBSU and PBDI, have been identified that may contribute to student success. Investigating the impact of these behaviours on student antecedents and outcomes could offer valuable insights for designing student development initiatives. Research approach/design and method: This study included 773 South African first-year university students studying at different campuses of a South African university. Structural equation modelling was used to test the structural model and investigate the regression weights. Main findings: Students' personal problems were found to predict both PBSU and PBDI negatively. Autonomy positively predicted both types of proactive behaviour. Proactive behaviour towards strengths use was strongly related to emotional and psychological wellbeing, while PBDI was strongly related to social well-being. Practical/managerial implications: This study highlights the direct impact of PBSU and PBDI on students' well-being. Practitioners in university settings can benefit from the recommendations provided in this article to inform and implement initiatives related to student development and assist students in developing the necessary skills to enhance their work readiness. Contribution/value-add:This study's findings contribute to the relatively small body of research on implementing strengths-based and deficit improvement initiatives in South African universities.
C1 [Mostert, Karina; Du Toit, Charlize] North West Univ, Fac Econ & Management Sci, Dept Management Cybernet, Potchefstroom, South Africa.
C3 North West University - South Africa
RP Mostert, K (corresponding author), North West Univ, Fac Econ & Management Sci, Dept Management Cybernet, Potchefstroom, South Africa.
EM karina.mostert@nwu.ac.za
FU Office of the Deputy Vice-Chancellor: Teaching and Learning at the
   North-West University
FX The material described in this article is based on the work supported by
   the office of the Deputy Vice-Chancellor: Teaching and Learning at the
   North-West University.
NR 64
TC 0
Z9 0
U1 0
U2 0
PU AOSIS
PI Durbanville
PA Postnet Suite 110, Private Bag x 19, Durbanville, SOUTH AFRICA
SN 0258-5200
EI 2071-0763
J9 SA J IND PSYCHOL
JI SA J. Ind. Psychol.
PD JAN 23
PY 2024
VL 50
AR a2117
DI 10.4102/sajip.v50i0.2117
PG 10
WC Psychology, Applied
WE Emerging Sources Citation Index (ESCI)
SC Psychology
GA GZ4I1
UT WOS:001156484300001
OA gold
DA 2024-02-21
ER

PT J
AU Lueddeke, G
AF Lueddeke, G
TI UK higher education at a crossroads: Reflections on issues and practice
   in teaching and learning
SO INNOVATIONS IN EDUCATION AND TRAINING INTERNATIONAL
LA English
DT Article
ID KNOWLEDGE
AB Further to the release of the UK report, Higher Education in the Learning Society (Dearing et al., 1997), this paper examines some of the main institutional challenges impacting on the relevance and quality of teaching and learning in higher education. Selected concerns include underfunding of higher education, mass education and quality, the demand for enhancing student employability or key skills, and the relative status of teaching within research intensive environments. In the light of these external pressures, which seem to be shared by many universities in the English-speaking world, specific recommendations are made, largely from the field of organizational development, with a view to moving the rhetoric of 'vision' into the reality of people involvement, specific action and consequence.
C1 Univ Bradford, Bradford BD7 1DP, W Yorkshire, England.
C3 University of Bradford
RP Lueddeke, G (corresponding author), Univ Bradford, Bradford BD7 1DP, W Yorkshire, England.
NR 59
TC 4
Z9 4
U1 0
U2 4
PU KOGAN PAGE LTD
PI LONDON
PA 120 PENTONVILLE RD, LONDON, ENGLAND N1 9JN
SN 1355-8005
J9 INNOV EDUC TRAIN INT
JI Innov. Educ. Train. Int.
PD MAY
PY 1998
VL 35
IS 2
BP 108
EP 116
DI 10.1080/1355800980350204
PG 9
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA ZX782
UT WOS:000074554600004
DA 2024-02-21
ER

PT J
AU Meguid, EA
   Allen, WE
AF Meguid, Eiman Abdel
   Allen, William E.
TI An Analysis of Medical Students' Attitude and Motivation in Pursuing an
   Intercalated MSc in Clinical Anatomy
SO MEDICAL SCIENCE EDUCATOR
LA English
DT Article
DE Medical students; Project; Intercalated MSc; Clinical anatomy;
   Intercalated BSc
AB ObjectivesThis study aimed to explore what factors influence and motivate medical students to undergo an intercalated degree and why they prefer to choose an intercalated MSc in Clinical Anatomy.MethodsThe study consisted of 54 medical students enrolled in Queen's University Belfast which offers a range of intercalated degrees, including an iBSc in Medical Science and an iMSc in Clinical Anatomy. Five-point Likert scale survey was used to collect data, designed to discover what the influencing factors were in deciding to take an intercalating degree and if they have a desire to gain research experience. It measured the motivational features of their chosen courses.ResultsIn recent years, more students (68.5%, n =54) opted for the iMSc rather than the iBSc. This difference in number of students was statistically significant (chi-square=33.4, P <0.0001). It was theorized that this was due to an interest in future surgical specialization; however, this study has shown that the prime reason 72.2% of students opt to take a year out of their medical degree to carry out an intercalated degree is simply to gain an extra qualification whilst 61.1% thought it would enhance their competitiveness in the job market. Ninety-four percent of the iMSc students recommended the intercalated degree to junior students in comparison to only 34.8% of the iBSc students. This difference in percentage was statistically significant (t =2.78, P =0.009).ConclusionThe study shows no significant link to a desire to gain research experience in determining which intercalated programme to undertake. Students favoured iMSc more because they believed it will enhance their employability.
C1 [Meguid, Eiman Abdel; Allen, William E.] Queens Univ Belfast, Sch Med Dent & Biomed Sci, Ctr Biomed Sci Educ, 97 Lisburn Rd, Belfast BT9 7AE, Antrim, North Ireland.
C3 Queens University Belfast
RP Allen, WE (corresponding author), Queens Univ Belfast, Sch Med Dent & Biomed Sci, Ctr Biomed Sci Educ, 97 Lisburn Rd, Belfast BT9 7AE, Antrim, North Ireland.
EM w.allen@qub.ac.uk
RI Meguid, Eiman Abdel/E-8446-2017
OI Meguid, Eiman Abdel/0000-0003-3496-8047
NR 30
TC 3
Z9 3
U1 0
U2 0
PU SPRINGERNATURE
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON, N1 9XW, ENGLAND
EI 2156-8650
J9 MED SCI EDUC
JI Med. Sci. Educ.
PD JUN
PY 2019
VL 29
IS 2
BP 419
EP 430
DI 10.1007/s40670-019-00705-5
PG 12
WC Education, Scientific Disciplines
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA VJ7SO
UT WOS:000624413300014
PM 34457499
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Baverstock, A
AF Baverstock, Alison
TI Where Will the Next Generation of Publishers Come From?
SO JOURNAL OF SCHOLARLY PUBLISHING
LA English
DT Article
DE publishing; recruitment; employability; wider participation; reading
AB This essay considers how publishing (the concept and the associated industry) is understood within society and how to spread understanding of both the processes involved and the job opportunities available. It examines traditional publishing recruitment practices and the skills and competencies sought. It considers the role of publishing within the academy, its arrival and reception, and how this is changing as more sector-specific research is published. It looks at course content on an international basis, how this matches the skills likely to be needed by future publishers, and the role of the work placement. Finally, it examines the process of widening and diversifying recruitment, as well as the practical measures being taken to assist in this process. The author makes a series of recommendations on how to spread understanding of the publishing industry and present it as an attractive option to the future workforce; promote a move to meet the needs of a wider cross-section of society through encouraging more people to read and gain the quantified benefits Ithereof prioritize excellence in information management and dissemination; and spread the habit of buying published resources beyond traditional markets.
C1 Kingston Univ, Publishing MA Program, Kingston upon Thames KT1 2EE, Surrey, England.
C3 Kingston University
RP Baverstock, A (corresponding author), Kingston Univ, Publishing MA Program, Kingston upon Thames KT1 2EE, Surrey, England.
NR 18
TC 0
Z9 0
U1 0
U2 2
PU UNIV TORONTO PRESS INC
PI TORONTO
PA JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8,
   CANADA
SN 1198-9742
J9 J SCHOLARLY PUBL
JI J. Sch. Publ.
PD OCT
PY 2010
VL 42
IS 1
BP 31
EP 44
DI 10.3138/jsp.42.1.31
PG 14
WC Humanities, Multidisciplinary; Information Science & Library Science
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Arts & Humanities - Other Topics; Information Science & Library Science
GA 673DX
UT WOS:000283640400003
DA 2024-02-21
ER

PT J
AU Gallacher, J
   Raffe, D
AF Gallacher, Jim
   Raffe, David
TI Higher education policy in post-devolution UK: more convergence than
   divergence?
SO JOURNAL OF EDUCATION POLICY
LA English
DT Article
DE politics; comparative
ID SCOTLAND; ENGLAND
AB Many researchers studying the impact of parliamentary devolution conclude that education policies in England, Scotland, Wales and Northern Ireland are diverging. They attribute this to five factors: the redistribution of formal powers associated with devolution; differences in values, ideologies and policy discourses across the four territories; the different composition, interests and policy styles of their policy communities; the different 'situational logics' of policy-making and the mutual independence of policy decisions in the different territories. This article reviews trends in higher education (HE) policy across the UK since parliamentary devolution. It focuses on policies for student fees and student support, for widening participation, for supporting research and for the HE contribution to economic development, skills and employability. On balance, it finds as much evidence of policy convergence, or at least of constraints on divergence, as of policy divergence. It argues that each of the five factors claimed to promote divergence can be associated with corresponding pressures for convergence.
C1 [Gallacher, Jim] Glasgow Caledonian Univ, Ctr Res Lifelong Learning, Glasgow G4 0BA, Lanark, Scotland.
   [Raffe, David] Univ Edinburgh, Ctr Educ Sociol, Sch Educ, Edinburgh, Midlothian, Scotland.
C3 Glasgow Caledonian University; University of Edinburgh
RP Gallacher, J (corresponding author), Glasgow Caledonian Univ, Ctr Res Lifelong Learning, Glasgow G4 0BA, Lanark, Scotland.
EM jwga@gcu.ac.uk
NR 83
TC 20
Z9 25
U1 0
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0268-0939
EI 1464-5106
J9 J EDUC POLICY
JI J. Educ. Policy
PY 2012
VL 27
IS 4
BP 467
EP 490
DI 10.1080/02680939.2011.626080
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 964MK
UT WOS:000305699300002
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Wang, G
AF Wang, Geng
TI Upskilling the workforce? A critical analysis of national skills
   policies in China's Reform Era
SO BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
LA English
DT Article; Early Access
DE Skills policy; critical analysis; vocational education and training;
   upskilling
ID EDUCATION; GOVERNANCE; DILEMMAS; UK
AB Government reports and documents claim that building a high skill society is critical for national success in China. In this paper, eight policies in relation to the government's espoused priorities of upskilling are examined. Applying the principles of critical policy analysis, the paper aims to expose the ideological presuppositions made in these policies. The findings in this paper reveal that the Chinese government may have focused on upgrading the credentials, rather than the actual skills that these credentials signal, thus reinforced forms of consciousness that maintain the academic-focus, credential-driven hegemony. The new policies have vigorously invested in the 'model schools', yet further excluding non-model schools and the marginalised learners. This investment, emphasising the 'supply-side' of skills provision, has also led to a more fragmented connection between the training system and industry. The promotion of 'entrepreneurial talent training', with an intention of enhancing young people's employability and building a knowledge-based economy, may act as a technique for 'self-government' under the influence of a neoliberal ideology. The responsibility of skill acquisition may have shifted to individual students, who will encounter increased precarity on their routes into work. Drawing on Gramsci's concept of hegemonic power, the paper highlights China's national skills policies may further facilitate the reproduction of current forms of inequality in training as well as contribute to construct and manage the neoliberal subjects required by the Reform Era.
C1 [Wang, Geng] Tianjin Univ, Sch Educ, Tianjin, Peoples R China.
C3 Tianjin University
RP Wang, G (corresponding author), Tianjin Univ, Sch Educ, Tianjin, Peoples R China.
EM geng.wang0313@hotmail.com
OI Wang, Geng/0000-0001-5732-1794
NR 94
TC 0
Z9 0
U1 8
U2 10
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0142-5692
EI 1465-3346
J9 BRIT J SOCIOL EDUC
JI Br. J. Sociol. Educ.
PD 2023 MAY 26
PY 2023
DI 10.1080/01425692.2023.2219405
EA MAY 2023
PG 18
WC Education & Educational Research; Sociology
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Sociology
GA H8QY9
UT WOS:000998554800001
DA 2024-02-21
ER

PT J
AU Clarke, M
AF Clarke, Marilyn
TI Employing industry experts as casual academics: value-adding or
   undervalued?
SO LABOUR AND INDUSTRY
LA English
DT Article; Early Access
DE Academics; casualisation; industry experts; human capital; social
   capital
ID GRADUATE EMPLOYABILITY; NETWORKING; UNIVERSITY; CASUALISATION;
   EMPLOYMENT; QUALITY; SUPPORT; MEN
AB Universities often employ industry experts in teaching roles to help bridge the theory - practice gap. As practitioners, they have the potential to make significant contributions to learning outcomes and to help prepare students for future employment. Using a case study approach based on qualitative data from the Business School in an Australian university, the study explores the reasons why industry experts take on an adjunct role, their experiences in that role, and the extent to which they perceive their contribution is valued within the university. The findings highlight the frustrations experienced by industry experts in their academic role. Participants were often frustrated by remuneration, lack of support, lack of communication and isolation from the wider university community. Drawing on human and social capital theory, the article shows how industry experts can add value by supporting students to develop their own human and social capital and by strengthening links between universities and industry. The paper concludes with suggestions for more effective people management practices ensuring that human and social capital contributions by industry experts are maximised for the benefit of all stakeholders.
C1 [Clarke, Marilyn] Univ Adelaide SA, Business Sch, Adelaide, SA, Australia.
C3 University of Adelaide
RP Clarke, M (corresponding author), Univ Adelaide SA, Business Sch, Adelaide, SA, Australia.
EM marilyn.clarke@adelaide.edu.au
NR 66
TC 1
Z9 2
U1 0
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1030-1763
EI 2325-5676
J9 LABOUR IND
JI Labour Ind.
PD 2021 APR 3
PY 2021
VL 31
IS 2
BP 152
EP 170
DI 10.1080/10301763.2021.1979888
EA SEP 2021
PG 19
WC Industrial Relations & Labor
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA UX4VM
UT WOS:000697420900001
DA 2024-02-21
ER

PT J
AU Moore, CP
AF Moore, Chris P.
TI Adding authenticity to controlled conditions assessment: introduction of
   an online, open book, essay based exam
SO INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION
LA English
DT Article
ID ANXIETY
AB In the practice of designing examinations, where the emphasis is normally on the assessment of knowledge and understanding of content covered, the authenticity of that assessment model related to skills required for employability, as well as our growing access to instant information, is often missed. Some traditional methods of this form of assessment, particularly the paper based essay exam, have expectations of writing quality and structure as well as of knowledge and understanding, but without providing the tools with which to appropriately meet those expectations. To address this, a computer based, unseen, essay format exam was introduced to a final year module for applied science students, where access was permitted to specific online journal resources. Students wrote their submissions under controlled conditions in Microsoft Word and submitted it through the Virtual Learning Environment (VLE), Blackboard for grading. In addition to an improvement in average mark across the cohort compared to the previous year of paper based essay examinations on the same module, student feedback highlighted an improvement in their ability to organise and arrange their knowledge, and the usefulness of using research material to better evidence their own knowledge. Feedback, being completed online and returned to the students also provided greater understanding of grades achieved and of how to improve for future examinations, a unusual process for exams where graded papers are not normally returned.
   Though upskilling of staff is likely required for more widespread use, and repeat cohorts will no doubt demonstrate further pros and cons of this form of assessment, the model presented here shows promise for assessment of student communication of depth and breadth of knowledge, and of demonstrating skills more relevant to future employment.
C1 [Moore, Chris P.] Univ West England, Dept Appl Sci, Coldharbour Lane, Bristol BS16 1QY, Avon, England.
C3 University of West England
RP Moore, CP (corresponding author), Univ West England, Dept Appl Sci, Coldharbour Lane, Bristol BS16 1QY, Avon, England.
EM Chris3.moore@uwe.ac.uk
NR 16
TC 3
Z9 3
U1 1
U2 9
PU SPRINGEROPEN
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON, N1 9XW, ENGLAND
SN 2365-9440
J9 INT J EDUC TECHNOL H
JI Int. J. Educ. Technol. High. Educ.
PD JUL 3
PY 2018
VL 15
AR 26
DI 10.1186/s41239-018-0108-z
PG 8
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GL5YF
UT WOS:000437250700001
OA gold
DA 2024-02-21
ER

PT J
AU Leathwood, C
   Hey, V
AF Leathwood, Carole
   Hey, Valerie
TI Gender/ed discourses and emotional sub-texts: theorising emotion in UK
   higher education
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE emotion; gender; higher education; psycho-social theory
ID SOCIOLOGY; CARE
AB This article engages with contemporary debates about the absence/presence of emotion in higher education. UK higher education has traditionally been constructed as an emotion-free zone, reflecting the dominance of Cartesian dualism with its rational/emotional, mind/body, male/female split. This construction has been challenged in recent years by the incursion of 'new students' into the academy, requirements to offer enhanced student support, and new neo-liberal employability/personal skills agendas. At the same time, theories on the significance of the emotions in education are gaining prominence, e.g. in relation to debates about 'emotional intelligence'. This renewed emphasis on emotion, however, has also been constructed as a dangerous and regressive example of the growing 'therapy culture' in universities. Drawing on the rich tradition of sociological and psycho-social work on the affective, our concern is to further the theorisation of the place of emotion in higher education.
C1 [Leathwood, Carole] London Metropolitan Univ, Inst Policy Studies Educ, London N7 8DB, England.
   [Hey, Valerie] Univ Sussex, Ctr Higher Educ & Access Res CHEER, Sussex Sch Educ, Brighton BN1 9QQ, E Sussex, England.
C3 London Metropolitan University; University of Sussex
RP Leathwood, C (corresponding author), London Metropolitan Univ, Inst Policy Studies Educ, 166-220 Holloway Rd, London N7 8DB, England.
EM c.leathwood@londonmet.ac.uk
NR 54
TC 87
Z9 94
U1 1
U2 38
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PY 2009
VL 14
IS 4
BP 429
EP 440
AR PII 913076653
DI 10.1080/13562510903050194
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 468QV
UT WOS:000267835900007
DA 2024-02-21
ER

PT J
AU Kirchknopf, S
AF Kirchknopf, Sebastian
TI Career Adaptability and Vocational Identity of Commercial Apprentices in
   the German Dual System
SO VOCATIONS AND LEARNING
LA English
DT Article; Early Access
DE Career adaptability; Vocational identity; Identification; Vocational
   education; Dual system
ID ADAPT-ABILITIES SCALE; FUTURES INVENTORY; EMPLOYABILITY; VALIDATION;
   FIT; BOUNDARYLESS; RELIABILITY; CONSTRUCT; VERSION; WORK
AB The construct of career adaptability has recently gained importance in research on vocational development and has led to a variety of theoretical and empirical approaches. Alongside with vocational identity it has been theorised as the crucial meta-competency of modern career construction. Due to its roots in adolescent career development, career adaptability is not limited to the vocational adjustments of working adults, but is also highly relevant for the pre-occupational orientation processes of adolescents initially developing a vocational identity. Despite the recent increase in empirical research on career adaptability, the field of vocational education has been largely neglected so far. Therefore, a quantitative survey among nearly N = 400 commercial apprentices within the German dual system of VET has been conducted. This study focuses on the replication of the Career Adapt-Abilities Scale (CAAS) among commercial apprentices within the German dual system, and its discrimination against alternative operationalisations of career adaptability. Furthermore, the relationship between career adaptability and vocational identity (operationalised as occupational and organisational identification) was explored. Results showed that the four-dimensional structure of career adaptability covered by the CAAS could be largely replicated in the dual system. In addition, it was found that the CAAS can in part be separated from alternative operationalisations. Finally, the results confirmed career adaptability positively predicts both foci of identification in a cognitive and affective manner. This indicates that career adaptability can be seen as a beneficial factor for vocational education and training as it fosters the vocational ties of apprentices in terms of their identity.
C1 [Kirchknopf, Sebastian] Univ Hohenheim, Dept Business & Econ Educ Teaching & Learning Pro, Fruwirthstr 47,Kavaliershaus 1, D-70599 Stuttgart, Germany.
C3 University Hohenheim
RP Kirchknopf, S (corresponding author), Univ Hohenheim, Dept Business & Econ Educ Teaching & Learning Pro, Fruwirthstr 47,Kavaliershaus 1, D-70599 Stuttgart, Germany.
EM sebastian.kirchknopf@uni-hohenheim.de
OI Kirchknopf, Sebastian/0000-0003-4748-4076
FU Projekt DEAL
FX Open Access funding provided by Projekt DEAL.
NR 55
TC 11
Z9 14
U1 8
U2 49
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1874-785X
EI 1874-7868
J9 VOCAT LEARN
JI Vocat. Learn.
PD 2020 OCT
PY 2020
VL 13
IS 3
BP 503
EP 526
DI 10.1007/s12186-020-09247-z
EA APR 2020
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA MW4NH
UT WOS:000528666700001
OA hybrid
DA 2024-02-21
ER

PT J
AU Galizzi, M
   Leombruni, R
   Pacelli, L
AF Galizzi, Monica
   Leombruni, Roberto
   Pacelli, Lia
TI Severe work disabilities and long-lasting losses
SO LABOUR ECONOMICS
LA English
DT Article
DE Injury; Workers' compensation; Sick leave; Gender; Propensity score
   matching; Staggered difference in differences
ID NATIONAL LONGITUDINAL SURVEY; ECONOMIC CONSEQUENCES; OCCUPATIONAL
   INJURIES; WORKPLACE INJURIES; PROPENSITY SCORE; EARNINGS LOSSES;
   EXPERIENCES; PREVALENCE; EMPLOYMENT; HEALTH
AB We study the impacts over time of occupational injuries on workers' earnings. Italian blue-collar workers with "severe" temporary disabilities suffer larger losses than permanently but mildly partially disabled workers. This is not only because of lower post injury wages, but mostly because of compromised future employability. They also suffer a decline in quality of life as measured by a relative increase in the use of sick leave. Effects are more pronounced for women. The workers' compensation system does not adequately compensate them, even in a generous public system that guarantees return to work, as temporarily disabled workers are not entitled to any additional compensation after returning to work. On the other hand, estimated losses are smaller compared to those emerging in less regulated markets like the US.
C1 [Galizzi, Monica] Univ Massachusetts Lowell, Dept Econ, 113 Wilder St, Lowell, MA 01854 USA.
   [Galizzi, Monica] Univ Massachusetts Lowell, Ctr Women & Work CWW, 113 Wilder St, Lowell, MA 01854 USA.
   [Leombruni, Roberto; Pacelli, Lia] Univ Torino, Dept Econ & Stat, Lungo Dora Siena 100, I-10153 Turin, Italy.
   [Leombruni, Roberto; Pacelli, Lia] Lab Riccardo Revelli, Piazza Arbarello 8, I-10122 Turin, Italy.
C3 University of Massachusetts System; University of Massachusetts Lowell;
   University of Massachusetts System; University of Massachusetts Lowell;
   University of Turin
RP Galizzi, M (corresponding author), Univ Massachusetts Lowell, Dept Econ, 113 Wilder St, Lowell, MA 01854 USA.; Galizzi, M (corresponding author), Univ Massachusetts Lowell, Ctr Women & Work CWW, 113 Wilder St, Lowell, MA 01854 USA.
EM Monica_Galizzi@uml.edu
OI Galizzi, Monica/0000-0003-0518-2045
NR 76
TC 0
Z9 0
U1 5
U2 5
PU ELSEVIER
PI AMSTERDAM
PA RADARWEG 29, 1043 NX AMSTERDAM, NETHERLANDS
SN 0927-5371
EI 1879-1034
J9 LABOUR ECON
JI Labour Econ.
PD DEC
PY 2023
VL 85
AR 102432
DI 10.1016/j.labeco.2023.102432
EA SEP 2023
PG 14
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA T3ZC8
UT WOS:001077393400001
DA 2024-02-21
ER

PT J
AU Williams, RM
   Westmorland, MG
   Shannon, HS
   Rasheed, F
   Amick, BC
AF Williams, RM
   Westmorland, MG
   Shannon, HS
   Rasheed, F
   Amick, BC
TI Disability management practices in education, hotel/motel, and health
   care workplaces
SO AMERICAN JOURNAL OF INDUSTRIAL MEDICINE
LA English
DT Article
DE disability management; organizational behavior; rehabilitation;
   measurement; surveys
ID RETURN-TO-WORK; LOW-BACK-PAIN; PARTICIPATORY ERGONOMICS; REHABILITATION;
   PREVENTION; INTERVENTION; ILLNESS; PROGRAM; INJURY
AB Background The high costs and the impact of work disability have become a growing concern for workplaces. As a result, workplace disability management approaches have been developed to lower disability costs, protect the employability of workers, and promote early return to work.
   Methods A stratified random sample of 455 employers in education (n = 157), hotel/ motel (n = 110), and health care (n = 188) sectors who completed a mailed Organizational Policies and Practices (OPP) questionnaire is reported. The OPP questionnaire asked questions about eight workplace disability management practices. The article examined the multi-dimensionality, internal consistency, and discriminant validity of the OPP and compares disability management practices across the three sectors.
   Results The OPP questionnaire showed good internal consistency (Cronbach's alpha = 0. 95) and discriminant validity. A one-way analysis of variance (ANOVA) for each of the eight subscales demonstrated that there were statistically significant differences between the sectors in ergonomic practices (F (2,452) = 15.8, P < 0.001), disability case management (F (2,452) = 4.6, P < 0.01), return to work (F (2,452) = 10.3, P < 0. 001), and people-oriented culture (F (2,452) = 4.5, P < 0.01).
   Conclusions On examining disability management practices in education, hotel/motel, and health care sectors, the OPP seems to be a promising instrument that can be used to assess and monitor how employers are managing disability. (C) 2005 Wiley-Liss, Inc.
C1 McMaster Univ, Sch Rehabil Sci, Hamilton, ON L8S 1C7, Canada.
   McMaster Univ, Program Occupat Hlth & Environm Med, Hamilton, ON L8S 1C7, Canada.
   Inst Work & Hlth, Toronto, ON, Canada.
   Univ Texas, Hlth Sci Ctr, Sch Publ Hlth, Houston, TX USA.
   Rice Univ, Texas Program Society & Hlth, Houston, TX 77251 USA.
C3 McMaster University; McMaster University; Institute for Work & Health;
   University of Texas System; University of Texas Health Science Center
   Houston; University of Texas School Public Health; Rice University
RP Williams, RM (corresponding author), McMaster Univ, Sch Rehabil Sci, 1400 Main St W, Hamilton, ON L8S 1C7, Canada.
EM rwilliam@mcmaster.ca
NR 38
TC 20
Z9 20
U1 0
U2 8
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0271-3586
EI 1097-0274
J9 AM J IND MED
JI Am. J. Ind. Med.
PD MAR
PY 2005
VL 47
IS 3
BP 217
EP 226
DI 10.1002/ajim.20139
PG 10
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 903UF
UT WOS:000227450400004
PM 15712255
DA 2024-02-21
ER

PT J
AU Salgado, JF
   Otero, I
   Moscoso, S
AF Salgado, Jesus F.
   Otero, Inmaculada
   Moscoso, Silvia
TI Cognitive Reflection and General Mental Ability as Predictors of Job
   Performance
SO SUSTAINABILITY
LA English
DT Article
DE organizational sustainability; sustainable employability; cognitive
   reflection; job performance; grade point average; incremental validity;
   general mental ability; dual-process theory
ID CHOICE PERSONALITY INVENTORIES; COMPREHENSIVE METAANALYSIS; BEHAVIORAL
   BIASES; DECISION-MAKING; 5-FACTOR MODEL; VALIDITY; REGRESSION;
   DEFINITION; COMPLEXITY; EXPERIENCE
AB This paper presents a study with four independent samples on the validity of cognitive reflection (CR) for predicting job performance and academic outcomes. The results showed that CR was a valid predictor of academic outcomes (i.e., grades and exam marks) and job performance (i.e., assessment center ratings). The magnitude of the CR validity was similar to the validity of GMA. Moreover, we found that CR and GMA were moderately correlated, and multiple regression analyses showed that CR added a small amount of validity over GMA validity for predicting both types of performance. Finally, we discuss the implications of the findings for the theory and practice of predicting performance and organizational sustainability.
C1 [Salgado, Jesus F.; Otero, Inmaculada; Moscoso, Silvia] Univ Santiago de Compostela, Dept Polit Sci & Sociol, Santiago De Compostela 15782, Spain.
C3 Universidade de Santiago de Compostela
RP Salgado, JF (corresponding author), Univ Santiago de Compostela, Dept Polit Sci & Sociol, Santiago De Compostela 15782, Spain.
EM jesus.salgado@usc.es; inmaculada.otero@usc.es; silvia.moscoso@usc.es
RI Otero, Inmaculada/ABG-9208-2020; moscoso, silvia/D-4750-2009; Salgado,
   Jesús F./N-6390-2019
OI moscoso, silvia/0000-0003-2366-1939; Salgado, Jesús
   F./0000-0001-8565-0990; Otero Moral, Inmaculada/0000-0002-1026-2907
FU Spanish Ministry of Economics and Competitiveness [PSI2017-87603-P]
FX This research was partially supported by Grant PSI2017-87603-P from the
   Spanish Ministry of Economics and Competitiveness.
NR 93
TC 9
Z9 10
U1 1
U2 15
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD NOV
PY 2019
VL 11
IS 22
AR 6498
DI 10.3390/su11226498
PG 16
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA JW8DR
UT WOS:000503277900311
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Young, DG
   Keup, JR
AF Young, Dallin George
   Keup, Jennifer R.
TI To Pay or Not to Pay: The Influence of Compensation as an External
   Reward on Learning Outcomes of Peer Leaders
SO JOURNAL OF COLLEGE STUDENT DEVELOPMENT
LA English
DT Article
ID INTRINSIC MOTIVATION; EDUCATION
AB Data on 4,016 peer leaders from 49 four-year institutions across the United States were used for this quantitative study. Structural equation modeling was used to examine the impact of different forms of compensation on the skills development, institution interaction, academic commitment, employability outcomes, and academic performance of peer leaders. Results reveal that course credit was a significant predictor of increases in all outcome areas included in this study. With self-determination theory used as a framework, the findings suggest that the ways external rewards are structured in peer leader experiences influence students' outcomes. Further, results point to including fundamental features of high-impact practices in scholarship and practice of peer leadership programming.
C1 [Young, Dallin George] Univ South Carolina, Res Grants & Assessment, Natl Resource Ctr Year Experience & Students Tran, Columbia, SC 29208 USA.
   [Keup, Jennifer R.] Univ South Carolina, Natl Resource Ctr Year Experience & Students Tran, Columbia, SC 29208 USA.
C3 University of South Carolina System; University of South Carolina
   Columbia; University of South Carolina System; University of South
   Carolina Columbia
RP Young, DG (corresponding author), 1728 Coll St, Columbia, SC 29208 USA.
EM youngdal@mailbox.sc.edu
RI Young, Dallin/AAG-5071-2021
OI Young, Dallin George/0000-0002-6484-0581
NR 51
TC 4
Z9 8
U1 0
U2 9
PU JOHNS HOPKINS UNIV PRESS
PI BALTIMORE
PA JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA
SN 0897-5264
EI 1543-3382
J9 J COLL STUDENT DEV
JI J. Coll. Stud. Dev.
PD MAR-APR
PY 2018
VL 59
IS 2
BP 159
EP 176
DI 10.1353/csd.2018.0015
PG 18
WC Education & Educational Research; Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA GA2ZE
UT WOS:000428195600002
DA 2024-02-21
ER

PT J
AU Féliz, L
   Carrascal, S
   Vieira, DM
   Valente, P
AF Feliz, Laura
   Carrascal, Silvia
   Vieira, Daniela Melare
   Valente, Paula
TI Distance Vocational Training for employability in Spain, Portugal and
   Dominican Republic
SO ALTERIDAD-REVISTA DE EDUCACION
LA English
DT Article
DE educational management; denominational schools; skills development;
   leadership; pandemic; South America
AB The importance of school leaders and their skills to face daily challenges requires ongoing reflection and adequate training for those who carry out the educational mission. Extant literature confirms that school leadership exercised by school principals and directors is one of the most important cornerstones for improving student learning. These pandemic times have also required identifying key practices in school management that both contribute to putting students and their needs at the center and affect their learning processes. This paper reports the results of a study carried out in 2020 with 300 Salesian school directors from Argentina, Chile, Paraguay, and Uruguay, countries making up the Southern Cone Region. The study addresses the strategies that the Salesian school of the Americas is developing to promote the quality of its educational centers in the continent. The aim was to assess the degree of appropriation of the managerial competencies by those who work directly in the management of the schools. Based on a quantitative approach, this study relied on an online survey. Results describe the characteristics of Salesian leadership and showcase formative processes that can be strengthened in the coming years and that become more relevant in the context of the Covid-19 pandemic.
C1 [Feliz, Laura] Univ Camilo Jose Cela, Madrid, Spain.
   [Carrascal, Silvia] Univ Complutense Madrid, Madrid, Spain.
   [Vieira, Daniela Melare] Univ Aberta, Lisbon, Portugal.
C3 Camilo Jose Cela University; Complutense University of Madrid;
   Universidade Aberta
RP Féliz, L (corresponding author), Univ Camilo Jose Cela, Madrid, Spain.
EM lefelizr@gmail.com; sicarras@ucm.esl; daniela.barros@uab.pt;
   paula.alexandra.valente@gmail.com
OI Melare Vieira Barros, Daniela/0000-0002-1412-2231
NR 46
TC 1
Z9 1
U1 1
U2 1
PU UNIV POLITECNICA SALESIANA ECUADOR-SALESIAN POLYTECNIC UNIV
PI CUENCA
PA CALLE TURUHUAYO 3-69 & CALLE VIEJA, CUENCA, 00000, ECUADOR
SN 1390-325X
EI 1390-8642
J9 ALTERIDAD
JI Alteridad
PD JUL-DEC
PY 2023
VL 18
IS 2
BP 234
EP 247
DI 10.17163/alt.v18n2.2023.07
PG 14
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA L8CF0
UT WOS:001025477200008
OA Green Submitted, gold
DA 2024-02-21
ER

PT J
AU Forrest, CJ
   Swanton, T
AF Forrest, Cameron J.
   Swanton, Tasman
TI Longitudinal associations between soft skills, education and labour
   market outcomes: evidence from a survey of young Australians
SO EDUCATION AND TRAINING
LA English
DT Article; Early Access
DE Skills; Soft skills; Non-cognitive skills; Employability; Longitudinal;
   Transitions
ID SELF-EFFICACY; PERFORMANCE
AB Purpose The purpose of this paper is to develop a measure of soft skills suitable for use in a large survey of Australian adolescents. Design/methodology/approach A survey was conducted with N = 4,704 Australians aged 15-19 over 2 years. Principal components analysis was performed on 14 self-report items, followed by generalised linear mixed modelling predicting education- and employment-related outcomes. Findings Self-reported problem solving, creativity, teamwork and verbal communication were alternately associated with later high school performance, hourly wage and employment status. These effects persisted when controlling for demographics and prior academic achievement. Originality/value Existing measures have been limited by their length or focus on specific skills or industries. The presented measures are short, domain-general, measure multiple skills simultaneously, and are suitable for a wide range of research contexts.
C1 [Forrest, Cameron J.; Swanton, Tasman] Natl Ctr Vocat Educ Res, Adelaide, SA, Australia.
RP Forrest, CJ (corresponding author), Natl Ctr Vocat Educ Res, Adelaide, SA, Australia.
EM cameron.forrest@ncver.edu.au; tasmanswanton@ncver.edu.au
OI Forrest, Cameron/0000-0002-8586-9199
NR 37
TC 5
Z9 6
U1 1
U2 19
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0040-0912
EI 1758-6127
J9 EDUC TRAIN
JI Educ. Train.
PD 2021 NOV 2
PY 2021
VL 63
IS 9
BP 1276
EP 1287
DI 10.1108/ET-10-2020-0325
EA JUL 2021
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA WU3EA
UT WOS:000679986300001
DA 2024-02-21
ER

PT J
AU Jalava, N
   Sillanpaa, M
   Camfield, C
   Camfield, P
AF Jalava, N
   Sillanpaa, M
   Camfield, C
   Camfield, P
TI Social adjustment and competence 35 years after onset of childhood
   epilepsy: A prospective controlled study
SO EPILEPSIA
LA English
DT Article
DE pediatric epilepsy; social adjustment in epilepsy; education and
   employability in epilepsy; life management in epilepsy
ID WELL-CONTROLLED EPILEPSY; EMPLOYMENT; INDIVIDUALS; PERFORMANCE;
   CHILDREN; PEOPLE; ADULTS; LIFE
AB Purpose: To study the effect of childhood-onset epilepsy without other neurologic deficit on adult social adjustment and competence.
   Methods: Social competence was studied in a prospective, population-based cohort of childhood-onset epilepsy after a mean follow-up of 35 years. One hundred patients (60% of the total cohort) had no other neurologic problems (''epilepsy only''), and for each patient, two matched controls, a ''random'' control and an ''employee'' control were chosen.
   Results: Good social outcome was significantly reduced in the ''epilepsy only'' cohort compared with random controls: education [cumulative odds ratio (COR), 2.4; 95% confidence interval (CI), 1.4-4.1]; employability (COR, 7.3; 95% CI, 2.7-20.0); and marriage rate (COR, 3.7; 95% CI, 1.9-7.3). The patients with epilepsy rated their own ability to control their lives as ''poor or missing'' four times more frequently than the employee controls. Patients receiving antiepileptic polytherapy, but not monotherapy, were significantly less satisfied with their present life (OR, 6.7; 95% CI, 1.9-24.1) and felt their general health was significantly poorer (OR, 5.1; 95% CI, 1.2-21.3) than did the employee controls. Furthermore, patients with continuing seizures were significantly less satisfied with their present life (OR, 4.1; 95% CI, 1.1-15.1) than were employee controls.
   Conclusions: Many patients with ''epilepsy only'' beginning in childhood have persistent and significant social-adjustment and competence problems in adulthood.
C1 UNIV TURKU, DEPT CHILD NEUROL, TURKU, FINLAND.
   DALHOUSIE UNIV, DEPT PEDIAT, HALIFAX, NS, CANADA.
C3 University of Turku; Dalhousie University
RI Sillanpää, Matti Lauri/G-4708-2015
OI Sillanpää, Matti Lauri/0000-0003-4190-3698; Sillanpaa,
   Matti/0000-0002-1521-3602
NR 63
TC 134
Z9 145
U1 0
U2 2
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0013-9580
J9 EPILEPSIA
JI Epilepsia
PD JUN
PY 1997
VL 38
IS 6
BP 708
EP 715
DI 10.1111/j.1528-1157.1997.tb01241.x
PG 8
WC Clinical Neurology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Neurosciences & Neurology
GA XC967
UT WOS:A1997XC96700012
PM 9186254
DA 2024-02-21
ER

PT J
AU Eppler-Hattab, R
   Doron, I
   Meshoulam, I
AF Eppler-Hattab, Raphael
   Doron, Israel
   Meshoulam, Ilan
TI The Role of Organizational Ageism, Inter-Age Contact, and Organizational
   Values in the Formation of Workplace Age-Friendliness: A Multilevel
   Cross-Organizational Study
SO JOURNAL OF POPULATION AGEING
LA English
DT Article; Early Access
DE Older workers; Organizational policy; Ageing workforce; Multilevel
   analysis
ID HUMAN-RESOURCE MANAGEMENT; OLDER WORKERS; COMMON STEREOTYPES; CULTURE;
   DISCRIMINATION; ANTECEDENTS; EMPLOYMENT; OUTCOMES; VIEW
AB This study adopts the multidimensional concept of workplace age-friendliness as reflecting the extent to which organizations maintain age-related organizational values, policies, practices, and climates that support the employability needs of older workers. Using responses from 1,893 employees working in 32 organizations from seven economic sectors in Israel who evaluated their organizations, we examine a novel conceptual model of the joint role of organizational ageism, inter-age contact, and organizational values in the formation of workplace age-friendliness. Multilevel multivariate analysis using a general linear mixed model demonstrated differential involvement of these variables in the formation of workplace age-friendliness: A significant negative association was found between organizational ageism and all dimensions of workplace age-friendliness, while inter-age contact was found to have a positive albeit a moderate association with part of its dimensions. Of the types of organizational cultures examined, a significant positive linkage was found between clan culture and all dimensions of workplace age-friendliness, whereas its associations with other cultural environments were less prominent or comprehensive. The theoretical and practical implications of these findings discussed here may serve policymakers and enrich both age-related organizational research and approaches with an evolving positive organizational perspective towards work in older age.
C1 [Eppler-Hattab, Raphael; Doron, Israel] Univ Haifa, Fac Social Welf & Hlth Sci, Dept Gerontol, 199 Aba Khoushy Ave, IL-3498838 Haifa, Israel.
   [Meshoulam, Ilan] Univ Haifa, Fac Management, Haifa, Israel.
C3 University of Haifa; University of Haifa
RP Eppler-Hattab, R (corresponding author), Univ Haifa, Fac Social Welf & Hlth Sci, Dept Gerontol, 199 Aba Khoushy Ave, IL-3498838 Haifa, Israel.
EM reppler@campus.haifa.ac.il
OI Eppler-Hattab, Raphael/0000-0002-6802-5736
NR 80
TC 0
Z9 0
U1 5
U2 6
PU SPRINGER INT PUBL AG
PI CHAM
PA GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND
SN 1874-7884
EI 1874-7876
J9 J POPUL AGEING
JI J. Popul. Ageing
PD 2023 JUL 11
PY 2023
DI 10.1007/s12062-023-09424-7
EA JUL 2023
PG 25
WC Gerontology
WE Emerging Sources Citation Index (ESCI)
SC Geriatrics & Gerontology
GA L4DF2
UT WOS:001022773200001
DA 2024-02-21
ER

PT J
AU Pandita, A
   Kiran, R
AF Pandita, Alka
   Kiran, Ravi
TI The Technology Interface and Student Engagement Are Significant Stimuli
   in Sustainable Student Satisfaction
SO SUSTAINABILITY
LA English
DT Article
DE technology interface; student engagement; student satisfaction; higher
   educational institutions
ID HIGHER-EDUCATION; UNDERGRADUATE SCIENCE; PERFORMANCE; ACHIEVEMENT;
   ACCEPTANCE; FEEDBACK; ICT
AB The technology interface and student engagement are important factors that can contribute to sustainable student satisfaction. Technology has become an integral part of the recent teaching-learning setup and it can significantly impact student satisfaction. Additionally, student engagement is vital for sustainable student satisfaction. Engaged students are more likely to take an active role in their education, participate in discussions, and ask questions. When students are engaged, they feel a sense of ownership over their learning experience, which can lead to higher levels of satisfaction. Therefore, educational institutions should strive to provide students with technology that is intuitive and easy to use and create an environment that fosters engagement and collaboration. By doing so, institutions can increase student satisfaction and improve overall academic outcomes. This research study was primarily conducted to understand the potential of the technology interface (TI) and student engagement (SE) in enhancing student satisfaction (SS). The study uses a survey to collect responses from 400 respondents from higher educational institutions (HEIs). PLS-SEM has been used to test the proposed hypothesis. Three dimensions of the technology interface (TI) include cyber infrastructure, quality of e-content, and technology-assisted facilities. It is essential to understand how the technology interface influences student engagement (SE) through three dimensions, viz. new skills development, active involvement, and academic achievements. The student satisfaction scale has an employability perspective, teaching perspective, and learning perspective as subscales. Initially, the study examines the influence of the technology interface on student engagement. The findings support a positive impact on student engagement. The next step was to study the direct effect of the technology interface on student satisfaction. The results lend support to a positive influence. An attempt was also made to investigate the mediation of student engagement between the technology interface and student satisfaction. The findings highlight that with the mediation of student engagement, the influence of the technology interface on student satisfaction is improved. This study is one of the pioneering empirical studies highlighting the importance of the technology interface on the mediation of student engagement in student satisfaction. Technology may be a prerequisite, but it needs to be translated to student satisfaction by using it with student engagement (new skills development, active involvement, and academic achievements). The study has meaningful implications for policymakers at universities to enable them to strategize around practices conducive to the implementation of technology, and for student engagement activities to enhance student satisfaction in higher education institutes (HEIs).
C1 [Pandita, Alka; Kiran, Ravi] Thapar Inst Engn & Technol, Patiala 147004, India.
C3 Thapar Institute of Engineering & Technology
RP Pandita, A (corresponding author), Thapar Inst Engn & Technol, Patiala 147004, India.
EM apandita@thapar.edu
RI Kiran, Ravi/AFP-6571-2022
OI Kiran, Ravi/0000-0003-2434-9103
NR 127
TC 2
Z9 2
U1 11
U2 14
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2071-1050
J9 SUSTAINABILITY-BASEL
JI Sustainability
PD MAY 12
PY 2023
VL 15
IS 10
AR 7923
DI 10.3390/su15107923
PG 21
WC Green & Sustainable Science & Technology; Environmental Sciences;
   Environmental Studies
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Environmental Sciences & Ecology
GA H5RC9
UT WOS:000996524000001
OA gold
DA 2024-02-21
ER

PT J
AU Brockmann, M
   Clarke, L
   Méhaut, P
   Winch, C
AF Brockmann, Michaela
   Clarke, Linda
   Mehaut, Philippe
   Winch, Christopher
TI Competence-Based Vocational Education and Training (VET): the Cases of
   England and France in a European Perspective
SO VOCATIONS AND LEARNING
LA English
DT Article
DE Vocational education and training; Competence-based VET; Vocational
   qualifications; Experiential learning
AB This paper examines the notion of 'competence' in the VET systems of France and England. While both countries have developed 'competence-based' approaches, underlying the similar terminology are distinct meanings, rooted in the countries' institutional structures and labour processes. A key distinction is identified between a knowledge-based model in France and a skills-based model in England. Competence in the French sense is multi-dimensional and relies on the integration of practical and theoretical knowledge, as well as personal and social qualities within a broadly defined occupational field. By contrast, in England, competence refers to the performance of fragmented and narrowly defined tasks, with minimal underpinning knowledge. Thus, whereas 'competence' in the English VET system usually denotes functional employability for what may be relatively low-skilled employment, in France, it encapsulates the multi-dimensional development of the individual as a citizen as well as an employee.
C1 [Brockmann, Michaela; Clarke, Linda] Univ Westminster, London W1R 8AL, England.
   [Mehaut, Philippe] LEST UMR 6123, Aix En Provence, France.
   [Winch, Christopher] Kings Coll London, London WC2R 2LS, England.
C3 University of Westminster; Aix-Marseille Universite; University of
   London; King's College London
RP Brockmann, M (corresponding author), Univ Westminster, London W1R 8AL, England.
EM brockmm@wmin.ac.uk
OI Brockmann, Michaela/0000-0003-4978-1883
NR 72
TC 69
Z9 73
U1 0
U2 54
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1874-785X
EI 1874-7868
J9 VOCAT LEARN
JI Vocat. Learn.
PD NOV
PY 2008
VL 1
IS 3
BP 227
EP 244
DI 10.1007/s12186-008-9013-2
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA V13RH
UT WOS:000207683400004
DA 2024-02-21
ER

PT J
AU Leyva-Townsend, P
   Alonso, RG
   Rincón, RMR
   Medina, MP
AF Leyva-Townsend, Pamela
   Garcia Alonso, Roberto
   Rodriguez Rincon, Ross Mery
   Paz Medina, Marialucia
TI The role of the family in the development of skills required to access
   and remain in the labor market: A panoramic review of the literature
SO REVISTA LATINOAMERICANA DE ESTUDIOS DE FAMILIA
LA English
DT Article
DE soft skills; life skills; employability skills; family and work
ID LIFE SKILLS
AB Objective. To know what the role of the family is in the development of skills to access and remain in the labor market. Methodology. Qualitative approach, documentary method, and descriptive scope. A panoramic search was carried out in the databases subscribed by Universidad de La Sabana and Google Scholar. Subsequently, an open and close categorization and its analysis was carried out. Results and conclusion. A gap in the literature was found regarding the role of the family in the development these skills. It was found that most of the documents refer to the importance of developing skills in vulnerable populations. Likewise, it was found that the programs for the development of skills show the importance of developing skills not only for those who require them but also for parents and caregivers who teach through modeling.
C1 [Leyva-Townsend, Pamela; Rodriguez Rincon, Ross Mery; Paz Medina, Marialucia] Univ La Sabana, Bogota, Colombia.
   [Garcia Alonso, Roberto] Univ Salamanca, Salamanca, Spain.
C3 Universidad de La Sabana; University of Salamanca
RP Leyva-Townsend, P (corresponding author), Univ La Sabana, Bogota, Colombia.
EM pamela.leyva1@unisabana.edu.co; roberto.garcia@usal.es;
   rossrori@unisabana.edu.co; marialuciapame@unisabana.edu.co
RI Leyva-Townsend, Pamela/JYQ-5009-2024; Paz Medina,
   Marialucia/ABZ-6771-2022
OI Paz Medina, Marialucia/0000-0002-3472-7027
NR 50
TC 0
Z9 0
U1 0
U2 0
PU UNIV CALDAS
PI CALDAS
PA CALLE 65 26-10, A A  275, CALDAS, 00000, COLOMBIA
SN 2145-6445
EI 2215-8758
J9 REV LATINOAM ESTUD F
JI Rev. Latinoam. Estud. Fam.
PD JUL-DEC
PY 2022
VL 14
IS 2
BP 54
EP 77
DI 10.17151/rlef.2022.14.2.4
PG 24
WC Family Studies
WE Emerging Sources Citation Index (ESCI)
SC Family Studies
GA 6M6KU
UT WOS:000888974600004
OA gold
DA 2024-02-21
ER

PT J
AU Borgen, WA
AF Borgen, WA
TI Developing partnerships to meet clients' needs in changing government
   organizations: A consultative process
SO JOURNAL OF EMPLOYMENT COUNSELING
LA English
DT Article
ID SURVIVORS
AB The article outlines the development of partnerships across 3 employment-related government ministries, in a context of organizational restructuring and downsizing. The article describes a consultation process conducted with workers from 2 provincial ministries and 1 federal government ministry regarding effective collaboration to assess unemployed clients' employability needs. In individual and focus group meetings, the workers developed a process that involved the cooperation and involvement of those from all 3 ministries in offering and monitoring the effectiveness of a needs assessment program.
C1 Univ British Columbia, Fac Educ, Dept Counseling Educ Psychol & Special Educ, Vancouver, BC V6T 1Z4, Canada.
C3 University of British Columbia
RP Borgen, WA (corresponding author), Univ British Columbia, Fac Educ, Dept Counseling Educ Psychol & Special Educ, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada.
EM borgen@interchange.ubc.ca
NR 28
TC 1
Z9 1
U1 0
U2 3
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0022-0787
EI 2161-1920
J9 J EMPLOYMENT COUNS
JI J. Employ. Couns.
PD JUN
PY 2000
VL 37
IS 2
BP 128
EP 142
DI 10.1002/j.2161-1920.2000.tb00830.x
PG 15
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 323JJ
UT WOS:000087562000009
OA Bronze
DA 2024-02-21
ER

PT J
AU Uribetxebarria, U
   Garmendia, A
   Elorza, U
AF Uribetxebarria, Urtzi
   Garmendia, Alaine
   Elorza, Unai
TI Does employee participation matter? An empirical study on the effects of
   participation on well-being and organizational performance
SO CENTRAL EUROPEAN JOURNAL OF OPERATIONS RESEARCH
LA English
DT Article; Early Access
DE Management science; Strategic human resource management (SHRM);
   Participation; Employee well-being; Labor productivity
ID HUMAN-RESOURCE MANAGEMENT; SOCIAL-EXCHANGE THEORY; FIRM PERFORMANCE;
   WORK SYSTEMS; COEFFICIENT ALPHA; STOCK OWNERSHIP; HRM; PRODUCTIVITY;
   INVOLVEMENT; COMMITMENT
AB Employability, talent and/or motivation of people can be a source of sustainable competitive advantage; difficult for competitors to imitate. The involvement of people, and more specifically employee participation, has been identified as a key management tool to develop this advantage. Traditionally however, the industrial relations and personnel management streams have treated employee participation from different perspectives. Economic insights have guided the former, while how employees respond to the decisions in the workplace form the basis of the latter. Accordingly, three main employee participation practices are widely recognized in the field: employee management or decision-making, profit-sharing and employee share ownership. In this research, the relationship between 3 practices of participation, employee well-being and firm performance was explored in 278 Basque companies. Objective data was obtained for organizational performance measurement and 1503 employee responses were gathered about participation practices and well-being. After controlling company size and sector (manufacturing and services were tested in this study) the results showed a significant relationship between any form of participation and employee well-being. Interestingly, a significant and negative relationship was revealed for the relationship between employee decision-making participation and labor productivity. No statistical relationship was found between financial participation practices and organizational performance. This study, therefore, confirms the relationship between one of the pillars of HR practices and employee well-being, but fails to show that participation is positively related to higher firm performance (or vice versa). New research lines are opened for scientific contributors and important insights offered for managers.
C1 [Uribetxebarria, Urtzi; Garmendia, Alaine; Elorza, Unai] Mondragon Unibertsitatea, Fac Engn, Dept Ind Org & Management, Loramendi 4, Arrasate Mondragon 20500, Gipuzkoa, Spain.
C3 Mondragon Unibertsitatea
RP Uribetxebarria, U (corresponding author), Mondragon Unibertsitatea, Fac Engn, Dept Ind Org & Management, Loramendi 4, Arrasate Mondragon 20500, Gipuzkoa, Spain.
EM uuribetxebarria@mondragon.edu
RI Uribetxebarria, Urtzi/AAA-6065-2021; Elorza, Unai/AAF-9146-2021;
   Garmendia, Alaine/AAF-9095-2021
OI Uribetxebarria, Urtzi/0000-0001-9658-6242; Elorza,
   Unai/0000-0002-4618-957X; Garmendia, Alaine/0000-0002-2301-6772
FU DFG; MU
FX This research was supported with funds from the Gipuzkoako Foru Aldundia
   - Diputacion Foral de Gipuzkoa (a strategic collaboration agreement,
   between DFG and MU, part of the program called 'Etorkizuna Eraikiz').
   The views expressed in this manuscript are those of the authors and do
   not necessarily reflect those of the Gipuzkoako Foru Aldundia -
   Diputacion Foral de Gipuzkoa.
NR 102
TC 12
Z9 14
U1 8
U2 59
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1435-246X
EI 1613-9178
J9 CENT EUR J OPER RES
JI Cent. Europ. J. Oper. Res.
PD 2021 DEC
PY 2021
VL 29
IS 4
BP 1397
EP 1425
DI 10.1007/s10100-020-00704-7
EA AUG 2020
PG 29
WC Operations Research & Management Science
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Operations Research & Management Science
GA UT2RH
UT WOS:000559147900001
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Ghani, AM
   Read, T
AF Ghani, Atif Mohammed
   Read, Tessa
TI From equality to equity: A case study of Creative Shift's 'the leader
   within Women+ of Colour Leadership Programme'
SO INDUSTRY AND HIGHER EDUCATION
LA English
DT Article; Early Access
DE widening participation; employability; asset-based; positive action;
   equity; creative shift
AB In this case study, we focus on a particular University of the Arts London positive action intervention, the Women+ of Colour in Leadership Programme (W+CinL) developed by Creative Shift. The case study explores how taking a more equitable, asset-based approach supports the retention, attainment, and employability of Black, Asian and Minority Ethnic (BAME) and self-defined female + students. The programme can be seen as an example of an asset-based model which recognises the inherent value and life wide experience that students bring to their learning. By shifting from equality towards equity, this approach recognises histories of injustice and intersectional disadvantage to disrupt and transform systems of oppression. From the case study, we acknowledge the potential Higher Education Institutions (HEIs) have to reshape support for marginalised students through a broader range of initiatives that facilitate the move to a more equitable and diverse creative economy.
C1 [Ghani, Atif Mohammed] Royal Coll Art, London, England.
   [Read, Tessa] Univ Arts London, London, England.
   [Read, Tessa] Univ Arts London, Creat Shift, Acad Enhancement, 272 High Holborn, London WC1V 7EY, England.
C3 Royal College of Art - UK; University of Arts London; University of Arts
   London
RP Read, T (corresponding author), Univ Arts London, Creat Shift, Acad Enhancement, 272 High Holborn, London WC1V 7EY, England.
EM t.read@arts.ac.uk
OI Read, Tessa/0009-0007-6433-9010
NR 17
TC 0
Z9 0
U1 0
U2 0
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0950-4222
EI 2043-6858
J9 IND HIGHER EDUC
JI Ind. Higher Educ.
PD 2024 FEB
PY 2024
VL 38
IS 1
SI SI
BP 87
EP 91
DI 10.1177/09504222231224086
EA JAN 2024
PG 5
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA HJ8J1
UT WOS:001150261300001
DA 2024-02-21
ER

PT J
AU Borgen, WA
AF Borgen, WA
TI Developing partnerships to meet clients' needs in changing government
   organizations: A consultative process
SO CAREER DEVELOPMENT QUARTERLY
LA English
DT Article
ID SURVIVORS
AB The article outlines the development of partnerships across 3 employment-related government ministries, in a context of organizational restructuring and downsizing. The article describes a consultation process conducted with workers from 2 provincial ministries and 1 federal government ministry regarding effective collaboration to assess unemployed clients' employability needs. In individual and focus group meetings, the workers developed a process that involved the cooperation and involvement of those hom all 3 ministries in offering and monitoring the effectiveness of a needs assessment program.
C1 Univ British Columbia, Fac Educ, ECPS, Dept Counseling Educ Psychol & Special Educ, Vancouver, BC V6T 1Z4, Canada.
C3 University of British Columbia
RP Borgen, WA (corresponding author), Univ British Columbia, Fac Educ, ECPS, Dept Counseling Educ Psychol & Special Educ, 2125 Main Hall, Vancouver, BC V6T 1Z4, Canada.
EM borgen@interchange.ubc.ca
NR 28
TC 2
Z9 2
U1 1
U2 7
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0889-4019
EI 2161-0045
J9 CAREER DEV Q
JI Career Dev. Q.
PD JUN
PY 2000
VL 48
IS 4
BP 357
EP 369
DI 10.1002/j.2161-0045.2000.tb00881.x
PG 13
WC Psychology, Applied
WE Social Science Citation Index (SSCI)
SC Psychology
GA 322QF
UT WOS:000087519700009
DA 2024-02-21
ER

PT J
AU Evans, T
   Thomas, MOJ
   Klymchuk, S
AF Evans, Tanya
   Thomas, Michael O. J.
   Klymchuk, Sergiy
TI Non-routine problem solving through the lens of self-efficacy
SO HIGHER EDUCATION RESEARCH & DEVELOPMENT
LA English
DT Article; Early Access
DE Employability; self-efficacy; undergraduate mathematics; STEM education;
   gender
ID MATHEMATICS
AB This study involved an intervention designed to examine whether employability prospects for STEM students studying mathematics could be improved. It incorporated use of non-routine problem solving in second-year mathematics courses at two New Zealand universities. From a theoretical standpoint, we conceptualised a novel construct calledlateral thinking self-efficacy, which is defined as a learner's confidence in their ability to solve non-routine problems. It relates to the creative thinking ability needed for solving innovative real-life problems in the work place, and hence is pertinent in transfer of mathematical learning to novel domains. The findings suggest that the attitude profiles of students with high and lowlateral thinking self-efficacydiffer significantly with respect to three dimensions spanning their affective domain. Further, a significant difference between genders with regard tolateral thinking self-efficacywas observed, with a significantly greater proportion of confident males than females, although there was no significant association between gender and non-routine problem-solving performance. These results raise questions about equity with regard to employability prospects for females in STEM companies and have implications for the underrepresentation of women in STEM fields.
C1 [Evans, Tanya; Thomas, Michael O. J.] Univ Auckland, Dept Math, Auckland, New Zealand.
   [Klymchuk, Sergiy] Auckland Univ Technol, Dept Math Sci, Auckland, New Zealand.
C3 University of Auckland; Auckland University of Technology
RP Evans, T (corresponding author), Univ Auckland, Dept Math, Auckland, New Zealand.
EM t.evans@auckland.ac.nz
RI Thomas, M/HTN-8604-2023; Thomas, Michael/AAO-5815-2021
OI Thomas, Michael/0000-0002-2696-7709; Klymchuk,
   Sergiy/0000-0002-3739-1821; Evans, Tanya/0000-0001-5126-432X
FU Ako Aotearoa; (Regional Hub Project Fund -Northern Hub)
FX This research was supported by a grant from Ako Aotearoa. (Regional Hub
   Project Fund -Northern Hub)
NR 29
TC 6
Z9 7
U1 0
U2 18
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0729-4360
EI 1469-8366
J9 HIGH EDUC RES DEV
JI High. Educ. Res. Dev.
PD 2021 NOV 10
PY 2021
VL 40
IS 7
BP 1403
EP 1420
DI 10.1080/07294360.2020.1818061
EA SEP 2020
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA YE5EW
UT WOS:000573667600001
DA 2024-02-21
ER

PT J
AU Venkatraman, S
   Overmars, A
   Wahr, F
AF Venkatraman, Sitalakshmi
   Overmars, Anthony
   Wahr, Fiona
TI Visualization and Experiential Learning of Mathematics for Data
   Analytics
SO COMPUTATION
LA English
DT Article
DE employability; computational skills; data analytics; higher education;
   visualization; experiential learning
AB The information and communications technology (ICT) industry workforce is now required to deal with 'Big Data', and there is a need to fill the computational skill shortage in data analytics. The integrated skills of combining computer and mathematics capabilities is much sought after by every industry embarking on digital transformation. Studies conducted internationally and by the Australian Industry Group show the requirements for improving computational skills in the workplace. This research takes a positive step to address this issue by introducing visualization and experiential learning in the ICT curriculum in order to uplift mathematics skills required for data analytics. We present the use of such innovative methods adopted in a higher education setting. The results and positive impact achieved through this study are presented.
C1 [Venkatraman, Sitalakshmi; Overmars, Anthony] Melbourne Polytech, Dept Informat Technol, Preston, Vic 3072, Australia.
   [Wahr, Fiona] Melbourne Polytech, Dept Learning & Teaching, Preston, Vic 3072, Australia.
RP Venkatraman, S (corresponding author), Melbourne Polytech, Dept Informat Technol, Preston, Vic 3072, Australia.
EM SitaVenkat@melbournepolytechnic.edu.au
RI Wahr, Fiona/IQW-9292-2023
FU Melbourne Polytechnic Research and Scholarship Seeding Grant
   [1-15-90101-6003-000]
FX This research was funded by the Melbourne Polytechnic Research and
   Scholarship Seeding Grant, grant number 1-15-90101-6003-000.
NR 37
TC 2
Z9 2
U1 1
U2 8
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2079-3197
J9 COMPUTATION
JI Computation
PD SEP
PY 2019
VL 7
IS 3
AR 37
DI 10.3390/computation7030037
PG 13
WC Mathematics, Interdisciplinary Applications
WE Emerging Sources Citation Index (ESCI)
SC Mathematics
GA JA6HM
UT WOS:000487943500001
OA gold
DA 2024-02-21
ER

PT J
AU Barbarà-I-Molinero, A
   Sancha, C
   Cascón-Pereira, R
   Kruger, H
AF Barbara-I-Molinero, Alba
   Sancha, Cristina
   Cascon-Pereira, Rosalia
   Ann Kruger, Heidi
TI Facilitating the transition from being a geography student to becoming a
   geographer in Spain: the role of professional identity
SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Professional identity; curriculum studies; transition; professional
   images
ID HIGHER-EDUCATION; CURRICULUM-DEVELOPMENT; WORK; INTERNATIONALIZATION;
   EMPLOYABILITY; OPPORTUNITIES; POSTGRADUATE; PERCEPTIONS; CHALLENGES;
   MOTIVATION
AB The transition between university studies and workplace is often described as a difficult and challenging process. In this paper, we propose a series of modifications to the curriculum of geography studies based on an exploration of both student and professional perceptions on the image of the geography profession and how they identify with it. Based on several interviews, we suggest a series of recommendations for curriculum design to reconcile the disagreement found between student and professional perceptions and to foster students' identification with professional images.
C1 [Barbara-I-Molinero, Alba] OBS Business Sch, Dept Human Resources Finance & Law, Barcelona, Spain.
   [Sancha, Cristina] Univ Ramon Llull, ESADE Business Sch, Dept Operat Innovat & Data Sci, Barcelona, Spain.
   [Cascon-Pereira, Rosalia] Univ Rovira & Virgili, Fac Econ & Business, Dept Gest Empresas, Reus, Spain.
   [Ann Kruger, Heidi] Univ Ramon Llull, ESADE Business Sch, Dept Strategy & Gen Management, Barcelona, Spain.
C3 Universitat Ramon Llull; Escuela Superior de Administracion y Direccion
   de Empresas (ESADE); Universitat Rovira i Virgili; Universitat Ramon
   Llull; Escuela Superior de Administracion y Direccion de Empresas
   (ESADE)
RP Sancha, C (corresponding author), Univ Ramon Llull, ESADE Business Sch, Dept Operat Innovat & Data Sci, Barcelona, Spain.
EM cristina.sancha@esade.edu
RI Cascón-Pereira, Rosalía/A-8908-2013
OI Cascón-Pereira, Rosalía/0000-0002-1989-0889
NR 90
TC 0
Z9 1
U1 1
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0309-8265
EI 1466-1845
J9 J GEOGR HIGHER EDUC
JI J. Geogr. High. Educ.
PD 2019 OCT 2
PY 2019
VL 43
IS 4
BP 505
EP 526
DI 10.1080/03098265.2019.1661369
EA SEP 2019
PG 22
WC Education & Educational Research; Geography
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Geography
GA JA4MG
UT WOS:000484743200001
DA 2024-02-21
ER

PT J
AU Littleton, C
   Townsin, L
   Beilby, J
AF Littleton, Clare
   Townsin, Louise
   Beilby, Justin
TI The motivations of stakeholders when developing university industry
   collaborations in an Australian university: three case studies
SO JOURNAL OF HIGHER EDUCATION POLICY AND MANAGEMENT
LA English
DT Article; Early Access
DE University industry collaboration (UIC); employability; work-integrated
   learning (WIL); motivation
AB The need for universities and industry to collaborate has been well established. In this paper, we present three cases studies, including 14 semi-structured interviews, across a range of disciplines. In the design and analysis of the study, we apply management and political science theories to better understand how stakeholder's motivations influence the development of university industry collaboration within an Australian university environment. We present our findings across cases, and through five emerging themes: (a) stakeholder - trust and respect; (b) business alignment; (c) employability - mutual benefits; (d) commitment to cause - alignment of values; and (e) innovation/research focus. This study provides real-world insight into influencing the development of university industry collaborations enhancing the student experience, and potentially impacting employability after graduation.
C1 [Littleton, Clare; Townsin, Louise; Beilby, Justin] Torrens Univ Australia, Adelaide, SA, Australia.
   [Littleton, Clare] Torrens Univ Australia, 88 Wakefield St, Adelaide, SA 5000, Australia.
C3 Torrens University Australia; Torrens University Australia
RP Littleton, C (corresponding author), Torrens Univ Australia, 88 Wakefield St, Adelaide, SA 5000, Australia.
EM clare.littleton@torrens.edu.au
RI Townsin, Louise/AER-8013-2022
OI Littleton, Clare/0000-0003-2892-9391; Beilby,
   Justin/0000-0002-0815-9783; Townsin, Louise/0000-0002-2212-1626
NR 21
TC 0
Z9 0
U1 8
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1360-080X
EI 1469-9508
J9 J HIGH EDUC POLICY M
JI J. High. Educ. Policy Manag.
PD 2023 SEP 3
PY 2023
VL 45
IS 5
BP 481
EP 494
DI 10.1080/1360080X.2023.2191608
EA MAR 2023
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA S4CQ6
UT WOS:000950979700001
OA hybrid
DA 2024-02-21
ER

PT J
AU Burland, K
   Bennett, D
   López-Iñiguez, G
AF Burland, Karen
   Bennett, Dawn
   Lopez-Iniguez, Guadalupe
TI Validation of the Musical Identity Measure: Exploring musical identity
   as a variable across multiple types of musicians
SO MUSICAE SCIENTIAE
LA English
DT Article
DE musician; music; employability; careers; career identity; arts; creative
   industries; bifactor model; Confirmatory Factor Analysis
ID MEASUREMENT INVARIANCE; FIT INDEXES; MOTIVATION; CAREER; QUESTIONNAIRE;
   ENGAGEMENT; EDUCATION; CONTEXT
AB This article introduces the validation of a Musical Identity Measure (MIM), developed to support individuals' self-conceptions in relation to their musical activities (e.g., performance, composition, music technology). Initial model validation was carried out using a principal axis factor analysis with a diverse and international sample of 336 musicians. The factor analysis revealed a four-factor measure: Musical Calling, Musical Self-Efficacy, Emotional Attachment, and Growth Mindset. Confirmatory factor analysis with the 25-item measure suggested that the model fit would be improved with the removal of three items, resulting in the same four-factor model with 22 items. Further validation with a different dataset confirmed MIM as a strong fit as a bifactor model. Measurement invariance tests confirmed that the bifactor structure was the same for male and female participants; individual measurement invariance in relation to age could not be fully examined due to variance in group sizes. Subsequent analysis of variance (ANOVA) calculations suggested gender differences in musical self-efficacy and highlighted possible changes in MIM factors across the lifespan. MIM has the potential to provide individuals with insights into their motivations to engage with musical activities, to help identify areas requiring additional support or guidance, and to support future-oriented decision making. The measure may also support educators and researchers wishing to understand and support the processes of musical development and skill acquisition.
C1 [Burland, Karen] Univ Leeds, Leeds, W Yorkshire, England.
   [Bennett, Dawn] Bond Univ, Southport, Qld, Australia.
   [Lopez-Iniguez, Guadalupe] Univ Arts Helsinki, Helsinki, Finland.
C3 University of Leeds; Bond University; University of the Arts Helsinki
RP Burland, K (corresponding author), Univ Leeds, Sch Mus, Woodhouse Lane, Leeds LS2 9JT, W Yorkshire, England.
EM K.burland@leeds.ac.uk
RI López-Íñiguez, Guadalupe/B-7132-2011; Bennett, Dawn/A-7210-2009
OI López-Íñiguez, Guadalupe/0000-0002-4428-1356; Bennett,
   Dawn/0000-0002-0676-1623; Burland, Karen/0000-0003-0066-0132
NR 100
TC 1
Z9 1
U1 5
U2 10
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1029-8649
EI 2045-4147
J9 MUSIC SCI
JI Music Sci.
PD DEC
PY 2022
VL 26
IS 4
SI SI
BP 704
EP 728
DI 10.1177/10298649221108576
PG 25
WC Music; Psychology, Experimental
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Music; Psychology
GA 7H3SN
UT WOS:000903125800001
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Rindasu, SM
   Feleaga, LI
   Ionescu, BS
   Topor, ID
AF Rindasu, Sinziana- Maria
   Feleaga, Liliana Ionescu-
   Ionescu, Bogdan - Stefan
   Topor, Ioan Dan
TI DIGITALISATION AND SKILLS ADEQUACY AS DETERMINANTS OF INNOVATION FOR
   SUSTAINABLE DEVELOPMENT IN EU COUNTRIES: A PLS-SEM APPROACH
SO AMFITEATRU ECONOMIC
LA English
DT Article
ID COEFFICIENT ALPHA; COMPETITIVENESS
AB Increasing innovation among the European Union (EU) countries became a primary concern, as it can contribute to higher competitiveness, generate new business opportunities, and promote the achievement of the sustainable development goals. This paper aims to examine the extent to which the EU countries' level of digitalisation and skills adequacy impact the innovation output, as well as to determine whether the level of digitalisation can lead to an increase in the individuals' competencies and employability. For this research, we leverage a Partial Least Squares -Structural Equation Modelling technique. The data used to achieve the study's objective was collected from composite indicators computed for the 27 EU countries for a period of analysis spanning the years from 2017 to 2020. As a proxy for the digital performance, we use the Digital Economy and Society Index, while for skills adequacy and innovation output, we utilise the European Skills Index and the dimension of innovation output dimension of the Global Innovation Index. The results indicate a statistically significant impact between the level of digital performance and innovation output, with a moderate effect size, partially mediated by skill adequacy. Moreover, the findings emphasise that a higher level of digitalisation determines an increase in the individuals' employability and competencies. The study enhances the understanding of the complex relationship between digitalisation, skills, and innovation by shedding new light on the trajectories' coevolution of the analysed constructs, presenting some implications for policymakers and governments, and providing theoretical suggestions for future research.
C1 [Rindasu, Sinziana- Maria; Feleaga, Liliana Ionescu-; Ionescu, Bogdan - Stefan] Bucharest Univ Econ Studies, Bucharest, Romania.
   [Rindasu, Sinziana- Maria; Topor, Ioan Dan] 1 Decembrie 1918 Univ Alba Iulia, Alba Iulia, Romania.
C3 Bucharest University of Economic Studies; 1 Decembrie 1918 University
   Alba Iulia
RP Rindasu, SM (corresponding author), Bucharest Univ Econ Studies, Bucharest, Romania.; Rindasu, SM (corresponding author), 1 Decembrie 1918 Univ Alba Iulia, Alba Iulia, Romania.
EM sinziana.rindasu@cig.ase.ro
RI Ionescu-Feleaga, Liliana/AAT-1346-2021
OI Ionescu-Feleaga, Liliana/0000-0002-2087-2186
NR 72
TC 0
Z9 0
U1 3
U2 3
PU EDITURA ASE
PI BUCURESTI
PA PIATA ROMANA, NR 6, SECTOR 1, BUCURESTI, 701731, ROMANIA
SN 1582-9146
EI 2247-9104
J9 AMFITEATRU ECON
JI Amfiteatru Econ.
PD NOV
PY 2023
VL 25
SI SI
BP 968
EP 986
DI 10.24818/EA/2023/S17/968
PG 19
WC Business; Economics; Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA X8YE0
UT WOS:001101234800003
OA gold
DA 2024-02-21
ER

PT J
AU Ke, GN
   Grajfoner, D
   Carter, S
   DeLima, N
   Khairudin, R
   Lau, WY
   Kamal, KA
   Lee, SC
AF Ke, Guek-Nee
   Grajfoner, Dasha
   Carter, Stephen
   DeLima, Nicole
   Khairudin, Rozainee
   Lau, Wee-Yeap
   Kamal, Khalil Anwar
   Lee, Shen Chieng
TI Psychological Wellbeing and Employability of Retrenched Workforce During
   COVID-19: A Qualitative Study Exploring the Mitigations for Post
   Pandemic Recovery Phase
SO FRONTIERS IN PUBLIC HEALTH
LA English
DT Article
DE retrenchment; COVID-19; psychological wellbeing; job loss; mental
   health; post-pandemic recovery; latent-deprivation model
ID LATENT DEPRIVATION; FINANCIAL STRAIN; MENTAL-HEALTH; JOB LOSS;
   DEPRESSIVE SYMPTOMS; UNEMPLOYMENT; EMPLOYMENT; BENEFITS; SUICIDE; IMPACT
AB The ongoing COVID-19 pandemic has triggered several employment-related issues, followed by different response strategies. With retrenchment measures being a common response strategy during economic downturns, many individuals have been faced with unemployment. This study aimed to explore the effect of the COVID-19 pandemic related retrenchment on the psychological wellbeing of the Malaysian workforce, using a qualitative research approach and based on the Latent-deprivation Model. A purposive sample of 30 retrenched participants was interviewed via telephone during Malaysia's Movement Control Order (MCO). Thematic analysis was subsequently conducted to identify key themes in the data set. Six themes emerged from the thematic analysis: (1) Retrenchment leading to the deterioration of psychological wellbeing; (2) Unemployment, financial strain and economic uncertainty; (3) Emotions related to the COVID-19 virus; (4) Coping with lifestyle change; (5) Recommendations to improve the psychological wellbeing and mental health of the retrenched workforce, and (6) Career and financial support at the recovery phase. The present study provides valuable insight into the wellbeing of retrenched workforce who are forced to cope with both unemployment and a global pandemic, and workforce perspectives regarding types of support needed during the recovery phase.
C1 [Ke, Guek-Nee; DeLima, Nicole] Heriot Watt Univ Malaysia, Sch Social Sci, Dept Psychol, Putrajaya, Malaysia.
   [Grajfoner, Dasha] Heriot Watt Univ, Sch Social Sci, Dept Psychol, Edinburgh, Midlothian, Scotland.
   [Carter, Stephen] Heriot Watt Univ, Edinburgh Business Sch, Edinburgh, Midlothian, Scotland.
   [Khairudin, Rozainee] Natl Univ Malaysia, Fac Social Sci & Humanities, Ctr Res Psychol & Human Well Being, Bangi, Malaysia.
   [Lau, Wee-Yeap] Univ Malaya, Fac Econ & Adm, Dept Appl Stat, Kuala Lumpur, Malaysia.
   [Kamal, Khalil Anwar; Lee, Shen Chieng] Malaysian Inst Econ Res MIER, Kuala Lumpur, Malaysia.
C3 Heriot Watt University; Heriot Watt University; University of Edinburgh;
   Heriot Watt University; Universiti Kebangsaan Malaysia; Universiti
   Malaya
RP Ke, GN (corresponding author), Heriot Watt Univ Malaysia, Sch Social Sci, Dept Psychol, Putrajaya, Malaysia.
EM g.n.ke@hw.ac.uk
RI LAU, WEE YEAP/B-2772-2010
OI LAU, WEE YEAP/0000-0002-3447-9895; Ke, Guek-Nee/0000-0001-7862-7880
FU Global Challenges Research Fund; Scottish Funding Council [SFC:
   P20GCRF7]
FX We gratefully acknowledge the funding support by the Global Challenges
   Research Fund, The Scottish Funding Council, Grant No. SFC: P20GCRF7.
NR 92
TC 3
Z9 3
U1 3
U2 11
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
EI 2296-2565
J9 FRONT PUBLIC HEALTH
JI Front. Public Health
PD JUL 8
PY 2022
VL 10
AR 907797
DI 10.3389/fpubh.2022.907797
PG 13
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 3E8DW
UT WOS:000830210300001
PM 35875037
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Tan, TS
   Lim, E
   Loke, YJ
AF Tan, Tong Sheng
   Lim, Eivon
   Loke, Yiing Jia
TI Number of term-time working hours among undergraduate students
SO EDUCATION AND TRAINING
LA English
DT Article; Early Access
DE Term-time employment; Working hours; Student employment; Financing
   education; Employability
ID EMPLOYMENT; IMPACT
AB Purpose The purpose of this study is to investigate the prevalence of term-time employment among undergraduate students and to identify the factors that affect the number of working hours in term-time employment. The study also aims to explore if students work during term time due to self-development or financial needs. Design/methodology/approach A self-administered questionnaire was used to collect data from 400 undergraduates in a public university in Malaysia. A Tobit regression model was used to identify the factors that can significantly explain the varying working hours per week in the student sample. Findings Only 20.8% of the students in the sample undertook term-time employment, with an average of 16 working hours a week. The financial motivations to work were driven more by the need to sustain a desired lifestyle compared to financing basic living expenses. Students' perceptions towards term-time employment significantly affected their working hours and likelihood of undertaking term-time employment. Practical implications As students want to excel academically and at the same time gain working experience and skills, universities may want to revisit the higher education curriculum and reconsider the course credit weightage for academic and practical experience. Originality/value Instead of just documenting the number of working hours among students, the study empirically explores the factors that affect the number of working hours and sheds light on the allocation of time and priorities by students among academics, self-development and social life.
C1 [Tan, Tong Sheng; Lim, Eivon] Univ Sains Malaysia, Sch Math Sci, Gelugor, Malaysia.
   [Loke, Yiing Jia] Univ Sains Malaysia, Sch Social Sci, Gelugor, Malaysia.
C3 Universiti Sains Malaysia; Universiti Sains Malaysia
RP Loke, YJ (corresponding author), Univ Sains Malaysia, Sch Social Sci, Gelugor, Malaysia.
EM tongshengt@sunway.edu.my; eivonlim92@gmail.com; yjloke@usm.my
RI Loke, Yiing Jia/A-6698-2010
OI Loke, Yiing Jia/0000-0001-7405-4640
NR 35
TC 2
Z9 2
U1 6
U2 14
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0040-0912
EI 1758-6127
J9 EDUC TRAIN
JI Educ. Train.
PD 2020 APR 14
PY 2020
VL 62
IS 4
BP 427
EP 440
DI 10.1108/ET-06-2019-0119
EA MAY 2020
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA LY6BQ
UT WOS:000535497600001
DA 2024-02-21
ER

PT J
AU Singh, P
   Kumar, S
AF Singh, Paramjit
   Kumar, Surinder
TI Demographic Dividend in the Age of Neoliberal Capitalism: An Analysis of
   Employment and Employability in India
SO INDIAN JOURNAL OF LABOUR ECONOMICS
LA English
DT Article; Early Access
DE Demographic dividend; Employment; Employability; Capital-intensive
   technology
ID ECONOMIC-GROWTH; POPULATION
AB After examining the concept of demographic dividend and in-depth analysis of the changing demographic profile of Indian population in a comparative framework, in this study it has been argued that the transformation of demographic potential into demographic dividend is predicated on the premise that India adopts state sponsored social-economic policy regime for public health and education for its youth to acquire skills which will be required in the twenty-first century and adopts macroeconomic policies which ensures optimal use of human resources. Otherwise demographic dividend will be a myth and a mirage.
C1 [Singh, Paramjit] Panjab Univ, Dept Econ, Chandigarh, India.
   [Kumar, Surinder] Ctr Res Rural & Ind Dev, Chandigarh, India.
C3 Panjab University
RP Singh, P (corresponding author), Panjab Univ, Dept Econ, Chandigarh, India.
EM paramjiteco@yahoo.com; ksurin@rediffmail.com
OI Singh, Paramjit/0000-0003-4103-586X
NR 49
TC 8
Z9 9
U1 0
U2 3
PU INDIAN SOC LABOUR ECONOMICS
PI NEW DELHI
PA C/O MNG ED, NIDM BLDG, IIPA CAMPUS, NEW DELHI, INDIA
SN 0971-7927
EI 0019-5308
J9 INDIAN J LABOUR ECON
JI Indian J. Labour Econ.
PD 2021 SEP
PY 2021
VL 64
IS 3
BP 595
EP 619
DI 10.1007/s41027-021-00326-w
EA AUG 2021
PG 25
WC Economics; Industrial Relations & Labor
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA UR6CA
UT WOS:000688640800002
PM 34456523
OA Green Published, Bronze
DA 2024-02-21
ER

PT J
AU Lindsay, C
   Dutton, M
AF Lindsay, Colin
   Dutton, Matthew
TI Employability through health? Partnership-based governance and the
   delivery of Pathways to Work condition management services
SO POLICY STUDIES
LA English
DT Article
DE employability; incapacity; welfare to work; activation; condition
   management
ID REFORM; BROWN
AB The Pathways to Work (PtW) initiative has been rolled out in 49 Jobcentre Plus districts across Great Britain as the government seeks to provide services to activate claimants of incapacity benefits and help them overcome health-related barriers to work. The recent expansion of PtW has seen a heavy reliance on the contracting-out of services to the private and third sectors, with 'Lead Providers' paid according to job outcomes achieved for clients. However, during the initial development of PtW, the initiative was defined by a flexible, partnership-based form of governance, with a key role for the public National Health Service (NHS) in the delivery of health 'condition management' services. This approach has been retained in a minority of Jobcentre Plus Districts. Based upon a review of previous evaluation evidence and more than 50 in-depth interviews with NHS staff and managers, this article critically assesses this partnership-based governance model and the potential added value flowing from the involvement of the NHS and its professional clinicians in the delivery of condition management services. The article concludes by identifying lessons for the continuing development of governance and delivery mechanisms for condition management under the PtW regime and future employability/health interventions.
C1 [Lindsay, Colin; Dutton, Matthew] Edinburgh Napier Univ, Inst Employment Res, Edinburgh, Midlothian, Scotland.
C3 Edinburgh Napier University
RP Lindsay, C (corresponding author), Edinburgh Napier Univ, Inst Employment Res, Edinburgh, Midlothian, Scotland.
EM c.lindsay@napier.ac.uk
RI Dutton, Matthew/C-5763-2017
OI Lindsay, Colin/0000-0003-2493-6797
NR 39
TC 14
Z9 16
U1 1
U2 12
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0144-2872
EI 1470-1006
J9 POLICY STUD-UK
JI Policy Stud.
PY 2010
VL 31
IS 2
SI SI
BP 245
EP 264
DI 10.1080/01442870903429660
PG 20
WC Public Administration
WE Social Science Citation Index (SSCI)
SC Public Administration
GA 769HC
UT WOS:000291002300007
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Staniscia, B
   Deravignone, L
   González-Martín, B
   Pumares, P
AF Staniscia, Barbara
   Deravignone, Luca
   Gonzalez-Martin, Beatriz
   Pumares, Pablo
TI Youth mobility and the development of human capital: is there a Southern
   European model?
SO JOURNAL OF ETHNIC AND MIGRATION STUDIES
LA English
DT Article; Early Access
DE Human capital; youth mobility and migration; return migration; brain
   circulation; brain training
ID RETURN MIGRATION; INTERNATIONAL MIGRATION; MIGRANTS; YOUNG; EMIGRATION;
   CRISIS.; ABROAD; WORK
AB Recent Southern European migration is characterised by important flows of higher-skilled young persons. The balance between the risk of a new brain drain and brain waste and the opportunity of brain gain depends on how the young migrants integrate into the labour market of destination, the new abilities they acquire and the possibilities of re-integrating into the labour market of origin, in case of return migration. In this paper we discuss the contribution of international youth mobility to the development of human capital. We focus on the individual gain in origin countries/regions generated by circulation and return and concentrate on total human capital. Our results - based on 120 in-depth interviews conducted in Italy and Spain, in both core (Rome and Madrid) and peripheral (Apennines and Andalusia) areas, with young students and lower- and higher-skilled workers - show that both Italians and Spaniards have acquired soft skills and these informal and tacit competences are considered to be as important as formal and explicit ones. For young Italians, brain circulation predominates and the human capital gained during migration results in better employability and earnings; for young Spaniards, circulation and return are more difficult in spite of their enriched human capital.
C1 [Staniscia, Barbara; Deravignone, Luca] Sapienza Univ Rome, Dept European Amer & Intercultural Studies, Rome, Italy.
   [Gonzalez-Martin, Beatriz; Pumares, Pablo] Univ Almeria, Ctr Migrat Studies & Intercultural Relat CEMyRI, Dept Geog Hist & Humanities, Almeria, Spain.
C3 Sapienza University Rome; Universidad de Almeria
RP Staniscia, B (corresponding author), Sapienza Univ Rome, Dept European Amer & Intercultural Studies, Rome, Italy.
EM barbara.staniscia@uniroma1.it
RI Pumares, Pablo/ABC-5574-2020; Staniscia, Barbara/U-8866-2017;
   Gonzalez-Martin, Beatriz/AAB-1034-2019
OI Staniscia, Barbara/0000-0003-2874-5058; Gonzalez-Martin,
   Beatriz/0000-0002-4931-767X; Pumares Fernandez,
   Pablo/0000-0002-7675-5480
FU EU HORIZON 2020 Programme, Project YMOBILITY [649491]; H2020 Societal
   Challenges Programme [649491] Funding Source: H2020 Societal Challenges
   Programme
FX This work was supported by the EU HORIZON 2020 Programme, Project
   YMOBILITY under Grant Agreement 649491. We thank Armando Montanari for
   his continuous support during the research phase.
NR 54
TC 10
Z9 12
U1 0
U2 21
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1369-183X
EI 1469-9451
J9 J ETHN MIGR STUD
JI J. Ethn. Migr. Stud.
PD 2021 JUN 11
PY 2021
VL 47
IS 8
SI SI
BP 1866
EP 1882
DI 10.1080/1369183X.2019.1679417
EA OCT 2019
PG 17
WC Demography; Ethnic Studies
WE Social Science Citation Index (SSCI)
SC Demography; Ethnic Studies
GA RO8PL
UT WOS:000498082200001
DA 2024-02-21
ER

PT J
AU Al-Batineh, M
   Bilali, L
AF Al-Batineh, Mohammed
   Bilali, Loubna
TI Translator training in the Arab world: are curricula aligned with the
   language industry?
SO INTERPRETER AND TRANSLATOR TRAINER
LA English
DT Article
DE Translator training; language industry; MENA region; translation
   competences; translation curriculum; employability
ID COMPETENCE
AB Translator training programmes have been increasingly challenged to explicitly identify the link between their curricula and the market that their graduates will, potentially, be serving. The Arab world nowadays hosts a number of translator training programmes in several countries. Nevertheless, the priorities of these academic programmes and their course offerings are not always aligned with the realities of the profession both at the local and global levels. The aim of this paper is to survey translator training programmes that exist in the Middle East and North Africa (MENA) region by examining the specificities of their curricula and the markets they serve. The paper intends to identify the profile(s) of the translator that these curricula are attempting to shape in comparison with the expectations of regional translation markets. To that purpose, the paper analyses translation job descriptions published in the MENA region in order to compile data pertaining to the needs, tasks and qualifications sought. These data are compared with the curricula and course descriptions of different translator training programmes in the region. Our analysis can then serve as useful input for on-going optimisation of translator training curricula in the MENA region.
C1 [Al-Batineh, Mohammed] Yarmouk Univ, Translat Dept, Irbid, Jordan.
   [Bilali, Loubna] Kent State Univ, Inst Appl Linguist, Kent, OH 44242 USA.
C3 Yarmouk University; University System of Ohio; Kent State University;
   Kent State University Salem; Kent State University Kent
RP Al-Batineh, M (corresponding author), Yarmouk Univ, Translat Dept, Irbid, Jordan.
EM m_bataineh@yu.edu.jo
RI Al-Batineh, Mohammed/L-4593-2019; Al-Batineh, Mohammed/GXN-1146-2022
OI Al-Batineh, Mohammed/0000-0002-8219-9900; Bilali,
   Loubna/0000-0001-7224-4299
NR 29
TC 14
Z9 17
U1 1
U2 20
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1750-399X
EI 1757-0417
J9 INTERPRET TRANSL TRA
JI Interpret. Transl. Train.
PY 2017
VL 11
IS 2-3
SI SI
BP 187
EP 203
DI 10.1080/1750399X.2017.1350900
PG 17
WC Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Linguistics
GA FP1BF
UT WOS:000417344300006
DA 2024-02-21
ER

PT J
AU Gonçalves, K
AF Goncalves, Kellie
TI "What the fuck is this for a language, this cannot be Deutsch?" language
   ideologies, policies, and semiotic practices of a kitchen crew in a
   hotel restaurant
SO LANGUAGE POLICY
LA English
DT Article; Early Access
DE Language management; Hotel family business; Semiotic repertoires;
   Peripheral alpine region; Austria; Language ideologies; Social practice;
   Moment analysis
ID IDENTITIES; HUMOR; WORK; SELF
AB In line with the post-Fishmanian turn that contributes to new understandings of social-semiotic practices in different contexts this study is concerned with the language management of 'backstage performers' of a three-star hotel kitchen crew in an Austrian alpine village that economically thrives on tourism, where employers and employees do not always share a common 'language'. Recent free mobility labor rights for certain EU citizens have facilitated economic migrants' ability to work abroad while simultaneously filling labor shortages within the country's service industry in peripheral zones that are salient economic hubs. Drawing on ethnography and moment analysis, results indicate that for language-marginal occupations such as dishwashers, linguistic entrepreneurship is resisted since relying on shared semiotic repertoires and material objects for communicative purposes is preferred given the physically demanding occupation and stressful moments in a restaurant kitchen. The study questions Spolsky's recently modified theory of language policy and management concerning the individual level regarding 'advocates without power' and employability contributing theoretical insights to on-going explorations of bottom-up LPP.
C1 [Goncalves, Kellie] Univ Cologne, Engl Seminar 1, Albertus Magnus Pl, D-50923 Cologne, Germany.
C3 University of Cologne
RP Gonçalves, K (corresponding author), Univ Cologne, Engl Seminar 1, Albertus Magnus Pl, D-50923 Cologne, Germany.
EM kellie.goncalves@uni-koeln.de
FU Research Council of Norway through its Centres of Excellence funding
   scheme [223265]
FX This work was supported by the Research Council of Norway through its
   Centres of Excellence funding scheme, Project number 223265. I would
   like to thank the kitchen crew at Ferienhof, especially to Alex and Simu
   for their willingness to take part in this study. I would also like to
   extend my thanks to Kristin Vold Lexander, Olga Solovova, Johan
   Jarlehed, Robert Blackwood and two anonymous reviewers for their helpful
   comments on earlier drafts of this paper. All shortcomings are my own.
NR 98
TC 2
Z9 2
U1 4
U2 18
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1568-4555
EI 1573-1863
J9 LANG POLICY-NETH
JI Lang. Policy
PD 2020 SEP
PY 2020
VL 19
IS 3
SI SI
BP 417
EP 441
DI 10.1007/s10993-020-09558-w
EA AUG 2020
PG 25
WC Education & Educational Research; Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Education & Educational Research; Linguistics
GA NK8EZ
UT WOS:000563716700001
PM 32904426
OA Bronze, Green Published
DA 2024-02-21
ER

PT J
AU Thomas, I
   Meehan, B
AF Thomas, Ian
   Meehan, Barry
TI Student Preparation for the International Environmental Profession
SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
LA English
DT Article
DE Multidisciplinary; problem-based; professional; international
ID EMPLOYABILITY; GEOGRAPHY
AB Many universities have strategies for exposing students to international experiences, but little is reported on their implementation. One example of an implemented activity is the multidisciplinary research project for undergraduate environment students, at RMIT University, that both prepares students to work in the environment profession and exposes them to working in an international context. Feedback from project participants demonstrates that the project has played an important part in their preparation for professional employment. Responses demonstrated that the project provided a mechanism to prepare them for working in an international context regarding cultural awareness, and especially preparation for the many professional and personal challenges that may be encountered.
C1 [Thomas, Ian] RMIT Univ, Sch Global Studies Social Sci & Planning, Melbourne, Vic 3001, Australia.
   [Meehan, Barry] RMIT Univ, Sch Appl Sci, Melbourne, Vic 3001, Australia.
C3 Royal Melbourne Institute of Technology (RMIT); Royal Melbourne
   Institute of Technology (RMIT)
RP Thomas, I (corresponding author), RMIT Univ, Sch Global Studies Social Sci & Planning, GPO Box 2476, Melbourne, Vic 3001, Australia.
EM ian.thomas@rmit.edu.au
RI Thomas, Ian S/B-8253-2011
NR 30
TC 3
Z9 4
U1 0
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0309-8265
J9 J GEOGR HIGHER EDUC
JI J. Geogr. High. Educ.
PY 2010
VL 34
IS 1
BP 91
EP 107
AR PII 919185785
DI 10.1080/03098260903087861
PG 17
WC Education & Educational Research; Geography
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Geography
GA 556BE
UT WOS:000274560900008
DA 2024-02-21
ER

PT J
AU Hampson, ME
   Hicks, RE
   Watt, BD
AF Hampson, Margaret E.
   Hicks, Richard E.
   Watt, Bruce D.
TI Beliefs about employment of people living with psychosis
SO AUSTRALIAN JOURNAL OF PSYCHOLOGY
LA English
DT Article
DE beliefs; employment; expectations; myths; psychosis; stereotypes
ID PAID WORK ACTIVITY; CLINICAL BENEFITS; MENTAL-ILLNESS; STIGMA; BARRIERS;
   OUTCOMES; QUALITY
AB ObjectiveThis qualitative study aimed to construct knowledge about myths that may exist in relation to the employability of people living with psychosis. This article presents information about work-related beliefs expressed by participants in a qualitative study which investigated the employment barriers and support needs of people living with psychosis. Identified beliefs were critically examined against objective evidence obtained from existing literature as well as the lived experience of participants.
   MethodFocus groups and individual interviews were conducted with 137 participants drawn from six key stakeholder groups including people with lived experience of psychosis, employers, care-givers, employment service providers, health professionals, and community members. Thematic analysis was used to identify perceived employment barriers and support needs of people living with psychosis. The data were explored and analysed with the assistance of NVivo 10.
   ResultsThe study found that negative beliefs about the employability of people living with psychosis constituted a significant barrier to their employment. In-depth analysis of the data identified what can be considered ten potential myths regarding the employability of people living with psychosis. The main myths are that employment is too stressful for people living with psychosis and that people living with these conditions are not interested or are incapable of working effectively in competitive employment.
   ConclusionsThe study suggests that public and professional beliefs may constitute significant barriers to the employment of people living with psychosis and may need to be challenged if people living with psychosis are to receive appropriate support to achieve their vocational goals.
C1 [Hampson, Margaret E.; Hicks, Richard E.; Watt, Bruce D.] Bond Univ, Sch Psychol, Gold Coast, Qld 4212, Australia.
C3 Bond University
RP Hampson, ME (corresponding author), Bond Univ, Sch Psychol, Gold Coast, Qld 4212, Australia.
EM mhampson@bond.edu.au
OI Hampson, Margaret/0000-0003-0216-7253; Hicks,
   Richard/0000-0002-1830-5713
FU Dean's scholarship award; higher degree research grants
FX The research on which this article is based was completed in fulfilment
   of a doctor of philosphy degree at Bond University. The authors
   acknowledge with thanks funding received through a Dean's scholarship
   award as well as higher degree research grants. The authors also thank
   the individuals and organisations who contributed to this research.
   There are no conflicts of interest to declare.
NR 37
TC 4
Z9 4
U1 0
U2 10
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0004-9530
EI 1742-9536
J9 AUST J PSYCHOL
JI Aust. J. Psychol.
PD JUN
PY 2018
VL 70
IS 2
BP 103
EP 112
DI 10.1111/ajpy.12172
PG 10
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA GH6OQ
UT WOS:000433564200001
DA 2024-02-21
ER

PT J
AU Shaw, A
   Gold, D
AF Shaw, Alexander
   Gold, Deborah
TI Development of a tool for the assessment of employment preparedness
   specifically for persons who are blind or partially sighted
SO WORK-A JOURNAL OF PREVENTION ASSESSMENT & REHABILITATION
LA English
DT Article
DE Employability; scale; visual impairment; vocational; assessment
ID VISUAL IMPAIRMENTS; JOB-SEEKING; PREDICTORS; PEOPLE; DETERMINANTS;
   EXPERIENCES; ATTITUDES
AB Objective: To develop a psychometric tool to assess preparedness for employment for persons who are blind or visually impaired.
   Participants: Two hundred and thirty nine working aged adults who are blind or visually impaired.
   Methods: The content for this tool was generated through a literature review and through focus groups with successfully employed persons with vision impairments as well as hiring managers and rehabilitation workers of same. Content of the instrument was enhanced through a survey of persons with vision loss, using the draft instrument and through factor analyses of their responses.
   Results: Factor analyses of participants' responses resulted in 12 scales each of which assessed a different factor related to employment. Scales had good to excellent reliability with the exception of one scale that had acceptable reliability (as measured by Cronbach's Alpha).
   Conclusion: The CNIB TAPE appears to be an effective instrument for assessing preparedness for employment.
C1 [Shaw, Alexander; Gold, Deborah] CNIB, Toronto, ON M4G 3E8, Canada.
RP Shaw, A (corresponding author), CNIB, 1929 Bayview Ave, Toronto, ON M4G 3E8, Canada.
EM Alex.Shaw@CNIB.ca
NR 36
TC 3
Z9 4
U1 0
U2 12
PU IOS PRESS
PI AMSTERDAM
PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS
SN 1051-9815
EI 1875-9270
J9 WORK
JI Work
PY 2011
VL 39
IS 1
BP 49
EP 62
DI 10.3233/WOR-2011-1150
PG 14
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 789UW
UT WOS:000292543000007
PM 21673428
DA 2024-02-21
ER

PT J
AU Pichler, S
   Varma, A
   Bruce, T
AF Pichler, Shaun
   Varma, Arup
   Bruce, Tamara
TI Heterosexism in Employment Decisions: The Role of Job Misfit
SO JOURNAL OF APPLIED SOCIAL PSYCHOLOGY
LA English
DT Article
ID GAY MEN; DIVERSITY EDUCATION; SEXUAL ORIENTATION; ATTITUDES; GENDER;
   DISCRIMINATION; LESBIANS; CONSEQUENCES; ANTECEDENTS; HOMOSEXUALITY
AB We developed and tested a model of heterosexism in employment decisions based on the lack of fit model of discrimination and social psychological research on attitudes toward gay men and lesbians. Results were supportive of both perspectives in that job candidates' sexual orientation, gender, and job gender type interacted with raters' gender and exposure to diversity training to predict ratings of candidate hirability. Consistent with prior attitudinal research, male raters tended to perceive gay male applicants as least suitable for employment. Finally, raters' attitudes toward gay men and lesbians, beliefs about the employability of gay men and lesbians, and social dominance orientation were differentially related to suitability and hirability ratings. The theoretical and practical implications of these results are discussed.
C1 [Pichler, Shaun] Calif State Univ Fullerton, Dept Management, Mihaylo Coll Business & Econ, Fullerton, CA 92831 USA.
   [Varma, Arup] Loyola Univ Chicago, Sch Business Adm, Inst Human Resources & Employment Relat, Chicago, IL USA.
   [Bruce, Tamara] Michigan State Univ, E Lansing, MI 48824 USA.
C3 California State University System; California State University
   Fullerton; Loyola University Chicago; Michigan State University
RP Pichler, S (corresponding author), Calif State Univ Fullerton, Dept Management, Mihaylo Coll Business & Econ, 800 N State Coll Blvd, Fullerton, CA 92831 USA.
EM shaunpichler@gmail.com
RI Varma, Arup/O-2693-2017
OI Pichler, Shaun/0000-0001-5827-6497
NR 51
TC 48
Z9 71
U1 0
U2 20
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0021-9029
EI 1559-1816
J9 J APPL SOC PSYCHOL
JI J. Appl. Soc. Psychol.
PD OCT
PY 2010
VL 40
IS 10
BP 2527
EP 2555
DI 10.1111/j.1559-1816.2010.00669.x
PG 29
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA 667BT
UT WOS:000283168300004
DA 2024-02-21
ER

PT J
AU Taylor, A
   Sandoval, CB
   Jamal, SK
AF Taylor, Alison
   Bobadilla Sandoval, Catalina
   Karim Jamal, Sameena
TI Dreaming the life: international students and the temporal complexity of
   employability
SO JOURNAL OF YOUTH STUDIES
LA English
DT Article; Early Access
DE Employability; temporality; international students; term-time work
ID MIGRATION; EXPERIENCES; STRATEGIES; EDUCATION; FUTURE
AB Undergraduates today are required to make strategic decisions about where and what they study, and how they allocate time to studies, extra-curricular activities, and work. International students are likely to experience the pressure to capitalize on their time more intensely because of the high cost of their degree, the work required to acculturate, and the uncertainty of mobility aspirations. Drawing on multi-modal, longitudinal data from a small, diverse group of working international undergraduates at a Canadian university, this article examines how they respond to pressures to be planful, employable and productive. We find that students' lived experiences contradict idealized discourses of youth mobility. While they feel pressure to make the most of opportunities, the cost of intensive work and constraints on choices are apparent. The effort required to acculturate makes it difficult for such students to be efficient in their use of time. Finally, attempting to keep mobility options open in multiple sites that are constantly changing requires that they invest a significant amount of time and energy. Socio-demographic differences and mobility histories influence students' ability to choose and their experiences of term-time work, as well as their ideas about what constitutes an appreciable life.
C1 [Taylor, Alison; Bobadilla Sandoval, Catalina; Karim Jamal, Sameena] Univ British Columbia, Dept Educ Studies, Vancouver, BC, Canada.
C3 University of British Columbia
RP Taylor, A (corresponding author), Univ British Columbia, Dept Educ Studies, Vancouver, BC, Canada.
EM alison.taylor@ubc.ca
RI Ramoutsaki, Kalliopi/JVN-6009-2024
OI Jamal, Sameena Karim/0009-0002-1431-7482
FU Thank you very much to the participants in our study. Thank you also to
   Dr. Hongxia Shan and undergraduate research assistants Sara Sanabria,
   Lauryn Rohde, and Maryam Momen for help with data collection, and Kalli
   McIver and Jacob Sablan for their creative
FX Thank you very much to the participants in our study. Thank you also to
   Dr. Hongxia Shan and undergraduate research assistants Sara Sanabria,
   Lauryn Rohde, and Maryam Momen for help with data collection, and Kalli
   McIver and Jacob Sablan for their creative dissemination of findings. We
   appreciate comments from D. W. Livingstone and Robyn Taylor-Neu on
   earlier drafts of the paper. Finally, thank you to reviewers for their
   constructive comments.
NR 36
TC 0
Z9 0
U1 0
U2 0
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1367-6261
EI 1469-9680
J9 J YOUTH STUD
JI J. Youth Stud.
PD 2023 OCT 21
PY 2023
DI 10.1080/13676261.2023.2271869
EA OCT 2023
PG 16
WC Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics
GA U9AV0
UT WOS:001087661800001
OA hybrid
DA 2024-02-21
ER

PT J
AU Escandell-Poveda, R
   Papí-Gálvez, N
   Iglesias-García, M
AF Escandell-Poveda, Raquel
   Papi-Galvez, Natalia
   Iglesias-Garcia, Mar
TI Competences of SEO specialists: a perspective from the labor market.
   Technical note
SO PROFESIONAL DE LA INFORMACION
LA English
DT Article
DE Search engine optimization; SEO; Web positioning; Professional profiles;
   Competences; Professional skills; Labor market; Search engines; Web
   visibility; Digital communication
AB The search engine optimization (SEO) specialist, or web positioning specialist, is one of the digital communication professionals that have emerged from the use of search engines as a means of attracting online audiences. The results of an analysis of labor demand demonstrate the importance of specific competences not intrinsically linked to this specialty, such as web analytics and digital marketing, and transversal competences, such as analytical skills, English-language skills, and an interest in learning. Its implications for the academic and business world open up future areas of study to confirm the professional sector's requirements and illustrate the effectiveness of higher education, focusing on improving employability.
C1 [Escandell-Poveda, Raquel; Papi-Galvez, Natalia; Iglesias-Garcia, Mar] Univ Alicante, Campus St Vicent Raspeig,Ap 99, Alicante 03080, Spain.
C3 Universitat d'Alacant
RP Escandell-Poveda, R (corresponding author), Univ Alicante, Campus St Vicent Raspeig,Ap 99, Alicante 03080, Spain.
EM r.escandell@ua.es; natalia.p@ua.es; mar.iglesias@ua.es
RI Papí Gálvez, Natalia/A-1408-2019; Escandell-Poveda,
   Raquel/AAP-5880-2021; Iglesias-García, Mar MIG/A-6499-2012
OI Papí Gálvez, Natalia/0000-0002-4871-1691; Escandell-Poveda,
   Raquel/0000-0002-8398-1873; Iglesias-García, Mar MIG/0000-0001-7926-5746
FU Ministry of Science and Innovation (Micinn), Spain
   [PID2021-123579OB-I00]
FX This work is part of the "Parameters and strategies to increase the
   relevance of media and digital communication in society: curation,
   visualization, and visibility (Cuvicom)" ["Parametros y estrategias para
   incrementar la relevancia de los medios y la comunicacion digital en la
   sociedad: curacion, visualizacion y visibilidad (Cuvicom)"] project.
   PID2021-123579OB-I00, Ministry of Science and Innovation (Micinn),
   Spain.
NR 17
TC 1
Z9 1
U1 8
U2 23
PU  EDICIONES PROFESIONALES INFORMACION SL-EPI
PI BARCELONA
PA MISTRAL, 36, BARCELONA, ALBOLOTE, SPAIN
SN 1386-6710
EI 1699-2407
J9 PROF INFORM
JI Prof. Inf.
PY 2022
VL 31
IS 5
AR e310513
DI 10.3145/epi.2022.sep.13
PG 5
WC Communication; Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Communication; Information Science & Library Science
GA 5V7RA
UT WOS:000877422100002
OA hybrid, Green Submitted
DA 2024-02-21
ER

PT J
AU Rossetti, S
   Heeger, S
AF Rossetti, Silvia
   Heeger, Susanne
TI The collective risk management of solo self-employed workers in the
   Netherlands
SO JOURNAL OF POVERTY AND SOCIAL JUSTICE
LA English
DT Article
DE solo self-employed workers; social risk management; social protection
   system; interest groups; income insecurity
AB The growth of solo self-employed workers in the Netherlands (zzp'ers) has not yet triggered a debate on how to combine their income security and business autonomy. The extent to which the social protection system and interest groups promote zzp'ers to take up collective arrangements mitigating income insecurity due to work incapacity and preventing income insecurity due to poor employability is investigated using the social risk management framework. Correcting economic obstacles and irrational risk perceptions, collective arrangements are found to encourage the take-up of work incapacity insurance and training among zzp'ers.
C1 [Rossetti, Silvia; Heeger, Susanne] Univ Utrecht, Utrecht, Netherlands.
C3 Utrecht University
RP Rossetti, S (corresponding author), Univ Utrecht, Utrecht, Netherlands.
EM s.rossetti@uu.nl; s.heeger@uu.nl
FU Future of Work: an interdisciplinary project within the Faculty of Law,
   Economics, and Governance at Utrecht University
FX This study was made possible by the research funding provided by Future
   of Work: an interdisciplinary project within the Faculty of Law,
   Economics, and Governance at Utrecht University. The authors would like
   to thank the three anonymous reviewers, the editor and the guest editors
   of this issue, whose suggestions have particularly strengthened this
   study.
NR 45
TC 0
Z9 0
U1 1
U2 2
PU POLICY PRESS
PI BRISTOL
PA UNIV BRISTOL, 1-9 OLD PARK HILL, BRISTOL BS2 8BB, ENGLAND
SN 1759-8273
EI 1759-8281
J9 J POVERTY SOC JUSTIC
JI J. Poverty Soc. Justice
PD JUN
PY 2019
VL 27
IS 2
BP 253
EP 277
DI 10.1332/175982719X15538489216856
PG 25
WC Social Issues; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Social Issues; Social Sciences - Other Topics
GA IH2PW
UT WOS:000474337700007
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Johnson, M
   Danvers, E
   Hinton-Smith, T
   Atkinson, K
   Bowden, G
   Foster, J
   Garner, K
   Garrud, P
   Greaves, S
   Harris, P
   Hejmadi, M
   Hill, D
   Hughes, G
   Jackson, L
   O'Sullivan, A
   OTuama, S
   Perez Brown, P
   Philipson, P
   Ravenscroft, S
   Rhys, M
   Ritchie, T
   Talbot, J
   Walker, D
   Watson, J
   Williams, M
   Williams, S
AF Johnson, Matthew
   Danvers, Emily
   Hinton-Smith, Tamsin
   Atkinson, Kate
   Bowden, Gareth
   Foster, John
   Garner, Kristina
   Garrud, Paul
   Greaves, Sarah
   Harris, Patricia
   Hejmadi, Momna
   Hill, David
   Hughes, Gwen
   Jackson, Louise
   O'Sullivan, Angela
   OTuama, Seamus
   Perez Brown, Pilar
   Philipson, Pete
   Ravenscroft, Simon
   Rhys, Mirain
   Ritchie, Tom
   Talbot, Jon
   Walker, David
   Watson, Jon
   Williams, Myfanwy
   Williams, Sharon
TI HIGHER EDUCATION OUTREACH: EXAMINING KEY CHALLENGES FOR ACADEMICS
SO BRITISH JOURNAL OF EDUCATIONAL STUDIES
LA English
DT Article
DE academic outreach; higher education; widening participation; engagement
AB How should academic staff engage in outreach with communities outside of the university? The need of academics to answer this question has intensified in the UK given the changing priorities of academic job roles, shaped by increasing institutional concern for widening participation, graduate employability and research impact in an era of austerity and high tuition fees. While university outreach professionals, such as those in widening participation, have access to a range of networks, resources and support mechanisms for outreach activity, academics often face a series of profession-specific pressures that make engagement in outreach complex and contingent. This article draws upon the experience of 25 academics from 18 different subject areas and 18 institutions to examine and provide responses to key challenges faced by academics involved in outreach in the UK. We examine such issues as: the conceptualisation of outreach; funding; recognition and management of workload; nurturing relationships with internal and external partners; capacity-building; commercial interests, payment and responsibility; pedagogical style and content; integration of outreach into curricula, and evaluation of programmes. The examination offered is not all encompassing, but acts as a series of reference points to consider the challenges faced by UK academics in an evolving outreach sector.
C1 [Johnson, Matthew; Bowden, Gareth; Foster, John; Perez Brown, Pilar] Univ Lancaster, Polit Philosophy & Relig, Lancaster LA1 4YL, England.
   [Danvers, Emily; Hinton-Smith, Tamsin] Univ Sussex, Educ, Brighton, E Sussex, England.
   [Danvers, Emily; Hinton-Smith, Tamsin] Univ Sussex, Educ, Hove, England.
   [Atkinson, Kate; Jackson, Louise] Trinity Laban Conservatoire Mus & Dance, London, England.
   [Garner, Kristina] Univ East Anglia, Sch Law, Norwich, Norfolk, England.
   [Garrud, Paul] Univ Nottingham, Sch Hlth Sci, Nottingham, England.
   [Greaves, Sarah] Univ Nottingham, Sch Med, Nottingham, England.
   [Harris, Patricia] Univ East Anglia, Sch Hlth Sci, Norwich, Norfolk, England.
   [Hejmadi, Momna] Univ Bath, Dept Biol & Biochem, Bath, Avon, England.
   [Hill, David] Univ Portsmouth, Fac Technol, Portsmouth, Hants, England.
   [Hughes, Gwen] Univ Nottingham, Fac Med & Hlth Sci, Nottingham, England.
   [O'Sullivan, Angela] De Montfort Univ, Fac Hlth & Life Sci, Leicester, Leics, England.
   [OTuama, Seamus] Natl Univ Ireland, Univ Coll Cork, Adult Continuing Educ, Cork, Ireland.
   [Philipson, Pete] Northumbria Univ, Math Phys & Elect Engn, Newcastle Upon Tyne, Tyne & Wear, England.
   [Ravenscroft, Simon] Univ Cambridge, Von Hugel Inst, Cambridge, England.
   [Rhys, Mirain] Cardiff Univ, Cardiff Sch Hlth Sci, Cardiff, S Glam, Wales.
   [Ritchie, Tom] Univ Kent, Sch Hist, Canterbury, Kent, England.
   [Talbot, Jon] Univ Chester, Ctr Work Related Studies, Chester, Cheshire, England.
   [Walker, David] Newcastle Univ, Sch Geog Polit & Sociol, Newcastle Upon Tyne, Tyne & Wear, England.
   [Watson, Jon] Univ Brighton, Fac Arts, Brighton, E Sussex, England.
   [Watson, Jon] Univ Brighton, Fac Arts, Hove, England.
   [Williams, Myfanwy] Second Thoughts Philosoph Enquiry, Brampton, England.
   [Williams, Sharon] Coventry Univ, Fac Hlth & Life Sci, Coventry, W Midlands, England.
C3 Lancaster University; University of Sussex; University of Sussex;
   University of East Anglia; University of Nottingham; University of
   Nottingham; University of East Anglia; University of Bath; University of
   Portsmouth; University of Nottingham; De Montfort University; University
   College Cork; Northumbria University; University of Cambridge; Cardiff
   University; University of Kent; University of Chester; Newcastle
   University - UK; University of Brighton; University of Brighton;
   Coventry University
RP Johnson, M (corresponding author), Univ Lancaster, Polit Philosophy & Relig, Lancaster LA1 4YL, England.
EM m.johnson@lancs.ac.uk
RI Talbot, jon/G-2270-2015; Tuama, Séamus/GNM-5409-2022; Johnson, Matthew
   Thomas/H-3658-2017
OI Tuama, Séamus/0000-0001-9315-9640; Johnson, Matthew
   Thomas/0000-0002-9987-7050; Hejmadi, Momna/0000-0003-2451-2695;
   Hinton-Smith, Tamsin/0000-0002-7550-9077; Harris,
   Patricia/0000-0002-6593-8185; Danvers, Emily/0000-0002-0170-5331;
   Williams, Sharon/0000-0001-9871-7752; Philipson,
   Pete/0000-0001-7846-0208
NR 79
TC 3
Z9 4
U1 1
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0007-1005
EI 1467-8527
J9 BRIT J EDUC STUD
JI Br. J. Educ. Stud.
PD OCT 2
PY 2019
VL 67
IS 4
BP 469
EP 491
DI 10.1080/00071005.2019.1572101
PG 23
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA JM2HM
UT WOS:000496042000003
OA Green Accepted, Green Published, Green Submitted
DA 2024-02-21
ER

PT J
AU Huang, IC
   Holzbauer, JJ
   Lee, EJ
   Chronister, J
   Chan, F
   O'neil, J
AF Huang, I-Chun
   Holzbauer, Jerome J.
   Lee, Eun-Jeong
   Chronister, Julie
   Chan, Fong
   O'neil, John
TI Vocational rehabilitation services and employment outcomes for adults
   with cerebral palsy in the United States
SO DEVELOPMENTAL MEDICINE AND CHILD NEUROLOGY
LA English
DT Article
ID YOUNG-ADULTS; DISABILITY; INVOLVEMENT; ADOLESCENTS; TRANSITION; LIFE
AB AimThe aim of this study was to examine the relationship between vocational rehabilitation services provided and work outcomes among people with cerebral palsy (CP), taking in to account demographic characteristics.
   MethodFrom the US Department of Education Rehabilitation Service Administration Case Service Report (RSA-911) database, data from 3162 individuals with CP (1820 males [57.6%] and 1342 females [42.4% age range 16-54y) whose cases were closed in 2009, were used in this study. A total of 1567 cases (49.6%) were closed with clients being categorized as successful employment' and 1595 cases (50.4%) were closed with clients being classified as unemployed.
   ResultsMultivariate logistic regression was used to examine the relationship between services provided and work outcomes with regard to demographic characteristics. Males aged between 26 and 54years old with higher education attainment were more likely to be employed. Individuals receiving disability benefits were less likely to be employed. After controlling for the effect of demographic and work disincentive variables, five vocational rehabilitation services significantly predicted employment outcomes (p<0.05), including (1) on-the-job training; (2) job placement assistance; (3) on-the-job support; (4) maintenance services; and (5) rehabilitation technology.
   InterpretationMedical and health professionals need to be aware of vocational rehabilitation agencies as a resource for providing medical, psychological, educational, and vocational interventions for adults with CP to help them maximize their employability, to address their much needed work adjustment skills, to establish independent living, and to eventually reach their full potential in participation in society.
   This article is commented on by Vogtle on page of this issue.
C1 [Huang, I-Chun] Natl Changhua Univ Educ, Grad Inst Rehabil Counseling, Changhua 500, Taiwan.
   [Lee, Eun-Jeong] IIT, Inst Psychol, Chicago, IL 60616 USA.
   [Chronister, Julie] San Francisco State Univ, Dept Counselling, San Francisco, CA 94132 USA.
   [Chan, Fong] Univ Wisconsin, Dept Rehabil Psychol & Special Educ, Madison, WI 53706 USA.
   [O'neil, John] Kessler Fdn, W Orange, NJ USA.
C3 National Changhua University of Education; Illinois Institute of
   Technology; California State University System; San Francisco State
   University; University of Wisconsin System; University of Wisconsin
   Madison; Kessler Institute for Rehabilitation
RP Huang, IC (corresponding author), Natl Changhua Univ Educ, Grad Inst Rehabil Counseling, 1 Jin De Rd, Changhua 500, Taiwan.
EM ichunhuang@cc.ncue.edu.tw
FU Rehabilitation Research and Training Center on Effective Vocational
   Rehabilitation Service Delivery Practices; Department of Education,
   National Institute on Disability and Rehabilitation Research (NIDRR)
   [H133B100034]
FX The contents of this paper were developed with support of the
   Rehabilitation Research and Training Center on Effective Vocational
   Rehabilitation Service Delivery Practices established at both the
   University of Wisconsin-Madison and the University of Wisconsin-Stout
   under a grant from the Department of Education, National Institute on
   Disability and Rehabilitation Research (NIDRR) grant number PR#
   H133B100034. However, the contents of this study do not necessarily
   represent the policy of the US Department of Education, and endorsement
   by the Federal Government should not be assumed.
NR 33
TC 25
Z9 35
U1 1
U2 29
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0012-1622
EI 1469-8749
J9 DEV MED CHILD NEUROL
JI Dev. Med. Child Neurol.
PD NOV
PY 2013
VL 55
IS 11
BP 1000
EP 1008
DI 10.1111/dmcn.12224
PG 9
WC Clinical Neurology; Pediatrics
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Neurosciences & Neurology; Pediatrics
GA 230SM
UT WOS:000325363100010
PM 23924262
OA Bronze
DA 2024-02-21
ER

PT J
AU Liao, KAS
AF Liao, Karen Anne S.
TI Mobile practices and the production of professionals on the move:
   Filipino highly skilled migrants in Singapore
SO GEOFORUM
LA English
DT Article
DE Mobile practices; Highly skilled migrants; Professional migrants;
   Mobilities; Filipino migrants; Singapore
ID GLOBAL CITY; MIGRATION; GENDER; LABOR; TRANSMIGRANTS; MOBILITIES;
   POLITICS; WORKERS; VIEW
AB Recent geographical scholarship on skilled migration has developed a strand of research on the role of mobility in the constitution and production of the highly skilled migrant. In particular, scholars have forwarded the notion of geographical mobility as a form of capital to explain career development, employability and occupational mobility among skilled migrants and international students. While recognising capital-oriented approaches, this paper shifts the focus to how mobility is appropriated into practice in producing highly skilled and professional migrants across phases of movement and settlement. Through the lens of 'mobile practices,' the paper suggests that skilled migrants craft themselves into mobile professionals, through embodied practices that appropriate education, credentials and cosmopolitan attitudes and lifestyles, and the enactment of international geographical mobility across phases of re-location, settlement and re-migration. Drawing from interviews with 33 Filipino highly skilled migrants in Singapore, the paper shows how their aspirations drive their use of mobile practices to fulfil three aims. First, they engage in mobile practices to fashion themselves as skilled migrants qualified for the international labor market. Second, they disengage from mobile practices during their emplacement in the host country to produce themselves as skilled professionals that can adapt and settle in the local environment. Third, mobile practices are re-activated in mapping new routes for re-migration or return, shaped by aspirations of further mobility, family considerations and the life course. Overall, mobile practices as conceptual lens foregrounds how highly skilled migrants produce themselves as mobile professionals across shifts of mobility and immobility.
C1 [Liao, Karen Anne S.] Natl Univ Singapore, Singapore, Singapore.
C3 National University of Singapore
RP Liao, KAS (corresponding author), Natl Univ Singapore, Dept Geog, 1 Arts Link, Singapore 117570, Singapore.
EM kliao@u.nus.edu
OI Liao, Karen Anne/0000-0003-0811-5403
FU Southeast Asian Regional Exchange Programme; Ateneo Center for Asian
   Studies
FX This article is based on research partially funded by the Southeast
   Asian Regional Exchange Programme and the Ateneo Center for Asian
   Studies.
NR 69
TC 1
Z9 1
U1 0
U2 15
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0016-7185
EI 1872-9398
J9 GEOFORUM
JI Geoforum
PD NOV
PY 2019
VL 106
BP 214
EP 222
DI 10.1016/j.geoforum.2019.08.013
PG 9
WC Geography
WE Social Science Citation Index (SSCI)
SC Geography
GA JM6SC
UT WOS:000496340900020
DA 2024-02-21
ER

PT J
AU Hill, J
   Walkington, H
   King, H
AF Hill, Jennifer
   Walkington, Helen
   King, Helen
TI Geographers and the scholarship of teaching and learning
SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
LA English
DT Article
DE Scholarship of teaching and learning (SoTL); pedagogic research;
   geography identity; fieldwork; teaching-research links; student-faculty
   partnership
ID GRADUATE ATTRIBUTES; COMMUNITY ENGAGEMENT; STUDENT ENGAGEMENT;
   HIGHER-EDUCATION; FIELDWORK; THINKING; EMPLOYABILITY; CITIZENSHIP;
   TECHNOLOGY; TRANSITION
AB In this paper we draw attention to the attributes and values which equip geographers to engage in the scholarship of teaching and learning. We begin by summarising key characteristics of geographers in higher education, synthesized from academic literature. We support our summary with comments from past editors of the Journal of Geography in Higher Education offered in answer to the question: "What is it about the geographer's identity or modes and styles of research that helps you to undertake productive enquiry into teaching and learning?" We purposely select three papers from the journal in order to highlight the distinctive (though not exhaustive) nature and range of higher education scholarship that has been undertaken by geographers. These case studies enquire into fieldwork pedagogies, teaching-research links and inclusive student-faculty partnership. We summarise the key elements of these papers and inter-weave the voices of the authors as accompanying narratives explaining the intent and approach to their research, and examining how it is shaped by their identities as geographers. We consider the issues in higher education that geographers are likely to embrace in the future and conclude by reflecting on what this means for the individual and for the discipline.
C1 [Hill, Jennifer] Univ West England, Dept Geog & Environm Management, Bristol, Avon, England.
   [Walkington, Helen] Oxford Brookes Univ, Dept Social Sci, Oxford, England.
   [King, Helen] HEFCE, Res Educ & Knowledge Exchange, Bristol, Avon, England.
   [King, Helen] Univ West England, Acad Practice Directorate, Bristol, Avon, England.
C3 University of West England; Oxford Brookes University; UK Research &
   Innovation (UKRI); Higher Education Funding Council for England (HEFCE);
   University of West England
RP Hill, J (corresponding author), Univ West England, Dept Geog & Environm Management, Bristol, Avon, England.
EM Jennifer.Hill@uwe.ac.uk
RI King, Helen/ACJ-1928-2022
OI King, Helen/0000-0002-0390-2291; Walkington, Helen/0000-0003-2101-472X;
   Hill, Jennifer L./0000-0002-0682-783X
NR 83
TC 12
Z9 12
U1 1
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0309-8265
EI 1466-1845
J9 J GEOGR HIGHER EDUC
JI J. Geogr. High. Educ.
PY 2018
VL 42
IS 4
BP 557
EP 572
DI 10.1080/03098265.2018.1515188
PG 16
WC Education & Educational Research; Geography
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Geography
GA HC8HM
UT WOS:000452043200007
OA Green Accepted, Green Submitted
DA 2024-02-21
ER

PT J
AU Flecker, J
   Meil, P
   Pollert, A
AF Flecker, J
   Meil, P
   Pollert, A
TI The sexual division of labour in process manufacturing: Economic
   restructuring, training and 'women's work'
SO EUROPEAN JOURNAL OF INDUSTRIAL RELATIONS
LA English
DT Article
AB It is widely assumed that the development of enhanced skills appropriate to advanced technologies is an important means of increasing the employability of the socially excluded. This article tests this assumption through case studies in the food industry in Austria, Germany and Britain. The findings indicate that organizational restructuring, technological change and redeployment of labour have very different consequences for women and for men. In all three countries the restructuring of work and skills increased the marginalization of women, reinforcing gender cleavage.
C1 FORBA, A-1020 Vienna, Austria.
   ISF, D-80796 Munchen, Germany.
RP Flecker, J (corresponding author), FORBA, Aspernbruckengasse 4-5, A-1020 Vienna, Austria.
EM forba@xpoint.at; meil.isf@lrz.uni-muenchen.de; rruap@wbs.warwick.ac.uk
NR 18
TC 13
Z9 14
U1 0
U2 5
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0959-6801
EI 1461-7129
J9 EUR J IND RELAT
JI Eur. J. Ind. Relat.
PD MAR
PY 1998
VL 4
IS 1
BP 7
EP 34
DI 10.1177/095968019841002
PG 28
WC Industrial Relations & Labor
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA ZH933
UT WOS:000073162400002
DA 2024-02-21
ER

PT J
AU Goodenough, AE
   Roberts, H
   Biggs, DM
   Derounian, JG
   Hart, AG
   Lynch, K
AF Goodenough, Anne E.
   Roberts, Hazel
   Biggs, David M.
   Derounian, James G.
   Hart, Adam G.
   Lynch, Kenny
TI A higher degree of resilience: Using psychometric testing to reveal the
   benefits of university internship placements
SO ACTIVE LEARNING IN HIGHER EDUCATION
LA English
DT Article
DE authentic learning; internships; link organisations; real-world
   projects; student resilience
ID EMPLOYABILITY
AB Resilience is a multifaceted concept but, in the context of learning, it can best be thought of as an individual's capacity to create and maximise opportunities as well as responding positively to setbacks and challenges. Developing students' resilience is becoming increasingly important. Research has shown resilience links to attainment, retention, engagement and employability. However, very little work has examined what aspects of curricula enhance resilience and the particular role of active learning frameworks in achieving this. In this study, we analyse the effects of optional real-world internship placements on eight measures of resilience. Psychometric testing was conducted twice per student - at the start of their second academic year and again at the end. Students choosing an internship had significantly higher challenge orientation and adaptability scores than other students in the same cohort. Adaptability of both interns and non-interns improved over the academic year, but improvement was significantly higher for interns. Scores for optimism, purposeful direction and ingenuity significantly increased between start-of-year and end-of-year tests for interns versus a decline for non-interns. We conclude that facilitating student engagement with real-world issues and challenges through supported internships within an active learning framework is an important mechanism for increasing students' resilience.
C1 [Goodenough, Anne E.; Roberts, Hazel; Biggs, David M.; Derounian, James G.; Hart, Adam G.; Lynch, Kenny] Univ Gloucestershire, Sch Nat & Social Sci, Swindon Rd, Cheltenham GL50 4AZ, Glos, England.
C3 University of Gloucestershire
RP Goodenough, AE (corresponding author), Univ Gloucestershire, Sch Nat & Social Sci, Swindon Rd, Cheltenham GL50 4AZ, Glos, England.
EM aegoodenough@glos.ac.uk
RI Lynch, Kenneth/I-7942-2018; Goodenough, Anne E/C-5220-2011
OI Lynch, Kenneth/0000-0002-5296-2864; Goodenough,
   Anne/0000-0002-7662-6670; Roberts, Hazel/0000-0001-5950-077X; Biggs,
   David/0000-0002-8956-1749
NR 40
TC 4
Z9 4
U1 0
U2 17
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1469-7874
EI 1741-2625
J9 ACT LEARN HIGH EDUC
JI Act. Learn. High. Educ.
PD JUL
PY 2020
VL 21
IS 2
BP 102
EP 115
DI 10.1177/1469787417747057
PG 14
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA MF5HB
UT WOS:000545372100002
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Bamber, PM
   Pike, MA
AF Bamber, Philip M.
   Pike, Mark A.
TI Towards an ethical ecology of international service learning
SO JOURNAL OF CURRICULUM STUDIES
LA English
DT Article
DE service-learning; international; transformative; ethical
ID CITIZENSHIP EDUCATION; TRANSACTION; CURRICULUM; CHARACTER; STUDENTS;
   ENGLAND; VIRTUES; VALUES
AB International Service-Learning (ISL) is a pedagogical activity that seeks to blend student learning with community engagement overseas and the development of a more just society. ISL programmes have grown as educational institutions and non-governmental organizations have sought to achieve the goal of developing global citizens'. However, Service Learning (SL) in general and International Service-Learning (ISL) in particular remain deeply under-theorized. These educational initiatives provide policy-makers with a practical response to their quest for a Big Society' and present alluring pedagogical approaches for Universities as they react to reforms in Higher Education and seek to enhance both the student learning experience and graduate employability. After outlining the development of ISL in policy and practice, this paper draws on the rich tradition of ISL at one British university to argue that ISL is a form of engagement that has the potential to be ethical in character, although a number of factors are identified that militate against this. The contention is that ISL which promotes rational and instrumental learning represents a deficit model and, therefore, ISL is conceptualized here as a transformative learning experience that evinces distinctly aesthetic and even spiritual dimensions. Upon this theoretical groundwork is laid the foundations for conceptualizing ISL in ways that ensure its ethical integrity.
C1 [Bamber, Philip M.] Liverpool Hope Univ, Fac Educ, Liverpool L16 9JD, Merseyside, England.
   [Bamber, Philip M.] Liverpool Hope Univ, Ctr Int & Dev Educ, Liverpool L16 9JD, Merseyside, England.
   [Pike, Mark A.] Univ Leeds, Sch Educ, Leeds LS2 9JT, W Yorkshire, England.
   [Pike, Mark A.] Univ Leeds, Learning Leadership & Policy Acad Team, Leeds LS2 9JT, W Yorkshire, England.
C3 Liverpool Hope University; Liverpool Hope University; University of
   Leeds; University of Leeds
RP Bamber, PM (corresponding author), Liverpool Hope Univ, Fac Educ, Hope Pk, Liverpool L16 9JD, Merseyside, England.
EM bamberp@hope.ac.uk; m.pike@education.leeds.ac.uk
OI Bamber, Philip Michael/0000-0002-9406-3170
NR 107
TC 21
Z9 24
U1 2
U2 34
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-0272
EI 1366-5839
J9 J CURRICULUM STUD
JI J. Curric. Stud.
PD AUG 1
PY 2013
VL 45
IS 4
BP 535
EP 559
DI 10.1080/00220272.2012.675354
PG 25
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 180PO
UT WOS:000321607300005
DA 2024-02-21
ER

PT J
AU Tran, LT
   Phan, HLT
   Bellgrove, A
AF Ly Thi Tran
   Huong Le Thanh Phan
   Bellgrove, Alecia
TI Knowing, acting and becoming: Australian students' curriculum-specific
   learning through a New Colombo Plan short-term mobility program to Japan
SO EDUCATIONAL REVIEW
LA English
DT Article; Early Access
DE Curriculum; science students; learning abroad; student mobility;
   international education; New Colombo Plan
AB Embedding learning abroad as part of the curriculum has become popular in Australia, Canada, New Zealand, the US and European countries. In Australia, the government has actively promoted and committed to funding students' learning abroad in the Indo-Pacific region which is considered to be strategic to the nation's prosperity and public diplomacy. The majority of the literature on outbound student mobility has concentrated on its benefits to students' development of global competence and employability. However, little is known about how students are engaged in curriculum-specific learning and development of discipline-specific knowledge through short-term mobility experiences. This article responds to this gap in the existing literature. It aims to examine how a short-term mobility program to Japan affects Australian undergraduate students' curriculum-specific learning. The article draws on 45 interviews with science students across three rounds (pre-departure, in-country, and re-entry). It uses Barnett and Coate's framework of curriculum and Tran's concept of mobility as becoming to analyse whether and how the short-term mobility program engages students in their knowing, acting and becoming whereby they are able to construct, organise and build on what they know and can do to arrive at new knowledge, skills and ways of being/becoming. Based on the findings of the study, we discuss implications for how learning abroad in the Indo-Pacific can potentially enhance Australian students' deep and meaningful learning in not only cultural and social but also academic aspects. Practical principles for optimising students' curriculum-specific learning through short-term mobility programs are generated.
C1 [Ly Thi Tran; Huong Le Thanh Phan] Deakin Univ, Sch Educ, Res Educ Impact, Burwood, Australia.
   [Bellgrove, Alecia] Deakin Univ, Sch Life & Environm Sci, Melbourne, Vic, Australia.
C3 Deakin University; Deakin University
RP Tran, LT (corresponding author), Deakin Univ, Strateg Res Ctr Educ, Res Educ Impact, Burwood Campus,221 Burwood Hwy, Burwood, Vic 3125, Australia.
EM ly.tran@deakin.edu.au
RI ; Bellgrove, Alecia/K-2601-2014
OI Phan, Huong/0000-0002-3462-313X; Bellgrove, Alecia/0000-0002-0499-3439
FU Australian Research Council [FT170100101]; Australian Research Council
   [FT170100101] Funding Source: Australian Research Council
FX This study is funded by the Australian Research Council, Grant ID:
   FT170100101
NR 46
TC 0
Z9 0
U1 2
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0013-1911
EI 1465-3397
J9 EDUC REV
JI Educ. Rev.
PD 2022 JUN 8
PY 2022
DI 10.1080/00131911.2022.2069678
EA JUN 2022
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 2H9BJ
UT WOS:000814581900001
DA 2024-02-21
ER

PT J
AU Benkendorf, DL
   Sommer, KL
AF Benkendorf, Daniel L.
   Sommer, Kristin L.
TI The impact of emotions on stereotyping in workplace selection: The role
   of certainty appraisals
SO JOURNAL OF APPLIED SOCIAL PSYCHOLOGY
LA English
DT Article; Early Access
AB An appraisal tendency approach was adopted to explore the influence of emotional certainty on stereotyping and judgment in a workplace context. Across two studies, participants completed an emotional memory task designed to induce emotions representing two different levels of emotional certainty (certain versus uncertain). They then reviewed interview footage, a resume, and qualifying criteria before rating a hypothetical job candidate's personality and employability. Study 1 revealed that emotions high in certainty (compared to uncertainty) led to more favorable personality and employability ratings for attractive compared to unattractive candidates. Study 2 produced the same pattern of results for younger (compared to older) candidates. We conclude that certainty appraisals associated with temporary, incidental emotions are a useful predictor of the likelihood that stereotypes will be applied during decision making.
C1 [Benkendorf, Daniel L.] Fash Inst Technol, Dept Social Sci, Seventh Ave 27th St,Box B-634, New York, NY 10001 USA.
   [Sommer, Kristin L.] Baruch Coll, Dept Psychol, New York, NY USA.
C3 City University of New York (CUNY) System; Baruch College (CUNY)
RP Benkendorf, DL (corresponding author), Fash Inst Technol, Dept Social Sci, Seventh Ave 27th St,Box B-634, New York, NY 10001 USA.
EM Daniel_Benkendorf@fitnyc.edu
OI Benkendorf, Daniel/0000-0002-0443-9526
NR 69
TC 1
Z9 1
U1 4
U2 15
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0021-9029
EI 1559-1816
J9 J APPL SOC PSYCHOL
JI J. Appl. Soc. Psychol.
PD 2021 APR
PY 2021
VL 51
IS 4
BP 434
EP 448
DI 10.1111/jasp.12746
EA FEB 2021
PG 15
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA RO2NC
UT WOS:000616674600001
DA 2024-02-21
ER

PT J
AU Huijs, JJJM
   Houtman, ILD
   Blonk, RWB
AF Huijs, Jenny J. J. M.
   Houtman, Irene L. D.
   Blonk, Roland W. B.
TI Development of a new measure for mental retirement; testing of a
   three-factor structure of mentale retirement in different subgroups
SO BMC PUBLIC HEALTH
LA English
DT Article
DE Mental retirement; Employability; Development; Engagement; Appreciation;
   Construct validity
ID WORK ENGAGEMENT; OCCUPATIONAL-HEALTH; FIT INDEXES; JOB DEMANDS; BURNOUT;
   OBSOLESCENCE; INVOLVEMENT; EMPLOYMENT; RESOURCES; EMPLOYEES
AB Background The aim of this study is to develop a new measure for the concept of mental retirement and test the construct validity of the measure. Employees who are 'mentally retired' are present at their work physically, but have already said their goodbyes mentally. Mental retirement has a three-factor structure: developmental proactivity, work engagement and perceived appreciation. Methods We use data from employees (N = 867) of five different organizations in the Netherlands. Mental retirement was assessed with 11 items in an online survey. In addition, socio-demographic characteristics like age, level of education and occupation, were measured. Next to tests of internal consistency, a confirmatory factor analysis (CFA) is performed to test the three-factor structure of mental retirement in this population and in different subgroups (age, education, occupation). Results The internal consistency varies from .80 to .94 for the developmental proactivity scale and the work engagement scale, respectively (appreciation was measured with one item). For the CFA, the three-factor model fits the data adequately. Multiple group analyses also shows equal factor loadings in all subgroups, but the mean levels of mental retirement differ across subgroups. Conclusions This study confirms the three-factor model of mental retirement in a general group of employees as well as across different subgroups. However, this study only tested the construct validity. Future research should study validity more extensively and be longitudinal in nature. In addition, the causal chain of antecedent variables to mental retirement and its outcomes should be considered. These studies could also focus on the effects of interventions aiming at preventing or decreasing the level of mental retirement in organizations.
C1 [Huijs, Jenny J. J. M.; Houtman, Irene L. D.; Blonk, Roland W. B.] TNO, Leiden, Netherlands.
   [Huijs, Jenny J. J. M.] Univ Utrecht, Dept Social Hlth & Org Psychol, Leiden, Netherlands.
   [Blonk, Roland W. B.] Tilburg Sch Social & Behav Sci, Dept Human Resource Studies, Leiden, Netherlands.
   [Blonk, Roland W. B.] Tilburg Sch Social & Behav Sci, Dept Tranzo, Leiden, Netherlands.
C3 Netherlands Organization Applied Science Research; Utrecht University;
   Tilburg University; Tilburg University
RP Huijs, JJJM (corresponding author), TNO, Leiden, Netherlands.; Huijs, JJJM (corresponding author), Univ Utrecht, Dept Social Hlth & Org Psychol, Leiden, Netherlands.
EM jenny.huijs@tno.nl
RI Blonk, Roland/HPE-2050-2023
FU Dutch Ministry of Economic Affairs [060.02571]; Foundation Labor
   market-and Education fund Police (SAOP)
FX This study is funded by the Dutch Ministry of Economic Affairs (project
   number 060.02571) and the Foundation Labor market-and Education fund
   Police (SAOP, project name 'Create your own job, especially now'). The
   funders had no influence on the design of the study, data collection or
   analysis, interpretation of data and writing of the manuscript.
NR 37
TC 1
Z9 2
U1 1
U2 6
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1471-2458
J9 BMC PUBLIC HEALTH
JI BMC Public Health
PD DEC 2
PY 2019
VL 19
IS 1
AR 1604
DI 10.1186/s12889-019-7649-5
PG 8
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA JU6MW
UT WOS:000501789600010
PM 31791287
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Ferrández-Berrueco, R
   Sánchez-Tarazaga, L
AF Ferrandez-Berrueco, Reina
   Sanchez-Tarazaga, Lucia
TI Student work-placements from the company perspective: a case study
SO HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING
LA English
DT Article; Early Access
DE Higher education; Education work relationship; Employability;
   Partnership in education; Student work-placement; Benefit
ID MANAGER DEGREE APPRENTICESHIP; HIGHER-EDUCATION; UNIVERSITY; REFLECTION;
   PRACTICUM; KNOWLEDGE; FRAMEWORK; PROGRAMS
AB Purpose The aim of this paper is to report the motivations and perceived benefits of companies that collaborate with universities by offering student work-placement positions. Design/methodology/approach The study follows a mixed methodology based on (1) a literature review on the topic, (2) a case study survey including companies that collaborate with one Spanish university in student work-placements and (3) meetings with collaborating companies in different countries and universities. Findings The most important reasons for collaborating in student work-placements were related to social duty, the opportunity of training students in company needs and as a source of staff recruitment. Conversely, the less rated motivators were improving the company's position within the sector, benefitting from university services and saving time in the selection of personnel. Research limitations/implications Future research should include a bigger corpus of the number of universities and companies, as well as the type of collaborations with universities, in order to identify any resulting differences. Practical implications The conclusions highlight the need to define/improve the mechanisms that contribute to a win-win context. This is the only way that collaboration can advance towards a genuine partnership that will provide an effective framework for universities and companies to effectively share the same objectives in training future employees. Originality/value These results are relevant because of the lack of quantitative and qualitative research on this topic.
C1 [Ferrandez-Berrueco, Reina; Sanchez-Tarazaga, Lucia] Univ Jaume 1, Castellon de La Plana, Spain.
C3 Universitat Jaume I
RP Ferrández-Berrueco, R (corresponding author), Univ Jaume 1, Castellon de La Plana, Spain.
EM ferrande@uji.es; lvicente@uji.es
RI Sánchez-Tarazaga, Lucía/Z-1313-2019
OI Sánchez-Tarazaga, Lucía/0000-0003-0927-5548; Ferrandez-Berrueco,
   Reina/0000-0001-6416-5902
FU Jaume I University [UJI-B2016-04]
FX Project EMBI: University-Enterprise Partnership. Motivations, Benefits
   and Impacts (UJI-B2016-04) was funded by Jaume I University in its
   Research Promotion Programme.eme.
NR 73
TC 0
Z9 0
U1 1
U2 4
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2042-3896
EI 2042-390X
J9 HIGH EDUC SKILL WORK
JI High Educ. Skills Work-based Learn
PD 2021 AUG 10
PY 2021
VL 11
IS 4
BP 888
EP 907
DI 10.1108/HESWBL-02-2020-0023
EA NOV 2020
PG 20
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA TY6QF
UT WOS:000591080300001
DA 2024-02-21
ER

PT J
AU Meng, XM
   Ren, GY
   Huang, WJ
AF Meng, Xiangmin
   Ren, Guoyan
   Huang, Wenjun
TI A Quantitative Enhancement Mechanism of University Students'
   Employability and Entrepreneurship Based on Deep Learning in the Context
   of the Digital Era
SO SCIENTIFIC PROGRAMMING
LA English
DT Article
ID EDUCATION
AB This paper adopts a deep learning approach to analyze and study the mechanism of quantitative enhancement of college students' employment and entrepreneurial abilities in the context of the digital era. The deep learning connotation is predetermined as five abilities, which are metacognitive ability, active communication and cooperation ability, deep processing ability, creative practice ability, and learning empathy experience, and, based on this, the deep learning questionnaire is designed, and it is reclassified by exploratory factor analysis to reduce the dimensionality, and the specific indicators and scientific connotation dimensions of the deep learning questionnaire are determined; and, through the deep learning of each dimension, the problems of deep learning of college students are examined and in-depth analysis is conducted, and the inner relationship and correlation among the dimensions of deep learning of college students are derived through correlation analysis. The success of innovation and entrepreneurship depends on the innovation and entrepreneurial ability of college students, and the formation of the ability influenced various factors. Therefore, not only is studying the influencing factors of college students' innovation and entrepreneurship ability in line with the requirements of the times and social development, but also it can solve real problems. This thesis adopts a combination of two methods, qualitative research and quantitative research, to study the influencing factors of college students' innovation and entrepreneurship ability and tries to ensure the scientificity, accuracy, and comprehensiveness of the conclusion. In this paper, we analyzed the requirements of the employment prediction system for graduating secondary school students, carried out the software framework and database design of the employment analysis and prediction system for secondary school students, and designed the system modularly based on the analysis results. By applying the proposed deep feedforward neural network prediction model to the prediction system, a software system applicable to the employment prediction and guidance of secondary school students is implemented.
C1 [Meng, Xiangmin; Ren, Guoyan; Huang, Wenjun] Zhejiang Wanli Univ, 8 Qianhu South Rd, Ningbo 315100, Zhejiang, Peoples R China.
C3 Zhejiang Wanli University
RP Meng, XM (corresponding author), Zhejiang Wanli Univ, 8 Qianhu South Rd, Ningbo 315100, Zhejiang, Peoples R China.
EM mengxiangmin@zwu.edu.cn
RI Meng, Xiangmin/AAN-7921-2020; HUANG, WENJUN/GXM-9167-2022
FU College Students Ideological and Political Life Project (a new
   exploration of college life and politics under the new situation: taking
   the entrepreneurship into the community of business school as an
   example) [SHSZ202007]; 2021 Ningbo Soft Science Project
FX This study was the achievement of scientific research and innovation
   team project of Zhejiang Wanli University in 2020, supported by the
   College Students Ideological and Political Life Project (a new
   exploration of college life and politics under the new situation: taking
   the entrepreneurship into the community of business school as an
   example) under the new situation, under Grant SHSZ202007, and the
   achievement of 2021 Ningbo Soft Science Project.
NR 19
TC 2
Z9 2
U1 9
U2 48
PU HINDAWI LTD
PI LONDON
PA ADAM HOUSE, 3RD FLR, 1 FITZROY SQ, LONDON, W1T 5HF, ENGLAND
SN 1058-9244
EI 1875-919X
J9 SCI PROGRAMMING-NETH
JI Sci. Program.
PD NOV 5
PY 2021
VL 2021
AR 7245465
DI 10.1155/2021/7245465
PG 12
WC Computer Science, Software Engineering
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science
GA WY8FM
UT WOS:000719513200001
OA gold
DA 2024-02-21
ER

PT J
AU Jackson, A
   Hurst, GA
AF Jackson, Alice
   Hurst, Glenn A.
TI Faculty perspectives regarding the integration of systems thinking into
   chemistry education
SO CHEMISTRY EDUCATION RESEARCH AND PRACTICE
LA English
DT Article; Early Access
ID GREEN CHEMISTRY; SUSTAINABILITY; BIOLOGY; SCIENCE; REFORM; SKILLS
AB Research suggests that systems thinking is beneficial to education and it has been proposed that training students using systems thinking techniques may enhance their abilities to understand and solve some of the global grand challenges that society currently faces as outlined by the United Nations Sustainable Development Goals. However, before systems thinking can be incorporated into chemistry education, the perceptions of the instructors who would adopt this framework must be investigated. Therefore, semi-structured interviews were conducted with 14 instructors from the Department of Chemistry at the University of York. Responses were analysed using both qualitative (framework method) and quantitative (Likert-style) techniques. The instructors expressed positive opinions of systems thinking as all participants stated that systems thinking techniques should be implemented into the undergraduate chemistry curriculum to some extent. Examples of anticipated advantages to integrating systems thinking into curricula include benefits to student learning, the facilitation of interdisciplinary teaching/learning, enhanced student employability prospects, and societal benefits. Research has suggested that curriculum reform is only successful with support from instructors and so these positive opinions of systems thinking from participants with expertise from a variety of areas within chemistry show great promise for future implementation.
C1 [Jackson, Alice; Hurst, Glenn A.] Univ York, Dept Chem, Green Chem Ctr Excellence, York YO10 5DD, N Yorkshire, England.
C3 University of York - UK
RP Hurst, GA (corresponding author), Univ York, Dept Chem, Green Chem Ctr Excellence, York YO10 5DD, N Yorkshire, England.
EM glenn.hurst@york.ac.uk
OI Hurst, Glenn/0000-0002-0786-312X
NR 75
TC 14
Z9 13
U1 10
U2 66
PU ROYAL SOC CHEMISTRY
PI CAMBRIDGE
PA THOMAS GRAHAM HOUSE, SCIENCE PARK, MILTON RD, CAMBRIDGE CB4 0WF, CAMBS,
   ENGLAND
SN 1109-4028
EI 1756-1108
J9 CHEM EDUC RES PRACT
JI Chem. Educ. Res. Pract.
PD 2021 OCT 1
PY 2021
VL 22
IS 4
BP 855
EP 865
DI 10.1039/d1rp00078k
EA JUN 2021
PG 11
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA UW5RC
UT WOS:000662275100001
OA hybrid
DA 2024-02-21
ER

PT J
AU Bunce, L
   Bennett, M
AF Bunce, Louise
   Bennett, Melanie
TI A degree of studying? Approaches to learning and academic performance
   among student 'consumers'
SO ACTIVE LEARNING IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE academic performance; approaches to learning; identity;
   students-as-consumers; undergraduates
ID SOCIAL IDENTIFICATION; HIGHER-EDUCATION; UNIVERSITY; PERCEPTIONS;
   MOTIVATION; CUSTOMER
AB The marketization of higher education and focus on graduate employability and earnings data has raised questions about how students perceive their roles and responsibilities while studying for their degree. Of particular concern is the extent to which students identify themselves as consumers of their higher education, for example, whether they view their degree as a purchasable commodity to improve future earnings. This is because research has found that a stronger consumer identity is related to lower academic performance. This study examined whether this relation could be explained by the impact of a consumer identity on the extent to which students adopt deep, surface or strategic approaches to learning. The hypotheses were that the relation between consumer identity and academic performance would be mediated by approaches to learning, whereby a consumer identity would be related to adopting a more surface approach, a less deep approach and less strategic approach. Undergraduates completed an online questionnaire that assessed the extent to which they identified as a consumer, their approaches to learning and academic performance. The analysis partly supported the hypotheses: a stronger consumer identity was related to a more surface approach to learning. However, a surface approach to learning did not mediate the relation between consumer identity and academic performance. Conversely, a deep approach to learning mediated the relation between consumer identity and academic performance, whereby a stronger consumer identity was related to lower academic performance through its negative impact on a deep approach to learning. There was no relation between consumer identity and strategic approach to learning. Implications of students identifying themselves as consumers of their higher education are discussed.
C1 [Bunce, Louise] Oxford Brookes Univ, Jack Straws Lane, Oxford OX3 0FL, England.
   [Bennett, Melanie] Univ Winchester, Winchester, Hants, England.
C3 Oxford Brookes University; University of Winchester
RP Bunce, L (corresponding author), Oxford Brookes Univ, Jack Straws Lane, Oxford OX3 0FL, England.
EM Louise.bunce@brookes.ac.uk; melaniebennett95@gmail.com
OI Taylor, Louise/0000-0002-8754-9957
NR 46
TC 10
Z9 11
U1 1
U2 32
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1469-7874
EI 1741-2625
J9 ACT LEARN HIGH EDUC
JI Act. Learn. High. Educ.
PD 2021 NOV
PY 2021
VL 22
IS 3
BP 203
EP 214
AR 1469787419860204
DI 10.1177/1469787419860204
EA AUG 2019
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA WG1KX
UT WOS:000483210000001
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Pauli, U
   Buchelt, B
   Pocztowski, A
AF Pauli, Urban
   Buchelt, Beata
   Pocztowski, Aleksy
TI Self-employment: a promising agenda for IHRM research
SO EUROPEAN JOURNAL OF INTERNATIONAL MANAGEMENT
LA English
DT Article
DE self-employment; international human resource management; human capital;
   micro firms; employability
ID PERFORMANCE; MANAGEMENT
AB The main aim of this article is to present a theoretical model of applying HRM practices in the context of the self-employed (SE). According to recent studies and labour market data, the share of the self-employed in total employment is increasing. This may result from both changes in the business environment and attitudes to work. Running one's own business or being a self-contractor has become a promising alternative to contract employment. More and more, both young and experienced people choose this form of occupational activity for the higher earnings, career development and the work-life balance it affords. The article presents HRM as an important competency of the self-employed. That is followed by research designed to verify the interdependence between the level of HRM competency and business performance as well as SE employability.
C1 [Pauli, Urban; Buchelt, Beata] CUE, Rakowicka 27, PL-31510 Krakow, Poland.
   [Pocztowski, Aleksy] CUE, Human Resource Management, PL-31510 Krakow, Poland.
RP Pauli, U (corresponding author), CUE, Rakowicka 27, PL-31510 Krakow, Poland.
EM urban.pauli@uek.krakow.pl; beata.buchelt@uek.krakow.pl;
   aleksy.pocztowski@uek.krakow.pl
RI Buchelt, Beata/AAR-4511-2021; Pauli, Urban/GXV-3429-2022; Pauli,
   Urban/AAF-7478-2019
OI Pauli, Urban/0000-0002-0196-451X
NR 24
TC 3
Z9 3
U1 1
U2 7
PU INDERSCIENCE ENTERPRISES LTD
PI GENEVA
PA WORLD TRADE CENTER BLDG, 29 ROUTE DE PRE-BOIS, CASE POSTALE 856, CH-1215
   GENEVA, SWITZERLAND
SN 1751-6757
EI 1751-6765
J9 EUR J INT MANAG
JI Eur. J. Int. Manag.
PY 2019
VL 13
IS 1
BP 111
EP 125
PG 15
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA HD3KE
UT WOS:000452414100006
DA 2024-02-21
ER

PT J
AU Llorente-Barroso, C
   Mañas-Viniegra, L
   Sierra-Sánchez, J
   García-García, F
AF Llorente-Barroso, Carmen
   Manas-Viniegra, Luis
   Sierra-Sanchez, Javier
   Garcia-Garcia, Francisco
TI Disability and employability in the audio-visual sector: the
   (dis)connection between corporate social sustainability goals and the
   employment experiences of people with disabilities
SO PROFESIONAL DE LA INFORMACION
LA English
DT Article
DE Disability; Employability; Labour inclusion; Social inclusion; Social
   sustainability; Sustainable development goals; SDGs; Non-financial
   reporting; Corporate social responsibility; CSR; Audio-visual market;
   Barriers to exclusion; Stigmatisation; Visibility; Focus groups;
   Atlas.ti
ID WORKPLACE; INCLUSION; DIVERSITY; STRATEGY; WORKERS
AB People with disabilities (PwD) have made significant progress in having their rights acknowledged, yet the ongoing presence of stigmas continues to hinder their full inclusion. The approach of the 2030 Agenda, as well as legislative developments focussed on improving the employment status of this group, have encouraged companies to express growing concern for this issue in their sustainability reports. However, such efforts have not resulted in a substantial increase in employment of PwD. The aim of this research is to gain knowledge regarding the dis(connection) between the corporate discourse of large Spanish audio-visual companies and the reality experienced by PwD employed in this sector. Using Atlas.ti software, a thematic relational analysis of two discourses has been carried out: firstly, the corporate narrative, which has been published in the sustainability reports of the three most prominent audio-visual groups in Spain; and secondly, the discourse regarding the experiences of three focus groups consisting of PwD employed in the audio-visual job market. The findings reveal that while these companies disseminate a positive view of diversity and inclusion, workers with disabilities continue to have a pessimistic outlook towards the situation. Moreover, companies are acutely interested in issues such as the commitment to inclusion and social equality, which they promote as part of their image. Furthermore, these companies include a variety of socially diverse factors, such as race, gender, age and/or general ability. On the contrary, the experiences related by the focus groups convey special concern for the role of different agents involved in the employment of PwD, such as companies, governments and associations, as well as apprehension regarding the policies and resources needed to achieve labour inclusion. Such discrepancies highlight the lack of cohesion between corporate policies of the audio-visual sector and the professional reality experienced by PwD.
C1 [Llorente-Barroso, Carmen; Manas-Viniegra, Luis; Sierra-Sanchez, Javier] Univ Complutense Madrid, Fac Ciencias Informac, Avda Complutense 3, Madrid 28040, Spain.
   [Garcia-Garcia, Francisco] Asociac Cient Icono14, Salud 15, Madrid 28013, Spain.
C3 Complutense University of Madrid
RP Llorente-Barroso, C (corresponding author), Univ Complutense Madrid, Fac Ciencias Informac, Avda Complutense 3, Madrid 28040, Spain.
EM carmenllorente@ucm.es; lmanas@ucm.es; javier_sierra@ucm.es;
   fghenche@gmail.com
FU Spanish Ministry of Science and Innovation [PID2019-105398RB-C21]; State
   Research Agency
FX This research is part of the project entitled "Discapacidad y
   competencias digitales en el sector audiovisual-Compensa" [Disability
   and Digital Skills in the Audio-visual Sector] (Ref.
   PID2019-105398RB-C21), funded by the Spanish Ministry of Science and
   Innovation and the State Research Agency.
NR 72
TC 0
Z9 0
U1 0
U2 0
PU  EDICIONES PROFESIONALES INFORMACION SL-EPI
PI BARCELONA
PA MISTRAL, 36, BARCELONA, ALBOLOTE, SPAIN
SN 1386-6710
EI 1699-2407
J9 PROF INFORM
JI Prof. Inf.
PY 2023
VL 32
IS 6
AR e320604
DI 10.3145/epi.2023.nov.04
PG 18
WC Communication; Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Communication; Information Science & Library Science
GA GZ7F9
UT WOS:001156562800007
OA hybrid
DA 2024-02-21
ER

PT J
AU Ratten, V
   Jones, P
AF Ratten, Vanessa
   Jones, Paul
TI Future research directions for sport education: toward an
   entrepreneurial learning approach
SO EDUCATION AND TRAINING
LA English
DT Article
DE Education; Entrepreneurship education; Sport education
ID ENTERPRISE EDUCATION; CONTENT KNOWLEDGE; BLACK-BOX; STUDENTS; ATTITUDES
AB Purpose - The purpose of this paper is to introduce an entrepreneurial learning approach to the study of sport education in order to inform future research directions.
   Design/methodology/approach - Sport education needs to focus on how it can overcome existing barriers to bring a more interdisciplinary approach. This paper uses entrepreneurship education theory to explore the changes required in sport education provision to create a more relevant and conducive teaching environment.
   Findings - The findings of this paper suggest that by bringing sport students into contact with entrepreneurship education, aids in the development of improved employability and social skills.
   Research limitations/implications - Introducing entrepreneurship education into sport will help the students develop learning initiatives that advance the scholarship of sport education within the university sector.
   Practical implications - The benefits of including entrepreneurship education in sport studies could be of interest to the directors of education wanting to increase student enrollments and interest in their courses.
   Originality/value - The study suggests ways to offer more interdisciplinary courses and activities linking entrepreneurship education to sport. This needs to be taken into consideration as it will enable the development of sport entrepreneurship education that improves links between academic research with policy and business initiatives.
C1 [Ratten, Vanessa] La Trobe Univ, Melbourne Campus, Melbourne, Vic, Australia.
   [Jones, Paul] Coventry Univ, Int Ctr Transformat Entrepreneurship, Coventry, W Midlands, England.
C3 La Trobe University; Coventry University
RP Ratten, V (corresponding author), La Trobe Univ, Melbourne Campus, Melbourne, Vic, Australia.
EM v.ratten@latrobe.edu.au
RI Jones, Paul/H-8887-2019
OI Jones, Paul/0000-0003-0417-9143
NR 40
TC 34
Z9 36
U1 0
U2 20
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0040-0912
EI 1758-6127
J9 EDUC TRAIN
JI Educ. Train.
PY 2018
VL 60
IS 5
SI SI
BP 490
EP 499
DI 10.1108/ET-02-2018-0028
PG 10
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GP6VX
UT WOS:000441028000010
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Worth, S
AF Worth, S
TI Adaptability and self-management: A new ethic of employability for the
   young unemployed?
SO JOURNAL OF SOCIAL POLICY
LA English
DT Article
AB Encouraging individuals' adaptability to more flexible patterns of work and learning, and promoting greater self-management of employment security, are central to UK policies aiming to improve employability and social inclusion. Little is known, however, about the responses to these issues of those deemed to have employability problems. This article presents the results of a qualitative phase of research with young people not in work, education or training to determine the extent to which these policy-espoused concepts of adaptability and self-management were reflected in their attitudes and jobsearch activity. The findings indicate generally negative attitudes and avoidance in jobsearch, towards working outside a traditional ideal of standard, permanent employment and also towards improving prospects by updating skills. Reasons included a disincentive to enter training or temporary work due to short-term risks to benefit status, but more significant concerns reflected the increasing problem of the 'churning' of low-skilled youth between work and welfare. it is argued that inconsistencies between policy dictums about how the unemployed should behave in order to receive benefits and how they should behave in order to become more employable are not conducive to longterm employability and may actually contradict the aims of 'active' labour market policies.
C1 Univ Bath, Dept Social & Policy Sci, Bath BA2 7AY, Avon, England.
C3 University of Bath
RP Worth, S (corresponding author), Univ Bath, Dept Social & Policy Sci, Bath BA2 7AY, Avon, England.
NR 31
TC 25
Z9 26
U1 0
U2 15
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 40 WEST 20TH ST, NEW YORK, NY 10011-4211 USA
SN 0047-2794
J9 J SOC POLICY
JI J. Soc. Policy
PD OCT
PY 2003
VL 32
BP 607
EP 621
DI 10.1017/S0047279403007116
PN 4
PG 15
WC Public Administration; Social Issues; Social Work
WE Social Science Citation Index (SSCI)
SC Public Administration; Social Issues; Social Work
GA 750JQ
UT WOS:000186987900007
DA 2024-02-21
ER

PT J
AU Dafouz, E
AF Dafouz, Emma
TI Repositioning English-Medium Instruction in a Broader International
   Agenda: Insights from a Survey on Teacher Professional Development
SO ALICANTE JOURNAL OF ENGLISH STUDIES-REVISTA ALICANTINA DE ESTUDIOS
   INGLESES
LA English
DT Article
DE comprehensive internationalization; teacher professional development;
   higher education; EMI; multilingualism
AB As a result of the internationalization of higher education across the globe, many programmes in non-Anglophone countries are shifting to English-medium instruction (EMI) to attract international students and staff, develop global skills in the home student body and increase employability (Dafouz and Smit 2020). Against this background, the purpose of this article is to argue for the need to reposition EMI teacher professional development (TPD) in a broader engagement portfolio, one that aligns more directly with the internationalization strategies of universities and that incorporates all the agencies involved. Adopting an applied linguistic angle, this study focused specifically on the Strategic Action Plan for TPD implemented between 2016-2019 at a large Spanish university. Methodologically, the study drew on an intra-university survey addressed to academic staff (n=2091) as a needs-analysis to tap into lecturers' views of internationalization and EMI. The results will be useful for universities wishing to develop EMI TPD initiatives from an international perspective. The study closes with a reflection on the implications for the stakeholders involved, from university management, to academic staff, EMI educational developers and English language specialists.
C1 [Dafouz, Emma] Univ Complutense Madrid, Madrid, Spain.
C3 Complutense University of Madrid
RP Dafouz, E (corresponding author), Univ Complutense Madrid, Madrid, Spain.
EM edafouz@ucm.es
NR 46
TC 4
Z9 4
U1 0
U2 2
PU UNIV ALICANTE
PI ALICANTE
PA APARTADO DE CORREOS 99, ALICANTE, 3080, SPAIN
SN 0214-4808
EI 2171-861X
J9 ALICANTE J ENGL STUD
JI Alicante J. Engl. Stud.-Rev. Alicant. Estud. Ingl.
PY 2021
IS 34
SI SI
BP 15
EP 38
DI 10.14198/raei.2021.34.08
PG 24
WC Cultural Studies; Linguistics; Language & Linguistics; Literature
WE Emerging Sources Citation Index (ESCI)
SC Cultural Studies; Linguistics; Literature
GA VL6VY
UT WOS:000904814100002
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Lu, QQ
   Zhang, L
   Lin, CL
AF Lu, Qianqian
   Zhang, Lin
   Lin, Chunlei
TI Big Data-Driven Vocational Undergraduate Talent Training and Social
   Needs Adaptability Analysis and Collaborative Path Mining
SO COMPUTATIONAL INTELLIGENCE AND NEUROSCIENCE
LA English
DT Article
AB Aiming at the problem of mismatch between talent cultivation and social demand in the process of undergraduate education, this paper proposes a big data-driven method of adaptability analysis and collaborative path mining between vocational undergraduate talent cultivation and social demand. Starting from the big data-driven vocational undergraduate talent training and social needs, this paper points out the problems existing in the current social needs and puts forward the basic framework of vocational undergraduate talent training mode. Secondly, the clustering model of talent training and social demand is analyzed, and the clustering mining method is proposed. Finally, the big data-driven personnel training and social adaptation mining analysis, in their own ability and social needs adaptability analysis, the basic adaptation accounted for a higher proportion. Professional competence has a higher trust value in cluster analysis. Today's social employment situation is becoming more and more severe, and how to enhance the quality of profession undergraduate students has become one of the theoretical and practical issues worthy of attention in China's colleges at this stage. The talent training model of colleges and universities is closely in route with the demands of society, and the problem of student hire is prominent. Therefore, this paper proposes a student employability training program that combines the elements of student employability through social needs research.
C1 [Lu, Qianqian] Zhejiang Guangsha Vocat & Tech Univ Construction, Adm Off, Dongyang 322100, Peoples R China.
   [Zhang, Lin] Zhejiang Guangsha Vocat & Tech Univ Construction, Personnel Dept, Dongyang 322100, Peoples R China.
   [Lin, Chunlei] Zhejiang Guangsha Vocat & Tech Univ Construction, Dept Educ & Engn, Dongyang 322100, Peoples R China.
RP Lu, QQ (corresponding author), Zhejiang Guangsha Vocat & Tech Univ Construction, Adm Off, Dongyang 322100, Peoples R China.
EM lqq@zjgsdx.edu.cn; huangtype@163.com; linchunlei360@163.com
RI lu, qian/IUN-7445-2023; yang, yun/IZE-1092-2023
NR 15
TC 0
Z9 0
U1 16
U2 41
PU HINDAWI LTD
PI LONDON
PA ADAM HOUSE, 3RD FLR, 1 FITZROY SQ, LONDON, W1T 5HF, ENGLAND
SN 1687-5265
EI 1687-5273
J9 COMPUT INTEL NEUROSC
JI Comput. Intell. Neurosci.
PD OCT 10
PY 2022
VL 2022
AR 8476412
DI 10.1155/2022/8476412
PG 12
WC Mathematical & Computational Biology; Neurosciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Mathematical & Computational Biology; Neurosciences & Neurology
GA 5U2YX
UT WOS:000876420000016
PM 36262626
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Agerström, J
AF Agerstrom, Jens
TI Why does height matter in hiring?
SO JOURNAL OF BEHAVIORAL AND EXPERIMENTAL ECONOMICS
LA English
DT Article
DE Physical height; Hiring; Warmth; Competence; Health; Attractiveness
ID WOMEN; ATTRACTIVENESS; COMPETENCE; STATURE; MEN
AB Previous research shows the existence of a height premium in the workplace with tall individuals receiving more benefits across several domains (e.g., earnings) relative to short people. The current study probes deeper into the height premium by focusing on the specific favorable traits, attributes, and abilities tall individuals are presumed to have, ultimately giving these individuals an advantage in hiring. In an experiment, we made a male job applicant taller or shorter by digitally manipulating photographs, and attached these to job applications that were evaluated by professional recruiters. We find that in the context of hiring a project leader, the height premium consists of increased perceptions of the candidate's general competence, specific job competency (including employability), and physical health, whereas warmth and physical attractiveness seem to matter less. Interestingly, physical height predicted recruiters' hiring intentions even when statistically controlling for competence, warmth, health, and attractiveness. (C) 2014 Elsevier Inc. All rights reserved.
C1 Linnaeus Univ, Dept Psychol, S-39182 Kalmar, Sweden.
C3 Linnaeus University
RP Agerström, J (corresponding author), Linnaeus Univ, Dept Psychol, S-39182 Kalmar, Sweden.
EM Jens.Agerstrom@lnu.se
NR 19
TC 13
Z9 13
U1 0
U2 26
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 2214-8043
EI 2214-8051
J9 J BEHAV EXP ECON
JI J. Behav. Exp. Econ.
PD OCT
PY 2014
VL 52
BP 35
EP 38
DI 10.1016/j.socec.2014.06.002
PG 4
WC Economics
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA AO0DI
UT WOS:000340978900008
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Piper, L
   Dahlquist, K
   Sunnemark, F
AF Piper, Laurence
   Dahlquist, Karl
   Sunnemark, Fredrik
TI Learning for utopia: from banal to critical Work-Integrated Learning
   (WIL)
SO JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES
LA English
DT Article
DE Work-integrated learning; Hanna Arendt; Richard Turner; banal education;
   critical education; utopia
ID GOVERNANCE
AB While long part of vocational and professional training, forms of practice-based education like Work-integrated learning (WIL) are now spreading to academic disciplines like Political Science. The pedagogical entailed in WIL is that student learning requires the theoretical knowledge and practice of both the classroom and the workplace, and therefore pledges better employability for graduates. At the same time, this promise entails a potential threat to disciplines that may call into question the assumptions of market and state relations. The question thus emerges: is it possible to do critical WIL, and what would it look like? This paper makes a normative case that a critical WIL is both desirable and possible by turning to Hanna Arendt and Richard Turner to differentiate 'banal' from 'critical' education. It further argues that any 'critical' educational programme must be based on three principles. First, students must learn about how social systems work and how to be successful in them, but they must also learn to critically reflect on the systems themselves, and to do so in normative terms linked to ending domination. Second, are students required to develop both the dispositions and attributes required for working life, and those required for acting to end domination. Finally, there must be sufficient institutional independence of the programme from its partner institutions to protect the critical WIL agenda. These claims are illustrated through reference to a real-world attempt to institutionalise WIL in a Political Studies Masters programme in Sweden.
C1 [Piper, Laurence; Dahlquist, Karl; Sunnemark, Fredrik] Univ West, Sch Business Econ & IT, SE-46186 Trollhattan, Sweden.
C3 University West - Sweden
RP Piper, L (corresponding author), Univ West, Sch Business Econ & IT, SE-46186 Trollhattan, Sweden.
EM laurence.piper@hv.se; karl.dahlquist@hv.se; fredrik.sunnemark@hv.se
RI Piper, Laurence/J-3447-2019; Sunnemark, Fredrik/ISV-4492-2023
OI Piper, Laurence/0000-0002-0061-0736; Sunnemark,
   Fredrik/0000-0003-4822-6247
FU Learning in and for the new work life (LINA) at University West
FX We would like to thank the two anonymous reviewers for their comments
   that particularly helped ground our theoretical argument in educational
   practice, as well as Paul Mazzocchi for his feedback on the
   phenomenological dimension of an early draft. Further gratitude is owed
   to Stefanos Kourkoulakos and Paul Gray in the Aristotle reading group,
   and to Andrea Johansson for her reflections on Arendt. This research was
   financially supported by Learning in and for the new work life (LINA) at
   University West.
NR 51
TC 0
Z9 0
U1 0
U2 1
PU INST EDUCATION POLICY STUDIES
PI NORTHAMPTON
PA UNIV NORTHAMPTON, PARK CAMPUS, BOUGHTON GREEN RD, NORTHAMPTON, NN2 7AL,
   ENGLAND
SN 2051-0969
EI 1740-2743
J9 J CRIT EDUC POLICY S
JI J. Crit. Educ. Policy Stud.
PD APR
PY 2023
VL 21
IS 1
BP 225
EP 259
PG 35
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA E4DR0
UT WOS:000975069200008
DA 2024-02-21
ER

PT J
AU Renuga, M
   Mala, BK
AF Renuga, M.
   Mala, B. Kanchana
TI Students' perceptions of themselves as readers and the concept of
   reading
SO ASIA LIFE SCIENCES
LA English
DT Article
DE tertiary level students; perception; reading; learners; students'
   preferences; academic success
AB A study has been conducted on 122 first year engineering students at the tertiary level to explore the students' perceptions of themselves as readers and the concept of reading. The results of the study demonstrate that most of the students at this level wish to be good readers since they feel that reading improves their personality, word power and employability skills. They are enthusiastic about taking up reading as a habit for they feel that reading habit is a major constituent of academic success. They have also expressed that motivation by the teachers helps in continuing the habit of reading. The findings of the present study show clearly that the opinions of the young adults must be sought for a successful teaching learning process. Results reveal that 11% of the participants are book worms who spend much time in reading and 21% likes to read 3 or 4 books per month. From the study, it is also evident that students of the present technical age like to read magazines. Despite being frequent readers, they do not seem to love reading books. This type of students constitutes 17% of the group while 15% of the participants say that they do not have time to read. This segment neither read books often nor have many books in their homes. But they are fairly positive about reading books. Eighteen percent of the research group is reluctant who reads just one book a year. They feel that reading is uninteresting. Only 10% of the group never tends to enjoy reading books while nearly 8% of the participants have very low levels of reading. Many have not been read stories by their parents and do not enjoy reading for pleasure or getting information. In short, the results clearly show that it is essential to understand the students' perception of themselves as readers and the concept of reading for promoting their interest towards reading and enhancing their reading skills.
C1 [Renuga, M.; Mala, B. Kanchana] Sona Coll Technol, Dept Humanities & Languages, Salem 636005, Tamil Nadu, India.
C3 Sona College of Technology
RP Renuga, M (corresponding author), Sona Coll Technol, Dept Humanities & Languages, Salem 636005, Tamil Nadu, India.
EM mrenuravi@yahoo.com; Kanchana_rk@yahoo.co.in
NR 23
TC 0
Z9 0
U1 0
U2 15
PU ASIA LIFE SCIENCES
PI LOS BANOS, COLLEGE
PA C/O DR. WILLIAM SM. GRUEZO, CHAIRMAN, UNIVERSITY OF THE PHILIPPINES,
   D-206 BIOLOGICAL SCIENCES BUIL, LOS BANOS, COLLEGE, LAGUNA, 4031,
   PHILIPPINES
SN 0117-3375
J9 ASIA LIFE SCI
JI Asia Life Sci.
PD JAN-JUL
PY 2016
VL 25
IS 1
BP 197
EP 206
PG 10
WC Biology
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Life Sciences & Biomedicine - Other Topics
GA CY5GQ
UT WOS:000366436500014
DA 2024-02-21
ER

PT J
AU Donnelly, M
   Norton, C
AF Donnelly, Mark
   Norton, Claire
TI In the Service of Technocratic Managerialism? History in UK Universities
SO EDUCATIONAL PHILOSOPHY AND THEORY
LA English
DT Article
DE history theory; history culture; universities; managerialism;
   employability
AB This article discusses the conceptualisation, organisation and philosophical orientation of academic history culture in UK higher education. It problematises the extent to which a dominant history culture in UK universities implies and uncritically reproduces normative understandings about the subject; about its epistemological standing, sociopolitical functions, and the presumed cultural value of the discipline practices that students learn to perform. We suggest that current conceptions of history degree curricula are overly thin and organised around a dominant managerialist discourse of skills, personal development and learning outcomes. In a historicised world, in which history-focused behaviour has a crucial, ideological, affirmatory role, and in which historical narratives have a privileged cognitive function, we argue that it is critical for university history students to be able to deconstruct the processes by which history legitimises itself, and reinforces matrices of power in our societies. The positioning of history in higher education as a form of technocratic managerialism closes down spaces in which students can explore the potential of historical practices as a means of engaging with issues of current sociopolitical and ethical concern. We ask in this article, is this what we want an academic history culture to do?
C1 [Donnelly, Mark; Norton, Claire] St Marys Univ, Hist, Twickenham, England.
C3 St Mary's University Twickenham London
RP Norton, C (corresponding author), St Marys Univ, Hist, Twickenham, England.
EM claire.norton@smuc.ac.uk
NR 21
TC 3
Z9 3
U1 2
U2 12
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0013-1857
EI 1469-5812
J9 EDUC PHILOS THEORY
JI Educ. Philos. Theory
PD JUN
PY 2017
VL 49
IS 6
BP 643
EP 655
DI 10.1080/00131857.2015.1104232
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA ES5NI
UT WOS:000399586800018
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Fauser, D
   Schmitt, N
   Golla, A
   Zimmer, JM
   Mau, W
   Bethge, M
AF Fauser, David
   Schmitt, Nadine
   Golla, Andre
   Zimmer, Julia-marie
   Mau, Wilfried
   Bethge, Matthias
TI EMPLOYABILITY AND INTENTION TO APPLY FOR REHABILITATION IN PEOPLE WITH
   BACK PAIN: A CROSS-SECTIONAL COHORT STUDY
SO JOURNAL OF REHABILITATION MEDICINE
LA English
DT Article
DE rehabilitation research; self-reported prognosis; need for
   rehabilitation; intention; propensity score; back pain
ID MEDICAL REHABILITATION; QUESTIONNAIRE; VALIDATION; WORK; DETERMINANTS;
   PERSPECTIVE; POPULATION; DISORDERS; SEVERITY; GERMANY
AB Objectives: To analyse the association between self-reported prognosis of employability and health related measures, and to clarify which determinants influence the intention to apply for medical rehabilitation.
   Design: Cross-sectional study of a random sample of German employees. Participants: A total of 6,654 participants (58% female) aged 45-59 years with back pain during the last 3 months.
   Results: Out of a total of 6,654 persons, 4,838 had a positive self-reported prognosis of employability. Persons with positive and negative prognoses clearly differ with regard to health-related measures. Of 1,816 persons who reported a negative prognosis, 26% stated an intention to apply for rehabilitation. Intention was determined mainly by perceived social support from family and friends (odds ratio (OR) 1.87; 95% confidence interval (95% CI) 1.66-2.10), as well as physicians and therapists (OR 1.64; 95% CI 1.41-1.90).
   Conclusion: A negative self-reported prognosis of employability is associated with self-reported health restrictions that may determine the need for rehabilitation interventions. A considerable proportion of persons with self-reported health restrictions do not plan to use medical rehabilitation. Perceived social support is an important facilitator of intention to apply for rehabilitation. However, this study needs to be replicated in other populations combining self reported and administrative data.
C1 [Fauser, David; Bethge, Matthias] Univ Lubeck, Inst Social Med & Epidemiol, Ratzeburger Allee 160, D-23562 Lubeck, Germany.
   [Schmitt, Nadine; Golla, Andre; Zimmer, Julia-marie; Mau, Wilfried] Martin Luther Univ Halle Wittenberg, Inst Rehabil Med, Halle, Saale, Germany.
C3 University of Lubeck; Martin Luther University Halle Wittenberg
RP Fauser, D (corresponding author), Univ Lubeck, Inst Social Med & Epidemiol, Ratzeburger Allee 160, D-23562 Lubeck, Germany.
EM davidpeter.fauser@uksh.de
RI Fauser, David/HPE-4572-2023; Bethge, Matthias/D-4313-2017
OI Fauser, David/0000-0002-3845-3094; Bethge, Matthias/0000-0002-6417-7812;
   Zimmer, Julia-Marie/0000-0002-9656-530X
FU German Research Foundation [BE 5885/2-1, MA 6981/2-1]; Land
   SchleswigHolstein within the funding programme Open Access
   Publikationsfonds
FX The study was funded by the German Research Foundation (grant numbers:
   BE 5885/2-1; MA 6981/2-1). Funding covers personnel, material and
   travelling expenses.; We acknowledge financial support by Land
   SchleswigHolstein within the funding programme Open Access
   Publikationsfonds.
NR 40
TC 3
Z9 3
U1 1
U2 2
PU FOUNDATION REHABILITATION INFORMATION
PI UPPSALA
PA TRADGARDSGATAN 14, UPPSALA, SE-753 09, SWEDEN
SN 1650-1977
EI 1651-2081
J9 J REHABIL MED
JI J. Rehabil. Med.
PD NOV
PY 2020
VL 52
IS 11
AR jrm00125
DI 10.2340/16501977-2767
PG 9
WC Rehabilitation; Sport Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Rehabilitation; Sport Sciences
GA PH5ID
UT WOS:000600445200003
PM 33191436
OA gold
DA 2024-02-21
ER

PT J
AU Dahlgren, MA
   Reid, A
   Dahlgren, LO
   Petocz, P
AF Dahlgren, Madeleine Abrandt
   Reid, Anna
   Dahlgren, Lars Owe
   Petocz, Peter
TI Learning for the professions: lessons from linking international
   research projects
SO HIGHER EDUCATION
LA English
DT Article
DE higher education; working life; transition; qualitative analysis;
   meta-analysis; professional entity; journeymen
ID STUDENTS CONCEPTIONS; PSYCHOLOGY; EDUCATION
AB At the core of higher education is the experience of students whose focus for learning is often directed towards their future employability. In this paper, we explore the intersections between two large international research projects involving over 500 students. Interviews with students yielded their conceptions of learning and work in specific discipline and professional areas. Analysis of the Swedish and Australian data sets showed the important interplay between students' individual ideas about learning and future work with their workplace. A meta-analysis of the two projects highlights the utility of higher education for students' future working life and suggests ways in which institutions and policy makers can critique current practice in a way that will incline curriculum and teaching development towards professional formation.
C1 [Dahlgren, Madeleine Abrandt; Dahlgren, Lars Owe] Linkoping Univ, Dept Behav Sci & Learning, S-58183 Linkoping, Sweden.
   [Reid, Anna; Petocz, Peter] Macquarie Univ, Sydney, NSW 2109, Australia.
C3 Linkoping University; Macquarie University
RP Dahlgren, MA (corresponding author), Linkoping Univ, Dept Behav Sci & Learning, S-58183 Linkoping, Sweden.
EM madeleine.abrandt.dahlgren@liu.se
RI Dahlgren, Madeleine Abrandt/I-2671-2012
NR 54
TC 18
Z9 18
U1 0
U2 8
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD AUG
PY 2008
VL 56
IS 2
BP 129
EP 148
DI 10.1007/s10734-007-9094-0
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 315WM
UT WOS:000256910900001
DA 2024-02-21
ER

PT J
AU Savage, SV
   Seebruck, R
AF Savage, Scott V.
   Seebruck, Ryan
TI Race, Supervisorial Change, and Job Outcomes: Employability Resilience
   in NCAA Division I College Basketball Coaching
SO SOCIOLOGICAL QUARTERLY
LA English
DT Article
DE racial stratification; racial homophily; minority vulnerability;
   employability resilience; college basketball coaching
ID LABOR-MARKET; EMPLOYMENT DISCRIMINATION; WHITE CORPORATIONS; FOOTBALL
   COACHES; SKIN COLOR; GENDER; INEQUALITY; PROMOTIONS; VULNERABILITY;
   DETERMINANTS
AB We examine how race affects the employment status of subordinates following a job change by their immediate supervisors. We test whether racial homophily between a subordinate and a supervisor affects the odds of being let go. We also consider whether a racial match between an incoming head coach and assistant affects whether assistants retain their assistant coaching position. Data for these analyses come from a unique data set that explores what happens to 704 NCAA Division I college basketball assistant coaches after the head coach leaves the school. Logistic regression analyses confirm the benefit of working for a white head coach as this decreases the likelihood of being let go, compared to more positive outcomes such as following the coach to a new school, being internally promoted or retained after the head coach's departure. Furthermore, racial homophily with incoming head coaches insulates subordinates from having to search for new employment by increasing the likelihood of assistants being retained.
C1 [Savage, Scott V.] Univ Houston, Sociol, Houston, TX USA.
   [Seebruck, Ryan] Univ Arizona, Tucson, AZ 85721 USA.
C3 University of Houston System; University of Houston; University of
   Arizona
RP Savage, SV (corresponding author), Univ Houston, Dept Sociol, 474 Philip G Hoffman Hall, Houston, TX 77204 USA.
EM svsavage@uh.edu
OI Savage, Scott/0000-0001-9142-4500
NR 67
TC 5
Z9 5
U1 0
U2 16
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0038-0253
EI 1533-8525
J9 SOCIOL QUART
JI Sociol. Q.
PD SUM
PY 2016
VL 57
IS 3
BP 415
EP 436
DI 10.1111/tsq.12141
PG 22
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA DR4WY
UT WOS:000379905200002
DA 2024-02-21
ER

PT J
AU Meyers, CA
   Bagnall, RG
AF Meyers, Christopher A.
   Bagnall, Richard G.
TI A case study of an adult learner with ASD and ADHD in an undergraduate
   online learning environment
SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article
ID STUDENTS
AB The contemporary need for older workers to participate in education and training programs to increase their employability has exposed many of them to learning opportunities involving online learning in higher education. This paper reports research into the issues and experiences of an adult learner with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) engaging in undergraduate online learning. The issues and experiences were identified through the use of inductive, in-depth interpretive phenomenological analysis (IPA), as part of a larger study. The profile of the target student was very different from the other nine participants in the study, and was interpreted as principally related to disorientation within his online learning environment. Three types of disorientation were identified - navigational, contextual, and procedural - each of which presented strategies for its mitigation. The research revealed a significant disjunction between the characteristics of the learner's online learning environment and his learning needs and preferences, which has implications for the design and development of inclusive online learning environments in higher education.
C1 [Meyers, Christopher A.; Bagnall, Richard G.] Griffith Univ, Nathan, Qld 4111, Australia.
C3 Griffith University
RP Meyers, CA (corresponding author), Griffith Univ, Nathan, Qld 4111, Australia.
EM c.meyers@meyers.com.au
OI Bagnall, Richard/0000-0003-3245-5539
NR 40
TC 8
Z9 17
U1 1
U2 19
PU AUSTRALASIAN SOC COMPUTERS LEARNING TERTIARY EDUCATION-ASCILITE
PI TUGUN
PA UNIT 5, 202 COODE ST, PO BOX 350, TUGUN, 4224, AUSTRALIA
SN 1449-3098
EI 1449-5554
J9 AUSTRALAS J EDUC TEC
JI Australas. J. Educ. Technol.
PY 2015
VL 31
IS 2
BP 208
EP 219
PG 12
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CN3EV
UT WOS:000358308200008
DA 2024-02-21
ER

PT J
AU Premalatha, N
   Sujatha, S
AF Premalatha, N.
   Sujatha, S.
TI Prediction of students' employability using clustering algorithm: A
   hybrid approach
SO INTERNATIONAL JOURNAL OF MODELING SIMULATION AND SCIENTIFIC COMPUTING
LA English
DT Article; Early Access
DE Educational data mining; students' employability prediction; fuzzy
   clustering means (FCM); particle swarm optimization (PSO)
ID FUZZY DIFFERENTIAL-EQUATIONS; PERCEIVED EMPLOYABILITY; INTENTION;
   OUTCOMES
AB Data Mining is a process of exploring the huge data in search of reliable patterns and methodical relationship among variables. As a result, the findings may be validated through applying the detected patterns to a novel subset of the data. In simple words, Data Mining is referred as extracting the useful information as large dataset and transforming into reliable structure for future use. Data Mining has shown its incredible performance in various fields to a greater extent, out of which, Educational Data Mining (EDM) is one among them. Many researchers have addressed huge number of problems in EDM and applied various techniques to reveal the useful and hidden information that helped in the process of decision making. Students getting employed during and after graduation are one of the important parts of their life. Students, based on their academic performances, are getting employed in companies they deserve. But still, the probability of getting employed is very less in this competitive world. In this paper, a real-time scenario has been chosen for analyzing various factors for getting employed/unemployed. Various clustering and classification techniques have been implemented and their performances are studied. A hybrid approach is presented in this paper that integrates the benefits of particle swarm optimization (PSO) and fuzzy clustering means (FCMs). The results obtained show that the proposed technique helps in obtaining higher accuracy to other clustering techniques. The proposed clustering algorithm PSO-FCM, accuracy is 34.4%, 36.45% and 28.45% higher than the existing method, time complexity shows 45%, 33% and 49% lower than the existing K-means clustering, Naive Bayes clustering and SVM clustering algorithms, respectively.
C1 [Premalatha, N.; Sujatha, S.] Dr GR Damodaran Coll Sci, Dept Comp Sci, Coimbatore, Tamil Nadu, India.
RP Premalatha, N (corresponding author), Dr GR Damodaran Coll Sci, Dept Comp Sci, Coimbatore, Tamil Nadu, India.
EM prema.ctlatha@gmail.com; sujatha.s@grd.edu.in
NR 35
TC 0
Z9 0
U1 1
U2 4
PU WORLD SCIENTIFIC PUBL CO PTE LTD
PI SINGAPORE
PA 5 TOH TUCK LINK, SINGAPORE 596224, SINGAPORE
SN 1793-9623
EI 1793-9615
J9 INT J MODEL SIMUL SC
JI Int. J. Model. Simul. Sci. Comput.
PD 2022 DEC
PY 2022
VL 13
IS 06
AR 2250049
DI 10.1142/S1793962322500490
EA MAR 2022
PG 19
WC Computer Science, Theory & Methods
WE Emerging Sources Citation Index (ESCI)
SC Computer Science
GA 8K3NC
UT WOS:000849405100002
DA 2024-02-21
ER

PT J
AU Devesh, S
   Nanjundaswamy, A
AF Devesh, Sonal
   Nanjundaswamy, Abhishek
TI Cultivating a culture of inquiry: exploring the factors influencing the
   integration of research and teaching in higher education institutions
SO JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Teaching; Research-teaching nexus; Employability of students; Higher
   education institutions
ID LINKING RESEARCH; RESEARCH NEXUS; STUDENTS; PERCEPTIONS; DEPARTMENTS;
   EXPERIENCES; CONTEXT; SCHOOL; LIFE
AB Purpose - To determine the factors influencing the perception of undergraduate students toward research-teaching nexus and also to examine its impact on the attitude of the students.
   Design/methodology/approach - The study used a quantitative design to examine the perceptions of students in higher education institutions in India. Descriptive and inferential statistics were used to describe the data and test the hypothesis. The data was collected using a structured questionnaire for a sample of 188 students from higher education institutions (HEIs). Further, in line with the purpose of the study and to test the hypotheses, the study used descriptive statistics, exploratory factor analysis and multivariate regression analysis.
   Findings - The study demonstrates that the factors influencing the perception of undergraduate students toward research teaching nexus were identified using principal component analysis (PCA) with varimax rotation, conducted on 27 measurement items. In addition, the results of the multivariate regression analysis indicated that research-based, research-tutored and research motivation dimensions, significantly impact the graduate students' perception of research-teaching nexus.
   Practical implications - The outcomes of this research may become valid input to HEI regulators, researchers and teachers while framing the policies and implementation of the same about the pertinent issues discussed in the paper. Further, it contributes to the existing theory that teaching-research quality and level of motivation are also the predominant factors influencing the teaching-research nexus among students. In addition, the outcome of this paper also supports HEIs to achieve the United Nations Sustainable Development Goals (UNSDGs) at large.
   Originality/value - This study contributes to the ongoing debate and scarce literature on research-teaching nexus at the higher education level. The factors derived in this paper propose a framework for aligning teaching and research in academic programs to create high-quality human resource in the nation.
C1 [Devesh, Sonal; Nanjundaswamy, Abhishek] Srinivas Univ, Inst Management & Commerce, Manaluru, India.
RP Nanjundaswamy, A (corresponding author), Srinivas Univ, Inst Management & Commerce, Manaluru, India.
EM abhishekalmighty93@gmail.com
RI N, Dr. ABHISHEK/Y-8882-2018; Devesh, Sonal/AAI-4526-2021
OI N, Dr. ABHISHEK/0000-0001-9345-8501; 
FU Since acceptance of this article, the following author(s) have updated
   their affiliations: Sonal Devesh is at the Christ Deemed to University,
   Bangalore, India.
FX Swami Koragajja's blessings the research has been completed. Further,
   the authors are pleased to acknowledge the support and encouragement of
   Dr Ashoka M L, Dr Parameshwara, Dr Girish Kamath, M Shivalingegowda and
   Likhesh in completing the research work.r Since acceptance of this
   article, the following author(s) have updated their affiliations: Sonal
   Devesh is at the Christ Deemed to University, Bangalore, India.
NR 111
TC 0
Z9 0
U1 5
U2 5
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 2050-7003
EI 1758-1184
J9 J APPL RES HIGH EDUC
JI J. Appl. Res. High. Educ.
PD 2023 OCT 3
PY 2023
DI 10.1108/JARHE-06-2023-0227
EA OCT 2023
PG 23
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA S7MJ2
UT WOS:001072971100001
DA 2024-02-21
ER

PT J
AU Galos, DR
AF Galos, Diana Roxana
TI Social media and hiring: a survey experiment on discrimination based on
   online social class cues
SO EUROPEAN SOCIOLOGICAL REVIEW
LA English
DT Article; Early Access
ID STEREOTYPE CONTENT; EMPLOYERS; COMPETENCE; DIMENSIONS; MODEL; SIGNALS;
   WARMTH; TASTE
AB Discrimination based on social class is challenging to study, and therefore likely to be underappreciated due to its subtle nature. Social class is often difficult to gauge from traditional resumes, yet, the expansion of social networking platforms provides employers with an additional source of information. Given that many individuals have a social media presence today, employers can increasingly rely on additional information gleaned from such online platforms (e.g., Twitter, Instagram), which may alter hiring decisions. To study the role of social networking platforms vis-a-vis potential discrimination based on social class cues, I leverage an original online survey experiment in the United States. The aim of the investigation is (i) to measure the effect of cultural markers of social class expressed on social media profiles in a hypothetical hiring situation and (ii) to analyse potential channels that might explain class-based discrimination. I show that subjects favour the upper-class-signalling candidate over the lower-class-signalling candidate and that perceived competence and perceived warmth are two channels through which class-based discrimination may occur. The individual's online presence might not be part of the formal application process, yet it seems to shape inferences about individuals' employability, competence, and warmth.
C1 [Galos, Diana Roxana] Aarhus Univ, Ctr Expt Philosoph Study Discriminat, Dept Polit Sci, Bartholins Alle 7, DK-8000 Aarhus, Denmark.
C3 Aarhus University
RP Galos, DR (corresponding author), Aarhus Univ, Ctr Expt Philosoph Study Discriminat, Dept Polit Sci, Bartholins Alle 7, DK-8000 Aarhus, Denmark.
EM diana.galos@ps.au.dk
OI Galos, Diana Roxana/0000-0002-7907-412X
FU Danish National Research Foundation [DNRF144]
FX I gratefully acknowledge funding from the Danish National Research
   Foundation (DNRF144)
NR 71
TC 0
Z9 0
U1 4
U2 6
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0266-7215
EI 1468-2672
J9 EUR SOCIOL REV
JI Eur. Sociol. Rev.
PD 2023 APR 13
PY 2023
DI 10.1093/esr/jcad012
EA APR 2023
PG 13
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA D7PK8
UT WOS:000970608700001
DA 2024-02-21
ER

PT J
AU Wiltshier, P
   Edwards, M
AF Wiltshier, Peter
   Edwards, Michael
TI Managing knowledge transfer partnership for a rural community The
   outcomes at Wirksworth, UK
SO KYBERNETES
LA English
DT Article
DE Social capital; Tourism; Sustainability; Social responsibility;
   Knowledge transfer; Community; Regeneration; Problem-based learning
ID SOCIAL NETWORKS; TOURISM; INNOVATION; OPPORTUNITIES; ALLIANCES;
   CLUSTERS; INSIGHTS; GROWTH; FIRMS
AB Purpose - This paper aims to propose a knowledge transfer partnership (KTP) model, using higher education (RE) students researching in the UK. It is focused on community engagement via charitable trusts, New Opportunities Wirksworth (NOW) & Ecclesbourne Valley Rail (EVR). The researchers designed and implemented a pilot study that explored the potential of a small, yet attractive and active, market town to diversify and regenerate using tourism. This project, which has been funded by the UK Higher Education Innovation Fund (HEW), has been devised to operate and monitor a KTP in the culturally important heritage market town of Wirksworth, in Derbyshire.
   Design/methodology/approach - A systems-thinking constructivist approach is used and employs problem-based learning (PBL) through engagement of students in research and data collection. The authors identified that skills for sustainable development within the community are dependent on the reintegration of complex, inter-dependent and inter-disciplinary factors. A holistic approach to the learning and knowledge shared within the community underpins UK initiatives to promote capacity development in ways to change knowledge applications across product and service boundaries. Therefore, in addition to encouraging diversification and regeneration through tourism, this project supported the University of Derby's academic agenda to promote experiential and entrepreneurial learning in students working at both undergraduate and postgraduate levels. This paper accords with the current university initiatives to meet the student employability agenda through the application of PBL and knowledge management.
   Findings - The creation of outcomes and recommendations for Wirksworth's stakeholders provides sustainability through the knowledge creation and sharing processes. There are seven outcomes that chart a path to development and knowledge transfer (KT) and sharing. The authors simultaneously provided an environment for students to gain skills and a community to acquire new knowledge, and these are the outcomes and output of this project. New learning styles may support inclusive academic practice (see related samples of PBL such as Ineson and Beresford in HLST resources 2001). Implications for building a KT community through the social capital accumulated in the project are explored.
   Originality/value - In taking PBL from the classroom to the community, the authors have created a new KT environment in which skills can be acquired and a regeneration strategy can be tested in a work-or-practice-related setting. Students recognise that they are building learning for themselves that is unique in that it cannot be recreated in a classroom setting. The authors see this project developing into a robust long-term partnership between communities and institutions with KT benefits to teaching staff in addition to students. These benefits will include new skills for PBL, working collaboratively with partners in the community to develop key skills in BE students, innovation in assessment, inclusive learning and teaching, experiential and entrepreneurial learning in practice.
C1 [Wiltshier, Peter] Univ Derby, Buxton, England.
   [Edwards, Michael] Self Employed Consultant, Wirksworth, England.
C3 University of Derby
RP Wiltshier, P (corresponding author), Univ Derby, Buxton, England.
EM p.wiltshier@derby.ac.uk
NR 121
TC 9
Z9 10
U1 3
U2 72
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0368-492X
EI 1758-7883
J9 KYBERNETES
JI Kybernetes
PY 2014
VL 43
IS 3-4
BP 629
EP 651
DI 10.1108/K-07-2013-0128
PG 23
WC Computer Science, Cybernetics
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science
GA AE6ZQ
UT WOS:000334146900020
DA 2024-02-21
ER

PT J
AU Blood, IM
   Blood, GW
AF Blood, IM
   Blood, GW
TI Effects of acknowledging a hearing loss on social interactions
SO JOURNAL OF COMMUNICATION DISORDERS
LA English
DT Article
ID IMPAIRED CHILDREN; IMPRESSIONS; HANDICAP
AB An important part of the counseling process is to offer guidance to people with hearing impairments on accepting their disability and adjusting to the negative attitudes held by some communications partners. The purpose of this study was to determine subjects' (1) preferences for interacting with individuals with a hearing impairment who acknowledged their hearing loss, and (2) perceptions of personality, employability, intelligence, and adjustment related to acknowledgment of hearing loss. Two male students with hearing impairments were videotaped under two experimental conditions. During one condition students acknowledged their hearing losses, spoke about adjustment, concerns, etc., while during the other condition they did not acknowledge their hearing loss. Results indicated that subjects preferred speakers when they discussed their hearing loss. Speakers who acknowledged their hearing loss also received more favorable ratings on personality, employability, and adjustment. Clinical implications for aural rehabilitation programs are discussed. (C) 1999 by Elsevier Science Inc.
C1 Penn State Univ, Off Vice Provost & Dean Undergrad Educ, University Pk, PA 16802 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University; Pennsylvania State University -
   University Park
RP Blood, IM (corresponding author), Penn State Univ, Off Vice Provost & Dean Undergrad Educ, 417 Old Main, University Pk, PA 16802 USA.
NR 22
TC 7
Z9 8
U1 0
U2 6
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 655 AVENUE OF THE AMERICAS, NEW YORK, NY 10010 USA
SN 0021-9924
J9 J COMMUN DISORD
JI J. Commun. Disord.
PD MAR-APR
PY 1999
VL 32
IS 2
BP 109
EP 120
DI 10.1016/S0021-9924(98)00033-1
PG 12
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 185LL
UT WOS:000079670400003
PM 10212849
DA 2024-02-21
ER

PT J
AU Nicholson, A
   Johnston, P
AF Nicholson, Alex
   Johnston, Paul
TI Generative mechanisms for student value perceptions: an exploratory case
   study
SO JOURNAL OF FURTHER AND HIGHER EDUCATION
LA English
DT Article
DE value; slices; employability; marketing
ID CUSTOMER VALUE
AB Despite ever-strengthening political rhetoric to the contrary, there can be little doubt that the holistic value of an undergraduate degree is far greater than merely its potential for employability enhancement. However, what is less clear is the extent to which fee-paying students perceive broader aspects of value, and how such value perceptions are formed. This paper outlines findings from an exploratory case study comprising six life history interviews in which past and present law students from a post-92 university in the UK were asked to explore how they perceive the value of their degree, specifically focusing on how and when such value perceptions might have been shaped by their life experiences. Through analysis of the resultant data, a wide range of possible 'generative mechanisms' were identified which may influence student value perceptions in this context. Generative mechanisms are not direct causes but things which have the potential to have a real-world impact given the right conditions. By understanding such mechanisms, legal education providers - and to a lesser extent also providers from other disciplines - can more effectively design and market their programmes to ensure that they deliver maximum value that is perceived within their markets.
C1 [Nicholson, Alex] Sheffield Hallam Univ, Dept Law & Criminol, Sheffield, S Yorkshire, England.
   [Johnston, Paul] Sheffield Hallam Univ, Dept Management, Sheffield, S Yorkshire, England.
   [Johnston, Paul] Nottingham Trent Univ, Mkt Dept, Nottingham, England.
C3 Sheffield Hallam University; Sheffield Hallam University; Nottingham
   Trent University
RP Nicholson, A (corresponding author), Sheffield Hallam Univ, Dept Law & Criminol, Sheffield, S Yorkshire, England.
EM a.nicholson@shu.ac.uk
OI Nicholson, Alex/0000-0002-2049-033X
NR 49
TC 1
Z9 2
U1 0
U2 3
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0309-877X
EI 1469-9486
J9 J FURTH HIGHER EDUC
JI J. Furth Higher Education
PY 2021
VL 45
IS 8
BP 1104
EP 1117
DI 10.1080/0309877X.2021.1905158
PG 14
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA YZ0XQ
UT WOS:000755206900007
OA hybrid, Green Published, Green Accepted
DA 2024-02-21
ER

PT J
AU Briant, S
   Crowther, P
   Clifton, J
   Burton, LO
AF Briant, Sarah
   Crowther, Philip
   Clifton, Jennifer
   Burton, Lindy Osborne
TI Work-integrated learning (WIL) as a part of quality education in
   architecture: the profession's perspective
SO ARCHNET-IJAR INTERNATIONAL JOURNAL OF ARCHITECTURAL RESEARCH
LA English
DT Article; Early Access
DE Work integrated learning; Architecture; Delphi; Architecture profession;
   Higher education
ID EXPERIENCES; CURRICULUM; DELPHI
AB PurposeThis research argues that architecture knowledge is fragmented between the profession and academia as evidenced by long-standing conflicting opinions regarding desirable graduate attributes. Work-integrated learning (WIL) is one mode of education where these fragments should come together. This research seeks to address a missing part of that WIL model and understand the profession's view of what constitutes quality education as a United Nations (UN) Sustainability Development Goal (SDG).Design/methodology/approachUtilising a three round Delphi survey of the architecture profession engaged in WIL programs, this study reports on their perspectives of the key benefits and attributes of WIL and the value of WIL experiences as part of a quality higher education system.FindingsThe architecture profession confirmed the value of WIL programs as contributing to students developing an understanding of workplace culture and contexts. There was strong agreement that WIL experiences can be a valuable part of a quality education and enhance graduate employability. Challenges for practice included semester-based program timing, the length of engagement with practice and the lack of WIL program guidance by universities to prepare the profession for WIL experiences.Originality/valueWhile WIL has been extensively researched over the last decade, it is limited in the architecture discipline. Survey findings address the research gap in understanding the architecture profession's views as a key WIL stakeholder which is important given the rapidly changing practice environments, globalisation and the increasingly transdisciplinary context.
C1 [Briant, Sarah; Crowther, Philip; Burton, Lindy Osborne] Queensland Univ Technol, Sch Architecture & Built Environm, Brisbane, Australia.
   [Clifton, Jennifer] Queensland Univ Technol, Sch Teacher Educ & Leadership, Brisbane, Australia.
C3 Queensland University of Technology (QUT); Queensland University of
   Technology (QUT)
RP Briant, S (corresponding author), Queensland Univ Technol, Sch Architecture & Built Environm, Brisbane, Australia.
EM s.briant@qut.edu.au; p.crowther@qut.edu.au; jen.clifton@qut.edu.au;
   lindy.burton@qut.edu.au
RI Crowther, Philip/GMX-1407-2022
OI Crowther, Philip/0000-0001-6319-279X; Clifton,
   Jennifer/0000-0002-6997-620X; Burton, Lindy Osborne/0000-0003-1232-4080
NR 70
TC 0
Z9 0
U1 1
U2 5
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 2631-6862
EI 1938-7806
J9 ARCHNET-IJAR
JI Archnet-IJAR
PD 2023 OCT 11
PY 2023
VL 17
IS 3
SI SI
BP 518
EP 535
DI 10.1108/ARCH-01-2023-0001
EA MAR 2023
PG 18
WC Architecture
WE Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Architecture
GA T7MG1
UT WOS:000950158500001
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Rebenko, M
AF Rebenko, Maryna
TI MODELLING ESP TEACHER IDENTITY IN UKRAINIAN TERTIARY EDUCATION
SO JOURNAL OF TEACHING ENGLISH FOR SPECIFIC AND ACADEMIC PURPOSES
LA English
DT Article
DE ESP teacher; identity model; questionnaire; identity constituents
   ranking
ID LANGUAGE
AB In an attempt to leverage knowledge in an ESP classroom, some university teachers find not much support from the university staff and administration in Ukraine. Yet, it hardly restrains ESP teachers to eagerly develop and construe their professional identity aimed at equipping students with employability literacy skills. A two-stage survey of three different groups of respondents was conducted at Taras Shevchenko University of Kyiv, Ukraine. The findings on the open-ended questionnaire allowed designing a rank of identity constituents, which appeared to be different in research groups' perceptions. While both language and subject teachers valued "individual features" as the most significant and "work experience" as the least, the students correspondingly ranked the other categories - "professional knowledge" and "foreign language competence". Within the close-ended questionnaire dataset, these discrepancies vanished. All research groups agreed on the model of "ideal" ESP teacher identity as a combination of significantly ranking categories: "methods of teaching" -> "professional knowledge" -> "individual features" -> "foreign language competence" -> "work experience". The "professional knowledge" category was estimated twice as significant as the "work experience" domain. The research results are consistent with the recent studies on teacher identity simulation. New was ranking the ESP teacher identity model on constituents' significance based on opinions of three different social groups - students, language teachers, and subject teachers. The worked-out model could remedy ESP teacher identity ambiguity due to approach fruitfulness.
C1 [Rebenko, Maryna] Taras Shevchenko Natl Univ Kyiv, Foreign Languages Math Fac Dept, Inst Philol, Kiev, Ukraine.
C3 Ministry of Education & Science of Ukraine; Taras Shevchenko National
   University Kiev
RP Rebenko, M (corresponding author), Taras Shevchenko Natl Univ Kyiv, Foreign Languages Math Fac Dept, Inst Philol, Kiev, Ukraine.
EM m.rebenko@knu.ua
RI Rebenko, Maryna/AAW-9430-2021
OI Rebenko, Maryna/0000-0001-8553-3559
NR 24
TC 1
Z9 1
U1 2
U2 6
PU UNIV NIS, FAC SCI MATH
PI NIS
PA PO BOX 224, VISEGRADSKA 33, NIS, 18000, SERBIA MONTENEG
SN 2334-9182
EI 2334-9212
J9 J TEACH ENGL SPECIF
JI J. Teach. Engl. Specif. Acad. Purp.
PY 2020
VL 8
IS 3
BP 201
EP 213
DI 10.22190/JTESAP2003201R
PG 13
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA QB3QI
UT WOS:000614056200004
OA gold
DA 2024-02-21
ER

PT J
AU Scott, GG
   Sinclair, J
   Short, E
   Bruce, G
AF Scott, Graham G.
   Sinclair, Jason
   Short, Emma
   Bruce, Gillian
TI It's Not What You Say, It's How You Say It: Language Use on Facebook
   Impacts Employability But Not Attractiveness
SO CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING
LA English
DT Article
ID NETWORKING WEB SITES; IMPRESSIONS; FRIENDS; BEHAVIOR; NUMBER; SELF
AB The expansion and increasing diversity of the Internet has seen a growth in user-generated online content, and an escalation in incorrect and nonstandardized language use (e.g., text speak). This evolution has been exemplified by social networking sites such as Facebook. In our experiment, participants viewed six Facebook profiles whose walls contained status updates that were either spelled correctly, incorrectly, or using text speak, and then rated the profile owners on measures of attractiveness and employability. It was shown that language use had no impact on attractiveness, but users who used correct language were seen as more intelligent, competent, and employable. These results highlight the need to control language in this area of research by demonstrating the variables' seemingly elevated importance to employers compared to peers. The findings also pave the way for further exploration of the Warranting Theory of impression formation online and the role of language in social media-based identity statements and behavioral residue.
C1 [Scott, Graham G.; Bruce, Gillian] Univ West Scotland, Sch Social Sci, Div Psychol, Paisley PA1 2BE, Renfrew, Scotland.
   [Sinclair, Jason] Univ Aberdeen, Sch Psychol, Aberdeen, Scotland.
   [Short, Emma] Univ Bedfordshire, Dept Psychol, Luton, Beds, England.
C3 University of West Scotland; University of Aberdeen; University of
   Bedfordshire
RP Scott, GG (corresponding author), Univ West Scotland, Sch Social Sci, Div Psychol, Paisley PA1 2BE, Renfrew, Scotland.
EM graham.scott@uws.ac.uk
RI Short, Emma/AAS-9177-2021; Bruce, Gillian/A-2309-2009
OI Bruce, Gillian/0000-0003-2593-1488
NR 28
TC 21
Z9 29
U1 0
U2 54
PU MARY ANN LIEBERT, INC
PI NEW ROCHELLE
PA 140 HUGUENOT STREET, 3RD FL, NEW ROCHELLE, NY 10801 USA
SN 2152-2715
EI 2152-2723
J9 CYBERPSYCH BEH SOC N
JI Cyberpsychology Behav. Soc. Netw.
PD AUG
PY 2014
VL 17
IS 8
BP 562
EP 566
DI 10.1089/cyber.2013.0584
PG 5
WC Psychology, Social
WE Social Science Citation Index (SSCI)
SC Psychology
GA AN4DO
UT WOS:000340538000010
PM 24949532
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Sellers, DM
   Heronemus, C
   Gannon, C
   Lockhart, PA
AF Sellers, Debra M.
   Heronemus, Cheryl
   Gannon, Cindy
   Lockhart, Peggy A.
TI Creating Opportunities Through an Experiential, Community-Based
   Cooperative Extension Internship Program
SO JOURNAL OF EXTENSION
LA English
DT Article
DE college; internship; outreach; student; experiential
AB Extension is positioned to develop and implement high-quality, high-impact internship experiences for college students in local communities. The creation of the Rising Star Internship program arose from interest in providing experiential work opportunities for Iowa State University students coupled with the organizational goals of promoting awareness of Cooperative Extension and increasing interest in employability within Extension. The program provides a paid county-level summer internship with several unique elements. Evidence collected from student participants suggests that it is a mutually beneficial endeavor for Extension, students, and communities. Extension systems may desire to replicate these efforts if they share similar ambitions.
C1 [Sellers, Debra M.; Heronemus, Cheryl; Gannon, Cindy; Lockhart, Peggy A.] Iowa State Univ, Iowa State Univ Extens & Outreach, Ames, IA 50011 USA.
C3 Iowa State University
RP Sellers, DM (corresponding author), Iowa State Univ, Iowa State Univ Extens & Outreach, Ames, IA 50011 USA.
EM dsellers@iastate.edu
NR 10
TC 0
Z9 0
U1 0
U2 1
PU UNIV OF WISCONSIN EXTENSION JOURNAL INC
PI MADISON
PA 605 EXTENSION BLDG 432 NORTH LAKE ST, MADISON, WI 53706 USA
SN 0022-0140
EI 1077-5315
J9 J EXT
JI J. Ext.
PD DEC
PY 2020
VL 58
IS 6
AR v58-6iw4
PG 9
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA PG8CJ
UT WOS:000599956600013
DA 2024-02-21
ER

PT J
AU Campion, MC
   Ployhart, RE
   Campion, MA
AF Campion, Michael C.
   Ployhart, Robert E.
   Campion, Michael A.
TI Using Recruitment Source Timing and Diagnosticity to Enhance Applicants'
   Occupation-Specific Human Capital
SO JOURNAL OF APPLIED PSYCHOLOGY
LA English
DT Article
DE recruitment; job search; staffing; occupational choice; human capital
ID WORD-OF-MOUTH; ORGANIZATIONAL ATTRACTIVENESS; COLLEGE MAJOR;
   PERCEPTIONS; INVESTMENT; EMPLOYABILITY; PERFORMANCE; SIMILARITY;
   PSYCHOLOGY; EDUCATION
AB This study proposes that reaching applicants through more diagnostic recruitment sources earlier in their educational development (e.g., in high school) can lead them to invest more in their occupation-specific human capital (OSHC), thereby making them higher quality candidates. Using a sample of 78,157 applicants applying for jobs within a desirable professional occupation in the public sector, results indicate that applicants who report hearing about the occupation earlier, and applicants who report hearing about the occupation through more diagnostic sources, have higher levels of OSHC upon application. Additionally, source timing and diagnosticity affect the likelihood of candidates applying for jobs symbolic of the occupation, selecting relevant majors, and attending educational institutions with top programs related to the occupation. These findings suggest a firm's recruiting efforts may influence applicants' OSHC investment strategies.
C1 [Campion, Michael C.; Ployhart, Robert E.] Univ South Carolina, Dept Management, Columbia, SC 29208 USA.
   [Campion, Michael A.] Purdue Univ, Dept Management, W Lafayette, IN 47907 USA.
C3 University of South Carolina System; University of South Carolina
   Columbia; Purdue University System; Purdue University West Lafayette
   Campus; Purdue University
RP Campion, MA (corresponding author), Univ South Carolina, Darla Moore Sch Business, 1014 Greene St, Columbia, SC 29208 USA.
EM michael.campion@grad.moore.sc.edu
RI Ployhart, Robert/Y-3347-2019
NR 71
TC 11
Z9 21
U1 3
U2 58
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0021-9010
EI 1939-1854
J9 J APPL PSYCHOL
JI J. Appl. Psychol.
PD MAY
PY 2017
VL 102
IS 5
BP 764
EP 781
DI 10.1037/apl0000190
PG 18
WC Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Psychology; Business & Economics
GA EU3AI
UT WOS:000400900600005
PM 28150982
DA 2024-02-21
ER

PT J
AU de Wind, A
   Donker-Cools, BHPM
   Jansen, L
   Luymes, CH
   van der Burg-vermeulen, SJ
   Oomens, S
   Anema, JR
   Schaafsma, FG
AF de Wind, Astrid
   Donker-Cools, Birgit H. P. M.
   Jansen, Lyanne
   Luymes, Clare H. H.
   van der Burg-Vermeulen, Sylvia J. J.
   Oomens, Shirley
   Anema, Johannes R. R.
   Schaafsma, Frederieke G. G.
TI Development of the core of an ICF-based instrument for the assessment of
   work capacity and guidance in return to work of employees on sick leave:
   a multidisciplinary modified Delphi study
SO BMC PUBLIC HEALTH
LA English
DT Article
DE Delphi technique; Disability; Return to work; Sick leave; Work capacity
ID VOCATIONAL-REHABILITATION; CONSENSUS METHODS; HEALTH; SET; DISABILITY
AB Background: Several occupational health disciplines are involved in return to work guidance, implying that good interdisciplinary collaboration is important. A shared conceptual framework and a common language for the assessment of work capacity and guidance in return to work is expected to be at the benefit of appropriate and sustainable employability of sick employees. The International Classification of Functioning, Disability and Health (ICF) can be considered a shared conceptual framework and is also promising in terms of a common language. The purpose of the current study is to reach multidisciplinary consensus among occupational health professionals on the content of an ICF-based instrument for the assessment of work capacity and guidance in return to work. Methods: To obtain multidisciplinary consensus we conducted a modified Delphi study among twelve occupational health experts, including four occupational physicians, four insurance physicians and four labour experts. The study included two e-mail rounds and two virtual meetings. In the consecutive rounds the experts assessed ICF items as well as a list of non-ICF-based work-related environmental factors on their relevance for the assessment of the work capacity and guidance in return to work together with their interpretability. Results: The four consecutive Delphi rounds resulted in 20 items that are minimally needed for the assessment of the work capacity and return to work possibilities of employees on sick leave. The final list included six items on personal functioning, seven items on social functioning and seven items on physical functioning. Conclusions: This set of items forms the core of an ICF-based instrument, which is expected to facilitate interdisciplinary and intradisciplinary communication because of the use of a shared conceptual framework. As such, it should be of help in the guidance in return to work of employees on sick leave and contribute to appropriate and sustainable employability.
C1 [de Wind, Astrid; Donker-Cools, Birgit H. P. M.; Jansen, Lyanne; Luymes, Clare H. H.; van der Burg-Vermeulen, Sylvia J. J.; Schaafsma, Frederieke G. G.] Amsterdam UMC locat Univ Amsterdam, Publ & Occupat Hlth, Amsterdam, Netherlands.
   [de Wind, Astrid; Donker-Cools, Birgit H. P. M.; Jansen, Lyanne; Luymes, Clare H. H.; van der Burg-Vermeulen, Sylvia J. J.; Anema, Johannes R. R.; Schaafsma, Frederieke G. G.] Amsterdam Publ Hlth Res Inst, Societal Participat & Hlth, Amsterdam, Netherlands.
   [Donker-Cools, Birgit H. P. M.; Jansen, Lyanne; Luymes, Clare H. H.; Anema, Johannes R. R.; Schaafsma, Frederieke G. G.] Res Ctr Insurance Med, Amsterdam, Netherlands.
   [Oomens, Shirley] HAN Univ Appl Sci, Occupat & Hlth Res Grp, Arnhem, Netherlands.
   [Oomens, Shirley] Radboudumc, Nijmegen Sch Occupat Hlth, Dept Primary & Community Care, Nijmegen, Netherlands.
   [Anema, Johannes R. R.] Amsterdam UMC locat Vrije Univ Amsterdam, Publ & Occupat Hlth, Amsterdam, Netherlands.
C3 Vrije Universiteit Amsterdam; Radboud University Nijmegen
RP de Wind, A (corresponding author), Amsterdam UMC locat Univ Amsterdam, Publ & Occupat Hlth, Amsterdam, Netherlands.
EM a.dewind@amsterdamumc.nl
FU Ministry of Social Affairs and Employment
FX This work was financially supported by the Ministry of Social Affairs
   and Employment. The funder had no role in the design of the study; in
   the collec-tion, analyses, or interpretation of data; in the writing of
   the manuscript, or in the decision to publish the results.
NR 24
TC 1
Z9 1
U1 0
U2 0
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1471-2458
J9 BMC PUBLIC HEALTH
JI BMC Public Health
PD DEC 28
PY 2022
VL 22
IS 1
AR 2449
DI 10.1186/s12889-022-14653-0
PG 10
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Public, Environmental & Occupational Health
GA 7L0EQ
UT WOS:000905649300002
PM 36578011
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Borinshtein, Y
   Stovpets, O
   Kisse, A
   Balashenko, I
   Kulichenko, V
AF Borinshtein, Yevhen
   Stovpets, Oleksandr
   Kisse, Anton
   Balashenko, Inna
   Kulichenko, Volodymyr
TI Educational marketing as a basis for the development of modern Ukrainian
   society and the state
SO AMAZONIA INVESTIGA
LA English
DT Article
DE education; higher education; Ukraine; market; employability; educational
   marketing; educational service
ID ADULT-EDUCATION; STUDENT; PERCEPTIONS; CUSTOMERS; PROSPECTS
AB This study is aimed to contribute into the improvement for 'educational marketing' as one of the essential and defining areas that accelerates a comprehensive social development of today's Ukraine, strengthening the intellectual potential of Ukrainian society and the State. The methodology used in the research allows developing a renewed strategy of educational marketing, which would take into account the system of professional education based on marketing policy, focused on a set of marketing patterns. The research gives a general understanding of what material & technical, legal-organizational, socio-economic, and mental problems Ukraine's contemporary education system functions with. The emphasis is made on the problems of the Higher Education reforming. The scientific novelty element consists in the proposal to create a profile package of a modern senior- and middle-level specialist, focusing higher education institutions on the development of marketing skills for these specialists.
C1 [Borinshtein, Yevhen] State Inst South Ukrainian Natl Pedag Univ, Dept Philosophy Sociol & Management Sociocultural, Kiev, Ukraine.
   [Stovpets, Oleksandr] Odessa Natl Maritime Univ, Criminal & Adm Law Dept, Odessa, Ukraine.
   [Stovpets, Oleksandr; Kulichenko, Volodymyr] Odessa Natl Maritime Univ, Philosophy Dept, Odessa, Ukraine.
   [Kisse, Anton; Balashenko, Inna] State Inst South Ukrainian Natl Pedag Univ, Dept Philosophy Sociol & Management Sociocultural, Odessa, Ukraine.
C3 Ministry of Education & Science of Ukraine; South Ukrainian National
   Pedagogical University Named After K. D. Ushynsky; Ministry of Education
   & Science of Ukraine; Odessa National Maritime University; Ministry of
   Education & Science of Ukraine; Odessa National Maritime University;
   Ministry of Education & Science of Ukraine; South Ukrainian National
   Pedagogical University Named After K. D. Ushynsky
RP Borinshtein, Y (corresponding author), State Inst South Ukrainian Natl Pedag Univ, Dept Philosophy Sociol & Management Sociocultural, Kiev, Ukraine.
RI Borinshteyn, Yevgen/HTR-3070-2023; Stovpets, Oleksandr/AAK-5150-2020;
   Balashenko, Inna/AEL-4258-2022
OI Borinshteyn, Yevgen/0000-0002-0323-4457; Stovpets,
   Oleksandr/0000-0001-8001-4223; Balashenko, Inna/0000-0001-6008-1891;
   Kulichenko, Volodymyr/0000-0002-3761-6330
NR 58
TC 1
Z9 1
U1 2
U2 3
PU  Editorial Primmate
PI Caqueta
PA calle 15 1-72 Florencia, Caqueta, COLOMBIA
EI 2322-6307
J9 AMAZON INVESTIG
JI AMAZON. INVESTIG.
PD JUN
PY 2022
VL 11
IS 54
BP 146
EP 157
DI 10.34069/AI/2022.54.06.14
PG 12
WC Social Sciences, Interdisciplinary
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA 5I8SV
UT WOS:000868620700014
OA gold
DA 2024-02-21
ER

PT J
AU Ahmad, A
AF Ahmad, Akhlaq
TI Do Equal Qualifications Yield Equal Rewards for Immigrants in the Labour
   Market?
SO WORK EMPLOYMENT AND SOCIETY
LA English
DT Article; Early Access
DE correspondence study; ethnic discrimination; Finland; immigrants; labour
   market
ID ETHNIC DISCRIMINATION; FIELD EXPERIMENT; AESTHETIC LABOR; JOB
   APPLICANTS; WORK; EMPLOYABILITY; UNEMPLOYMENT; MIGRANTS; ACCESS
AB Using a correspondence field experiment, the study reported in this article has investigated if immigrant job applicants with equivalent qualifications are treated differently in the Finnish labour market. The study consists of 5000 job applications that were sent out to 1000 advertised positions by five applicants of Finnish, English, Iraqi, Russian and Somali backgrounds, who differed only in their names. The findings show that applicants of immigrant origin receive significantly fewer invitations for a job interview than the native candidate, even if they possess identical language proficiency, education and vocational diplomas. However, the extent of discrimination is not equally distributed among the immigrant groups. Rather, job applicants from non-European backgrounds seem to suffer a significantly greater labour-market penalty. The findings clearly suggest that, despite anti-discrimination legislation and measures aimed at promoting equal employment opportunities, discrimination continues to remain a serious barrier to immigrants' labour-market integration in a Nordic welfare society.
C1 [Ahmad, Akhlaq] Univ Helsinki, Fac Social Sci, POB 18 Unioninkatu 35, Helsinki 00014, Finland.
C3 University of Helsinki
RP Ahmad, A (corresponding author), Univ Helsinki, Fac Social Sci, POB 18 Unioninkatu 35, Helsinki 00014, Finland.
EM akhlaq.ahmad@helsinki.fi
RI Ahmad, Akhlaq/GVS-1598-2022
FU Kone Foundation [089958]
FX The author disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: this research
   was funded by Kone Foundation, grant no. 089958.
NR 55
TC 18
Z9 20
U1 4
U2 33
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0950-0170
EI 1469-8722
J9 WORK EMPLOY SOC
JI Work Employ. Soc.
PD 2020 OCT
PY 2020
VL 34
IS 5
BP 826
EP 843
AR 0950017020919670
DI 10.1177/0950017020919670
EA JUN 2020
PG 18
WC Economics; Industrial Relations & Labor; Sociology
WE Social Science Citation Index (SSCI)
SC Business & Economics; Sociology
GA NX6OX
UT WOS:000538513700001
OA hybrid
DA 2024-02-21
ER

PT J
AU Khalid, A
   Syed, J
AF Khalid, Afaf
   Syed, Jawad
TI A relational perspective of schizophrenia at work
SO EQUALITY DIVERSITY AND INCLUSION
LA English
DT Article; Early Access
DE Mental illness; Multilevel; Relational perspective; Schizophrenia
ID SEVERE MENTAL-ILLNESS; SUPPORTED EMPLOYMENT; DIVERSITY MANAGEMENT;
   SELF-ESTEEM; PEOPLE; STIGMA; WORKPLACE; HEALTH; EXPERIENCES; RESILIENCE
AB Purpose Despite a plethora of research on diversity and inclusion, workplace-related issues pertaining to individuals with schizophrenia (SCZ) remain grossly underexplored. This paper seeks to develop a relational, multilevel perspective of issues and challenges faced by individuals with SCZ in the work and career. Design/methodology/approach The research draws on the findings from in-depth, qualitative interviews with schizophrenic individuals, individuals' family members, healthcare professionals and nongovernmental organization (NGO) representatives. Findings The findings highlight the interconnected nature of multilevel issues faced by schizophrenic individuals and indicate that at the societal level, social stigma, economic conditions and inadequate government policies are the key challenges faced by them. At the organizational level workplace support and job suitability and design affect individuals' employment. At the individual level, self-stigma affects the employability in a negative way whereas personal motivation and resilience, family and social support and realization of illness are the facilitating factors. Originality/value The study adds to disability and diversity literature by developing a relational perspective that holistically captures the issues faced by schizophrenic individuals and suggests that the work and employment-related issues may be simultaneously addressed at multiple levels.
C1 [Khalid, Afaf; Syed, Jawad] Lahore Univ Management Sci, Suleman Dawood Sch Business, Lahore, Pakistan.
C3 Lahore University of Management Sciences
RP Khalid, A (corresponding author), Lahore Univ Management Sci, Suleman Dawood Sch Business, Lahore, Pakistan.
EM afaf.khalid@lums.edu.pk
OI Syed, Jawad/0000-0002-8796-1888
NR 111
TC 2
Z9 2
U1 3
U2 7
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2040-7149
EI 2040-7157
J9 EQUAL DIVERS INCL
JI Equal. Divers. Incl.
PD 2023 MAR 28
PY 2023
VL 42
IS 3
BP 321
EP 345
DI 10.1108/EDI-06-2022-0165
EA OCT 2022
PG 25
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA D3XE8
UT WOS:000867886700001
DA 2024-02-21
ER

PT J
AU Pembridge, JJ
   Paretti, MC
AF Pembridge, James J.
   Paretti, Marie C.
TI Characterizing capstone design teaching: A functional taxonomy
SO JOURNAL OF ENGINEERING EDUCATION
LA English
DT Article
DE instructional methods; senior (capstone) design; taxonomy; teaching
   skills; workplace preparation
ID KNOWLEDGE
AB Background: Capstone design courses represent a critical juncture in students' development at the transition from school to work. However, few studies have systematically explored teaching in this context, leaving a significant gap in our ability to concretely describe faculty practices in ways that support subsequent explorations of the relationships between teaching practices and learning outcomes.
   Purpose/Hypothesis: The aim of this study was to develop a comprehensive description of the pedagogical practices used by capstone design faculty from a functional perspective and provide researchers with a framework for subsequent work.
   Design/Method: This study used qualitative methods to analyze interviews with 42 capstone faculty; the participants represent a stratified purposeful sample of respondents to a national survey. Analysis focused on descriptive coding, beginning with a priori codes, to define broad functions, supplemented with emergent coding to identify concrete practices used in the capstone context.
   Results: The study resulted in a model of capstone design teaching that includes nine functions (challenge, protect, coach, promote employability, provide exposure, provide role models, accept and confirm, counsel, and build rapport) and 28 associated practices.
   Conclusions: Capstone faculty use a range of practices designed not only to coach students through the engineering design process but also to more broadly prepare students for workplace practice and build their identity as engineering professionals.
C1 [Pembridge, James J.] Embry Riddle Aeronaut Univ, Engn Fundamentals, Daytona Beach, FL USA.
   [Paretti, Marie C.] Virginia Tech, Engn Educ, 635 Prices Fork Rd, Blacksburg, VA 24061 USA.
C3 Embry-Riddle Aeronautical University; Virginia Polytechnic Institute &
   State University
RP Paretti, MC (corresponding author), Virginia Tech, Engn Educ, 635 Prices Fork Rd, Blacksburg, VA 24061 USA.
EM james.pembridge@erau.edu; mparetti@vt.edu
OI Paretti, Marie/0000-0002-2202-6928
FU National Science Foundation [0846605]; Div Of Engineering Education and
   Centers; Directorate For Engineering [0846605] Funding Source: National
   Science Foundation
FX National Science Foundation Grant/Award Number: 0846605
NR 53
TC 15
Z9 16
U1 3
U2 17
PU AMER SOC ENGINEERING EDUCATION
PI WASHINGTON
PA 1818 N ST, N W, STE 600, WASHINGTON, DC 20036 USA
SN 1069-4730
EI 2168-9830
J9 J ENG EDUC
JI J. Eng. Educ.
PD APR
PY 2019
VL 108
IS 2
BP 197
EP 219
DI 10.1002/jee.20259
PG 23
WC Education & Educational Research; Education, Scientific Disciplines;
   Engineering, Multidisciplinary
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Engineering
GA ID7HD
UT WOS:000471852400007
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Elo, M
   Aman, R
   Täube, F
AF Elo, Maria
   Aman, Raushan
   Taeube, Florian
TI Female Migrants and Brain Waste - A Conceptual Challenge with Societal
   Implications
SO INTERNATIONAL MIGRATION
LA English
DT Article; Early Access
ID IMMIGRATION POLICIES; SKILLED MIGRANTS; MIGRATION; WOMEN; GENDER;
   DIVERSITY; WORK; PERSPECTIVES; FEMINIZATION; CAREER
AB Global careers and highly skilled expatriates employing their talent in diverse contexts of the world tend to be conceptualized as "male", and recognized diplomas represent employability. Despite the increasing feminization of migration, highly skilled female migrants and their contributions to economies through careers or entrepreneurship remain overlooked. Many obstacles impede the full employment of their talents. We review extant literature and argue that female migrant talent merits more detailed conceptual attention. By analysing interview data from 2010 to 2019 in two advanced European countries, we found that female migrants suffer from brain waste in multiple ways, partly due to external institutional aspects and discrimination and partly due to inherent internalized practices and sociocultural norms. We call for greater intersectionality and interdisciplinarity in examining equality to advance female economic participation. Private and public sectors may improve female talent perception, integration and employment by developing specific responses to the problems identified.
C1 [Elo, Maria] Univ Southern Denmark, Odense, Denmark.
   [Elo, Maria] Shanghai Univ, Shanghai, Peoples R China.
   [Elo, Maria] Abo Akad Univ, Turku, Finland.
   [Aman, Raushan] Univ Oulu, Oulu, Finland.
   [Taeube, Florian] European Management Sch, Mainz, Germany.
   [Taeube, Florian] Univ Libre Bruxelles, Brussels, Belgium.
C3 University of Southern Denmark; Shanghai University; Abo Akademi
   University; University of Oulu; Universite Libre de Bruxelles
RP Elo, M (corresponding author), Univ Southern Denmark, Odense, Denmark.; Elo, M (corresponding author), Shanghai Univ, Shanghai, Peoples R China.; Elo, M (corresponding author), Abo Akad Univ, Turku, Finland.
EM melo@sam.sdu.dk
RI Taeube, Florian/AAS-2804-2021; Elo, Maria/G-7923-2019
OI Elo, Maria/0000-0003-0659-2687
NR 99
TC 13
Z9 14
U1 1
U2 21
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0020-7985
EI 1468-2435
J9 INT MIGR
JI Int. Migr.
PD 2020 OCT 22
PY 2020
DI 10.1111/imig.12783
EA OCT 2020
PG 24
WC Demography
WE Social Science Citation Index (SSCI)
SC Demography
GA OE3ZZ
UT WOS:000580473900001
DA 2024-02-21
ER

PT J
AU Miao, M
   Ahmed, M
   Ahsan, N
   Qamar, B
AF Miao, Miao
   Ahmed, Mansoora
   Ahsan, Noman
   Qamar, Bushra
TI Intention to use technology for micro-credential programs: evidence from
   technology acceptance and self-determination model
SO INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT
LA English
DT Article; Early Access
DE Attitude to use technology; Micro-credential program; Higher education
   institution; Behavioral intention; TAM; Self-determination
ID INFORMATION-TECHNOLOGY; HIGHER-EDUCATION; PERCEIVED EMPLOYABILITY;
   CONTINUANCE INTENTION; LEARNING-SYSTEMS; STUDENTS; ADOPTION; MANAGEMENT;
   TEACHERS; MOTIVATION
AB Purpose - The study aims to investigate students' attitudes toward using technology for micro-credential programs (MCPs) and their behavioral intention toward using MCPs for learning and enhancing their skills. The study also intends to investigate the moderating influence of labor market conditions (LMC).
   Design/methodology/approach - A closed-ended questionnaire is employed to collect data from 474 participants through a convenience sample, from the university students in Karachi. Two theoretical frameworks are used in the study: technology acceptance model (TAM) and self-determination theory (SDT). The partial least squares structural equation modeling (PLS-SEM) technique is used to analyze data.
   Findings - Findings reveal significant and positive relationships between all variables, except controlled motivation (CM) and perceived challenges. Moreover, the moderation results ascertain that the labor market does not moderate the relationship between attitude toward using technology for MCPs and students' behavioral intention toward using MCPs for learning.
   Originality/value - The study seeks to understand students' attitudes and behavioral intentions toward using technology for MCPs. Also, the moderating effect of LMC is highlighted in understanding the impact of the attitude to use technology (AT) for MCPs and behavioral intentions in higher educational institutions (HEIs) in Pakistan. The study highlights intuitive practical implications for students of HEIs, universities and digital credential program providers.
C1 [Miao, Miao; Ahmed, Mansoora; Ahsan, Noman] Chengdu Normal Univ, Sch Econ & Management, Chengdu, Peoples R China.
   [Ahmed, Mansoora] Suzhou Univ, Business Sch, Suzhou, Peoples R China.
   [Ahsan, Noman] Sindh Higher Educ Commiss, Karachi, Pakistan.
   [Qamar, Bushra] IQRA Univ, Karachi, Pakistan.
C3 Chengdu Normal University; Suzhou University; Iqra University
RP Ahmed, M (corresponding author), Suzhou Univ, Business Sch, Suzhou, Peoples R China.
EM mansooraahmed@hotmail.com
OI Qamar, Bushra/0000-0002-3992-5129
FU Fujian Province Natural Science Foundation Project [2022J01380]; Fujian
   Province Social Science Foundation [FJ2022B088]; Sichuan Liquor
   Development research center [CJY21-07]
FX This research was funded by the Fujian Province Natural Science
   Foundation Project (No: 2022J01380), Fujian Province Social Science
   Foundation (No: FJ2022B088) and Sichuan Liquor Development research
   center (No: CJY21-07).
NR 191
TC 0
Z9 0
U1 6
U2 6
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 0951-354X
EI 1758-6518
J9 INT J EDUC MANAG
JI Int. J. Educ. Manag.
PD 2023 SEP 27
PY 2023
DI 10.1108/IJEM-02-2023-0066
EA SEP 2023
PG 30
WC Management
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA S3SI6
UT WOS:001070397400001
DA 2024-02-21
ER

PT J
AU Bosakova, L
   Geckova, AM
   van Dijk, JP
   Reijneveld, SA
AF Bosakova, Lucia
   Geckova, Andrea Madarasova
   van Dijk, Jitse P.
   Reijneveld, Sijmen A.
TI Appropriate Employment for Segregated Roma: Mechanisms in a
   Public-Private Partnership Project
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE deprivation; unemployment; employability; mechanisms; segregated Roma
AB Our earlier article showed that increased employability of segregated Roma may improve their well-being and health. To achieve that, appropriate employment based on a public-private partnership could be the key. For optimal design of such a partnership, we need insight into its potential mechanisms. Evidence on this is lacking, however. This paper builds on the previously published article by focusing on mechanisms for achieving better health. Therefore, our aim was to identify the potential mechanisms by which a public-private Roma employment project could increase employability. We investigated a Roma employment project called Equality of Opportunity established by a private company, U.S. Steel Kosice in eastern Slovakia. We conducted a multi-perspective qualitative study to obtain key stakeholders' perspectives on the potential mechanisms of a public-private Roma employment project in terms of increased employability. We found three types of mechanisms. The first type regarded formal job mechanisms, such as an appropriate employment and salary offer and a bottom-up approach in capacity building. The second type involved sustainability mechanisms, such as the personal profile of project and work-shift coordinators, the continuous offer of training and cooperation with relevant stakeholders (municipalities, community centers, etc.). The third type was cultural mechanisms, such as personal contact with project participants, attention to less-voiced groups like children, the motivation of project participants, a counter-value reciprocity approach and respect for the specifics of Roma history. Our findings imply that policymakers could consider public-private partnerships for increasing the employability of segregated Roma, as they have the potential to address a wider range of social needs simultaneously.
C1 [Bosakova, Lucia; Geckova, Andrea Madarasova] PJ Safarik Univ Kosice, Med Fac, Dept Hlth Psychol & Res Methodol, Trieda SNP 1, Kosice 04011, Slovakia.
   [Bosakova, Lucia; Geckova, Andrea Madarasova; van Dijk, Jitse P.] Palacky Univ Olomouc, Olomouc Univ Soc & Hlth Inst, Univ 22, Olomouc 77111, Czech Republic.
   [Bosakova, Lucia; van Dijk, Jitse P.; Reijneveld, Sijmen A.] Univ Groningen, Univ Med Ctr Groningen, Dept Community & Occupat Med, Antonius Deusinglaan 1, NL-9713 AV Groningen, Netherlands.
C3 University of Pavol Jozef Safarik Kosice; Palacky University Olomouc;
   University of Groningen
RP Bosakova, L (corresponding author), PJ Safarik Univ Kosice, Med Fac, Dept Hlth Psychol & Res Methodol, Trieda SNP 1, Kosice 04011, Slovakia.; Bosakova, L (corresponding author), Palacky Univ Olomouc, Olomouc Univ Soc & Hlth Inst, Univ 22, Olomouc 77111, Czech Republic.; Bosakova, L (corresponding author), Univ Groningen, Univ Med Ctr Groningen, Dept Community & Occupat Med, Antonius Deusinglaan 1, NL-9713 AV Groningen, Netherlands.
EM lucia.bosakova@upjs.sk; andrea.geckova@upjs.sk; j.p.van.dijk@umcg.nl;
   s.a.reijneveld@umcg.nl
RI Geckova, Andrea Madarasova/AAF-2993-2019; Bosakova, Lucia/AAE-2085-2022
OI Geckova, Andrea Madarasova/0000-0003-2993-3798; Bosakova,
   Lucia/0000-0001-8381-7064; Reijneveld, Sijmen/0000-0002-1206-7523; van
   Dijk, Jitse P/0000-0003-0225-6811
FU 7FP SOPHIE project (Evaluating the impact of structural policies on
   health inequalities and their social determinants and fostering change)
   [278173]
FX This work was supported by the 7FP SOPHIE project (Evaluating the impact
   of structural policies on health inequalities and their social
   determinants and fostering change) under grant agreement no. 278173.
NR 29
TC 5
Z9 5
U1 0
U2 4
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD MAY
PY 2020
VL 17
IS 10
AR 3588
DI 10.3390/ijerph17103588
PG 18
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA LW7CK
UT WOS:000539300900245
PM 32443783
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Zatta, M
   McGinnity, B
AF Zatta, Mary
   McGinnity, Betsy
TI AN OVERVIEW OF TRANSITION PLANNING FOR STUDENTS WHO ARE DEAFBLIND
SO AMERICAN ANNALS OF THE DEAF
LA English
DT Article
DE transition; person-centered planning; expanded core curriculum
ID VISUAL IMPAIRMENTS; AGE YOUTHS; OUTCOMES; EMPLOYABILITY; EMPLOYMENT
AB CHILDREN WHO ARE deafblind are one of the lowest-incidence yet most diverse groups receiving services mandated by the Individuals With Disabilities Education Improvement Act. Despite this population's diversity, the development of communication skills is critical for all children who are deafblind, and is the foundation on which good transition planning can be built. The authors describe key research findings and other professional literature on transition planning and services guided by the quality of life principle. The role of the individualized education program and case law in transition planning is discussed. Through a person-centered approach to transition planning, a coordinated set of activities designed to support the young adult in moving from school to postschool settings and activities is identified. The authors conclude that effective transition efforts will involve extensive collaboration among school and agency professionals, families, and the young adult who is deafblind.
C1 [Zatta, Mary] Perkins Sch Blind, Profess Dev, Watertown, MA 02472 USA.
   [McGinnity, Betsy] Perkins Sch Blind, Training & Educ Resources Program, Watertown, MA USA.
RP Zatta, M (corresponding author), Perkins Sch Blind, Profess Dev, Watertown, MA 02472 USA.
NR 46
TC 2
Z9 5
U1 0
U2 11
PU GALLAUDET UNIV PRESS
PI WASHINGTON
PA 800 FLORIDA AVE NE, WASHINGTON, DC 20002 USA
SN 0002-726X
EI 1543-0375
J9 AM ANN DEAF
JI Am. Ann. Deaf
PD FAL
PY 2016
VL 161
IS 4
BP 474
EP 485
DI 10.1353/aad.2016.0039
PG 12
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA EC1AW
UT WOS:000387836900008
PM 27818403
DA 2024-02-21
ER

PT J
AU Nguyen, DT
   Nguyen, TNH
   Luu, VB
   Bui, VK
   Nguyen, TM
AF Nguyen, Duong Tuan
   Nguyen, Thi Ngoc Hoai
   Luu, Van Binh
   Bui, Van Khanh
   Nguyen, Tra My
TI Self-perceived employability of undergraduate students during the
   COVID-19 pandemic: the role of traits, knowledge sharing and trust
SO JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION
LA English
DT Article; Early Access
DE Knowledge sharing; Trust; Online learning; Personality traits;
   Self-perceived employability
ID PERSONALITY-TRAITS; SATISFACTION; MOTIVATION; MANAGEMENT
AB PurposeThis study aims to explore the impact of personality traits on self-perceived employability (SPE) and test if the associations are mediated by knowledge sharing (KS) through online learning during the COVID-19 pandemic. In addition, the moderation effect of trust in the relationship between KS and SPE was examined.Design/methodology/approachBased on Big Five Personality Trait Model and KS model, the authors proposed and tested the research framework with 341 samples collected from university students who experienced online learning during the social distancing caused by the COVID-19 pandemic. The measurement model was assessed to confirm the validity and reliability of the structure, then hypothesis testing was performed with the partial least square-structural equational model (PLS-SEM).FindingsThe results showed that extraversion and agreeableness positively affected SPE through KS. Moreover, trust played a moderating role on the effect of KS on SPE.Practical implicationsBased on the research findings, the authors suggest that academic institutions, especially universities, should provide opportunities for students to explore their personality traits. Second, the university should organize specific activities that promote knowledge sharing among students. Third, the university should encourage the creation of platforms aimed at sharing knowledge in a reliable way that increases trust in responsiveness.Originality/valueThe present study contributes to the literature on SPE by presenting immediate empirical evidence on the relationship between personality traits and SPE, along with mediating and moderating effects. These findings provide meaningful implications for higher education institutions that implement online learning during challenging circumstances.
C1 [Nguyen, Duong Tuan] Natl Sun Yat Sen Univ, Coll Management, Dept Business Management, Kaohsiung, Taiwan.
   [Nguyen, Thi Ngoc Hoai; Luu, Van Binh; Bui, Van Khanh; Nguyen, Tra My] Foreign Trade Univ, Ho Chi Minh City, Vietnam.
C3 National Sun Yat Sen University; Foreign Trade University FTU
RP Nguyen, DT (corresponding author), Natl Sun Yat Sen Univ, Coll Management, Dept Business Management, Kaohsiung, Taiwan.
EM tdnguyen@nsysu.edu.tw; nguyenthingochoai2011115179@ftu.edu.vn;
   luuvanbinh2011115063@ftu.edu.vn; buivankhanh2011115241@ftu.edu.vn;
   nguyentramy2011116463@ftu.edu.vn
RI NGUYEN, DUONG TUAN/HNC-1922-2023; Nguyen, My Trà/IWU-9361-2023
OI Van Binh, Luu/0000-0003-2733-3510
FU  [NTCS2021-69]
FX The present study is a part of the research project of Foreign Trade
   University, Vietnam, Code: NTCS2021-69. The authors would like to thank
   M.Sc. Pham Thanh Dung and Ms. Nguyen Thi Huynh Mai for their
   constructive comments on our paper.
NR 55
TC 0
Z9 0
U1 1
U2 3
PU EMERALD GROUP PUBLISHING LTD
PI Leeds
PA Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE,
   ENGLAND
SN 2050-7003
EI 1758-1184
J9 J APPL RES HIGH EDUC
JI J. Appl. Res. High. Educ.
PD 2023 JUL 3
PY 2023
DI 10.1108/JARHE-10-2022-0316
EA JUL 2023
PG 12
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA K4SP7
UT WOS:001016356100001
DA 2024-02-21
ER

PT J
AU Casedas, L
   Funes, MJ
   Ouellet, M
   de Quesada, MG
AF Casedas, Luis
   Funes, Maria J.
   Ouellet, Marc
   de Quesada, Mercedes Garcia
TI Training transversal competences in a bachelor's degree in translation
   and interpreting: preliminary evidence from a clinical trial
SO INTERPRETER AND TRANSLATOR TRAINER
LA English
DT Article; Early Access
DE Transversal competences; clinical trial; curriculum design;
   employability; translator and interpreter training
ID PSYCHOMETRIC PROPERTIES; SPANISH VERSION; MINDFULNESS; STRESS;
   EMPLOYABILITY; ACQUISITION; WORKING; ANXIETY; EMPATHY; TRAIT
AB Transversal competences are now essential not only for employability but for the well-being of students, and thus for society as a whole. However, these competences are not commonly taught or researched as part of higher education degree programmes. This evidently leads to a gap between ideal teaching goals and what students actually learn in their undergraduate studies. To meet this need, a psychoeducational intervention was designed and implemented in an undergraduate programme in translation and interpreting within the framework of a teaching innovation project. The impact of this intervention was tested on transversal competences such as emotional intelligence and regulation, creativity, psychological distress, and cultural intelligence, among others. This parallel exploratory study compared the effectiveness of two mindfulness-based programmes. In both mindfulness-based training programmes, the preliminary results seemed to indicate an improvement in these transversal competences. Limitations of the study were the design, sample size, and the restrictions imposed by the COVID-19 pandemic. The results of our study led to recommendations for degree programme design as well as a platform for discussion and debate on the relationship between higher education, competence-based training, and social demands.
C1 [Casedas, Luis; Funes, Maria J.; Ouellet, Marc] Univ Granada, Dept Expt Psychol, Campus Univ Cartuja, Granada, Spain.
   [Casedas, Luis; Funes, Maria J.; Ouellet, Marc] Univ Granada, Mind Brain & Behav Res Ctr CIMCYC, Campus Univ Cartuja, Granada, Spain.
   [de Quesada, Mercedes Garcia] Univ Granada, Dept Translat & Interpreting, Granada, Spain.
C3 University of Granada; University of Granada; University of Granada
RP de Quesada, MG (corresponding author), Univ Granada, Dept Translat & Interpreting, Granada, Spain.
EM gquesada@ugr.es
OI Casedas, Luis/0000-0001-5650-6332; Garcia de Quesada,
   Mercedes/0000-0001-6089-0015
FU Plan for Teacher Training and Innovative Teaching Practice (FIDO); la
   Caixa' Foundation [100010434, LCF/BQ/DE18/11670002]; Quality, Teaching
   Innovation and Planning Unit (UCIDP)
FX The authors received financial support for the research from the Plan
   for Teacher Training and Innovative Teaching Practice (FIDO), 2018-2020,
   Quality, Teaching Innovation and Planning Unit (UCIDP), and from the
   former Chair in Conscience and Development., both from the University of
   Granada (Spain). LC was supported by a doctoral fellowship from la
   Caixa' Foundation (ID 100010434; fellowship code LCF/BQ/DE18/11670002).
NR 78
TC 2
Z9 2
U1 0
U2 26
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1750-399X
EI 1757-0417
J9 INTERPRET TRANSL TRA
JI Interpret. Transl. Train.
PD 2023 APR 3
PY 2023
VL 17
IS 2
BP 193
EP 210
DI 10.1080/1750399X.2022.2148964
EA NOV 2022
PG 18
WC Linguistics; Language & Linguistics
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Linguistics
GA H2WC5
UT WOS:000889452200001
DA 2024-02-21
ER

PT J
AU Burbano-Ceron, MH
   Castro-Gómez, C
   Dueñas-Varela, J
   Ruiz-Agudelo, KD
AF Burbano-Ceron, Mary Hellen
   Castro-Gomez, Cristina
   Duenas-Varela, Jessica
   Ruiz-Agudelo, Karen Dahiana
TI LABOR CONDITIONS OF A GROUP OF SOCIAL WORK GRADUATES FROM THE NORTHERN
   SUBREGION OF VALLE DEL CAUCA, COLOMBIA
SO TRABAJO SOCIAL GLOBAL-GLOBAL SOCIAL WORK
LA English
DT Article
DE working conditions; social work professionals; quality of work life;
   professional practice limitations
ID EMPLOYABILITY
AB This article presents the results of a descriptive research, developed under a mixed methodology, whose purpose was to analyze the labor situation of a group of Social Work graduates. A random survey was applied to 62 people, to inquire about the main trends in relation to their working conditions and 16 semi-structured interviews, which through a process of content analysis, pointed out the main limitations for the professional practice and their ways of coping. Regarding working conditions, it was found that they involve characteristics of a labor market characterized by flexibilization, outsourcing and labor precariousness typical of the world of work and of the privatization processes of social services. In relation to the aspects that condition and limit the development of professional intervention, we found an excessive workload, instability due to short-term contracts, in addition to compliance with multiple administrative procedures, low budgets for social investment, assistance and quantifying conceptions of intervention, as well as difficulties in the teams for interdisciplinary work, professional inexperience due to high labor turnover, demands outside the professional work and reduced time to develop the intervention; aspects that affect the personal and working life of the graduates.
C1 [Burbano-Ceron, Mary Hellen; Castro-Gomez, Cristina; Duenas-Varela, Jessica; Ruiz-Agudelo, Karen Dahiana] Univ Valle, Valle Del Cauca, Colombia.
C3 Universidad del Valle
RP Burbano-Ceron, MH (corresponding author), Univ Valle, Valle Del Cauca, Colombia.
EM mary.burbano@correounivalle.edu.co
NR 28
TC 0
Z9 0
U1 0
U2 0
PU UNIV GRANADA, DEPT TRABAJO
PI GRANADA
PA C/RECTOR LOPEZ ARGUETA, S-N EDIFICIO SAN JERONIMO, 2A PLANTA, GRANADA,
   18071, SPAIN
SN 2013-6757
J9 TRAB SOC GLOB
JI Trab. Soc. Glob.
PY 2023
VL 13
BP 1
EP 21
DI 10.30827/tsg-gsw.v13.27734
PG 21
WC Social Work
WE Emerging Sources Citation Index (ESCI)
SC Social Work
GA EN2J6
UT WOS:001139536000008
OA gold
DA 2024-02-21
ER

PT J
AU van Elk, F
   Robroek, SJW
   Smits-de Boer, S
   Kouwenhoven-Pasmooij, TA
   Burdorf, A
   Hengel, KMO
AF van Elk, Fleur
   Robroek, Suzan J. W.
   Smits-de Boer, Sonja
   Kouwenhoven-Pasmooij, Tessa A.
   Burdorf, Alex
   Hengel, Karen M. Oude
TI Study design of PerfectFit@Night, a workplace health promotion program
   to improve sleep, fatigue, and recovery of night shift workers in the
   healthcare sector
SO BMC PUBLIC HEALTH
LA English
DT Article
DE Workplace; Night shift; Healthcare; Individual; Environment; Sleep;
   Lifestyle
ID VALIDITY; QUALITY; QUESTIONNAIRE; RELIABILITY; CLOCKS; SCALE; NEED
AB Background: Healthcare workers need to be at work 24 h a day to ensure continuity of care in hospitals. However, shift work- particularly night shifts - can have negative acute and long-term effects on health and productivity due to disturbances in the circadian rhythm. Shift work is also associated with unhealthy lifestyle behaviors such as poor sleep hygiene and diet. The PerfectFit@Night intervention aims to improve sleep and recovery, and reduce fatigue, and therewith contribute to sustainable employability of healthcare workers. The current study describes the intervention and the evaluation and implementation.
   Methods: The study population will consist of healthcare workers, nurses and physicians, with night shifts in a large Dutch academic hospital. The intervention consists of individual and environmental intervention elements: i) an e-learning for healthcare workers to increase knowledge and awareness on a healthy lifestyle during night shifts, ii) a powernap bed to take powernaps during night shifts, iii) the availability of healthy food at the department during night shifts, iv) a workshop on healthy rostering at the level of the department, and v) individual sleep coaching among the high risk group. In a longitudinal prospective study, data will be collected 1 month before the start of the intervention, in the week before the start of the intervention, and three and 6 months after the start of the intervention. The primary outcomes are sleep, fatigue, and need for recovery. The implementation process will be evaluated using the framework of Steckler and Linnan. Cost-benefit analyses from the employers perspective will be conducted to understand the possible financial consequences or benefits of the implementation of PerfectFit@Night.
   Discussion: The feasibility and effectiveness of this workplace health promotion program will be investigated by means of an effect, process and economic evaluation. If proven effective, PerfectFit@Night can be implemented on a larger scale within the healthcare sector.
C1 [van Elk, Fleur; Robroek, Suzan J. W.; Burdorf, Alex; Hengel, Karen M. Oude] Erasmus MC, Dept Publ Hlth, POB 2040, NL-3000 CA Rotterdam, Netherlands.
   [Smits-de Boer, Sonja] Erasmus MC, Occupat Hlth Serv, Rotterdam, Netherlands.
   [Kouwenhoven-Pasmooij, Tessa A.] VitAll, Rotterdam, Netherlands.
   [Hengel, Karen M. Oude] Netherlands Org Appl Sci Res TNO, Dept Work Hlth Technol, Leiden, Netherlands.
C3 Erasmus University Rotterdam; Erasmus MC; Erasmus University Rotterdam;
   Erasmus MC; Netherlands Organization Applied Science Research
RP van Elk, F (corresponding author), Erasmus MC, Dept Publ Hlth, POB 2040, NL-3000 CA Rotterdam, Netherlands.
EM f.vanelk@erasmusmc.nl
RI burdorf, alex/A-2226-2008
OI burdorf, alex/0000-0003-3129-2862
FU Netherlands Organization for Health Research and Development (ZonMw)
   [555002010]
FX This paper is based on work funded by The Netherlands Organization for
   Health Research and Development (ZonMw project number: 555002010). The
   funding body has had no role in the design of the study, data
   collection, analysis, interpretation of data, and in writing the
   manuscript. Contact information: Anne Ballering, phone number + 31 70
   3495 287, e-mail balle ring@zonmw.nl.
NR 40
TC 1
Z9 2
U1 2
U2 10
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1471-2458
J9 BMC PUBLIC HEALTH
JI BMC Public Health
PD APR 18
PY 2022
VL 22
IS 1
AR 779
DI 10.1186/s12889-022-13206-9
PG 9
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 0S7MM
UT WOS:000786454900003
PM 35436871
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Hennigan, B
   Purser, G
AF Hennigan, Brian
   Purser, Gretchen
TI Both sides of the Paycheck: Recommending Thrift to the Poor in Job
   Readiness Programs
SO CRITICAL SOCIOLOGY
LA English
DT Article; Early Access
DE poverty governance; workfare; labor; thrift; job readiness; ethnography;
   neoliberalism; sociology
ID WELFARE-REFORM; WORK; ORGANIZATIONS; EMPLOYABILITY; GENDER; RACE
AB This article documents how job readiness programs-as anchors of the devolved organizational landscape of neoliberal poverty governance in the United States-endeavor to instill within the poor not simply the virtue of work, but the virtue of thrift, and thus orient them to "both sides of the paycheck." Using a comparative ethnographic study of two community-based, government-funded nonprofit job readiness programs, we show that this pedagogic focus on budgeting is central to the overall goal of conditioning clients to embrace and endure a degraded labor market. Recognizing that most participants will remain poor with or without low-wage employment, these programs suggest that it is as crafty consumers that participants may retake control of their lives. Despite the programs' differing target populations and racialized and gendered logics, both attempt to accommodate participants to the dictates of the neoliberal economic order: jobs are hard to find and, even if you get one, wages will not be enough.
C1 [Hennigan, Brian; Purser, Gretchen] Syracuse Univ, Syracuse, NY 13244 USA.
C3 Syracuse University
RP Purser, G (corresponding author), Syracuse Univ, Maxwell Sch, Dept Sociol, 400 Eggers Hall, Syracuse, NY 13244 USA.
EM gwpurser@maxwell.syr.edu
NR 56
TC 2
Z9 4
U1 0
U2 6
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0896-9205
EI 1569-1632
J9 CRIT SOCIOL
JI Crit. Sociol.
PD 2021 MAY
PY 2021
VL 47
IS 3
BP 389
EP 406
AR 0896920520964537
DI 10.1177/0896920520964537
EA OCT 2020
PG 18
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA RU8CV
UT WOS:000578533300001
DA 2024-02-21
ER

PT J
AU Palacios-Hidalgo, FJ
   Gómez-Parra, ME
   Espejo-Mohedano, R
   Huertas-Abril, CA
AF Palacios-Hidalgo, Francisco Javier
   Gomez-Parra, Maria Elena
   Espejo-Mohedano, Roberto
   Huertas-Abril, Cristina A.
TI Bilingual education and training courses abroad: Key factors for
   linguistic success
SO GUINIGUADA
LA English
DT Article
DE BILINGUAL EDUCATION; SUCCESS; STUDY ABROAD
AB Bilingual/multilingual education has become widespread in Spain due to its potential for language learning. However, few studies examine bilingual/multilingual education graduates' perceptions of their linguistic success (in terms of intercultural competence, employability, and mobility) and whether participation in training courses abroad contributes to it. This paper analyses whether participation both in Spanish bilingual/multilingual programs and training courses abroad affects bilingual/multilingual education graduates' perceptions of linguistic success. A web-based survey is used for data gathering through Facebook Audience Insights for sample selection. 19.2% of respondents claim having participated in bilingual/multilingual programs, whereas 38.6% declare having taken part in training courses abroad. Findings reveal that participants in Spanish bilingual/multilingual education and training courses abroad consider themselves more linguistically successful than their counterparts. This encourages further research on the potential of both Spanish bilingual/multilingual programs and study abroad experiences.
C1 [Palacios-Hidalgo, Francisco Javier; Gomez-Parra, Maria Elena; Espejo-Mohedano, Roberto; Huertas-Abril, Cristina A.] Univ Cordoba, Cordoba, Argentina.
C3 National University of Cordoba
RP Palacios-Hidalgo, FJ (corresponding author), Univ Cordoba, Cordoba, Argentina.
EM francisco.palacios@uco.es; elena.gomez@uco.es; roberto.espejo@uco.es;
   cristina.huertas@uco.es
RI Palacios-Hidalgo, Francisco Javier/AAG-4106-2021
OI Palacios-Hidalgo, Francisco Javier/0000-0002-4326-209X
FU Project 'Facing Bilinguals: Study of Bilingual Education Programmes'
   Results through Social Data Analysis' - Spanish Ministry of Science and
   Innovation [EDU2017-84800-R]; Spanish Ministry of Education
FX This work was supported by Project 'Facing Bilinguals: Study of
   Bilingual Education Programmes' Results through Social Data Analysis'
   (Ref. no. EDU2017-84800-R), granted by a competitive call of the Spanish
   Ministry of Science and Innovation. Moreover, it was also supported by
   the Spanish Ministry of Education (Resolucion de 5 de diciembre de 2017,
   de la Secretaria de Estado de Educacion, Formacion Profesional y
   Universidades, por la que se convocan ayudas para la formacion de
   profesorado universitario, de los Subprogramas de Formacion y de
   Movilidad incluidos en el Programa Estatal de Promocion del Talento y su
   Empleabilidad, en el marco del Plan Estatal de Investigacion Cientifica
   y Tecnica y de Innovacion 20132016).
NR 25
TC 0
Z9 0
U1 2
U2 3
PU UNIV LAS PALMAS GRAN CANARIA, SERV PUBL & DIF CIENT PARQUE CIENT
PI LAS PALMAS
PA FAC EDUC SCI, CAMPUS UNIV TAFIRA, EDIFICIO POLIVALENTE II, C-PRACTICANTE
   IGNACIO RODRIGUEZ, S-N, LAS PALMAS, 35017, SPAIN
SN 0213-0610
EI 2386-3374
J9 GUINIGUADA
JI Guiniguada
PY 2022
VL 31
BP 16
EP 27
PG 12
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 3C1TI
UT WOS:000828412600001
DA 2024-02-21
ER

PT J
AU Barroso-Hurtado, D
   Guerrero-Puerta, LM
   Sánchez, MT
AF Barroso-Hurtado, Domingo
   Guerrero-Puerta, Laura M.
   Torres Sanchez, Monica
TI Workshop Schools: From Employment Creation to Employability
SO SOCIAL SCIENCES-BASEL
LA English
DT Article
DE Workshop Schools; vocational training; Youth; employment; early school
   leaving
ID POLITICS
AB Workshop Schools are an alternance scheme which combines periods of education and training in educational institutions or training centres for young people at risk of social exclusion between the ages of 16 and 25. The present work of research aims to analyse the logic models underlying the design of these schemes from a historical perspective, specifically from their formation in 1985 up until the year 2020, paying special attention to both individual and structural aspects. Methodology: A qualitative study is carried out based on the analysis of 58 policy documents. Results: The results establish three different phases since the creation of the scheme (employment creation, lifelong learning and employability), analysing the changes produced in the design and relating them to international trends. A progressive self-responsibility forced upon young people rather than a concern on structural problems and barriers characterising the current labour market is also highlighted. Conclusions: Different international trends, such as job creation and the promotion of lifelong learning and employability, have had an influence in the logical models underlying the regulatory documents of the Workshop Schools and, therefore, the social problems and solutions the scheme seeks to provide.
C1 [Barroso-Hurtado, Domingo] Univ Extremadura, Dept Ciencias Educ, Caceres 10004, Spain.
   [Guerrero-Puerta, Laura M.] Univ Pablo Olavide, Dept Educ & Psicol Social, Seville 41013, Spain.
   [Torres Sanchez, Monica] Univ Malaga, Dept Teoria & Hist Educ, Malaga 29010, Spain.
   [Torres Sanchez, Monica] Univ Malaga, MIDE, Malaga 29010, Spain.
C3 Universidad de Extremadura; Universidad Pablo de Olavide; Universidad de
   Malaga; Universidad de Malaga
RP Sánchez, MT (corresponding author), Univ Malaga, Dept Teoria & Hist Educ, Malaga 29010, Spain.; Sánchez, MT (corresponding author), Univ Malaga, MIDE, Malaga 29010, Spain.
EM motorres@uma.es
RI Torres Sánchez, Mónica/HQZ-1933-2023; Barroso-Hurtado,
   Domingo/ABI-7462-2020; Guerrero, Laura/AAU-1124-2020
OI Torres Sánchez, Mónica/0000-0002-8626-8512; Barroso-Hurtado,
   Domingo/0000-0001-6482-9860; Guerrero, Laura/0000-0002-3700-8757
FU University of Malaga; research group "Politicas y Reformas Educativas"
   of the Andalusian Plan for Research, Development and Innovation (PAIDI);
   European Regional Development Fund (FEDER) of the European Union; Junta
   de Extremadura (Ministry of Economy, Science and Digital Agenda)
   [SEJ054, GR21141]; FEDER funds; FEDER operational programme of
   Extremadura
FX The sources that have financed the publication of this article are the
   following: IOAP financed by the University of Malaga; APC cost have been
   financed by the research group "Politicas y Reformas Educativas" of the
   Andalusian Plan for Research, Development and Innovation (PAIDI);
   Proofreading cost has been possible thanks to the funding granted by the
   European Regional Development Fund (FEDER) of the European Union and by
   the Junta de Extremadura (Ministry of Economy, Science and Digital
   Agenda), to the EduTransforma-T Research Group (SEJ054, GR21141). This
   grant has been co-financed by FEDER funds, FEDER operational programme
   of Extremadura.
NR 39
TC 0
Z9 0
U1 6
U2 11
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 2076-0760
J9 SOC SCI-BASEL
JI Soc. Sci.-Basel
PD OCT
PY 2022
VL 11
IS 10
AR 446
DI 10.3390/socsci11100446
PG 14
WC Social Sciences, Interdisciplinary
WE Emerging Sources Citation Index (ESCI)
SC Social Sciences - Other Topics
GA 5Q1FM
UT WOS:000873584400001
OA gold
DA 2024-02-21
ER

PT J
AU Raven, S
AF Raven, Steve
TI Mind the gap Sport management education and employability
   auto-ethnographical analysis of sport management education and the
   sports fitness industry
SO EDUCATION AND TRAINING
LA English
DT Article
DE Auto-ethnography; Sport management education; Sport participation
   management; Employability inspired teaching
ID ENTREPRENEURSHIP
AB Purpose - The purpose of this paper is to evaluate the position of sport management education (SME) in relation to employment in the sport fitness industry and if a shift towards a greater emphasis on business and management module teaching is justified or conversely a greater utilisation of the rich data being generated by sport management researchers can be applied to the vocational development of sport management students.
   Design/methodology/approach - The study was conducted in two parts. Part 1 consisted of interviews with the author by an interviewer to explore their industry experiences, the author's experience of entrepreneurial sport industry business and mtrapreneurial sport teaching. The resultant data have been distilled into a series of paradigms, including employing sport industry staff and teaching sport management Part 2 triangulates part 1 with the managerial experience of sports and leisure centre managers to develop a qualitative study. Sports and leisure centre managers were interviewed regarding candidate and employee competences judged as extreme examples of sport management knowledge and understanding.
   Findings - Four themes emerged, such as alignment, underpinning subject-specific knowledge, a voice from the sport industry in developing SME and postgraduate opportunities for work-based learning.
   Research limitations/implications - A small-scale study that requires further research in each of the three areas: sport spectator, sport participation and elite performer management.
   Practical implications - The sport centre interview instrument, with some refinements, could form the basis of an improved system to gain rich data from industry members of higher education business advisory groups. The developed data collection tool could increase the effective collection of data from a wider cohort.
   Originality/value - The approach has produced an adapted category of pedagogy. Employability inspired teaching (EiT) is an original terminology describing the subject-specific content that leads to improved opportunities for subject (sport) industry employment.
C1 [Raven, Steve] Coventry Univ, Fac Business & Law, Coventry, W Midlands, England.
C3 Coventry University
RP Raven, S (corresponding author), Coventry Univ, Fac Business & Law, Coventry, W Midlands, England.
EM ac1710@coventry.ac.uk
RI Raven, Steve/V-7539-2019
OI Raven, Steve/0000-0002-9521-7477
NR 48
TC 7
Z9 7
U1 2
U2 19
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0040-0912
EI 1758-6127
J9 EDUC TRAIN
JI Educ. Train.
PY 2018
VL 60
IS 5
SI SI
BP 458
EP 472
DI 10.1108/ET-11-2017-0179
PG 15
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA GP6VX
UT WOS:000441028000008
OA Green Submitted
DA 2024-02-21
ER

PT J
AU Moore, K
   McDonald, P
   Bartlett, J
AF Moore, Katherine
   McDonald, Paula
   Bartlett, Jennifer
TI Emerging trends affecting future employment opportunities for people
   with intellectual disability: The case of a large retail organisation
SO JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY
LA English
DT Article
DE Intellectual disability; disability recruitment; disability employment;
   organisational diversity management
ID WORK; ATTITUDES; PERSPECTIVES; INDIVIDUALS; STRATEGIES; MANAGEMENT;
   GOVERNANCE; EMPLOYEES; BENEFITS; HIRE
AB Background: Despite existing literature identifying the organisational drivers and constraints of employing people with disability, little research has explored how organisations embed disability-inclusive recruitment practices to facilitate ongoing employment opportunities for people with intellectual disability (ID).
   Method: An embedded case study methodology was used to explore how supervisors and co-workers within a large Australian retail organisation legitimise disability recruitment practices for people with ID and how different operating environments can influence ongoing employment opportunities.
   Results: Future employment opportunities for people with ID were limited by centralised recruitment process, the availability of suitable roles, and productivity and efficiency demands of the local operating environment, despite the presence of organisational diversity strategies supporting disability employment.
   Conclusions: The future employability of people with ID is influenced by technological changes to work environments and an increasing focus on efficiency. Future research should address innovative task modifications to enhance employment opportunities for people with ID.
C1 [Moore, Katherine; McDonald, Paula] Queensland Univ Technol, Sch Management, Brisbane, Qld, Australia.
   [Bartlett, Jennifer] Queensland Univ Technol, Sch Advertising Mkt & Publ Relat, Brisbane, Qld, Australia.
C3 Queensland University of Technology (QUT); Queensland University of
   Technology (QUT)
RP Moore, K (corresponding author), Queensland Univ Technol, Sch Management, Brisbane, Qld, Australia.
EM k3.moore@qut.edu.au
RI Moore, Katherine/AAC-5113-2019
OI Moore, Katherine/0000-0003-4176-9927; McDonald,
   Paula/0000-0002-3549-4691
NR 48
TC 17
Z9 22
U1 0
U2 14
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1366-8250
EI 1469-9532
J9 J INTELLECT DEV DIS
JI J. Intellect. Dev. Dis.
PY 2018
VL 43
IS 3
SI SI
BP 328
EP 338
DI 10.3109/13668250.2017.1379250
PG 11
WC Education, Special; Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Rehabilitation
GA GI4JM
UT WOS:000434337500009
DA 2024-02-21
ER

PT J
AU Walker, M
   Hills, S
   Heere, B
AF Walker, Matthew
   Hills, Stephen
   Heere, Bob
TI Evaluating a Socially Responsible Employment Program: Beneficiary
   Impacts and Stakeholder Perceptions
SO JOURNAL OF BUSINESS ETHICS
LA English
DT Article
DE Corporate social responsibility; Program evaluation; Youth
   employability; Social intervention
ID PHYSICAL-ACTIVITY; INTRINSIC MOTIVATION; AUTONOMY SUPPORT; SPORT;
   CRITIQUE; VALIDITY; DESIGN; CSR
AB Although many organizations around the world have engaged in corporate social responsibility (CSR) programing, there is little evidence of social impact. This is a problematic omission since many programs carry the stigma of marketing ploys used to bolster organizational image or reduce consumer skepticism. To address this issue and build on existing scholarship, the purpose of this study was to evaluate a socially responsible youth employability program in the United Kingdom. The program was developed through the foundation of a professional British soccer team to bolster employability and life skills for marginalized London youth. Program funding was provided by a large multinational bank as part of their CSR agenda. This evaluation was undertaken to understand the beneficiary impacts associated with program deployment. Results from the pre-intervention/post-intervention, sequential mixed-method evaluation show statistically significant differences among several "soft'' beneficiary outcomes (e.g., self-esteem, self-efficacy, and perceived marketability). However, results are mixed regarding whether the "hard'' outcome of employment was achieved by program participants. Qualitative findings buttress these results, indicating a high level of motivation for work, attitude enhancement, and satisfaction with program delivery.
C1 [Walker, Matthew] Texas A&M Univ, Sport Management, College Stn, TX 77843 USA.
   [Walker, Matthew] Texas A&M Univ, Ctr Sport Management Res & Educ, College Stn, TX 77843 USA.
   [Hills, Stephen] London Metropolitan Univ, Calcutta House,Old Castle St, London E1 7NT, England.
   [Heere, Bob] Univ South Carolina, Carolina Coliseum, Room 2026m, Columbia, SC 29201 USA.
C3 Texas A&M University System; Texas A&M University College Station; Texas
   A&M University System; Texas A&M University College Station; London
   Metropolitan University; University of South Carolina System; University
   of South Carolina Columbia
RP Walker, M (corresponding author), Texas A&M Univ, Sport Management, College Stn, TX 77843 USA.; Walker, M (corresponding author), Texas A&M Univ, Ctr Sport Management Res & Educ, College Stn, TX 77843 USA.
EM walkerma@tamu.edu; s.hills@londonmet.ac.uk; bheere@hrsm.sc.edu
NR 77
TC 34
Z9 42
U1 2
U2 58
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0167-4544
EI 1573-0697
J9 J BUS ETHICS
JI J. Bus. Ethics
PD JUN
PY 2017
VL 143
IS 1
BP 53
EP 70
DI 10.1007/s10551-015-2801-3
PG 18
WC Business; Ethics
WE Social Science Citation Index (SSCI)
SC Business & Economics; Social Sciences - Other Topics
GA EX7ZD
UT WOS:000403467400004
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Amashta, GPP
   Molina, AL
   Puya, MVPD
AF Amashta, Giselle Paola Polo
   Molina, Andrea Lafaurie
   Perez De Guzman Puya, Maria Victoria
TI Social and Labor Exclusion: Programs and Resources For Inclusion
SO PEDAGOGIA SOCIAL REVISTA INTERUNIVERSITARIA
LA English
DT Article
DE risks of exclusion; social inclusion; youth; labor market insertion;
   social exclusion
AB This article studies the main resources and programs of socio-labor insertion for the adolescent and youth population, which are implemented by public and private entities in Spain, Colombia, Mexico, and Brazil. For this purpose, the study has a methodological design with a qualitative approach and descriptive scope. The information was collected through the application of four focus groups, one for each country, in which 17 socio-educational agents from public and private entities with socio-labor insertion programs participated. In this way, the information was analyzed by general categories, through a content analysis, which emerged from the discourse of the socio-educational agents who participated in the focus group. These are: a) programs focused on occupational courses for the adolescent and youth population that foster links and emancipation, b) social skills training programs, c) job training programs, d) employability, entrepreneurship and business policy programs, e) orientation and access to rights programs. Also, the needs identified for inclusion were considered as a subcategory, due to the reiteration of this aspect in the discourse of the people participating in the focus groups. The main results of the study show the existence of problems of socio-la-bor exclusion of the adolescent and youth population in the countries mentioned, such as structural situations and inequity between territories. It also highlights the existence of some programs and resources for socio-labor inclusion with different degrees of scope and impact on the populations, mainly focused on: social or soft skills, youth empowerment, occupational courses, employability, among others. However, it is evident that it is still necessary to contin-ue working jointly with public and private administrations to ensure coverage in socio-educa-tional programs that allow the adolescent and young population to learn about relevant tools and resources for socio-labor insertion.
C1 [Amashta, Giselle Paola Polo] Inst Univ Amer Colombia, Barranquilla, Colombia.
   [Molina, Andrea Lafaurie] Univ Norte Colombia, Barranquilla, Colombia.
   [Perez De Guzman Puya, Maria Victoria] Univ Pablo de Olavide, Seville, Spain.
C3 Universidad Pablo de Olavide
RP Amashta, GPP (corresponding author), Inst Univ Amer Colombia, Barranquilla, Colombia.
EM pologiselle@coruniamericana.edu.co; andreal@uninorte.edu.co;
   mvperpuy@upo.es
NR 38
TC 1
Z9 1
U1 4
U2 6
PU UNIV NACL EDUCACION DISTANCIA-UNED, FAC EDUCACION
PI MADRID
PA C/ JUAN DEL ROSAL, 14 DESPACHO 2 57, MADRID, 28040, SPAIN
SN 1989-9742
J9 PEDAGOG SOC REV INTE
JI Pedagog. Soc. Rev. Interuniv.
PD JAN-JUN
PY 2023
IS 42
BP 93
EP 105
DI 10.7179/PSRI_2023.42.06
PG 13
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA 9A1KB
UT WOS:000933822800007
OA gold, Green Published
DA 2024-02-21
ER

PT J
AU Mariani, MG
   Chiesa, R
   Gill, H
AF Mariani, Marco Giovanni
   Chiesa, Rita
   Gill, Harjinder
TI Self-efficacy and justice perceptions in personnel selection: A
   moderated mediation model
SO INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT
LA English
DT Article
ID APPLICANT REACTIONS; ORGANIZATIONAL JUSTICE; INDIVIDUAL-DIFFERENCES;
   DECISIONS; EMPLOYABILITY; PERFORMANCE; DIMENSIONS; EXPECTANCY; FAIRNESS;
   GUIDANCE
AB The study investigated the role of self-efficacy (general and task-specific) and justice perceptions in determining the expectations of success in personnel selection procedures. We hypothesized that personnel selection self-efficacy mediated the relationship between general self-efficacy and outcome expectations, and that justice perceptions moderated these relationships. Our sample consisted of 206 respondents who had just graduated or were about to graduate and had previous experience in selection procedures. The moderated mediation model indicated that personnel selection self-efficacy mediated the relationship between general self-efficacy and outcome expectations, but only in the case of high justice perceptions, whereas general self-efficacy had a direct effect on outcome expectations only in the case of low justice perceptions. The findings encourage more research on applicants' expectations.
C1 [Mariani, Marco Giovanni; Chiesa, Rita] Univ Bologna, Dept Psychol, vle Berti Pichat 5, I-40126 Bologna, BO, Italy.
   [Gill, Harjinder] Univ Guelph, Dept Psychol, Guelph, ON, Canada.
C3 University of Bologna; University of Guelph
RP Mariani, MG (corresponding author), Univ Bologna, Dept Psychol, vle Berti Pichat 5, I-40126 Bologna, BO, Italy.
EM marcogiovanni.mariani@unibo.it
RI Chiesa, Rita/F-5632-2016
OI Chiesa, Rita/0000-0001-6308-8781
NR 55
TC 3
Z9 3
U1 1
U2 9
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0965-075X
EI 1468-2389
J9 INT J SELECT ASSESS
JI Int. J. Sel. Assess.
PD JUN
PY 2017
VL 25
IS 2
BP 203
EP 211
DI 10.1111/ijsa.12173
PG 9
WC Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Psychology; Business & Economics
GA EU2KG
UT WOS:000400857200010
DA 2024-02-21
ER

PT J
AU Risberg, A
   Romani, L
AF Risberg, Annette
   Romani, Laurence
TI Underemploying highly skilled migrants: An organizational logic
   protecting corporate 'normality'
SO HUMAN RELATIONS
LA English
DT Article; Early Access
DE employability; employment; highly skilled migrants; high-skilled
   migrants; hiring skilled migrants; norms; organizational normality;
   relational theory of risk; underemployment
ID IMMIGRANTS; DISCRIMINATION; MANAGEMENT; RISK; ACCULTURATION;
   EMPLOYABILITY; PERCEPTIONS; PERSPECTIVE; APPLICANTS; DYNAMICS
AB Why do highly skilled migrants encounter difficulties getting a skilled job? In this study, instead of searching for an answer in migrants' characteristics, we turn to organizations and ask: why do organizations underemploy highly skilled migrants? With an in-depth qualitative study of a programme for highly skilled migrants' labour integration in Sweden, we show that highly skilled migrants are perceived as a potential threat to organizational norms and practices. Using the relational theory of risk - approaching risk as socially constructed - the study provides a novel explanation for highly skilled migrants' underemployment. It shows an organization logic protecting corporate practices seen as 'normal' from a perceived disruption that employing highly skilled migrants could possibly cause. Theoretical contributions to the understanding of highly skilled migrants' employability are threefold: (1) the field assumption that organizations are in favour of hiring migrants is challenged; (2) highly skilled migrants' underemployment is explained through a protective organizational logic; and (3) we stress the necessity to problematize an implicit reference to organizational normality when recruiting.
C1 [Risberg, Annette] Copenhagen Business Sch, Div Management, Copenhagen, Denmark.
   Inland Norway Univ Appl Sci, Org & Management, Hamar, Norway.
   [Romani, Laurence] Stockholm Sch Econ, Stockholm, Sweden.
C3 Copenhagen Business School; Inland Norway University of Applied
   Sciences; Stockholm School of Economics
RP Romani, L (corresponding author), Stockholm Sch Econ, Ctr Adv Studies Leadership, Box 6501, S-11383 Stockholm, Sweden.
EM ari.msc@cbs.dk; Laurence.Romani@hhs.se
OI romani, laurence/0000-0002-3309-7115
FU Ragnar Soderbergs stiftelse
FX The authors disclosed receipt of the following financial support for the
   research, authorship and/or publication of this article: this work was
   supported by the Ragnar Soderbergs stiftelse [project: Leading Cultural
   Diversity Ethically].
NR 74
TC 22
Z9 22
U1 6
U2 31
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0018-7267
EI 1741-282X
J9 HUM RELAT
JI Hum. Relat.
PD 2022 APR
PY 2022
VL 75
IS 4
BP 655
EP 680
AR 0018726721992854
DI 10.1177/0018726721992854
EA FEB 2021
PG 26
WC Management; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Business & Economics; Social Sciences - Other Topics
GA ZE8AG
UT WOS:000627523100001
OA hybrid
DA 2024-02-21
ER

PT J
AU Collins, FL
   Ho, KC
   Ishikawa, M
   Ma, AHS
AF Collins, Francis L.
   Ho, Kong Chong
   Ishikawa, Mayumi
   Ma, Ai-Hsuan Sandra
TI International Student Mobility and After-Study Lives: the Portability
   and Prospects of Overseas Education in Asia
SO POPULATION SPACE AND PLACE
LA English
DT Article
DE student mobility; migration; knowledge; networks; cultural capital; Asia
ID GLOBALISING HIGHER-EDUCATION; EMPLOYABILITY; SPACES
AB Over the last few decades, international student mobility has come to be increasingly viewed in both scholarly and policy discourse as a valorised pathway to personal development, career success, and class reproduction. This framing of international study has been particularly prominent in accounts of mobility to Anglophone universities that have dominated the literature to date. Yet, despite these claims, most research has been undertaken with current students, and hence, the significance of international study has remained speculative and caught up with dominant discourses that tend to valorise this form of mobility. In this paper, we subject these claims to critical examination by analysing the narratives of alumni who have studied overseas in three leading universities in East Asia. We focus, in particular, on the ways in which international student mobility articulates through after-study lives in terms of the forms of situated learning and cultural capital expressed by alumni, the geographical configurations and circulations that shape the portability of education, and altered sensibility and onward mobilities that are generated through international study. Through this discussion, we demonstrate that international study often does have value in after-study lives, but that this value is highly situated in the networks and spaces that alumni move through and enact. Our paper then demonstrates that there is nothing automatic about the portability of overseas education, and that there is a need for scholars to examine not only student mobility itself but the way this unfolds into after-study lives. Copyright (c) 2016 John Wiley & Sons, Ltd.
C1 [Collins, Francis L.] Univ Auckland, Sch Environm, Geog, Auckland, New Zealand.
   [Ho, Kong Chong] Natl Univ Singapore, Dept Sociol, Singapore, Singapore.
   [Ishikawa, Mayumi] Osaka Univ, Dept Anthropol, Osaka, Japan.
   [Ma, Ai-Hsuan Sandra] Natl Chengchi Univ, Dept Sociol, Taipei, Taiwan.
C3 University of Auckland; National University of Singapore; Osaka
   University; National Chengchi University
RP Collins, FL (corresponding author), Univ Auckland, Sch Environm, Geog, Auckland, New Zealand.
EM f.collins@auckland.ac.nz
RI Collins, Francis L/H-3859-2011; Collins, Francis/AAI-5273-2020
OI Collins, Francis L/0000-0001-9453-4465; Collins,
   Francis/0000-0001-9453-4465; MA, AI-HSUAN/0000-0002-8862-324X
NR 32
TC 47
Z9 52
U1 2
U2 29
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1544-8444
EI 1544-8452
J9 POPUL SPACE PLACE
JI Popul. Space Place.
PD MAY
PY 2017
VL 23
IS 4
AR e2029
DI 10.1002/psp.2029
PG 15
WC Demography; Geography
WE Social Science Citation Index (SSCI)
SC Demography; Geography
GA EU4HA
UT WOS:000400989200003
DA 2024-02-21
ER

PT J
AU Takeda, S
   Homberg, F
AF Takeda, Sachiko
   Homberg, Fabian
TI The effects of gender on group work process and achievement: an analysis
   through self- and peer-assessment
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID FORMATIVE ASSESSMENT; SEX-DIFFERENCES; GROUP-DYNAMICS; OWN GROUPS;
   PERFORMANCE; DIVERSITY; TEAM; FEEDBACK; PERSONALITY; ANTECEDENTS
AB The importance of teamwork skills as part of employability has been widely acknowledged and accompanied by active research on successful cooperative learning. However, relatively few studies have focused on the effects of gender on students' group work, and only a limited number of empirical studies exist that examine students' group work process and performance through the results of self- and peer-assessment. This study examines the effects of gender on group work process and performance using the self- and peer-assessment results of 1001 students in British higher education formed into 192 groups. The analysis aggregates all measures on the group level in order to examine the overall group performance. Further, a simple regression model is used to capture the effects of group gender compositions. Results suggest that students in gender balanced groups display enhanced collaboration in group work processes. The enhanced collaboration could be associated with less social loafing behaviours and more equitable contributions to the group work. However, the results imply that this cooperative learning environment does not lead to higher student performance. Students' comments allow us to explore possible reasons for this finding. The results also indicate underperformance by all-male groups and reduced collaborative behaviours by solo males in male gender exception groups (i.e., groups consisting of one male student and other members being female). The results thus have implications for the composition of groups. The pedagogical implications of these findings are discussed.
C1 [Takeda, Sachiko; Homberg, Fabian] Bournemouth Univ, Bournemouth BH8 8EB, Dorset, England.
C3 Bournemouth University
RP Takeda, S (corresponding author), Bournemouth Univ, Sch Business, Execut Business Ctr EB401, 89 Holdenhurst Rd, Bournemouth BH8 8EB, Dorset, England.
EM stakeda@bournemouth.ac.uk
RI Takeda, Sachiko/AAT-2745-2020
OI Takeda, Sachiko/0000-0001-9757-688X; Homberg, Fabian/0000-0002-5119-2685
NR 100
TC 58
Z9 69
U1 0
U2 95
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0141-1926
EI 1469-3518
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PD APR
PY 2014
VL 40
IS 2
BP 373
EP 396
DI 10.1002/berj.3088
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AE8ML
UT WOS:000334255100010
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Ntale, PD
   Ssempebwa, J
AF Ntale, Peter Dithan
   Ssempebwa, Jude
TI Designing Organizations for Collaborative Relationships: the Amenability
   of Social Capital to Inter-Agency Collaboration in the Graduate
   Employment Context in Uganda
SO EMPLOYEE RESPONSIBILITIES AND RIGHTS JOURNAL
LA English
DT Article; Early Access
DE Trust; Reciprocity; Mutuality; Collaboration; Graduate employment;
   Uganda
ID PHILLIPS-CURVE; TRUST; IMPLEMENTATION; PERFORMANCE; EXCHANGE; BEHAVIOR;
   SCIENCE; CANADA; GROWTH; SIZE
AB This paper discusses organizational social capital with the view that its amenability to collaboration creates trust, mutuality and reciprocal relational values upon which organizations may synchronize their efforts to create graduate employment opportunities. We adopted a cross-sectional survey design with both quantitative and qualitative approaches. We conveniently collected data from staff and leaders of four organizations which were purposely selected to represent a cross-section of government, private and civil society organizations whose mandate touches on the employability of university graduates in the country in very direct ways. From a sample of 175 respondents, we received 105 filled questionnaires, representing a response rate of 62%. We observed that the extent to which the social capital components of trust, mutuality and reciprocal relations were amenable to interagency collaboration were low to sufficiently permit collaborative relationships upon which synergy between agencies would enhance the creation of graduate employment opportunities. The implication of this study is that we have been trained to foster self-sufficiency, individual competence, individual brilliance and independence through the pursuance of individual goals and actions. This greatly affects the trust, mutuality and reciprocal relationships that people/organizations develop with one another, consequently denying societies or organizations the opportunity to tap into the synergistic capital that would help people or organizations tackle the challenges that are beyond their individual capabilities.
C1 [Ntale, Peter Dithan] Fac Grad Studies & Res, Directorate Doctoral Training, Plot 21A Port Bell Rd,POB 1337, Kampala, Uganda.
   [Ssempebwa, Jude] Makerere Univ, East African Sch Higher Educ Studies & Dev, Coll Educ & External Studies, Kampala, Uganda.
C3 Makerere University
RP Ntale, PD (corresponding author), Fac Grad Studies & Res, Directorate Doctoral Training, Plot 21A Port Bell Rd,POB 1337, Kampala, Uganda.
EM pntale@mubs.ac.ug; jude_ssempebwa@yahoo.co.uk
RI Ntale, Peter Dithan/AAB-2023-2021
OI Ntale, Peter Dithan/0000-0002-6378-7184
NR 91
TC 3
Z9 4
U1 2
U2 6
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0892-7545
EI 1573-3378
J9 EMPLOY RESPONSIB RIG
JI Employ. Responsib. Rights J.
PD 2022 SEP
PY 2022
VL 34
IS 3
BP 291
EP 318
DI 10.1007/s10672-021-09391-1
EA OCT 2021
PG 28
WC Industrial Relations & Labor
WE Emerging Sources Citation Index (ESCI)
SC Business & Economics
GA 3W2KZ
UT WOS:000710802100001
OA Bronze
DA 2024-02-21
ER

PT J
AU Cao, XM
   Henderson, EF
AF Cao, Xuemeng
   Henderson, Emily F.
TI The interweaving of diaries and lives: diary-keeping behaviour in a
   diary-interview study of international students' employability
   management
SO QUALITATIVE RESEARCH
LA English
DT Article; Early Access
DE Diary method; diary-keeping behaviour; longitudinal research; higher
   education; international students
ID EDUCATION; EXPERIENCES; PEOPLE; HEALTH
AB This article explores 'diary-keeping behaviour', or the ways in which participants conduct the completion and submission of diaries in diary research. There is a paucity of methodologically oriented literature on diary method and as such this article makes a contribution to extending the existing knowledge of this method. The primary aim of this article is to set out in detail the key issues relating to diary-keeping behaviour, in order to provide a foundation for future critical explorations of this facet of diary research. The research that this paper is based on involved a 12-month diary-interview study. This project explored the employability management of Chinese international Master's students in social sciences studying in the UK during one academic year. The article sets out key facets of diary-keeping behaviour and explores specific considerations for diary studies in higher education contexts, where diary research has been particularly neglected.
C1 [Cao, Xuemeng; Henderson, Emily F.] Univ Warwick, Ctr Educ Studies, Coventry CV4 7AL, W Midlands, England.
C3 University of Warwick
RP Cao, XM (corresponding author), Univ Warwick, Ctr Educ Studies, Coventry CV4 7AL, W Midlands, England.
EM Xuemeng.cao@warwick.ac.uk
OI Cao, Xuemeng/0000-0002-1779-0809; Henderson, Emily/0000-0002-5723-9560
FU China Scholarship Council
FX The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   article is based on doctoral research funded by the China Scholarship
   Council.
NR 44
TC 9
Z9 10
U1 6
U2 39
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1468-7941
EI 1741-3109
J9 QUAL RES
JI Qual. Res.
PD 2021 DEC
PY 2021
VL 21
IS 6
BP 829
EP 845
AR 1468794120920260
DI 10.1177/1468794120920260
EA MAY 2020
PG 17
WC Social Sciences, Interdisciplinary; Sociology
WE Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics; Sociology
GA XI4ZT
UT WOS:000533963200001
OA hybrid, Green Published
DA 2024-02-21
ER

PT J
AU Croft, T
   Grove, M
   Lawson, D
AF Croft, Tony
   Grove, Michael
   Lawson, Duncan
TI The importance of mathematics and statistics support in English
   universities: an analysis of institutionally-written regulatory
   documents
SO JOURNAL OF HIGHER EDUCATION POLICY AND MANAGEMENT
LA English
DT Article; Early Access
DE Mathematics and statistics support; academic support; institutional
   change; TEF; access and participation plans; access agreements
AB Increasing focus worldwide on accountability and quality assurance in universities has forced senior management to develop policies to address academic support at institutional-level. One such area is the mathematical and statistical skills that students in many disciplines need to succeed. In common with many countries, large numbers of students at English universities arrive inadequately prepared for their courses' quantitative demands. University-wide mathematics and statistics support provision has been developed to mitigate this problem. We explore such provision from the perspective of institutional accountability and quality assurance, researching the extent to which such support is referenced in institutionally-written regulatory documents. The documents reveal that mathematics and statistics support is stated as contributing to retention, achievement, employability and widening participation. The paper closes with implications and recommendations drawn from the analysis of these documents and therefore is of relevance to those responsible for development and implementation of institutional teaching and learning strategies.
C1 [Croft, Tony] Univ Loughborough, Math Educ Ctr, Loughborough, Leics, England.
   [Grove, Michael] Univ Birmingham, Sch Math, Birmingham, W Midlands, England.
   [Lawson, Duncan] Coventry Univ, Sigma, Coventry, W Midlands, England.
C3 Loughborough University; University of Birmingham; Coventry University
RP Grove, M (corresponding author), Univ Birmingham, Birmingham, W Midlands, England.
EM m.j.grove@bham.ac.uk
OI Lawson, Duncan/0000-0002-6829-1444; Croft, Anthony/0000-0002-7980-9579;
   Grove, Michael/0000-0002-3150-125X
NR 34
TC 0
Z9 0
U1 0
U2 1
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1360-080X
EI 1469-9508
J9 J HIGH EDUC POLICY M
JI J. High. Educ. Policy Manag.
PD 2022 MAY 4
PY 2022
VL 44
IS 3
BP 240
EP 257
DI 10.1080/1360080X.2021.2024639
EA JAN 2022
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 0T6SW
UT WOS:000740067200001
OA Green Published, hybrid
DA 2024-02-21
ER

PT J
AU Wood, M
   Su, F
AF Wood, Margaret
   Su, Feng
TI Parents as "stakeholders" and their conceptions of teaching excellence
   in English higher education
SO INTERNATIONAL JOURNAL OF COMPARATIVE EDUCATION AND DEVELOPMENT
LA English
DT Article
DE University; Teaching excellence; English higher education; Parents as
   "stakeholders"
ID UNIVERSITY-STUDENTS
AB Purpose The purpose of this paper is to explore parents as stakeholders in higher education in England and how they perceive teaching excellence.
   Design/methodology/approach The study adopted a qualitative research design using an interpretative approach through which the authors aimed to develop understandings of parents' perspectives as higher education stakeholders. The empirical data were gathered via focus group interviews and an online survey with 24 participants in the UK.
   Findings This study found that the majority of parents wished to be treated as an important stakeholder group in higher education. Parent participants perceived that teaching excellence could be evidenced through indicators and measures, for example, the design and delivery of the courses, progress measures, contact hours, speed of return of marked work, graduate employability and so on. They also saw value and significance in the students' exposure to ideas and perspectives not previously experienced, in zeal and passion in the teaching, and in an academically nurturing, understanding and supportive pedagogical relationship between academic and student.
   Originality/value This study uncovered some apparent tensions, contradictions and challenges for parents as stakeholders in higher education, for example, in reconciling the co-existence of their desire to be involved and engaged with scope for students to be formed as independent young adults. Parents' desire to measure teaching excellence is also compounded by their concern that excellent teaching is thereby reduced to a box-ticking exercise. This study has implications for higher education institutions wishing to engage parents as a stakeholder group in a meaningful way.
C1 [Wood, Margaret] York St John Univ, Sch Educ, York, N Yorkshire, England.
   [Su, Feng] Liverpool Hope Univ, Fac Educ, Liverpool, Merseyside, England.
C3 York Saint John University; Liverpool Hope University
RP Wood, M (corresponding author), York St John Univ, Sch Educ, York, N Yorkshire, England.
EM m.wood@yorksj.ac.uk; suf@hope.ac.uk
RI Su, Feng/ABD-2158-2021
OI Su, Feng/0000-0003-0317-4033; Wood, Margaret/0000-0001-5067-1978
FU School of Education research seed funding at York St John University;
   Centre for Education and Policy Analysis (CEPA) at Liverpool Hope
   University, UK
FX The paper is developed from a talk given at the Philosophy of Higher
   Education Conference at Middlesex University, London, in September 2018.
   The authors would like to thank the research participants in this study
   who shared their views. The authors would also like to thank the two
   anonymous reviewers who commented on the original submission of the
   paper. Lastly, the authors would like to acknowledge that this study was
   supported by the School of Education research seed funding at York St
   John University, and the Centre for Education and Policy Analysis (CEPA)
   at Liverpool Hope University, UK.
NR 27
TC 1
Z9 2
U1 0
U2 2
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 2396-7404
EI 2309-4907
J9 INT J COMP EDUC DEV
JI Int. J. Comp. Educ. Dev.
PY 2019
VL 21
IS 2
SI SI
BP 99
EP 111
DI 10.1108/IJCED-05-2018-0010
PG 13
WC Education & Educational Research
WE Emerging Sources Citation Index (ESCI)
SC Education & Educational Research
GA IA8KS
UT WOS:000469808300003
OA Green Accepted
DA 2024-02-21
ER

PT J
AU Commers, T
   Theeboom, M
   Coalter, F
AF Commers, Tessa
   Theeboom, Marc
   Coalter, Fred
TI Exploring the design of a sport for employability program: A case study
SO FRONTIERS IN SPORTS AND ACTIVE LIVING
LA English
DT Article
DE sport for employability; NEETs; theory of change; Flanders (Belgium);
   sport for development
ID POSITIVE YOUTH DEVELOPMENT; PHYSICAL-ACTIVITY; SOCIAL-MOBILITY;
   FOR-CHANGE; UNEMPLOYMENT; PARTICIPATION; OPPORTUNITIES; INTERVENTION;
   COMMUNITY; QUALITY
AB Rates of young people who are neither in employment, education, or training (NEET) are fairly high in the European Union. Correspondingly, there has been a growing tendency to regard sport as a suitable tool to develop soft skills and raise NEETs' level of employability. However, if and how such sport for employability (SfE) programs are able to realize these major claims has been called into question. The purpose of the present study was, therefore, to explore how an actual SfE initiative constructs and delivers its program. In addition, the article assessed whether the investigated program operates in line with researchers' recent calls for theory-based approaches. Guided by a case study approach set up within an initiative located in Flanders, data were gathered through 12 semi-structured interviews with 8 program providers. Results, analyzed using thematic analysis, indicated that the program was characterized by an absence of well-defined desired outcomes, imprecision as to how the program should contribute to these outcomes, and consequently minimal attention to the follow-up of participants' progress. As such, these findings and the accompanying challenges point to the absence of a theory-based approach. Several possible sources for the lack of a systematic approach are discussed.
C1 [Commers, Tessa; Theeboom, Marc; Coalter, Fred] Vrije Univ Brussel, Dept Movement & Sport Sci, Sport & Soc Res Unit, Brussels, Belgium.
C3 Vrije Universiteit Brussel
RP Commers, T (corresponding author), Vrije Univ Brussel, Dept Movement & Sport Sci, Sport & Soc Res Unit, Brussels, Belgium.
EM tessa.commers@vub.be
OI Theeboom, Marc/0000-0001-8055-3307
NR 88
TC 2
Z9 2
U1 1
U2 5
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
EI 2624-9367
J9 FRONT SPORTS ACT LIV
JI Front. Sports Act. Living
PD OCT 25
PY 2022
VL 4
AR 942479
DI 10.3389/fspor.2022.942479
PG 17
WC Sport Sciences
WE Emerging Sources Citation Index (ESCI)
SC Sport Sciences
GA 6E9LK
UT WOS:000883693500001
PM 36385785
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Cheung, CK
   Ngai, NP
AF Cheung, Chau-kiu
   Ngai, Ngan-pun
TI Training to raise unemployed youth's work commitment in Tianjin
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE unemployment; training; soft skill; work commitment; work alienation
ID WORKPLACE EMPOWERMENT; LABOR; MANAGEMENT; EMPLOYABILITY; EMPLOYMENT;
   OUTCOMES; STATE
AB Securing sustained employment for unemployed youth depends on the youth's work commitment, which would require training for the youth's soft skills However, training for the Youth has not been impressively effective and the effectiveness would hinge on the youth's need for training Such a need is likely to stem from the youth's experience of powerlessness To examine the possibility, a survey collected data from 249 unemployed youths In Tianjin,China Results show that the Youth's powerlessness was a significant condition raising the contribution Of soft skill training to work commitment This conditioning effect was valuable because neither soft skill training nor powerlessness manifested a significant main effect on work commitment. The results Imply the Suitability of providing soft skill training to alienated unemployed youth to elevate their work commitment (C) 2009 Elsevier Ltd All rights reserved
C1 [Cheung, Chau-kiu] City Univ Hong Kong, Dept Appl Social Studies, Kowloon, Hong Kong, Peoples R China.
   [Ngai, Ngan-pun] Chinese Univ Hong Kong, Dept Social Work, Hong Kong, Hong Kong, Peoples R China.
C3 City University of Hong Kong; Chinese University of Hong Kong
RP Cheung, CK (corresponding author), City Univ Hong Kong, Dept Appl Social Studies, Kowloon, Hong Kong, Peoples R China.
OI Cheung, Chau-kiu/0000-0003-3278-1633
NR 100
TC 4
Z9 5
U1 1
U2 10
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
EI 1873-7765
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD FEB
PY 2010
VL 32
IS 2
BP 298
EP 305
DI 10.1016/j.childyouth.2009.09.010
PG 8
WC Family Studies; Social Work
WE Social Science Citation Index (SSCI)
SC Family Studies; Social Work
GA 561QK
UT WOS:000274993300021
DA 2024-02-21
ER

PT J
AU Nica, E
AF Nica, Elvira
TI WORKING PAPER UPON MODERN EDUCATION STRATEGIC PATTERN OUTPOST TOWARDS
   HUMAN CAPITAL PROFESSIONAL IMPROVEMENTS
SO METALURGIA INTERNATIONAL
LA English
DT Article
DE modern education; professionalism; European standards; strategic
   patterns; employability
AB The adoption or the change in relation to the new strategies adopted at European level are complex and difficult, but require the whenever revival or restructuring activities of education systems, public or private, becoming a condition of obtaining a greater employability Therefore, the usage of modern education guidelines can lend to other decisions, such as creating a strategic educational lines and flows to promote large volume of interdependent variables, looking for an institutionalized educational environment beneficial to the ongoing development. Some institutions already in line with European standards are specializing in the design of educational offerings that reflect market needs. Widespread implementation of modern education trends involve rapid changes of substance as one of the most spectacular challenge that organizations must minim. Adopting such a strategy, regarding modern education, must be based on careful social and economic diagnosis, in order to avoid some avant-garde events, launch new educational outlines and expand professionalism among employees. Thus new technologies in educational systems have profound consequences on how it educational organizations, public or private, operates and with what results.
EM popescu_elvira@yahoo.com
RI Nica, Elvira/ADG-5173-2022
OI Nica, Elvira/0000-0002-7383-2161
NR 10
TC 0
Z9 0
U1 0
U2 7
PU EDITURA STIINTIFICA FMR
PI BUCHAREST
PA CALEA GRIVITEI, NR 83, SECTOR 1, O P 12, BUCHAREST, 010705, ROMANIA
SN 1582-2214
J9 METAL INT
JI Metal. Int.
PY 2013
VL 18
IS 2
BP 193
EP 195
PG 3
WC Metallurgy & Metallurgical Engineering
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Metallurgy & Metallurgical Engineering
GA 069XD
UT WOS:000313469500039
DA 2024-02-21
ER

PT J
AU Storm, I
   Uiters, E
   Busch, MCM
   den Broeder, L
   Schuit, AJ
AF Storm, Ilse
   Uiters, Ellen
   Busch, Mirjam C. M.
   den Broeder, Lea
   Schuit, Albertine J.
TI The relevance of work-related learning for vulnerable groups. Dutch case
   study of a Health Impact Assessment with equity focus
SO HEALTH POLICY
LA English
DT Article
DE Health Impact Assessment; Health equity; Vulnerable groups; Equity focus
ID OPPORTUNITIES; EMPLOYABILITY
AB Introduction: Learning is essential for sustainable employability. However, various factors make work-related learning more difficult for certain groups of workers, who are consequently at a disadvantage in the labour market. In the long term, that in turn can have adverse health implications and can make those groups vulnerable. With a view to encouraging workers to continue learning, the Netherlands has a policy on work-related learning, which forms part of the 'Vitality Package'.
   Aim: A Health Impact Assessment with equity focus (HIAef) was undertaken to determine whether the policy on work-related learning affected certain groups of workers and their health in different ways, and whether the differences were avoidable.
   Methods: The HIAef method involved the standard phases: screening, scoping, appraisal and recommendations. Equity was the core principle in this method. Data were collected by means of both literature searches (e.g. Scopus, Medline) and interviews with experts and stakeholders (e.g. expertise regarding work, training and/or health).
   Results: The HIAef identified the following groups as potentially vulnerable in the field of work-related learning: the chronically sick, older people, less educated people, flexi-workers/the self-employed and lay carers (e.g. thresholds to learning). Published literature indicates that work-related learning may have a positive influence on health through (work-related) factors such as pay, employability, longer employment rate and training-participation. According to experts and stakeholders, work-related learning policy could be adapted to take more account of vulnerable groups through alignment with their particular needs, such as early support, informal learning and e-learning.
   Conclusion: With a view to reducing avoidable inequalities in work-related learning, it is recommended that early, low-threshold, accessible opportunities are made available to identified vulnerable groups. Making such opportunities available may have a positive effect on (continued) participation in the labour market and thus on the health of the relevant groups. (C) 2015 Elsevier Ireland Ltd. All rights reserved.
C1 [Storm, Ilse; Busch, Mirjam C. M.] Natl Inst Publ Hlth & Environm, Ctr Hlth & Soc, NL-3720 BA Bilthoven, Netherlands.
   [Uiters, Ellen; den Broeder, Lea; Schuit, Albertine J.] Natl Inst Publ Hlth & Environm, Ctr Nutr, Prevent & Hlth Serv, NL-3720 BA Bilthoven, Netherlands.
   [den Broeder, Lea] Amsterdam Univ Appl Sci, Sch Sports & Nutr, NL-1067 SM Amsterdam, Netherlands.
   [Schuit, Albertine J.] Vrije Univ Amsterdam, Dept Hlth Sci, NL-1081 HV Amsterdam, Netherlands.
   [Schuit, Albertine J.] EMGO Inst Hlth & Care Res, NL-3720 BA Bilthoven, Netherlands.
C3 Netherlands National Institute for Public Health & the Environment;
   Netherlands National Institute for Public Health & the Environment;
   Vrije Universiteit Amsterdam
RP Storm, I (corresponding author), Natl Inst Publ Hlth & Environm, Ctr Hlth & Soc, POB 1, NL-3720 BA Bilthoven, Netherlands.
EM ilse.storm@rivm.nl; ellen.uiters@rivm.nl; mirjam.busch@rivm.nl;
   lea.den.broeder@rivm.nl; jantine.schuit@rivm.nl
RI Schuit, Albertine J/I-3148-2018
OI Schuit, Jantine/0000-0002-7499-1391
FU European Union; Ministry of Health, Welfare and Sports
FX This research was funded by the European Union Equity Action Project
   (workpackage 4) and the Ministry of Health, Welfare and Sports.
NR 50
TC 1
Z9 2
U1 1
U2 19
PU ELSEVIER IRELAND LTD
PI CLARE
PA ELSEVIER HOUSE, BROOKVALE PLAZA, EAST PARK SHANNON, CO, CLARE, 00000,
   IRELAND
SN 0168-8510
EI 1872-6054
J9 HEALTH POLICY
JI Health Policy
PD JUL
PY 2015
VL 119
IS 7
BP 915
EP 924
DI 10.1016/j.healthpol.2015.03.011
PG 10
WC Health Care Sciences & Services; Health Policy & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services
GA CL5HG
UT WOS:000356989800009
PM 25869818
DA 2024-02-21
ER

PT J
AU Morse, BJ
   Weinhardt, JM
   Griffeth, RW
   de Oliveira, MZ
AF Morse, Brendan J.
   Weinhardt, Justin M.
   Griffeth, Rodger W.
   de Oliveira, Manoela Ziebell
TI Cross-cultural Measurement Invariance of the Employment Opportunity
   Index (EOI) in Mexican and Brazilian Professionals
SO INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT
LA English
DT Article
ID CONFIRMATORY FACTOR-ANALYSIS; FIT INDEXES; ALTERNATIVE OPPORTUNITIES;
   PERCEIVED EMPLOYABILITY; APPLICANT REACTIONS; JOB-SATISFACTION;
   TURNOVER; MODEL; SENSITIVITY; PREDICTORS
AB Perceived employment alternatives have been shown to add incremental variance in understanding voluntary turnover as well as factors related to recruiting and staffing. The Employment Opportunity Index (EOI) is a multidimensional assessment of perceived employment alternatives that has exhibited predictive validity across multiple job types and populations. This study assessed the measurement invariance of the EOI in American, Mexican, and Brazilian professionals. We found support for configural and metric invariance in all five dimensions of the EOI with these populations, and support for scalar invariance three of the five EOI dimensions. The construct validity of the EOI appears to be relatively robust in Latin American populations, although cultural and macroeconomic factors may impose some response bias in these groups.
C1 [Morse, Brendan J.] Bridgewater State Univ, Dept Psychol, Bridgewater, MA 02325 USA.
   [Weinhardt, Justin M.] Univ Calgary, Calgary, AB, Canada.
   [Griffeth, Rodger W.] Ohio Univ, Athens, OH 45701 USA.
   [de Oliveira, Manoela Ziebell] Minist Educ Brazil, CAPES Fdn, Brasilia, DF, Brazil.
C3 Massachusetts System of Public Higher Education; Bridgewater State
   University; University of Calgary; University System of Ohio; Ohio
   University; Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior
   (CAPES)
RP Morse, BJ (corresponding author), Bridgewater State Univ, Dept Psychol, Bridgewater, MA 02325 USA.
EM bmorse@bridgew.edu
RI Oliveira, Manoela Z/M-5784-2014; de Oliveira, Manoela
   Ziebell/P-5895-2019
OI Oliveira, Manoela Z/0000-0003-0243-5115; de Oliveira, Manoela
   Ziebell/0000-0003-0243-5115
NR 43
TC 6
Z9 8
U1 0
U2 20
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0965-075X
EI 1468-2389
J9 INT J SELECT ASSESS
JI Int. J. Sel. Assess.
PD JUN
PY 2014
VL 22
IS 2
BP 139
EP 148
DI 10.1111/ijsa.12064
PG 10
WC Psychology, Applied; Management
WE Social Science Citation Index (SSCI)
SC Psychology; Business & Economics
GA AJ2US
UT WOS:000337519800003
DA 2024-02-21
ER

PT J
AU van Veggel, N
   Amory, J
AF van Veggel, Nieky
   Amory, Jonathan
TI The impact of maths support tutorials on mathematics confidence and
   academic performance in a cohort of HE Animal Science students
SO PEERJ
LA English
DT Article
DE Mathematics; Numeracy; Bioscience; Animal science; Support
AB Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students' confidence in maths and improve students' academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.
C1 [van Veggel, Nieky; Amory, Jonathan] Writtle Coll, Sch Sport Equine & Anim Sci, Chelmsford, Essex, England.
C3 Writtle College
RP van Veggel, N (corresponding author), Writtle Coll, Sch Sport Equine & Anim Sci, Chelmsford, Essex, England.
EM Nieky.vanveggel@writtle.ac.uk
OI Amory, Jonathan Richard/0000-0002-0047-8739; van Veggel, Nieky
   L.J.N./0000-0001-6738-6989
FU Writtle College Learning and Teaching Fund
FX This project was funded by a grant from the 2012 Writtle College
   Learning and Teaching Fund. The funders had no role in study design,
   data collection and analysis, decision to publish, or preparation of the
   manuscript.
NR 22
TC 0
Z9 1
U1 0
U2 2
PU PEERJ INC
PI LONDON
PA 341-345 OLD ST, THIRD FLR, LONDON, EC1V 9LL, ENGLAND
SN 2167-8359
J9 PEERJ
JI PeerJ
PD JUN 26
PY 2014
VL 2
AR e463
DI 10.7717/peerj.463
PG 11
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Science & Technology - Other Topics
GA AY5KP
UT WOS:000347611300008
PM 25024925
OA Green Submitted, gold, Green Published
DA 2024-02-21
ER

PT J
AU Jing, P
AF Jing, Peng
TI Research on the Evaluation Method of University Bi-Entrepreneurship
   Curriculum Based on IoT Integrated with AHP Algorithm
SO MOBILE INFORMATION SYSTEMS
LA English
DT Article
AB The Internet of Things (IoT) is essential for the success and adoption of digital entrepreneurship in universities. The Internet of Things (IoT) is the integration of electronic objects, peripherals, cities, and other items and equipment with embedded software, electronics, actuators, network connections, and sensors that allow these things and equipment to share and gather data. The usage of IoT for university bi-entrepreneurship can equalize the playing field in many areas of the economy, creating options like as remote work at any time and from anywhere. Nowadays, universities are playing an essential part in the careers of students. In this regard, government departments provide considerable assistance in recruiting individuals and companies in a variety of ways, including funding and tax policies. However, many factors affect university students' innovation and entrepreneurship education. Therefore, it is necessary to establish a quality evaluation system of innovation and entrepreneurship education, which can guide university students' targeted innovation and entrepreneurship by improving the comprehensive ability and employability of these students. Therefore, this paper constructs an evaluation index system of university students' innovation and entrepreneurship education quality, including several dimensions and several sub-indicators. On this basis, the analytic hierarchy process (AHP) algorithm is used to construct the judgment matrix, and the ranking weight of each comparison element is calculated according to the judgment matrix. The suggested system first constructs a hierarchical model to conceptualize the relationship between different elements and then builds a judgment matrix. After establishing the judgment matrix, the calculation methods of the characteristic root, square root, and idempotent relative weight are systematically checked. The experimental results reveal that the proposed evaluation system has a stronger impact on promoting university students' creativity, entrepreneurship, and employment.
C1 [Jing, Peng] Henan Finance Univ, Zhengzhou 450046, Peoples R China.
C3 Henan Finance University
RP Jing, P (corresponding author), Henan Finance Univ, Zhengzhou 450046, Peoples R China.
EM pengjing@hafu.edu.cn
FU 2021 Project of the "Fourteenth Five Year Plan" of Educational Science
   in Henan Province, Research on the Hybrid Teaching Mode of Innovation
   and Entrepreneurship Courses in Universities and Universities Based on
   "Internet +," [2021YB0322]
FX This work was supported by the 2021 Project of the "Fourteenth Five Year
   Plan" of Educational Science in Henan Province, Research on the Hybrid
   Teaching Mode of Innovation and Entrepreneurship Courses in Universities
   and Universities Based on "Internet +," under 2021YB0322.
NR 35
TC 0
Z9 0
U1 23
U2 31
PU HINDAWI LTD
PI LONDON
PA ADAM HOUSE, 3RD FLR, 1 FITZROY SQ, LONDON, W1T 5HF, ENGLAND
SN 1574-017X
EI 1875-905X
J9 MOB INF SYST
JI Mob. Inf. Syst.
PD OCT 4
PY 2022
VL 2022
AR 6364273
DI 10.1155/2022/6364273
PG 13
WC Computer Science, Information Systems; Telecommunications
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science; Telecommunications
GA 5K8HX
UT WOS:000869962700005
OA gold
DA 2024-02-21
ER

PT J
AU Oyelade, OO
   Nkosi-Mafutha, NG
AF Oyelade, Oyeyemi Olajumoke
   Nkosi-Mafutha, Nokuthula Gloria
TI Living beyond the limitation: Rehabilitation, life and productivity of
   individuals with schizophrenia in South-West Nigeria
SO HEALTH EXPECTATIONS
LA English
DT Article; Early Access
DE mental health service users; productivity; rehabilitation; schizophrenia
ID SHARED DECISION-MAKING; INTERVENTION; PROGRAM
AB Introduction: Schizophrenia, the most chronic and stigmatized form of mental illness, can be described as a brain disorder that affects an individual's cognition. Individuals with schizophrenia exhibit socially unacceptable symptoms that affect their psychosocial lives. They suffer from reduced productivity due to the debilitating effect of the illness, and the negative symptoms impede their employability; such symptoms and effects aggravate the stigma around mental illness. However, when rehabilitation is successfully achieved, so is productivity, and this decreases the associated stigma. Thus, this study describes the rehabilitation experiences and productivity of individuals with schizophrenia in South-West Nigeria.
   Methods and analysis: A descriptive qualitative approach with semi-structured interviews was used to gather information from mental health service users. The discharged users in this study received in-hospital or outpatient rehabilitation care at four outpatient units within two specialist mental health-care facilities in South-West Nigeria. These facilities offer vocational training and rehabilitation services for individuals with schizophrenia. Twenty-nine mental health service users were interviewed. The data from the interviews were independently analysed by two researchers through a content analysis approach using NVIVO version 11. The researchers compared the results of the analysis and reached an agreement on the conclusion.
   Findings and recommendations: The rehabilitation services availed by patients in the research setting are of three types. Some attend occupational rehabilitation to learn a trade; they depend on professionals for the choice of skill but at a cost that is not affordable to many. Some stay in rehabilitation units linked to the hospital, rendering their services at a cost, and their living expenses and skill acquisition processes are based on the remuneration they get from the services rendered to the institution. Others depend on their family members' efforts to afford rehabilitation services but set up on job by family or employed in family business. The mental health service users in this study who offered their services to the institutions were able to make informed decisions and showed better performance with their chosen occupation than those who depended on their family or health professionals for the choice of rehabilitation service or vocational career. Therefore, this study concludes that prioritizing mental health facility users' preferences in terms of productive activities (sales, services, vocation) or rehabilitation goals should be encouraged.
C1 [Oyelade, Oyeyemi Olajumoke; Nkosi-Mafutha, Nokuthula Gloria] Univ Witwatersrand, Sch Therapeut Sci, Dept Nursing Educ, Johannesburg, South Africa.
   [Oyelade, Oyeyemi Olajumoke] Obafemi Awolowo Univ, Fac Basic Med Sci, Dept Nursing Sci, Ife, Osun State, Nigeria.
C3 University of Witwatersrand; Obafemi Awolowo University
RP Oyelade, OO (corresponding author), Univ Witwatersrand, Sch Therapeut Sci, Dept Nursing Educ, Johannesburg, South Africa.
EM yemilad13@gmail.com
OI Oyelade, Oyeyemi/0000-0002-0173-9208; Nkosi, Nokuthula
   Gloria/0000-0002-3227-1775
FU Consortium for Advanced Research Training in Africa (CARTA); Carnegie
   Corporation of New York [B 8606.R02]; Sida [54100113]; DELTAS Africa
   Initiative [107768/Z/15/Z]; Deutscher Akademischer Austauschdienst
   (DAAD); New Partnership for Africa's Development Planning and
   Coordinating Agency (NEPAD Agency); Wellcome Trust (UK); UK Government;
   Faculty of Health Science, University of the Witwatersrand, South Africa
   [001 254 8491102 5121105 000000 0000000000 5254]
FX This study is supported by: 1. The Consortium for Advanced Research
   Training in Africa (CARTA). CARTA is jointly led by the African
   Population and Health Research Centre and the University of the
   Witwatersrand and funded by the Carnegie Corporation of New York (Grant
   No: B 8606.R02), Sida (Grant No: 54100113), the DELTAS Africa Initiative
   (Grant No: 107768/Z/15/Z) and Deutscher Akademischer Austauschdienst
   (DAAD). The DELTAS Africa Initiative is an independent funding scheme of
   the African Academy of Sciences (AAS)'s Alliance for Accelerating
   Excellence in Science in Africa (AESA) and supported by the New
   Partnership for Africa's Development Planning and Coordinating Agency
   (NEPAD Agency), with funding from the Wellcome Trust (UK) and the UK
   Government. 2. The Faculty of Health Science, University of the
   Witwatersrand, South Africa. Grant Number: 001 254 8491102 5121105
   000000 0000000000 5254.
NR 40
TC 4
Z9 5
U1 3
U2 18
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1369-6513
EI 1369-7625
J9 HEALTH EXPECT
JI Health Expect.
PD 2021 APR
PY 2021
VL 24
IS 2
BP 198
EP 208
DI 10.1111/hex.13139
EA JAN 2021
PG 11
WC Health Care Sciences & Services; Health Policy & Services; Public,
   Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services; Public, Environmental & Occupational
   Health
GA RT4MK
UT WOS:000606647300001
PM 33428815
OA Green Published
DA 2024-02-21
ER

PT J
AU Arsenis, P
   Flores, M
AF Arsenis, Panagiotis
   Flores, Miguel
TI Student academic performance and professional training year
SO INTERNATIONAL REVIEW OF ECONOMICS EDUCATION
LA English
DT Article
DE Academic performance; Placement; Employability; Economics
ID WORK PLACEMENTS
AB This paper studies the relationship between students' academic performance and the likelihood of attaining work experience as part of their undergraduate studies. The econometric analysis based on a sample of students from the School of Economics at the University of Surrey shows that the average of first-year marks is positively associated with subsequently securing a placement year. The mean predicted probability of obtaining a placement position is approximately 50% if a student's average first-year grade is 50, and the probability rises to 67% and 80% if the student achieves an average first-year grade of 60 and 70, respectively. Other relevant factors that affect the likelihood of securing a placement year are the course of study, the student's nationality and ethnic group. On the other hand, school type and A-level grades in mathematics or in economics have no effect on the chance of securing a placement year.
C1 [Arsenis, Panagiotis; Flores, Miguel] Univ Surrey, Sch Econ, Guildford GU2 7XH, Surrey, England.
C3 University of Surrey
RP Flores, M (corresponding author), Univ Surrey, Sch Econ, Guildford GU2 7XH, Surrey, England.
EM p.arsenis@surrey.ac.uk; m.floressandoval@surrey.ac.uk
RI Arsenis, Panagiotis/U-6609-2019
OI Arsenis, Panagiotis/0000-0003-0276-1623; Flores Sandoval, Miguel
   Angel/0000-0002-2550-0816
NR 12
TC 4
Z9 4
U1 0
U2 8
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1477-3880
EI 2352-4421
J9 INT REV ECON EDUC
JI Int. Rev. Econ. Educ.
PD JAN
PY 2019
VL 30
AR 100129
DI 10.1016/j.iree.2018.03.004
PG 10
WC Economics; Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Business & Economics; Education & Educational Research
GA HN6SH
UT WOS:000460315500002
OA Green Submitted, Green Accepted
DA 2024-02-21
ER

PT J
AU Gunning, TK
   Conlan, XA
   Collins, PK
   Bellgrove, A
   Antlej, K
   Cardilini, APA
   Fraser, CL
AF Gunning, Tiffany K.
   Conlan, Xavier A.
   Collins, Paul K.
   Bellgrove, Alecia
   Antlej, Kaja
   Cardilini, Adam P. A.
   Fraser, Catherine L.
TI Who engaged in the team-based assessment? Leveraging EdTech for a self
   and intra-team peer-assessment solution to free-riding
SO INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION
LA English
DT Article
DE Self- and peer-assessment; Team-based assessment; Employability;
   Teamwork; STEM; EdTech; Higher education; Collaboration; Academic
   integrity; Free-riding
ID PERCEPTIONS; FAIRNESS
AB A STEM-based faculty in an Australian university leveraged online educational technology to help address student and academic concerns associated with team-based assessment. When engagement and contribution of all team members cannot be assured, team-based assessment can become an unfair and inaccurate measure of student competency. This case study explores the design and capacity of an online self and intra-team peer-assessment of teamwork strategy to measure student engagement and enable peers to hold each other accountable during team-based assessments. Analysis of student interactions across 39 subjects that implemented the strategy in 2020, revealed that an average of 94.4% of students completed the self and intra-team peer-assessment task when designed as part of a summative team-based assessment. The analysis also revealed that an average of 10.3% of students were held accountable by their peers, receiving feedback indicating their teamwork skills and behaviours were below the required minimum standard. Furthermore, the strategy was successfully implemented in cohorts ranging from seven to over 700 students, demonstrating scalability. Thus, this online self and intra-team peer-assessment strategy provided teaching teams with evidence of student engagement in a team-based assessment while also enabling students to hold each other accountable for contributing to the team task. Lastly, as the online strategy pairs with any discipline-specific team-based assessment, it provided the faculty with a method that could be used consistently across its schools to support management and engagement in team-based assessments.
C1 [Gunning, Tiffany K.; Fraser, Catherine L.] Deakin Univ, Fac Sci Engn & Built Environm, Geelong, Vic, Australia.
   [Conlan, Xavier A.; Cardilini, Adam P. A.] Deakin Univ, Sch Life & Environm Sci, Geelong, Vic, Australia.
   [Collins, Paul K.; Antlej, Kaja] Deakin Univ, Sch Engn, Geelong, Vic, Australia.
   [Bellgrove, Alecia] Deakin Univ, Ctr Integrat Ecol, Sch Life & Environm Sci, Warrnambool, Australia.
C3 Deakin University; Deakin University; Deakin University; Deakin
   University
RP Gunning, TK (corresponding author), Deakin Univ, Fac Sci Engn & Built Environm, Geelong, Vic, Australia.
EM tiffany.gunning@deakin.edu.au
RI Gunning, Tiffany Kirsten/AAS-1525-2021; Bellgrove, Alecia/K-2601-2014
OI Gunning, Tiffany Kirsten/0000-0003-1779-9990; Bellgrove,
   Alecia/0000-0002-0499-3439
NR 42
TC 1
Z9 1
U1 4
U2 12
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 2365-9440
J9 INT J EDUC TECHNOL H
JI Int. J. Educ. Technol. High. Educ.
PD JUL 13
PY 2022
VL 19
IS 1
AR 38
DI 10.1186/s41239-022-00340-y
PG 22
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 2X0LB
UT WOS:000824904500001
OA gold
DA 2024-02-21
ER

PT J
AU Pu, GL
   Wang, YQ
AF Pu, Guoli
   Wang, Yuqing
TI Survey of undergraduate or courses from IE programme: content, coverage,
   and gaps
SO JOURNAL OF THE OPERATIONAL RESEARCH SOCIETY
LA English
DT Article; Early Access
DE OR education; OR supply of courses; OR demand of enterprises; gaps
   between industry and academia
ID SUPPLY CHAIN EDUCATION; OPERATIONS-RESEARCH; REAL-WORLD; EMPLOYERS;
   PRACTITIONERS; EMPLOYABILITY; INDUSTRY; SCIENCE; WANT; ASP
AB An introductory professional course in industrial engineering (IE) on operations research (OR) was initially designed to solve companies' practical optimisation problems. Research has recently shown that current OR teaching has contradicted the original intention of the curriculum, deviating from the actual needs of enterprises. This paper provides the results of a survey of courses dedicated to the field of OR from IE in Chinese higher education. The study is unique because it represents the first large-scale study of offerings and shortcomings in the OR courses available to undergraduate IE majors. Content analysis was performed on each syllabus to identify course offerings: the pedagogy used, the content emphasised, and the selected assessment techniques. Meanwhile, qualitative and quantitative methods were adopted to investigate the OR needs of enterprises. This aggregated information was used to compare course offerings with the current skills identified as necessary for professional success. These data provide input to analyse the gap between higher education offerings and the needs identified by practitioners. The findings are intended to foster information sharing and provide a data baseline for the development of OR courses in academia, as well as training, development, and recruitment efforts by OR talent in the field of IE.
C1 [Pu, Guoli; Wang, Yuqing] Xian Univ Technol, Xian, Peoples R China.
   [Pu, Guoli] Xian Univ Technol, Sch Econ & Management, Xian, Peoples R China.
C3 Xi'an University of Technology; Xi'an University of Technology
RP Pu, GL (corresponding author), Xian Univ Technol, Sch Econ & Management, Xian, Peoples R China.
EM puguoli@163.com
RI zhang, ying/JQX-1479-2023; Wang, Jing/JRW-1512-2023; liu,
   jingwen/JQW-9270-2023; PU, Guoli/GRS-6774-2022; chen,
   gang/JRX-1197-2023; Li, Yan/JRW-0176-2023; li, song/JVO-5938-2024
OI PU, Guoli/0000-0002-5970-6978; 
NR 76
TC 0
Z9 0
U1 6
U2 6
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND
SN 0160-5682
EI 1476-9360
J9 J OPER RES SOC
JI J. Oper. Res. Soc.
PD 2023 AUG 27
PY 2023
DI 10.1080/01605682.2023.2252832
EA AUG 2023
PG 20
WC Management; Operations Research & Management Science
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Business & Economics; Operations Research & Management Science
GA Q5VN7
UT WOS:001058200100001
DA 2024-02-21
ER

PT J
AU Bosakova, L
   Geckova, AM
   van Dijk, JP
   Reijneveld, SA
AF Bosakova, Lucia
   Geckova, Andrea Madarasova
   van Dijk, Jitse P.
   Reijneveld, Sijmen A.
TI Increased Employment for Segregated Roma May Improve Their Health:
   Outcomes of a Public-Private Partnership Project
SO INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
LA English
DT Article
DE deprivation; Roma health; health promotion; unemployment; employability
ID UNEMPLOYMENT; EDUCATION
AB Increasing employment opportunities for segregated Roma might prevent major economic losses and improve their health. Involvement of the private sector in Roma employment, on top of intensified governmental actions, is likely to be a key to sustainable improvement, but evidence on this is scarce. Our aim was to determine the potential outcomes of such a partnership regarding increased employability and the resulting improved well-being and health. We therefore investigated a Roma employment project called Equality of Opportunity, run since 2002 by a private company, U.S. Steel Kosice, in eastern Slovakia. We conducted a multi-perspective qualitative study to obtain the perspectives of key stakeholders on the outcomes of this project. We found that they expected the employability of segregated Roma to increase in particular via improvements in their work ethic and working habits, education, skills acquisition, self-confidence, courage and social inclusion. They further expected as the main health effects of increased employability an improvement in Roma well-being and health via a stable income, better housing, crime reduction, improved hygienic standards, access to prevention and improved mental resilience. Social policies regarding segregated Roma could thus be best directed at increasing employment and at these topics in particular to increase their effects on Roma health.
C1 [Bosakova, Lucia; Geckova, Andrea Madarasova] PJ Safarik Univ Kosice, Fac Med, Dept Hlth Psychol, Trieda SNP 1, Kosice 04011, Slovakia.
   [Bosakova, Lucia; Geckova, Andrea Madarasova; van Dijk, Jitse P.] PJ Safarik Univ Kosice, Grad Sch, Kosice Inst Soc & Hlth, Trieda SNP 1, Kosice 04011, Slovakia.
   [Bosakova, Lucia; Geckova, Andrea Madarasova; van Dijk, Jitse P.] Palacky Univ Olomouc, Olomouc Univ Soc & Hlth Inst, Univ 22, Olomouc 77111, Czech Republic.
   [van Dijk, Jitse P.; Reijneveld, Sijmen A.] Univ Groningen, Univ Med Ctr Groningen, Dept Community & Occupat Med, Antonius Deusinglaan 1, NL-9713 AV Groningen, Netherlands.
C3 University of Pavol Jozef Safarik Kosice; University of Pavol Jozef
   Safarik Kosice; Palacky University Olomouc; University of Groningen
RP Bosakova, L (corresponding author), PJ Safarik Univ Kosice, Fac Med, Dept Hlth Psychol, Trieda SNP 1, Kosice 04011, Slovakia.; Bosakova, L (corresponding author), PJ Safarik Univ Kosice, Grad Sch, Kosice Inst Soc & Hlth, Trieda SNP 1, Kosice 04011, Slovakia.; Bosakova, L (corresponding author), Palacky Univ Olomouc, Olomouc Univ Soc & Hlth Inst, Univ 22, Olomouc 77111, Czech Republic.
EM lucia.bosakova@upjs.sk
RI Bosakova, Lucia/AAE-2085-2022; Geckova, Andrea Madarasova/AAF-2993-2019
OI Bosakova, Lucia/0000-0001-8381-7064; Geckova, Andrea
   Madarasova/0000-0003-2993-3798; Reijneveld, Sijmen/0000-0002-1206-7523
FU 7FP SOPHIE project (Evaluating the impact of structural policies on
   health inequalities and their social determinants and fostering change)
   [278173]
FX This work was supported by the 7FP SOPHIE project (Evaluating the impact
   of structural policies on health inequalities and their social
   determinants and fostering change) under grant agreement No. 278173.
NR 43
TC 6
Z9 8
U1 0
U2 6
PU MDPI
PI BASEL
PA ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND
EI 1660-4601
J9 INT J ENV RES PUB HE
JI Int. J. Environ. Res. Public Health
PD AUG 14
PY 2019
VL 16
IS 16
AR 2889
DI 10.3390/ijerph16162889
PG 14
WC Environmental Sciences; Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
   Health
GA IV7AN
UT WOS:000484419000023
PM 31412549
OA gold, Green Published, Green Submitted
DA 2024-02-21
ER

PT J
AU Forster, AG
   Bol, T
AF Forster, Andrea G.
   Bol, Thijs
TI Vocational education and employment over the life course using a new
   measure of occupational specificity
SO SOCIAL SCIENCE RESEARCH
LA English
DT Article
DE Vocational education; Labor market; Segregation indices; Linkage;
   Netherlands
ID LABOR-MARKET ENTRY; UNITED-STATES; SCHOOL; WORK; SEGREGATION;
   TRANSITION; COUNTRIES; PATTERNS; EARNINGS; GERMANY
AB Vocational education is seen as beneficial for the labor market allocation of young people. However, recent studies point to disadvantages later in the life course, where the specific skills that are obtained from vocational education decrease employability. This paper re-evaluates this hypothesis for the Netherlands with an improved measure for the vocational specificity of educational programs, utilizing both vertical (level) and horizontal (field) information on education. More specifically, we use a gradual measure for the linkage strength between education and occupation to predict employment over the life course. Using data from the national Dutch labor force surveys, we show that there is considerable heterogeneity in occupational specificity within the categories of vocational and general educational programs that is masked when using a dichotomous classification of general versus vocational education. In the life course analyses we find that the large early benefits of having vocational education disappear later in the career and turn into a small disadvantage before retirement.
C1 [Forster, Andrea G.; Bol, Thijs] Univ Amsterdam, Nieuwe Achtergracht 166, NL-1018 WV Amsterdam, Netherlands.
C3 University of Amsterdam
RP Bol, T (corresponding author), Univ Amsterdam, Nieuwe Achtergracht 166, NL-1018 WV Amsterdam, Netherlands.
EM a.g.forster@uva.nl; t.bol@uva.nl
RI Forster, Andrea/HMP-4629-2023
FU Veni grant from the Netherlands' Organization for Scientific Research
   [451-15-001]
FX The research in this article has been supported by a Veni grant from the
   Netherlands' Organization for Scientific Research (451-15-001). Previous
   versions of this article were presented at the DFG summer school on
   labor market research at the ZEW Mannheim (Germany) and at the ROA
   conference on human capital over the life-cycle in Maastricht (the
   Netherlands). We thank participants and the reviewers of Social Science
   Research for their helpful suggestions.
NR 31
TC 52
Z9 55
U1 2
U2 37
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0049-089X
EI 1096-0317
J9 SOC SCI RES
JI Soc. Sci. Res.
PD FEB
PY 2018
VL 70
BP 176
EP 197
DI 10.1016/j.ssresearch.2017.11.004
PG 22
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA GA8PK
UT WOS:000428602000013
PM 29455742
DA 2024-02-21
ER

PT J
AU Riggio, RE
   Mayes, BT
   Schleicher, DJ
AF Riggio, RE
   Mayes, BT
   Schleicher, DJ
TI Using assessment center methods for measuring undergraduate business
   student outcomes
SO JOURNAL OF MANAGEMENT INQUIRY
LA English
DT Article
DE assessment centers; outcome assessment; higher education; employability
ID SELECTION
AB This article reports on the use of assessment center (AC) methods for student outcome assessment for undergraduate business school students at a large state university. Using the model of a traditional managerial AC, our student assessment center (SAC) project sought to use this technology for measuring business student outcomes. The SAC consisted of a 5-hour combination of performance-based exercises and a battery of pencil-and-paper tests and relevant personality inventories to assess students' work readiness. A total of 754 junior and senior students completed, the AC. Reliability coefficients of ratings of SAC exercises were consistent with those found in professional managerial ACs. There was some evidence for the content and construct validity of our SAC, and cross-sectional and longitudinal analyses demonstrated the SAC's concurrent and predictive validity. Strengths, weaknesses, and costs of using AC methods for student outcome assessment are discussed and suggestions are made for using ACs in higher education.
C1 Claremont Mckenna Coll, Kravis Leader Inst, Claremont, CA 91711 USA.
   Calif State Univ Fullerton, Fullerton, CA 92634 USA.
C3 Claremont Colleges; Claremont Graduate School; Claremont McKenna
   College; California State University System; California State University
   Fullerton
RP Riggio, RE (corresponding author), Claremont Mckenna Coll, Kravis Leader Inst, Claremont, CA 91711 USA.
RI Riggio, Ronald/AAD-5537-2019
OI Riggio, Ronald/0000-0002-2195-3818
NR 28
TC 13
Z9 13
U1 1
U2 9
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1056-4926
J9 J MANAGE INQUIRY
JI J. Manage. Inq.
PD MAR
PY 2003
VL 12
IS 1
BP 68
EP 78
DI 10.1177/1056492602250519
PG 11
WC Management
WE Social Science Citation Index (SSCI)
SC Business & Economics
GA 646LA
UT WOS:000181035500008
DA 2024-02-21
ER

PT J
AU Xi, C
   Xiao, M
   Wu, L
   Cui, H
AF Xi, Chen
   Xiao, Min
   Wu, Lang
   Cui, Hao
TI Evaluation of college students' entrepreneurial employability
   improvement based on machine learning neural network
SO REVIEWS OF ADHESION AND ADHESIVES
LA English
DT Article
DE neural network; machine learning; college students; entrepreneurship and
   employment
AB It is no wonder that higher education has become more popular as the number of students attending colleges and universities increases each year. In the meantime, college students' employment situation has also attracted considerable attention. The large number of students and the different employment preferences and characteristics of individual students make finding a job difficult, this brings certain difficulties to the employment guidance of students' memorization. The combination of machine learning and neural network has created a new field of predicting students' innovative thinking ability with artificial intelligence. By building a BP neural network optimization model of genetic algorithm, a two-way relationship platform between ability training and employment is built, thereby effectively promoting innovative course teaching and curriculum. The mutual transformation of learning effect. Analyze the innovative thinking ability and room for improvement of mechanical undergraduates from the perspective of intelligence, and use the evaluation results to adjust teaching, and formulate different training programs according to different students. According to the existing machine learning methods, combined with the existing data, a survey of college students' employment situation is conducted, and results are presented in the form of recommendations. First, 3000 student data were collected, including personal hobbies, subject scores, and sample characteristics of employment bias, and machine learning algorithms were used to simulate and analyze the sample data set. By using the GA algorithm, the initial weights and thresholds of the BP neural network can be optimized. In addition, a BP neural network model is developed for predicting the number of entrepreneurs in colleges and universities. BP also normalized the number of entrepreneurs. We test the accuracy of the model using the following two sets of data. The research results in this paper have a certain reference value for using the GA- BP neural network to use the lattice partition method to predict the number of entrepreneurs in the graduation season of colleges and universities.
C1 [Xi, Chen; Xiao, Min; Wu, Lang; Cui, Hao] Jiangxi Sci & Technol Normal Univ, Nanchang 330013, Jiangxi, Peoples R China.
C3 Jiangxi Science & Technology Normal University
RP Xi, C (corresponding author), Jiangxi Sci & Technol Normal Univ, Nanchang 330013, Jiangxi, Peoples R China.
EM XiChen0101@outlook.com
NR 26
TC 0
Z9 0
U1 1
U2 1
PU SCRIVENER PUBLISHING LLC
PI BEVERLY
PA 100 CUMMINGS CENTER, SUITE 541J, BEVERLY, MA 01915-6106 USA
SN 2168-0965
EI 2168-0973
J9 REV ADHES ADHES
JI Rev. Adhes. Adhes.
PD JUN
PY 2023
VL 11
IS 2
BP 479
EP 497
DI 10.47750/RAA/11.2.26
PG 19
WC Materials Science, Multidisciplinary
WE Emerging Sources Citation Index (ESCI)
SC Materials Science
GA T4QU6
UT WOS:001077859100026
DA 2024-02-21
ER

PT J
AU Calò, F
   Montgomery, T
   Baglioni, S
AF Calo, Francesca
   Montgomery, Tom
   Baglioni, Simone
TI Marginal Players? The Third Sector and Employability Services for
   Migrants, Refugees and Asylum Seekers in the UK
SO VOLUNTAS
LA English
DT Article; Early Access
DE Labour integration; Migration; Third sector; Marketization
ID SOCIAL ENTERPRISE; VOLUNTARY SECTOR; POLICY; EMPLOYMENT; AUSTERITY;
   ORGANIZATIONS; GOVERNANCE; MIGRATION; SUPPORT; WORK
AB Literature in the field of employability and the third sector has focused upon the impact of marketisation on third sector providers, elaborating how commissioning processes have led to a contraction of (smaller) third sector organisations (TSOs) and an expansion of larger private sector bodies. Extant research does not however explore the role of third sector organisations in the employability of migrants, refugees and asylum seekers. Therefore, our paper explores this gap by adopting a qualitative approach via a total of 36 interviews involving migrants, refugees, asylum seekers and managers of third sector organisations, alongside a categorisation of TSOs. Our findings reveal that TSOs are the primary (and for asylum seekers perhaps the only) providers of integration support services and training or education services. We found that only a limited number of organisations provide formal employability services or skills development services which seem to be only residual in terms of the range of activities that TSOs can organise. Thus, perhaps the main function that TSOs perform that enables integration into the UK labour market is providing a safe and trusted environment that people can use to increase their confidence, improve their well-being, broaden their social circle, learn the language or increase their work experience.
C1 [Calo, Francesca] Open Univ, PuLSE, Milton Keynes, Bucks, England.
   [Montgomery, Tom] Glasgow Caledonian Univ, Yunus Ctr Social Business & Hlth, Glasgow, Lanark, Scotland.
   [Baglioni, Simone] Univ Parma, Dept Management, Parma, Italy.
C3 Open University - UK; Glasgow Caledonian University; University of Parma
RP Calò, F (corresponding author), Open Univ, PuLSE, Milton Keynes, Bucks, England.
EM Francesca.calo@open.ac.uk; Thomas.Montgomery@gcu.ac.uk;
   Simone.Baglioni@unipr.it
OI CALO, FRANCESCA/0000-0003-4755-3959
FU European Union
FX This study was funded by European Union H2020 Programme-770515.
NR 53
TC 12
Z9 13
U1 0
U2 17
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0957-8765
EI 1573-7888
J9 VOLUNTAS
JI Voluntas
PD 2022 OCT
PY 2022
VL 33
IS 5
BP 872
EP 885
DI 10.1007/s11266-020-00306-6
EA JAN 2021
PG 14
WC Social Issues
WE Social Science Citation Index (SSCI)
SC Social Issues
GA 8L1DG
UT WOS:000604820900007
PM 33424139
OA Green Published, hybrid, Green Accepted
DA 2024-02-21
ER

PT J
AU Van Eersel, JHW
   Taris, TW
   Boelen, PA
AF Van Eersel, Janske H. W.
   Taris, Toon W.
   Boelen, Paul A.
TI Job loss-related complicated grief symptoms: A cognitive-behavioral
   framework
SO FRONTIERS IN PSYCHIATRY
LA English
DT Article
DE complicated grief; job loss; maladaptive coping; negative cognitions;
   vignettes
ID UNEMPLOYMENT; HEALTH; CONSERVATION; REEMPLOYMENT; EXPERIENCE; RESOURCES;
   THERAPY; CONTEXT; IMPACT; DEATH
AB In a significant minority of people, involuntarily job loss can result in symptoms of job loss-related complicated grief (JLCG). The present cognitive-behavioral framework is introduced to explain the underlying processes that may lead to the development and maintenance of JLCG symptoms. Three core processes play a central role, namely (1) negative cognitions related to the job loss and misinterpretation of one's grief reactions; (2) anxious and depressive avoidance strategies to cope with the job loss and its consequences; and (3) insufficient integration of the job loss into the autobiographical memory. These core processes are assumed to interact and reinforce each other, leading to JLCG symptoms. The three core processes can be influenced by certain risk factors, including circumstances surrounding the loss, personality traits, and characteristics of the social environment. JLCG symptoms can lead to additional psychological and practical problems, such as anxiety and depressive symptoms, lower employability, and reduced likelihood of re-employment. This paper explains and illustrates the three core processes with vignettes. Implications of the model for preventive measures and psychological interventions are introduced. It concludes with suggestions for future research on JLCG symptoms.
C1 [Van Eersel, Janske H. W.; Boelen, Paul A.] Univ Utrecht, Dept Clin Psychol, Utrecht, Netherlands.
   [Taris, Toon W.] Univ Utrecht, Dept Social Hlth & Org Psychol, Utrecht, Netherlands.
   [Boelen, Paul A.] ARQ Natl Psychotrauma Ctr, Diemen, Netherlands.
C3 Utrecht University; Utrecht University
RP Van Eersel, JHW (corresponding author), Univ Utrecht, Dept Clin Psychol, Utrecht, Netherlands.
EM j.h.w.vaneersel@uu.nl
RI van Eersel, Janske/AIA-2497-2022
OI van Eersel, Janske/0000-0003-3574-1119
NR 68
TC 2
Z9 2
U1 0
U2 7
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-0640
J9 FRONT PSYCHIATRY
JI Front. Psychiatry
PD JUL 22
PY 2022
VL 13
AR 933995
DI 10.3389/fpsyt.2022.933995
PG 11
WC Psychiatry
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychiatry
GA 3O9OV
UT WOS:000837165300001
PM 35935428
OA Green Published, gold
DA 2024-02-21
ER

PT J
AU Udall, J
   Forrest, D
   Stewart, K
AF Udall, Julia
   Forrest, David
   Stewart, Katie
TI Locating and building knowledges outside of the academy: approaches to
   engaged teaching at the University of Sheffield
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE co-production; engaged teaching; engaged scholarship; civic university
AB This article draws on three case studies, which illuminate a number of practical, ethical and intellectual issues that arise from 'engaged' teaching activities within the curriculum. Projects from the disciplines of Architecture, English and Journalism Studies illustrate the possibilities offered by learning and teaching projects which emphasise public facing, co-produced knowledge as central components. It is argued that such approaches enable dynamic forms of learning to emerge, which work to expand the parameters of subject-specific knowledge while enabling the development of citizenship attributes and employability skills amongst students in ways that deepen, rather than dilute, intellectual rigour. The article locates these practical pedagogical reflections within theoretical frameworks offered by those working (largely in North America) on publicly engaged approaches to scholarship and seeks to draw connections with contemporary developments in learning and teaching in the UK.
C1 [Udall, Julia] Univ Sheffield, Sheffield Sch Architecture, Sheffield, S Yorkshire, England.
   [Forrest, David] Univ Sheffield, Sch English, Sheffield, S Yorkshire, England.
   [Stewart, Katie] Univ Sheffield, Dept Journalism Studies, Sheffield, S Yorkshire, England.
C3 University of Sheffield; University of Sheffield; University of
   Sheffield
RP Udall, J (corresponding author), Univ Sheffield, Sheffield Sch Architecture, Sheffield, S Yorkshire, England.
EM j.udall@sheffield.ac.uk
RI Udall, Julia/L-8384-2019
NR 26
TC 2
Z9 2
U1 0
U2 24
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1356-2517
EI 1470-1294
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PD FEB 17
PY 2015
VL 20
IS 2
BP 158
EP 170
DI 10.1080/13562517.2014.966237
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA AW1LP
UT WOS:000346051200003
OA Green Accepted
DA 2024-02-21
ER

EF